DIVINE LIFE INSTITUTE OF CEBU, INC.

Yati, Liloan, Cebu

S.Y. 2024 – 2025

TEACHING – LEARNING PLAN IN PHYSICAL EDUACTION AND HEALTH 7

I. Learning Content:
Characteristics of a Mentally Healthy Adolescent
● achieves developmental milestones
● recognizes and manages emotions effectively
● develops healthy personal and social skills
● functions well at home, in school, and in the community

Common Adolescents’ Concerns that can Affect Mental Health Examples: Concerns Pertaining to Appearance, Weight and
Body Image, Technostress, and Negative Peer Pressure

II. Time Frame: Week 1

III. Learning Outcomes:
 Discuss common adolescents’ concerns that can affect mental health.
 Discuss the benefits of positive mental health in academic performance, family dynamics, and social interactions.
 Develop coping strategies for managing common adolescents’ concerns.
 Demonstrate effective emotion management.
IV. Learning Resources:
 Chart paper, markers, and sticky notes
 Multimedia presentation or short video clips on mental health topics
 Journals or writing notebooks
 Access to online resources for mental health awareness (optional)
 Scenario cards or role-play prompts
V. Learning Experiences:
First Day (Monday)
A. Engage
Activity: "The Web of Concerns"
Description: Students form a circle. A ball of yarn is passed around; each student who receives it shares a common concern
(e.g., school pressure, peer issues, family conflicts) and holds onto the thread before passing it on, forming a "web" of shared
concerns.

Processing Questions:

1. How did it feel to hear others share concerns similar to yours?

2. What does the web symbolize about adolescent challenges?
3. Why is it important to acknowledge these concerns?

B. Explore
Activity: "Mind Map: Concerns and Their Impact"
Description: Students work in groups to create a mind map of how various concerns (academic, social, personal) can affect
mental health. Groups present their maps to the class.

Processing Questions:

1. What patterns did you notice in the effects of these concerns?

2. How do these concerns connect to each other?
3. How can understanding these effects help us address them?

C. Experience
Activity: Role-Playing Scenarios
Description: Students role-play scenarios depicting common adolescent concerns (e.g., peer pressure, academic stress).
After each role-play, classmates analyze the characters’ emotions and actions.

Processing Questions:

1. How did the character’s emotions influence their decisions?

2. What could the character have done differently to handle the situation?
3. What real-life strategies can help in such situations?
 D. Empathize
Activity: Journal Reflection
Description: Students write journal entries reflecting on their own concerns and how they handle them.

Processing Questions:

1. What concerns are currently on your mind?

2. How do you usually respond to these concerns?
3. What is one positive change you want to make in managing your concerns?

Second day (Tuesday)

A. Engage
Activity: Positivity Wheel
Description: Students create a wheel diagram of how positive mental health influences their academic, family, and social life.

Processing Questions:

1. What benefits of mental health stood out to you?

2. How does mental health help us manage relationships and responsibilities?
3. Why is it important to focus on mental well-being?

B. Explore
Activity: "Coping Strategies Workshop"
Description: Students brainstorm coping strategies for specific concerns and share them in a gallery walk.

Processing Questions:

1. Which strategies seem most practical for you?

2. How do these strategies reflect the importance of mental health?
3. What did you learn from your peers' suggestions?

C. Experience
Activity: "Real-life Stories of Resilience"
Description: Show video clips of real-life adolescents who overcame challenges. Students discuss in groups and relate these
stories to their own lives.

Processing Questions:

1. What inspired you about the stories?

2. How can their resilience motivate you to handle challenges?
3. What lessons can we apply in our own lives?

D. Empathize
Activity: "Positive Affirmation Collage"
Description: Students create a collage of affirmations and coping strategies they can use daily.

Processing Questions:

1. Which affirmations resonate most with you?

2. How can visualizing positive strategies impact your mental health?
3. How will you use this collage in your daily life?

Third Day (Wednesday)

A. Engage
Activity: "Emotion Iceberg"
Description: Students draw an iceberg and label the visible part with emotions they often show and the underwater part with
emotions they usually hide. In pairs, they discuss why some emotions are hidden and their impacts.
 Processing Questions:

1. What emotions do you find easiest to express?

2. What emotions are often hidden, and why?
3. How does hiding emotions affect mental health and relationships?

B. Explore
Activity: "Emotion Regulation Techniques"
Description: Students rotate through stations where they try different emotion regulation techniques, such as deep breathing,
mindfulness exercises, journaling, and progressive muscle relaxation.

