For Physical Education and Health 1 (Grade 11), we observed that the courseware for the first semester includes some topics that appear to overlap between the first and second periodic assessments. In the first periodical, the lessons focused on Health-Related Fitness (HRF) and Skill-Related Fitness (SRF), including the process of creating an exercise plan and applying it in real-life situations, where students are expected to perform their planned workout. However, in the second periodical, the topics shifted to general health concepts such as physical, mental, and emotional well-being (“Healthy Habits”), and then the final module unexpectedly returned to HRF and SRF. This created an inconsistent flow of lessons, as it felt like previously completed topics were reintroduced in the second periodical, which may cause confusion among students since they already assumed those topics had been finished.

For Physical Education and Health 3 (Grade 12) or dance, we observed that students are having difficulty completing six dances within one semester. It may be more practical to reduce the number of dances to four, since PEH classes only meet once a week per section, and sometimes even get canceled due to holidays or venue availability. There is also limited time for discussion, teaching of basic steps, practice, and presentation. Additionally, students are not allowed to practice outside school for safety reasons, which further limits preparation time.

We suggest removing Cheer Dance and Festival Dance from the required outputs. Cheer Dance involves stunts that can be risky even without lifts, especially compared to the other dance types. Festival Dance, on the other hand, usually requires a large number of participants to achieve its intended presentation, which makes coordination difficult since students often have conflicting schedules for practice. The remaining four dances—Philippine Folk Dance, Interpretative Dance, Social Dance, and Modern Dance—are more manageable and appropriate, as they still cover essential competencies while allowing better focus, practice time, and group coordination.

For the second-semester courseware in Recreational Activity (Camping), we also suggest replacing the Campfire activity with Proper Bandaging for different types of injuries that may occur during camping. This aligns better with modern camping practices, where students may use safer and more practical alternatives instead of building a fire. Students also noted that fire-building activities (using matches, stones, sticks, magnifying glasses, etc.) are no longer very applicable in modern settings. In addition, there is a lack of suitable space on campus for safely conducting fire-related activities, as the only open area available is the parking lot, which is often occupied and not safe for such demonstrations.

Lastly, for PATHFIT 4 – Team Sports (Tertiary-Second Year), it would be better if there is a standardized module or specific set of topics that all instructors follow, so students are guided by a consistent framework. The current setup, where students choose two team sports for the semester, tends to be too general. For example, if Basketball and Volleyball are chosen, the lessons often repeat basic concepts already covered in Senior High School, such as history, rules, signals, and basic skills. To make the course more meaningful at the tertiary level, it would help to either update the content or focus on more advanced application and deeper understanding rather than repetition, unless the goal is intentional reinforcement and review of prior learning.