Flexible Instruction Delivery Plan (FIDP)

Grade : 11 Semester :1st

Course Subject Title : Health Optimizing Physical Education 1: Exercise for Fitness No. of Hours/Semester :
20 hours

Core Subject Description : Physical Education and Health offers experiential learning for learners to adopt an active life for fitness Pre-requisites (if needed) :
and lifelong health. The knowledge, skills and understanding which include physical and Health
literacy competencies support them in accessing, synthesizing, and evaluating information; making
informed decisions; enhancing and advocating their own as well as others’ fitness and health.

This course on exercise for fitness enables the learner to set goals, monitor one’s participation in
aerobic and muscle- and bone-strengthening activities and constantly evaluate how well one has
integrated this into one’s personal lifestyle. It consists of an array of offerings which learners can
choose from.

Culminating Performance Standards: The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others
positively.

Highest Enabling Strategy to

Highest Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess
Thinking Skill to Assess
Content Most Essential Performance
Content
Standards Topics Standard Flexible Assessment
RBT Enabling
KUD KUD Activities (FAA) Flexible Learning
Complete Classification
Most Essential Classification Level General
Strategies (FLS)
Strategy
Performance Check(s)

Quarter: First Quarter

Optimizing The learner 1. Physical The learner Distinguishes aerobic Understan Sets FITT goals Understan An 1. Identifying the Com 1. Create a
Physical demonstrate Activity and should be from muscle and bone ding based on ding difference between flowchart that,
Education s Aerobic able to lead strengthening activities. principles to Physical Activity describes how
Healthoptimi understandin Exercise fitness achieve and/or and Exercise by the heart
maintain training
zing P.E. g of fitness in events with creating a Venn functions during
HRF.
optimizing proficiency Sets FITT goals based
diagram aerobic
(H.O.P.E.) 1 one’s health and exercise.
on training principles to Doing Doing C Problem
Exercise for as a habit; as confidence achieve and/or maintain Solving
Fitness requisite for resulting in HRF.
a. Aerobic PA independen Analyzes
activities 1performanc t pursuit physiological
e, and as a and in indicators such
b. Muscle- career influencing Analyzes physiological as heart rate,
and bone opportunity. others indicators such as heart Understan rate of perceived Understan An Com
strengthenin positively. rate, rate of perceived ding exertion and ding
g activities exertion and pacing pacing
associated with MVPAs associated with
(resistance
to monitor and / or MVPAs to
training) adjust participation or monitor and / or
effort. adjust
participation or
effort.

2. Muscle Engages in moderate to Doing Engages in Doing C 2. Yoga Posing. Problem 2. Explain how
vigorous physical moderate to Solving exercise help
and Bone
activities (MVPAs) for at vigorous people cope up
strengthenin least 60 minutes most physical
g activities with stress.
days of the week in a activities
variety of settings in- (MVPAs) for at
and out-of school least 60 minutes
most days of the
week in a variety
of settings in-
and
out-of school

Observes personal Knowing Observes Knowing R 3. List other basic Representa 3. Explaining the
3. Be safety protocol to avoid personal safety tion
or personal ways in importance of
informed, dehydration, protocol
keeping yourself warm-up and
Be Safe! overexertion, hypo- and to avoid
hyperthermia during dehydration,
safe when cool down.
MVPA participation overexertion, performing
hypo- and physical activities.
 hyperthermia
during MVPA
participation

Self-assesses health- Understan Self-assesses Understan An Com

4. How 4. List some 4. Interview
related fitness (HRF). ding health-related ding
Active Are
status, barriers to fitness (HRF).
barriers people
You? have encountered
physical activity status, barriers
assessment to physical during physical
participation and one’s activity activity or exercise.
diet assessment
participation and
one’s diet

Sets Frequency Doing Sets Frequency Doing C 5. Movement Problem 5. SMARTER

5. FITT
Intensity Time Type Intensity Time Solving
Principle screening for method
(FITT) goals based on Type (FITT)
training principles to goals based on
muscles
achieve and/or maintain training
health-related fitness principles to
(HRF). achieve and/or
maintain health-
related fitness
(HRF).

