Logo
Banner

BACHELOR OF PHYSICAL EDUCATION (BPED)

VISION

The College of Teacher Education (CTED), as a Higher Education Institution of Learning envisions every learner to be functionally competent and equipped with desirable values of a professional teacher, in time.


MISSION

The Mission of the College of Teacher Education (CTED) of Bicol College is to provide the quality pre-teacher education basic to the needs, roles and functions of elementary and secondary teachers lay the foundation of desirable, responsive as well as responsible learners who will become globally competitive.

GOALS

The BPED is a four-year program aimed at equipping graduates with the competencies to meet the psychomotor, cognitive and affective needs of learners. These consist of: (1) a strong and affective needs of lea

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

  1. Physical Development: Promote physical growth and development through activities that enhance strength, flexibility, endurance, and coordination.
  2. Mental Development: Encourage critical thinking, problem-solving, and decision-making skills, while reducing stress and anxiety through physical activity.
  3. Social Development: Foster social skills, teamwork, and communication through physical education and sports.
  4. Disciplinal Knowledge: Apply scientific and evidence-based practices critical to educational and learning processes, including
  5. Foundational Knowledge: Discuss foundations of physical education and health, and analyze scientifically the body's response to exercise.
  6. Motor Learning: Explain motor learning and development of learners based on growth and maturation characteristics.
  7. Research: Conduct scientific research in physical education and health education.
  8. Movement Competency and Proficiency: Demonstrate skillful performance in various physical activities and adapt to different settings.
  9. Program Planning and Evaluation: Critically examine, plan, implement, monitor, and evaluate physical education curriculum and programs.
  10. Professional Accountability and Responsibility: Demonstrate professional accountability and responsibility, adhering to ethical standards and best practices.
  11. Communication: Communicate effectively, conveying ideas, instructions, and feedback to students, colleagues, and other stakeholders.
  12. Lifelong Learning: Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

PROGRAM OUTCOMES (PO)

  • PO1. Disciplinal Knowledge: Apply Scientific and evidence- based practice critical to the educational and learning processes.
  •  
  • PO2. Movement and Competency and Proficiency:
    1. Demonstrate Skillful performance in variety to variety of physical activities
    2. Adapt performance to variety of physical activity setting: (e.g. formal classes, recreational, and competitive)
  •  
  • PO3. Curriculum and program Planning, Implementation, Monitoring, and Evaluation
    1. Critically examine the curriculum (e.g. content, pedagogy and assessments and program and enhancement (e.g. innovate them necessarily)
    2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings.
    3. Monitor and evaluate physical activity programs in school and/or non-school settings.
    4. Use appropriate assessments in, as and for student or client learning.
  •  
  • PO4. Professional Accountability and Responsibility:
    1. Demonstrate firm work/professional ethics.
    2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
    3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession.
    4. Pursue lifelong learning for personal and professional development.
  •  
  • PO5. Communication:
    1. Communicate effectively with PE practitioners, other professional and stakeholders.
    2. Use oral, written, and technology formats deftly.

PROGRAM DESCRIPTION

As a teaching profession, PE is a seamless activity of designing and delivering learning activities, providing quality instruction, managing the classroom and assessing student learning, modeling as well as mentoring, This requires a deep, broad and integrated knowledge of the subject matter and its learners, which in turn informs the PE teacher's choices in terms of meaningful curricular content, the creation of inclusive learning environments and the employment of effective learning strategies.

As a curricular subject, PE is aimed at physical literacy, which serves as the foundation for confident, enjoyable and sustained participation in a wide range of physical activities. Thus, it consists of developmentally appropriate activities. PE also aims to optimize health through learning experiences aimed at the formation of physical activity and healthy eating habits, as well as dispositions. These learning experiences likewise extend beyond the classroom; hence, student learning must be reinforced through programs on school and community recreation, as well as organized, competitive sports. Moreover, the PE teacher must communicate enthusiasm for their subject matter in a positive, caring manner. Finally, PE draws from the knowledge base of the allied fields: exercise and sports sciences, life sciences, social and behavioral sciences; and employs interdisciplinary instruction as a means to permeate all aspects of the learners' lives and develop them integrally.