Processing Questions:

1. Which technique worked best for you and why?

2. How can these techniques help in managing stress or negative emotions?
3. Which technique would you like to practice more often?

C. Experience
Activity: "Emotion Scenario Role-play"
Description: In groups, students are given a scenario (e.g., receiving criticism, facing rejection). Each group acts out how
they would manage their emotions effectively in the situation.

Processing Questions:

1. How did you decide on your approach to manage emotions?

2. What would you change if faced with this scenario in real life?
3. How can these strategies improve relationships and well-being?

D. Empathize
Activity: "Gratitude Journal"
Description: Students write a short reflection on the positive aspects of their day, focusing on moments when they managed
their emotions well or received support.

Processing Questions:

1. How does focusing on positive moments affect your mood?

2. What emotions surfaced as you reflected on gratitude?
3. How can this practice be part of your daily routine?

Note: Experience and Empathize activities will be carried tomorrow.

Fourth Day (Thursday)

A. Engage and Explore
Activity:

B. Experience- Continuation for the activity.

Activity: "Emotion Scenario Role-play"
Description: In groups, students are given a scenario (e.g., receiving criticism, facing rejection). Each group acts out how
they would manage their emotions effectively in the situation.

Processing Questions:

4. How did you decide on your approach to manage emotions?

5. What would you change if faced with this scenario in real life?
6. How can these strategies improve relationships and well-being?

C. Empathize
Activity: "Gratitude Journal"
Description: Students write a short reflection on the positive aspects of their day, focusing on moments when they managed
their emotions well or received support.

Processing Questions:

4. How does focusing on positive moments affect your mood?

5. What emotions surfaced as you reflected on gratitude?
 6. How can this practice be part of your daily routine?

__________________________________________________________________________________________________

I. Learning Content:
Prevention and Management of Common Adolescents’ Concerns that Can Affect Mental Health

Examples: Cognitive Reframing, Managing Media Exposure/Digital Detoxification, and Enhancement of Life Skills to Manage
Negative Peer Pressure

Ways to Safeguard One’s Mental Health

● Exercising regularly, managing emotions, spending time with family and friends, reading books and other educational
resources, doing spiritual activities, keeping the environment clean, and making a spending diary

II. Time Frame: Week 2

III. Learning Outcomes:

A. Define mental health safeguarding.
B. Identify personal mental health needs.
C. Share personal experiences or observations of how engaging in physical activities has positively impacted their own
or others' mental health.
D. Demonstrate the ability to engage in self-care.
E. Apply ways to safeguard their mental health.
IV. Learning Resources:
 Multimedia projector or TV screen
 Journals or notebooks
 Art materials (colored pens, papers, markers)
 Resource articles (printouts or digital links on mental health and physical activities)

V. Learning Experiences:

First Day (Monday)

A. Engage
Activity: "Mental Health Matters: Emoji Mood Check
Description: Each student selects or draws an emoji that represents how they are feeling.

Processing Questions:

1. Why did you choose this emoji to describe your feelings?

2. How aware are you of your emotional state throughout the day?
3. Why is it important to check in on your emotions regularly?

B. Explore
Activity: "What Does Mental Health Safeguarding Mean?"
Description: Group activity where students brainstorm the concept of mental health safeguarding and create a definition
using mind maps.

Processing Questions:

1. What keywords stood out in your group’s definition?

2. How does safeguarding mental health impact an individual’s life?
3. What actions can individuals take to safeguard their mental health?

C. Experience
Activity: "My Personal Mental Health Needs"
Description: Individual reflection in journals where students write about one thing they need to feel mentally healthy.

Processing Questions:

1. What is one thing you need to maintain your mental health?

2. Why is this need important to you?
3. How can you ensure this need is met regularly?
 D. Empathize
Activity: "Listening Circles"
Description: Students share their reflections with a partner, focusing on active listening.

Processing Questions:

1. What did you learn from your partner’s reflection?

2. How can you support someone’s mental health needs?
3. How did it feel to share and listen actively?

Second day (Tuesday)

A. Engage
Activity: "Memory Lane: My Favorite Activity"
Description: Students sketch or write about their favorite physical activity and explain how it makes them feel.

Processing Questions:

1. Why do you enjoy this activity?

2. How does it affect your mood or stress levels?
3. Have you observed similar effects in others?

B. Explore
Activity: Mind and Body Connection"
Description: Group discussion analyzing case studies of individuals using physical activities to improve mental health.

