Bachelor of Physical Education (BPEd) is a four-year undergraduate program introduced in the 2018 curriculum which aims to prepare aspiring teachers who specialize in delivering and managing instruction, assessment, and research in physical literacy. Specifically, the program aims to develop highly competent physical education (PE) teacher-researchers equipped with disciplinary knowledge on physical education and allied sciences who design curricular choices and plans that aim at achieving learners’ competency and proficiency in movement to meet their functional and health requirements.
BPEd is a board program which provides meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches and culminates through a practice-teaching internship. The program consists of 2,697 hours of course work and 408 hours of field study and internship combined.
BPEd graduates possess Level VI (Baccalaureate) qualifications under the Philippine Qualifications Framework (code number 60114) and the ASEAN Qualifications Framework. Graduates of this program are qualified to become professional licensed teachers upon passing the prescribed board examination under the Professional Regulation Commission (PRC).
Students who graduated from any Senior High School track may take the BPEd program.
Please click or tap on the sections below for more detailed information about the BPEd program.
with the prescribed objectives for teacher education, as indicated in the Commission on Higher Education (CHED)
memorandum order (CMO) no. 80, series of 2017. Under
this mandate, the program aims to produce graduates who can:
Teach with passion
Apply relevant technologies
Manifest in-depth understanding of the chosen
area of specialization
Translate theory into practice
Exemplify the core values of Fortitude,
Excellence and Uprightness
Anchor lessons and instructional materials on
institutional, local and international standards
Communicate effectively in oral and written
Harness learners’ potentials
Exhibit critical thinking skills
Respond to the changing educational dynamics
On successful completion of this program, graduates can:
Develop comprehensive pedagogical content knowledge in physical education through evidence-based practices. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity)
Formulate concepts and theories in physical education through practice-based inquiry in teaching and learning (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity)
Create skillful performance in a variety of physical activities. (Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity)
Apply performance to variety of physical activities in school and/or non-school settings. (Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity)
Design effective physical activity programs to address the needs of individual and group in school and/or non-school settings. (Linked to FEU Core Competencies: Critical Thinking, Creative Problem Solving, Intellectual Curiosity, Persuasive Communication)
Value the use of information, media and technology in teaching and learning physical education. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Responsible Digital Citizenship)
Practice professional ethics in teaching and managing physical education through practicum. (Linked to FEU Core Competencies: Professionalism, Critical Thinking, Intellectual Curiosity, Persuasive Communication, Creative Problem Solving)
Develop concepts, theories and practices in physical education using different forms of communication and technology-based platform. (Linked to FEU Core Competencies: Critical Thinking, Intellectual Curiosity, Responsible Digital Citizenship)
Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to practice teaching in the field of physical education.
Graduates of the program may work as physical education teachers, dance and sports club moderator, and school-based sports program and event coordinator. Likewise, graduates can also work as teacher and research assistants in education-related field.
Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching majoring in Physical Education or any related field as their graduate studies degree.
program exhibits a holistic approach in education through the multitude of
courses, learning approaches and assessments it offers.
In the first two years of the program, General Education (GE) courses focus on developing learner’s foundation skills such as critical thinking and reflection, through the facilitation of liberal education content. General Education courses constantly engage learners into critical discussion.
Moreover, the GE includes university-innovative courses namely Scholarly Inquiry, College Academic Skills (CASE), and Speech Communication, which are designed to develop key college study habits, research, and academics skills of students.
On the other hand, Professional Education (ProfEd) courses cultivate among students the foundational theories and concepts, pedagogical content knowledge, and experiential learning relevant in learning the art and science of the teaching profession.
Building from the foundation skills of general education courses, ProfEd courses also engage students into critical discourse on issues and trends in education and thereby pave way to further discussion and research on implications to education theory, practice, and research.
Major/specialization courses of the program focus on mastering pedagogical content knowledge in instructing and managing students in learning physical education. Specifically, program specialization courses build foundation theory and concepts in physical education, contextualized courses in teaching and learning PE as a discipline, and content-performance courses, which include subjects on movement, game, sports, recreation, and health education.
