St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, PaniquiTarlac

S.Y. 2020-2021

TEACHING GUIDE IN PHYSICAL EDUCATION 11

Health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet
TOPIC/ LESSON NAME

CONTENT STANDARDS The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity

PERFORMANCE STANDARDS The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively

MOST ESSENTIAL LEARNING 1. Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet.
COMPETENCY/IES

At the end of the lesson, the learners should be able to:

TARGET SPECIFIC LEARNING 1) distinguish the benefits derived from participating in fitness activities,
OUTCOMES 2) recognize the value of optimizing one’s health by participating in physical activity assessment, and
3) identify barriers to physical activity.
 ICT Literacy
TARGET CHARACTER VALUE/S  Critical Thinking
FOCUS  Communication
 Achievement
 Responsibility

TIME ALLOTMENT 2Hours/August 28, 2020

LESSON OUTLINE:

1. INTRODUCTION : Articulating learning Objectives, Picture Analysis

2. MOTIVATION : Processing Question for Learners’ Engagement, Reflection
3. INSTRUCTION/DELIVERY : Lecture-Discussion, PowerPoint Presentations
4. PRACTICE : Worksheet
5. ENRICHMENT : Synthesis
 6. EVALUATION : Quiz for comprehension check

MATERIAL Learning Management System (LMS), Laptop, Webcam, PowerPoint Presentation, Worksheets

 Callo, Lualhati, F. and Dajime, Peter, F. (2016). Physical Education and Health Volume 1. Rex Bookstore
RESOURCES  Physical Education and Health. DIWA Senior High School Series. DIWA Textbooks

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 Minutes) TEACHER’S TASKS:

 Picture Analysis!  Online Classroom Management
 Articulates learning objectives
 Post pictures and let students ask the guide question: “Study the
pictures. What can you tell based on your observations?”

Guide Question: “Study the pictures. What can you tell based on your observations?”
2. MOTIVATION (10 Minutes)
Reflect Upon!!  Think of healthy adults in your neighborhood. In your opinion,
how have they remained healthy through the years?
 “What are the possible reasons why other adults are still healthy despite old age?”

3. INSTRUCTION/DELIVERY (40 Minutes) TEACHER’S TASKS:

The teacher discusses the following topics:
 Benefits of physical fitness assessment,  The teacher will discuss and summarize the important ideas of
 Components of health-related fitness, the topics through PowerPoint presentation.
 Self-management Skills Guidelines, and
 Barriers to Physical Activity.
4. PRACTICE (20 Minutes)
 Worksheet 1: Physical Activity Questionnaire (see appendix 1)  The questions in the physical activity questionnaire will help
students to analyze their physical activity preference and habits.

5. ENRICHMENT (20 Minutes)

  Synthesis This activity assesses the students’ understanding of the lesson
“How can physical activity assessment help you to become physically fit?” discussed. The learners answer the question:
 “How can physical activity assessment help you to become
physically fit?”

6. EVALUATION (20 Minutes)

 Quiz (see appendix 2)  Students answer questions related to the topics discussed to
assess their understanding of the lesson.

APPENDIX 1: Worksheet 1: Physical Activity Questionnaire

The following questions will help you analyze your physical activity preference and habits. It will help you make decisions concerning your health and fitness level. Answer the questions as
honestly as possible and use the scoring guide to help you assess your physical activity level.

1. In the past week, how active were you doing during your PE class?
a. I did not join the PE class b. I just stood/walked around during class
c. I ran and played a bit d. I ran and played most of the time

2. In the past week, how many days were you active for at least 60 minutes?
a. 0 b. 1 to 2 days
c. 3 to 4 days d. 5 or more days

3. In the past week, how many days did you spend watching TV or playing video games for more than 2 hours?
a. 5 or more days b. 3 to 4 days
c. 1 to 2 days d. 0

4. In the past week, I spent most of my leisurwe time ___________________________.

a. reading books, and watching TV b. walking the dog, and helping the hopusehold chores
c. performing moderate intensity sports d. performing high internsity sports

5. In the past week, how many hours in a day did you spend playing video games or surfing the net?
a. more than 4 hours b. 3 to 4 hours
c. 1 to 2 hours d. less than an hour

Scoring Guideline:
1. equate the following points for each response to question above:
a = 1 point
b = 2 points
c = 3 points
d = 4 points
2. Sum up all the points from each question.
3. Rate your score:
“Excellent” if your score is 20
“Good” if you score 15-10
“Needs Improvement” if your score is 9 or lower
4. Based on your score and your rating, write three things that you can improve on and why you chose these three

APPENDIX 2: Evaluation: Quiz

The following statements are common reasons of people who do not regularly engage in physical activity. Rank the statements according to how much you agree with them,
with”1” being the best statement that describes you, and “7” for the statement that does not hold true for you.