Processing Questions:

1. What patterns did you notice in the case studies?

2. How do physical activities impact the brain and emotions?
3. What can we learn from these examples?

C. Experience
Activity: Physical Activity Challenge
Description: Students participate in simple exercises (e.g., stretching, walking, or dancing) and reflect on the immediate
impact.

Processing Questions:

1. How did you feel before, during, and after the activity?
2. What does this tell you about the relationship between physical activity and mental health?
3. How can you incorporate these activities into your routine?

D. Empathize
Activity: Positive Impact Stories
Description: Students share their stories or observations of how physical activities have positively impacted mental health.

Processing Questions:

1. What resonated with you from the stories shared?

2. How can these stories inspire others?
3. What are some actionable steps we can take as a class to promote physical activity for mental health?

Third Day (Wednesday)

A. Engage
Activity: Self-Care Bingo
Description: Students complete a bingo card filled with self-care activities they’ve done or plan to do.

Processing Questions:

1. Which activities were easiest for you to complete?

2. Which activities do you want to add to your routine?
3. How does self-care relate to safeguarding mental health?
 B. Explore
Activity: Stress Safeguarding Strategies"
Description: Students create a class guidebook listing strategies to safeguard mental health.

Processing Questions:

1. What strategies are most effective for you?

2. How can these strategies be adapted for different situations?
3. What role does community play in safeguarding mental health?

C. Experience
Activity: "Mindful Practice"
Description: Conduct a guided mindfulness session (e.g., breathing exercises or gratitude journaling).

Processing Questions:

1. What did you notice about your thoughts or feelings during this activity?
2. How can mindfulness be integrated into daily life?
3. How does mindfulness contribute to mental health safeguarding?

D. Empathize
Activity: Mental Health Advocacy Project
Description: Students design a poster or digital campaign promoting mental health awareness and safeguarding strategies.

Processing Questions:

1. What message do you want to convey through your project?

2. How can your project inspire others to prioritize mental health?
3. What did you learn about mental health advocacy through this activity?

Note: Experience and Empathize will be done to the next day.

Fourth Day (Thursday)

A. Engage and Explore
Activity:

B. Experience
Activity: Mindful Practice
Description: Conduct a guided mindfulness session (e.g., breathing exercises or gratitude journaling).

Processing Questions:

1. What did you notice about your thoughts or feelings during this activity?
2. How can mindfulness be integrated into daily life?
3. How does mindfulness contribute to mental health safeguarding?

C. Empathize
Activity: Mental Health Advocacy Project
Description: Students design a poster or digital campaign promoting mental health awareness and safeguarding strategies.

Processing Questions:

1. What message do you want to convey through your project?

2. How can your project inspire others to prioritize mental health?
3. What did you learn about mental health advocacy through this activity?

__________________________________________________________________________________________________

I. Learning Content:
Various Physical Activities that Help Safeguard Mental Health
 ● Exercises, Games, Sports, Recreational Activities Benefits of Physical Activity Participation on Mental Health Examples:
Improved Focus or Concentration and Improved Performance

Physical Activity Participation: Target Games

● Focus Game Skills:
1. Game Concept - Positioning, Relationship with People, Relationship with Objects
2. Games Principles - Scoring, Prevent Scoring, Restart, Play, and Transition
3. Skills - Sport-specific Skills and Their Fitness Requirements

II. Time Frame: Week 3

III. Learning Outcomes:

A. Define target games.
B. Categorize the examples of target games as opposed and unopposed.
C. Recognize the positive effects of physical activity participation on mental health.
D. Explain the principles and concepts of target games.
E. Perform physical activities by applying principles and concepts of target games to solve tactical problems for active
living.
F. Execute appropriate skills of sports and the required fitness concepts of chosen target games in responding to
tactical problems.

IV. Learning Resources:

 Bean bags
 Targets (cones, buckets, or chalk-drawn circles)
 Balls (various sizes)
 Hula hoops or ropes for boundaries
 Whiteboard and markers for group discussions
 Reflection journal or worksheets
 Videos demonstrating target games concepts (downloaded or offline-friendly)
 Scorecards for activity tracking

V. Learning Experiences:
First Day (Monday)
A. Engage
Activity: Hit the Target Quiz!
Description: Students play a quick quiz game where they answer questions by hitting the correct target (e.g., a cone labeled
"opposed" or "unopposed").