Through foundational concepts, pedagogical content knowledge, and education research of physical education courses, students of the program are able to conceptualize their teaching and learning paradigms and translate them to relevant and effective education practices in physical education.
let students explore more the complexity and well-roundedness of the program,
BPEd also offers two elective on the specialization courses – Administration
and management of Physical Education and Health Education Programs and
Contemporary Issues in PE and Sports.
Alongside with all of these courses, the Wellness and Recreation Program (WRP), which is a unique innovative-course feature of all programs in the university, is offered every semester to ensure that not only the cognitive faculties of students are developed but as also their physical fitness and socio-emotional soundness.
the essentiality of knowledge generation and information navigation, the
following approaches are embedded in the program to empower students on making
informed choice as thinking teacher professionals in the future:
learning approach. In line
with the university’s teaching and learning philosophy, the program employs
student-centered learning approaches throughout its courses to enable students
to collaborate and co-construct knowledge with their teachers and classmates.
This approach, which is rooted on the learning paradigm of the university, executes
various learning activities designed to initiate cognitive engagement among
students through the practice of critical, reflective, creative, and
problem-solving thinking skills.
approach. Opposite to atomistic learning
and single-mindedness thinking, the program implements interdisciplinary
approach, where students are able to look into educational and societal trends
and issues using different disciplinal lenses. This learning experience enables
students to value different perspectives and to make connections in between
learnings of different courses.
Research-based approach. Method of teaching each course of the program is informed by research. Likewise, research on different areas of education as required readings are central to the discussions made inside the classroom. Moreover, course capstone projects come in the form of research-based outputs to instill to students the habit of making research-informed choices in teaching and learning.
learning approach. To promote
and develop independent learning, as well as to provide flexibility in terms of
learning space, the selected courses of the program, particularly the four mentioned
GE courses, utilize blended learning approach where some class time is allotted
for students to attend classes virtually through the use of the university’s
learning management system platform. Likewise, students are exposed in
different technological media in attending their regular face-to-face meeting
for each course in the program.
Assessment and Research
of courses under the program is dependent on the accomplishment of assessment
tasks negotiated by the teacher and students for the semester. As the program
values student learning not only as a product but also as a process, formative
assessments, which are conducted during the learning process, are done to
monitor and give feedback to students’ works. These formative assessments lead
to summative assessments which focus on evaluating student learning at the end
of instructional unit and course.
Gearing away from the traditional paper and pencil tests, the program also makes use of authentic or non-traditional assessment to better exhibit learning outcomes intended for the course and the program.
This authentic assessment comes in the form of creative capstone projects which serves as a culmination of all relevant learning experiences for the course. Moreover, most of these capstone projects come in the form of research-based outputs to instil to the students the habit of making research-informed choices in teaching and learning.
from research-based outputs as capstone projects, two courses of the program
are dedicated for students to understand and do research works. The Educational
Research and Research in Physical Education and Health Education courses focus
on understanding and crafting research, broadly in education, and specifically
in teaching physical movement and fitness literacy education, respectively.
Both courses aim for students to produce quality research paper and enable them
to understand research as a way of life in the teaching profession.
Experiential learning courses immerse students in basic education teaching through the supervision of cooperating teachers from partner schools. Field Study 1 and 2 prepare students to full time internship by allowing them to observe, participate, and assist in teaching and learning planning, implementation, and evaluation.
On the last semester of the program, students engage in full time teaching internship as pre-service teachers under the mentorship of a cooperating teacher from the partner basic education school and guidance of the course facilitator.
Moreover, through the pre-service student teacher exchange program, selected and screened pre-service student teachers are given the opportunity to have their practice teaching experience in schools from other Southeast Asian countries.
Students need to complete a total of 2,697 hours of course works and 408 hours of field study and internship combined. Further, students need to have a minimum quality point average (QPA) of 2.20 to graduate.