Observes personal Knowing Observes Knowing U 6. Knowing how to Representa 6. Identifying

6. Stayin
safety protocol to avoid personal safety use bandages tion injuries and first-
Alert
dehydration, protocol to avoid
aid.
overexertion, hypo- and dehydration,
hyperthermia during overexertion,
MVPA participation hypo- and
hyperthermia
during MVPA
participation

7. Observes personal Knowing Observes Knowing U 7. Research the Representa 7. Explain why
SAFExercise safety protocol to avoid personal safety tion
characteristics of fluids are
! dehydration, protocol to avoid the drinks used in important to the
overexertion, hypo- and dehydration,
sports body.
hyperthermia during overexertion,
MVPA participation hypo- and
hyperthermia
during MVPA
 participation

Participates in
Participates in an Doing an organized Doing C Problem
8. Event 8. Identify the Solving 8. Conducting a
organized event that event that
Structure characteristics of a fitness program
addresses addresses
health/fitness issues health/fitness
good leader
and concerns issues and
concerns

Organizes
Organizes fitness event Doing fitness event for Doing C 9. Try and organize Problem 9. Organize a
9. Planning a for a target health issue a target health Solving
Fitness
overnight camping fitness event for
or concern issue or concern your community
Event

Performance Task: As the pandemic continuously affects all sectors around the world, your school will be conducting an event that will promote the importance of maintaining
fitness as a way to protect ourselves from the virus. The Fitness Day Activity is entitled “Inter-family Fitness Challenge”. As a fitness instructor you are assigned to design a
plan/program and document the activity for about 3 to 5 minutes that will develop the one’s health-related components of physical fitness to be presented in the class. The
said plan/program must have a variety of moderate to vigorous individualized physical activities in a form of Zumba/Dance Aerobic workout, game relays and a series of
plyometric circuit challenges. The output shall be assessed based; Knowledge of Concept, Skills, Preparation and Participation.
G -encourage every family member to engage into Inter-family Fitness Challenge in addressing the importance of maintaining lifelong fitness, becoming a responsible member of the
community.
R -fitness instructor
A -family members, classmates, teacher and community
S - New normal (community quarantine)
P -design a plan/program and document the event that will be part of the school activity in promoting fitness.
S -Knowledge of Concept, Skills, Preparation and Participation

PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

1. Conceptual Knowledge
Demonstrate understanding on the
appropriateness of the process in leading
and organizing recreational activities:
1.1 Ability to state the rationale/goal of the
proposed recreational event
1.2 Ability to Identify risk factors and create
proactive interventions in case of emergency
1.3 Ability to establish ethical judgement
following the seven principles of leave no
trace
1.4 Ability to make meaning from their learning
experiences from the demonstrated activity.
Students demonstrate a deep
understanding of the appropriateness of
the process in leading and organizing
recreational activities.
All four sub-criterions were actualized.
Students demonstrate understanding
on the appropriateness of the process
in leading and organizing recreational
activities.
Actualized few incorrect connections in
the sub-criterions.
Students demonstrate good
understanding on the appropriateness
of the process in leading and organizing
recreational activities.
Actualized many incorrect connections
in the sub-criterions.
Students need improvement in
demonstrating his/her
understanding on the
appropriateness of the process in
leading and organizing recreational
activities.
Shows no connection in any of the
sub-criterions.

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

3. Preparation Always prepared in his/her required Almost prepared in his/her required Inconsistently prepared in his/her Seldom prepared in his/her
output/task/s and submits the output output/task/s and submits the output on required output/task/s and submits the required output/task/s and failed to
3.1 Ability to work efficiently during the before the deadline, work is complete, the deadline, work is complete and output after the deadline, work is complete the output and was not
preparation of the output. cohesive, and exceeds expectations. cohesive. lacking and incomplete. able submit the output on the
3.2 Targets the timeline of accomplishment with deadline.
efficiency. (Complete class required output/task/s) (Unprepared for 1 required (Unprepared for 2 required
 output/task/s) output/task/s) (Unprepared for 3 or more required
output/task/s)

4. Participation
4.1 Ability to display clear effort to finish the task.
4.2 Ability to consistently shows positive
behavior in the planning of the task.
Give maximum effort, model a high Consistent effort, good level of Displays limited effort contributes little Minimal/poor effort during the
level of participation, self-motivated, participation, and stays on task/s with to team play and needs to be reminded preparation of the activity
and encourage others. minimal supervision. to stay on task/s

Prepared by : Mr. Russel D. Canuela

School :Blessed Christian School de Sta. Rosa, Inc.