Processing Questions:

1. What do you think target games mean based on the quiz?

2. Can you identify any examples of target games in real life?

B. Explore
Activity: Game Sort Challenge
Description: Divide students into groups. Provide them with flashcards showing images/descriptions of games (e.g., archery,
bowling, basketball). Groups must sort these into opposed or unopposed categories.

Processing Questions:

1. What criteria did you use to categorize the games?

2. How do you think strategy differs between opposed and unopposed games?

C. Experience
Activity: Design Your Own Target Game
Description: Students create a simple target game using available materials. They explain whether it’s opposed or
unopposed.

Processing Questions:

1. Why did you choose this design for your game?

2. How can this game help develop skills for active living?

D. Empathize

Activity Name: Reflect and Share

  Learners share their experiences of designing or playing their target game with the class.

Processing Questions:

1. How did designing or playing your game make you feel?

2. How can target games help improve mental health?

Second Day (Tuesday)

A. Engage

Activity Name: Mind-Body Connection Trivia

 Conduct a trivia game about how physical activities, like target games, positively affect mental health.

Processing Questions:

1. Why do you think physical activity impacts mental health?

2. Can you share a time when playing games made you feel better?

B. Explore

Activity Name: Principles in Action

 Groups play a target game and identify principles like accuracy, control, and strategy.

Processing Questions:

1. How did applying the principles improve your performance?

2. What adjustments did you make during the game?

C. Experience

Activity Name: Game Tactics and Strategies

 Learners compete in small groups, applying learned principles to create tactics.

Processing Questions:

1. What tactic worked best in this game?

2. How does strategy relate to solving problems in daily life?

D. Empathize

Empathize

Activity Name: Mental Health Journaling

 Students write about how physical activity during the lesson improved their mood or mindset.

Processing Questions:

1. How did you feel after participating in these activities?

2. How can you use these feelings to encourage others to be active?

Third Day (Wednesday) –

A. Engage

Activity Name: Tactical Target Challenge

Learners watch a short video or live demonstration showcasing a strategic approach to a target game (e.g., archery, darts). Following
this, they form groups to discuss tactics they observed and brainstorm how they would solve similar challenges.

Processing Questions:
 1. What strategies did you observe in the video/demonstration?
2. How do you think these strategies can be applied in other games or activities?
3. What physical skills are important in achieving success in this activity?

B. Explore

Activity Name: Tactical Problem-Solving Relay

Learners participate in a team-based relay activity where each station presents a different tactical problem. For example, one station
may require precise aiming, another may focus on selecting the correct equipment for a scenario, and another may involve solving a
puzzle to determine the best tactic.

Processing Questions:

1. What was the most challenging station, and how did your group overcome it?
2. How did working as a team influence your success in solving tactical problems?
3. What new skills or strategies did you learn from this activity?

C. Experience

Activity Name: Mini-Game Tournament

Students participate in a mini-tournament of target games, applying tactics and skills they’ve learned. They rotate between various
target games such as bowling, bocce, or disc throwing. Each game includes a reflective pause where groups discuss their tactics and
how they can improve.

Processing Questions:

1. How did you decide which tactics to use during each game?
2. What adjustments did you make during the games to improve your performance?
3. How did the skills you practiced earlier help you in this activity?

D. Empathize

Activity Name: Reflection Circle: Tactical Insights

Students form a circle and take turns sharing their thoughts on the day’s activities. They reflect on the challenges, successes, and how
the learned principles and tactics can apply to their daily lives.

Processing Questions:

1. What did you learn about yourself and your team through today’s activities?
2. How can the skills you learned today help you stay active in daily life?
3. How can problem-solving in games help you tackle challenges in real life?

Fourth Day (Thursday)

A. Engage and Explore

B. Experience and Empathize

__________________________________________________________________________________________________
I. Learning Content:
Family’s Role in Managing Adolescent’s Concerns
● Different Forms of Support Provision
● Guidance in Making Informed Decisions

Assertive Family Behavior in Preventing and Managing Conflicts

● With Emphasis on Clear Family Rules and Boundaries, Open Communication, Encouragement, Active Listening, and
Finding Solutions Together
II. Time Frame: Week 4
III. Learning Outcomes:
A. Identify common health concerns of adolescents.
B. Discuss the role of the family in managing adolescents’ health concerns.
C. Analyze strategies to effectively prevent and manage conflicts in the family.
D. Apply effective strategies to prevent and manage family conflicts.ng Resources.
IV. Learning Resources:
 Presentation materials (multimedia slides, printed visuals)
 Scenario cards for group activities
  Worksheets and reflection journals
 Markers, sticky notes, poster paper
 Device for video playback (e.g., laptop, projector)
 Role-play props (optional)
V. Learning Experiences:
First Day (Monday)
A. Engage

Activity Name: Health Detective

Learners review posters showing clues about common adolescent health concerns (e.g., stress, sleep issues, peer pressure,
substance use). They identify the health concerns and predict the roles their families might play in addressing them.

