Master in Physical Education


The Master in Physical Education (MPE), introduced in 2014 originally as Master of Arts in Physical Education, is a 39-unit graduate program with thesis designed to produce competent professionals to become teachers, trainers, coaches, sports and tournament directors for schools and recreation centers.

Specifically, the program focuses on imbuing pre-service teachers, in-service teachers, and other professionals with theoretical groundings, management skills, and research skills through the program’s varied delivery modes. 

Through this program, the students will master core subjects in teaching and learning and physical education. The degree will be awarded upon completion of 33 academic coursework units or 594 hours and six units of thesis writing (Thesis 1 and 2).

Please click or tap on the sections below for more detailed information about the MPE program.

  • Pre-Service teachers: Newly graduated students with a degree course on teacher education who aspire to specialize in physical education. 
  • In-Service Teachers: Those who are already in the teaching and training workforce but would like to develop further their expertise in handling physical education. 
  • Professionals from Various Fields of Specialization: Students who graduated in any four-year college degree course and professionals such as sports coaches and fitness trainers can apply for the program granted that they will be taking the Teacher Certificate Program (TCP) as a bridging program as requirement for admittance.

The IE-GS seeks to develop research-oriented professionals with an articulated philosophy of education, committed to a life of service for the development of the country in general and learning communities specifically. These professionals include:

  1. Effective teachers who are prepared to take on leadership roles in educational institution;
  2. Educational planners and managers who contribute to the growth and improvement of the educational system to address challenges of diverse cultures;
  3. Competent teachers updated in current trends and methods in teaching multicultural settings;
  4. Special education teachers capable of organizing and managing facilities for persons with disabilities;
  5. Physical education managers equipped with advanced knowledge and skills in teaching, administering, and evaluating PE and sports programs;
  6. Creative and efficient educators who use competency and outcomes-based standards and other alternatives modes of instruction delivery, equipped with skills in research, publications, and blended educational technology;
  7. Globally-oriented teachers capable of establishing partnerships and linkages with fellow educational leaders both local and international; and
  8. Service-oriented and environment-conscious educational practitioners who are committed to establish optimum development of the community through community service guided by the ethical practice of the teaching profession. 

While immersed in the 39-unit graduate degree program with thesis designed to prepare fitness trainers, coaches and physical education teachers in assessment, individualized instruction, curriculum preparation, with modified and innovative teaching strategies for students and athletes, MPE students are expected to:

  1. Exhibit in-depth understanding of the concepts and principles involved in physical
    education management;
  2. Be abreast with the different trends and issues in physical education;
  3. Assess with the different trends and issues in physical education the development of the teaching and learning of physical education as well as sports management; and
  4. Be highly competitive in planning and organizing physical education and sports activities for the community, schools and recreation centers.

Then, upon successful completion of the program MPE graduates are expected to:

  1. Demonstrate knowledge on physical education and disciplinary concepts which enables them to devise sound and developmentally appropriate instructional activities necessary for their successful performance in their field;
  2. Be highly skilled in applying their knowledge in the process of evaluating their own professional performance and decision making with respect to the enhancement and advancement of lives;
  3. Demonstrate the ability to use information technology to supplement learning and to enhance personal and professional productivity as they construct a rich repertoire of research-based knowledge, skills and attitudes; and
  4. Use their knowledge of students to make them feel important as the center of the teaching-learning process ensuring them to have optimal opportunities to learn and grow.

Upon completion of the program, graduates can be employed as physical education teachers, sports coaches, fitness trainers, and researchers. Likewise, students can proceed to a doctorate program in education, curriculum and instruction or educational management. 

Program curriculum

The masterate program is composed of 11 courses or 33 units on theories and principles of physical education, developing pedagogy and program design for physical education, community sports and recreation, trends and issues in physical education, applied kinesiology, and measurement and evaluation which are applied in developing, implementing and evaluating inclusive and research-oriented sports and physical education programs for different kinds of learners and environments.

In the program, students will delve deeper into the current issues and trends in the national and international education systems and its impact to physical education through scholarly outputs. This exploration trains students to become experts in the field and prepares them to become physical education teachers and work alongside their colleagues in improving the current education system in the country.

The students’ learning and progress will culminate with a research output in Thesis 1 and 2 which are scaffolded by lecture series, round table discussions, and masterclasses in the duration of the masterate program.

Teaching and Learning Methods

The graduate studies program of the Institute puts premium on in-depth and adequate knowledge and understanding of academic and theoretical frameworks which are translated into research-based academic tasks.

This specialized nature of the program prepares the students to become thinking teacher professionals as they collaborate and co-construct knowledge by investigating educational and societal trends and issues using different disciplinal lenses, frameworks and paradigms.  Specifically, the program will be delivered using the following modes:

  • Student-Centered Learning

To address the distinct needs of the graduate studies, the courses are designed for the learners to collaborate and co-construct knowledge with their colleagues and professors through research-based activities.  This approach is rooted on the learning paradigm of the university where critical, reflective, and creative thinking is fostered. 

  • Interdisciplinary Approach

Through this approach, the students explore and investigate educational and societal trends and issues using different disciplinal lenses to make sense of the different perspectives and make connections of their learnings on different courses. In addition, students develop the capacity to understand concepts in multiple viewpoints and the ability to integrate these viewpoints into a broader conceptual framework of analysis. 

  • Blended Learning

The courses are delivered using a combination of face-to-face and online discussions using the learning management system or Canvas. Face-to-face discussions are done on a designated class schedule, while the readings, videos, and other learning materials are made available in the learning management system. Likewise, extended assessments and discussions are given through Canvas.

  • Discovery and Self-Directed Learning

The courses are taught using the combination of the two modes where students will be given opportunities for mentorship through various supplementary activities in the department. The students will also work with their fellow graduate studies students and faculty members through consultations and discourses. 

Assessment and Research

The completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the professor and the students for the semester. The program makes use of research-based outputs and community and field exposures as forms of assessments. These course outputs prepare students for the comprehensive examination and thesis writing towards the end of the program. 

The comprehensive examination measures the students’ ability to synthesize their learning throughout the program through a publishable research or an empirical essay. This same research or essay can be expounded further in writing their thesis, which is a final requirement for awarding of the degree.

Through these assessments, students will be trained to produce quality publishable research papers and will enable them to understand and appreciate research as a way of life in the teaching profession.

The university offers various scholarship programs for teachers from the government and private institutions as well as alumni of FEU.

Institute of Education

Room 604 - Sixth Floor, Education Building

Room 604 - Sixth Floor, Education Building

Office Hours 8:00AM - 5:00PM

Tel (02)8849-4000 to 30 loc. 254/255/257


Harold John D. Culala, PhD

Dean, Institute of Education

Percival S. Paras

Department Chair, Undergraduate Studies

Princess Zarla J. Raguindin, PhD

Department Chair, Graduate Programs & Transnational Education

Jennifer J. Pascua

Department Chair, Wellness and Recreation Program

  • Nicanor Reyes Street, Sampaloc, Manila
  • Tel No: +63 (2)-87777-338 (trunkline)

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