HEALTH OPTIMIZING PHYSICAL EDUCATION 1

Grade: 11 Quarter: 1

WHY HOW TO ASSESS? HOW TO TEACH? WHAT TO

TEACH? TEACH?

ASSESSMENT AND FEEDBACK Learning Material MET

As implied Based With the Improved PT By using the Based on the Feedback Feedback What student What What topics
the Minimum on the skills that of the GRASPS Standards & Mechanism Mechanism centered- Formative ensure the
Standards, Culminati shall be Health characteristi Criteria for (Assessme (Assessme flexible Questions shall development
the teaching ng Optimizing teaching lead to the of the desired
championed cs of a PT, Success in nt FOR nt AS
of every Performa Physical modality will completion of skills?
core subject nce by Physical identify the completing the Learning) Learning) lead towards EFAA?
Education
shall lead to Standard Education Standards & PT, what the completion
________
the of the and Health Criteria for Enabling of the EFAA?
development Health and together Success Formative
of the Optimizi with the other Assessment
learners’ ng skills implied Activities will
Physical
by the enable the
Educati
on Minimum student to
_______ Standards, successfully
complete the
Performance
Task?

1.communic Which of You are a Conceptual EFAA #1 Monitor Performing Recorded Why is it *Health and
ation skills the 6 PromoteFitness Instructor with Knowledge Health-Related each health videos of important to Safety
skills responsible
a twist of Zumba and Demonstrat Fitness and individual’s related activities for develop health Orientation
2.thinking must it citizenship
have to lead your e Skill Related SRF and HRF and skill *Physiological
HRF and activities
skills champio throughfamily toward a healthy understandi (Asynchronous) related fitness Indicators of
Fitness SRF Test and fill-out
(Critical & n in involvement
and active lifestyle. You ng on the activities and Fitness
Problem developi in various
have to lead them Activities answers the given Actual  how it can
appropriate
Solving) ng physical
about the proper and provide form to Presentation of benefit/affect
ness of the
learners? fitnessexecution of different process in feedback assess own the Activities each
3.technology activities
physical
in about their physical (Synchronous) individual’s
leading and
skills communi the activities/exercises with works. capacity. lifestyle?
organizing
cation community
a twist of zumba. You Printed
recreational
4.communic and resulting
havein to take a video of Modules/activiti
ation and Technolo the your exercise activity activities: Create a es
Technology gy skills development
and should be critiqued reflection
skills (Creative of by other MAPEH Skills about the
(Creative & & transformatio
teachers. Your exercise Shows experience
Innovation) Innovatio nal leaders.
should compose of a proficiency EFAA #2
n) warm-up, main in
(requisite
5.problem program, and a cool EFAA #3 performing
skills) in
Solving skills Develops
down exercise and the the
creating and
self-efficacy
proper execution of demonstrati activities.
6.collaborati in choosing
these three.
a ng the
on skills physical
planned
fitness
activity
activity to
enhance (organizing
overall fitness
wellness, activities). EFAA #4
thus resulting
in a strong Preparation
character – Targets
foundation of the timeline
a true leader. of
accomplish
ment with
efficiency.

Participatio
n

* Ability to
work
efficiently
during the
preparation
of the output
EFAA #5
* Ability to
display clear
effort to
finish the
task
 * Ability to
consistently
shows
positive
behavior in
the planning
of the task

PERFORMANCE TASK RUBRICS

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

Conceptual Knowledge Students demonstrate a Students demonstrate Students demonstrate good Students need improvement in
Demonstrate understanding on deep understanding of the understanding on the understanding on the demonstrating his/her
the appropriateness of the appropriateness of the appropriateness of the appropriateness of the process in understanding on the
process in leading and organizing process in leading and process in leading and leading and organizing a fitness appropriateness of the process in
fitness activity program: organizing a fitness activity organizing a fitness activity program. leading and organizing a fitness
A. Ability to state the program. activity program. activity program.
rationale/goal of the Actualized many incorrect
proposed recreational All four sub-criterions were Actualized few incorrect connections in the sub-criterions. Shows no connection in any of the
event actualized. connections in the sub- sub-criterions.
criterions.
B. Ability to Identify risk
factors, create proactive
interventions in case of
emergency, and acquire
decision making for the
safety of every
participant.
C. Ability to distinguish the
importance of various
principles, training
programs, and type of
exercises that is suited
for the uniqueness of
 every individual.
D. Ability to make meaning
from their learning
experiences from the
demonstrated activity.

Skills Students show excellent Students show very Students show good requisite skills Students need improvement on
Shows proficiency (requisite requisite skills in creating good requisite skills in in creating and demonstrating the requisite skills in creating and
skills) in creating and and demonstrating the creating and organizing a fitness activity demonstrating the organizing a
demonstrating the planned organizing a fitness activity demonstrating the program. fitness activity program.
activity (organizing a fitness program. organizing a fitness
activity program):. activity program. Actualized many incorrect Shows no connection in any of the
All three sub-criterions were connections in the sub-criterions. sub-criterions.
A. Ability to organize and actualized. Actualized connections
analyze information in between two sub-
order to make meaning criterions.
and decide what to
believe or what actions to
take.
B. Ability to show flexibility
and perseverance when
they encounter
challenges.
C. Ability to select
strategies, tools and
approaches that are
appropriate for planned
fitness activity.

Preparation
Targets the timeline of
accomplishment with efficiency.
Always prepared in his/her
required output/task/s and
submits the output before
the deadline, work is
complete, cohesive, and
exceeds expectations.
(Complete class required
output/task/s)
Almost prepared in Inconsistently prepared in his/her Seldom prepared in his/her
his/her required required output/task/s and submits required output/task/s and failed to
output/task/s and the output after the deadline, work complete the output and was not
submits the output on is lacking and incomplete. able submit the output on the
the deadline, work is deadline.
complete and cohesive. (Unprepared for 2 required
output/task/s) (Unprepared for 3 or more required
(Unprepared for 1 output/task/s)
required output/task/s)
Participation Give maximum effort, Consistent effort, Displays limited effort contributes Minimal/poor effort during the
model a high level of good level of little to team play and needs to be preparation of the activity
A. Ability to work efficiently participation, self-motivated, participation, and stays reminded to stay on task/s
during the preparation of and encourage others. on task/s with minimal
the output. supervision.
B. Ability to display clear
effort to finish the task.
C. Ability to consistently
show positive behavior in
the planning of the task.