DA Grade Level 11 School
Learning Area PE & Health 2 Teacher
ILY 1st Semester/2nd
LESSON LOG Semester/Quarter
Quarter
Teaching Dates and Time
I. OBJECTIVES
A. Content Standards The learner...
Demonstrates understanding of sports in optimizing one’s health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity.
B. Performance Standards The learner...
Leads sports events with proficiency and confidence resulting in independent pursuit and in influencing others positively
C. Learning Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor
Competencies/Objectives and/or adjust participation or effort.
(Write the LC code for each) PEH11FH-IIa-t-9
Health-optimizing P.E. (H.O.P.E.) 2
II. CONTENT Sports
a. Individual and Dual sports
b. Team sport
III. LEARNING RESOURCES Book/Teaching Guide, Curriculum guide, TV screen, laptop
A. References Physical Education and Health, V1, LF-Callo, PF Dajime
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Page
4. Additional Materials from Learning Curriculum Guide, Teacher’s Guide
Resources (LR) portal
B. Other Learning Resources slideshare
IV. PROCEDURES
A. Reviewing previous lesson or presenting The teacher does the routinely activity.
the new lesson Questions to be asked for the review:
1. What is heart rate?
2. How do we determine our heart rate?
B. Establishing a purpose for the lesson Group the students into two:
Group 1: Flexibility Fitness
Group 2: Muscular Strength and Endurance Fitness
Each group will select five of the activities shown in the picture below. They will be given five minutes to practice and five
minutes to present in the class.
C. Presentation examples Get your heart rate.
or instances of the new lesson To determine your pulse rate, locate your pulse using your index and middle fingers. Press gently to feel the pulse. Count the
number of beats in 10 seconds and multiply by 6 to get your number of beats per minute. The 15-second count is also used by
multiplying by 4 to get the number of beats per minute.
D. Discussing new concept and practicing Discuss the following:
new skills #1 Rate of Perceived Exertion (RPE)
This is an assessment of the intensity of exercise based on how you feel. It is basically a subjective assessment of effort which
ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in between. The target zone for aerobic activity is
from 12 to 16.
Pace and Pacing. These refer to the rate or speed of doing physical activities. This means that a person can take it slow when
engaged in physical activities or do them quickly depending on the FITT Principle.
E. Discussing new concepts and practicing According to Hoeger and Hoeger (2011), research indicates a more favorable prediction using the computation below than the
new skills #2 equation 220 - age.
Tell the students to do the following:
Steps to get your target heart rate:
1. Estimate your maximal heart rate (max HR/MHR) according to the following formula:
maxHR/MHR = 207 – (0.7 x age)
2. Check your resting heart rate (RHR) sometime in the evening after sitting quietly for 15 to 20 minutes. You may take your pulse
for 30 seconds and multiply by 2, or take it for a full minute.
3. Determine heart rate reserve (HRR) using this formula:
HRR = MHR – RHR
4. Calculate the training intensity at 30, 40, 60, and 85 percent. Multiply HRR by the respective 0.30, 0.40, 0.60, and 0.85, and
then add the HRR to all four training intensities. Example:
60% Training Intensity = HRR x 0.60 + RHR
F. Developing Mastery Activity 1: My Target
(Leads to Formative Assessment) Directions: Ask the students to compute their threshold of training and target zones. Ask them to identify physical activities that
they could do to reach these.
G. Finding practical applications of Activity 2: Rate it this time
concepts and skills in daily living Directions: Ask the students to look at their answers in the warm-up activity. Now knowing about RPE, ask them to rate the
different physical activities according to their perceived exertion if they were to accomplish those physical activities. Let them
explain their answers.
Ask the students to compare their rankings with the RPE they gave for each physical activity. Let them analyze if the physical
activities they ranked high (1st to 3rd) were also rated high in perceived exertion.
Let the students compare their answers and emphasize that RPE is relative and is dependent on several factors such as a
person’s fitness level.
H. Making generalizations and abstracts Tell the students to wrap up the lesson of the day.
about the lesson
I. Evaluating Learning Identify the following:
1. This is the number of times a person’s heart beats per minute.
2. It indicates the effort your heart is doing based on the demands you place on your body.
3. This is an assessment of the intensity of exercise based on how you feel.
4. It is basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point
increments in between.
5. These refer to the rate or speed of doing physical activities. This means that a person can take it slow when engaged in
physical activities or do them quickly depending on the FITT Principle.
J. Additional activities for application or
remediation Activity 3: Pace Yourself
Directions: If they were to do the different physical activities, how will they pace themselves? Ask them to complete the table.
Physical Activity Frequency Intensity Time
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
G. What innovation or localized material
did I use/discover which I wish to share
with other teachers?