_____ Exercise is hard and tiring.

_____ I would rather do something else than exercise
_____ I think I do not look good when I exercise
_____ I do not have the money to enrol in a fitness center or gym.
_____ My parents do not encourage me to exercise
_____ I have a very busy schedule
_____ I do not know any sport or exercise

What are your top 3 barriers? Write specific ways on how you can overcome these barriers.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________

St. Vincent School Foundation, Inc.

Legaspi St., Poblacion Sur, PaniquiTarlac
 S.Y. 2020-2021

TEACHING GUIDE IN PHYSICAL EDUCATION 11

TOPIC/ LESSON NAME Frequency Intensity Time Type (FITT) principle and Moderate to vigorous physical activities

CONTENT STANDARDS The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity

PERFORMANCE STANDARDS The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively

1. Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-related fitness
MOST ESSENTIAL LEARNING (HRF).
COMPETENCY/IES 2. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of
settings in- and out of school
At the end of the lesson, the learners should be able to:
TARGET SPECIFIC LEARNING 1. explain the FITT Principle as a guide in designing exercise programs;
OUTCOMES 2. recognize the importance of a warm-up and cool-down; and
3. design a simple aerobic exercise program using FITT Principle
 ICT Literacy
TARGET CHARACTER VALUE/S  Critical Thinking
FOCUS  Communication
 Creativity
 Achievement
 Responsibility

TIME ALLOTMENT 2 Hours/September 4, 2020

LESSON OUTLINE:

1. INTRODUCTION : Articulating learning Objectives, Analyzing Quotation

2. MOTIVATION : Processing Question for Learners’ Engagement, Situation Analysis
3. INSTRUCTION/DELIVERY : Lecture-Discussion, PowerPoint Presentation
4. PRACTICE : Worksheet
5. ENRICHMENT : Synthesis
6. EVALUATION : Written Report
 MATERIAL Learning Management System (LMS), Laptop, Webcam, PowerPoint Presentation,

 Callo, Lualhati, F. and Dajime, Peter, F. (2016). Physical Education and Health Volume 1. Rex Bookstore
RESOURCES  Physical Education and Health. DIWA Senior High School Series. DIWA Textbooks

PROCEDURE MEETING LEARNERS’ NEEDS

1. INTRODUCTION (10 Minutes) TEACHER’S TASKS:

 Analyzing Quotation!  Online Classroom Management
“Commit to be Fit!”  Articulates learning objectives
 Guide Question: “What is your understanding of the quotation?”  Activity: Ask students about the quotation, “Commit to be Fit.”

2. MOTIVATION (10 Minutes) TEACHER’S TASKS:

Situation Analysis  Ask for student’s opinion about a situation related to fitness
 May has been engaging in exercise for couple of months. A few days after she program.
started, she experienced positive results from her physical activity program. Her self-
assessment score showed that there is progress in her cardiorespiratory status.
However, May felt discouraged because her flexibility and muscular strength show
no improvement as much as they did before. May is desperate to know what is wrong
with her fitness program.

Question: “How can you help May address her problem?”

3. INSTRUCTION/DELIVERY (40 Minutes) TEACHER’S TASKS:

The teacher discusses the following topics:
 The principles of training;  Discusses the FITT Principle
 Designing fitness program; and  Provides a lecture focusing on the importance of fitness needs
 Parts of an Exercise Program. assessment. Several questions can be raised to open up the
discussion on the importance of needs assessment.
 Discusses the important parts of an exercise program.
4. PRACTICE (20 Minutes)
 Activity 1: Fitness Assessment (see Appendix 1)  Students will perform fitness tests and will rate themselves if
they are in optimal range or below the optimal range.
1. ENRICHMENT (20 Minutes) This activity assesses the students’ understanding of the lesson
  Reflection Paper on a concrete situation discussed. The learners answer the question:
Guide Question: “Why is it necessary to include a warm-up and a cool-down in an exercise routine?”  “Why is it necessary to include a warm-up and a cool-down in
an exercise routine?”
The teacher adds comments to the student’s outputs for improvement.
5. EVALUATION (20 Minutes)
 Written Report  The students will create their own exercise program using the
FITT Principle. Student’s will use this exercise program to
assess if they are achieving their goals.

APPENDIX 1: Activity 1: Fitness Assessment

Perform the following fitness tests. Write the scores and rate if you are in the optimal range or below the optimal range (see Table 1 for the corresponding rating).

Name:
Rating
Fitness Test Score
(within or below Optimal Range)
1-meter run
Push-up
Curl-up
Sit and Reach
BMI
Waist

Table 1: Optimal Scores for Adolescents in Various Fitness Tests

Sex Optimal Range

1-meter run Push-up Curl-up Sit and Reach BMI Waist
MALE < 1:30 min > 30 > 45 > 45 cm < 25 kg/m2 < 102 cm
FEMALE < 2:30 min. > 20 > 35 > 50 cm < 25 kg/m2 < 88 cm