Flexible Instruction Delivery Plan (FIDP)

Grade : 11 Semester: Second Semester

Core Subject Title : Physical Education 11 No. of Hours/Semester : 20 hours
Prerequisites (if needed) : H.O.P.E 1

Core Subject Description : Physical Education and Health offers experiential learning for learners to adopt an active life for fitness 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 is comprised of individual, dual and team sports in competitive and recreational settings. It consists of an array of
offerings which learners can choose from.

Culminating Performance Standard:

Learning Competencies Highest Enabling

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

_____ Quarter
The learner... MET1. The LC 2. Explains how to Doing Participate Understandin Applying Personal Health Connection The use
Health- Personal learner... optimize the energy s in an g Assessment of Live or
optimizing P.E. Demonstrate Health systems for safe and organized Can you Activities: Recorded
(H.O.P.E.) 2 s Inventory Leads improved performance event that use the  Personal Lectures
Sports a. Lesson: informatio Fitness and
understandin sports addresses
Health n in Contract Reasoning Demonstr
Individual and g of sports in events LC 13. Participates in an health/spor
Related Understanding another  PAR-Q and Proof ation.
Dual sports b. optimizing Fitness with organized event that ts issues familiar Physical
Team sport one’s health Benefits in proficienc addresses health/sports and situation? Activity
as a habit; as Sports y and issues and concerns concerns Readines
requisite for Activity confidenc s
physical Participation. e resulting Questionn
activity in aire.
assessment independe  Healthy
performance, nt pursuit Lifestyle
and as a and in Assessm
career influencin ent
opportunity g others  Inventory
of Barries
posit LC 3: Illustrates the Understanding Connection The use
to Bing
moively relationship of health Describes Can you Active of Live or
behaviors (eating habits, the role of Remembering recall recorded
 sleep and stress physical informatio Lectures
MET 2: management) to health activity n? and
Sports and risks factors and assessmen Demonstr
Stress physical activity ts in ation
Management
assessment managing
performance one’s
stress

LC 5:
Knowing Problem Doing
Describes the role of Solving Self-
physical activity Assessm
assessments in Stress Coping ent
managing one’s stress Resources
Inventory Self-
Assessment

LC 11: Identify school Knowing Problem

and community Solving
resources in case of an Doing Creating Discussio
MET 3: injurie in emergency Demonstrat n
Safety es proper Sports Inquiries (Recorde
precautions LC12: Demonstrates etiquette Prevention d Videos
and first aid proper etiquette and Doing and safety Checklist and
in sports safety in the use of in the use Printed
of facilities Materials)
facilities and
equipment’s and
equipment’
s

Doing
LC 6: Self-assessment Problem
health- related fitness Solving
MET 4: Doing Creating
(HRF) status, Barriers to
Sports Based
Fitness physical Activity Concept
assessment participation LC 7: Seft
Program Safe or un-safe mapping
and one’s diet Understanding FITT goals or
based on Graphic
LC 7: Seft FITT goals training Organizer
based on training principles
principles to achieve to achieve Collabora
and/or tion within
 and/or maintain HRF. maintain the group
Understanding HRF. in crafting
the FITT
LC 9: Analyzes program.
physiology indications
Presentati
such as heart rate, rate on of the
of perceived exertion output.
and pacing associated
with MVPAs to monitor
and/or adjust Creating fitness
participation or effort. program based on
the fit principle.
Doing
LC 10:
(1 month sports
Observespersonal
training program)
safety protocol to avoid
dehydration, hypo and
hyperthermia during
MVPA participation. Knowing

Problem
MET 5: LC 1: Discuss the nature Creating Solving
Technical of the different sports LC 8: Doing
and Tectical Engages in
activities
Skills in Doing
moderate
Sprots Group
LC 8: Engages in to vigorous Performa
moderate to vigorous physical nce and
Lesson: physical activities activities Collabora
Specific MVPSs for at least 60 MVPSs for tion.
Sports minutes most a variety Understanding at least 60
Participation of setting in and out of minutes
school most a
variety of
LC 14: Explain the value setting in
of optimizing once a and out of
health true participation Doing school
in physical activity
assessment
Participating in
individuals and
LC 15: Displays initiative Understanding dual sports
responsibility and (badminton) and
team sports
 leadership in sports (Basketball)
activities.

Lc 16: Recognizes one’s

potential for heath and
sports related carrier
opportunities

_____ Quarter

Performance Task:

PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

1. Conceptual Knowledge - Demonstrate Students demonstrate a deep Students demonstrate understanding Students demonstrate good Students need improvement in
understanding on the appropriateness of understanding of the appropriateness of on the appropriateness of the understanding on the appropriateness demonstrating his/her understanding
the process in leading and organizing the process in leading and organizing process in leading and organizing of the process in leading and on the appropriateness of the process
sports activity. sports activity. sports activity. organizing sports activity. in leading and organizing sports
activity.
1.1 Specifically, shows the Ability to state the Actualized all sub-criterions. Actualized almost all sub-criterions. Actualized some of the sub-criterions.
rationale/goal of the activity Unable to actualize any of the sub-
1.2 Ability to Identify risk factors and create criterions.
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 through actual game play.

2. Skills - Shows proficiency (requisite skills) Students show excellent requisite skills in Students show very good requisite Students show good requisite skills in Students need improvement on
in planning and organizing a sports activity. planning and organizing a sports activity. skills in planning and organizing a planning and organizing a sports requisite skills in planning and
sports activity. activity. organizing a sports activity.
2.1 Specifically, shows the Ability to organize
and analyze information in order to make Actualized all sub-criterions. Actualized almost all sub-criterions. Actualized some of the sub-criterions. Unable to actualize any of the sub-
meaning and decide what to believe or criterions.
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 required
output/task/s and submits the output output/task/s and submits the output required output/task/s and submits the output/task/s and failed to complete the
3.1 Targets the timeline of accomplishment with before the deadline, work is complete, on the deadline, work is complete output after the deadline, work is output and was not able submit the
efficiency. cohesive, and exceeds expectations. and cohesive. lacking and incomplete. output on the deadline.

(Complete class required output/task/s) (Unprepared for 1 required (Unprepared for 2 required (Unprepared for 3 or more required
output/task/s) output/task/s) output/task/s)

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