Processing Questions:

1. What health concerns are common among adolescents?

2. How do you think these concerns affect daily life?
3. In what ways can family members help in addressing these concerns?

B. Explore

Activity Name: Family Health Circle

In groups, learners discuss and list specific ways their families can support adolescents dealing with health concerns. Each group
shares its "Family Health Circle" poster with the class.

Processing Questions:

1. What roles do family members play in managing these health concerns?

2. Why is family support important for adolescents’ health?
3. How can communication improve health management within the family?

C. Experience

Activity Name: Role-Play: Family Conversations

Students act out scenarios where family members support adolescents facing health challenges. For example, a parent advising a teen
on healthy eating.

Processing Questions:

1. How did the family member help in the scenario?

2. What could have been done differently to improve the conversation?
3. How do healthy family dynamics contribute to better health outcomes?

D. Empathize

Empathize
Activity Name: Reflection Journal: Family and Health
Students write a journal entry about a time their family helped them or someone they know with a health issue, reflecting on the support
provided.

Processing Questions:

1. How did your family help you during that time?

2. What did you learn about the importance of family in health management?
3. How can you show appreciation for your family’s support?

Second day (Tuesday) – Continuation for the Day 1 activity, from Experience to Empathize
A. Engage

B. Explore

C. Experience
 D. Empathize

Third Day (Wednesday)

A. Engage

Activity Name: Conflict Scenario Hunt

Learners participate in a scavenger hunt where they find hidden scenario cards describing common family conflicts. Groups brainstorm
potential strategies to resolve each conflict.

Processing Questions:

1. What were the common triggers for the conflicts?

2. How can these conflicts be addressed peacefully?
3. Why is understanding different perspectives important in resolving conflicts?

B. Explore

Activity Name: Conflict Mapping

In groups, learners create a "conflict map" outlining causes, effects, and solutions for different family conflicts.

Processing Questions:

1. What patterns did you notice about family conflicts?

2. Which solutions are most effective, and why?
3. How can conflict prevention strategies improve family relationships?

C. Experience

Activity Name: Role-Play: Resolving Conflicts

Students practice resolving family conflicts through role-playing, applying the strategies discussed.

Processing Questions:

1. What resolution strategy did you use, and why?

2. How did the resolution impact the family dynamic?
3. What skills are essential for effective conflict resolution?

D. Empathize

Fourth Day (Thursday)

A. Engage

Activity Name: Conflict Resolution Brainstorm

Learners are shown a short video clip about family conflicts and brainstorm strategies to prevent and manage the conflict scenarios in
the video.

Processing Questions:

1. What were the key issues that led to the conflict in the video?
2. How were the conflicts resolved or left unresolved?
3. What strategies can you apply in similar situations in your family?

B. Explore

Activity Name: Strategy Workshop

In groups, learners create a “Conflict Prevention Toolkit” outlining steps for avoiding and resolving family conflicts. Each group presents
their toolkit to the class.

Processing Questions:

1. What strategies did you include in your toolkit, and why?

2. How can these strategies be adapted for different situations?
3. Why is it important to focus on prevention as well as resolution?
 C. Experience

Activity Name: Conflict Resolution Role-Play: Advanced Scenarios

Students act out advanced family conflict scenarios with an emphasis on using prevention strategies and resolution techniques learned
during the week.

Processing Questions:

1. How effective were the strategies used in the role-play?

2. What challenges did you encounter in resolving the conflict?
3. How can you apply what you learned to real-life situations?

D. Empathize

Activity Name: Gratitude Letter to Family

Learners write a letter of gratitude to their family members, highlighting how they plan to improve communication and prevent conflicts
moving forward.

Processing Questions:

1. What specific actions will you take to prevent conflicts at home?

2. How can expressing gratitude strengthen family relationships?
3. How do you feel after reflecting on your family dynamics?

__________________________________________________________________________________________________

I. Learning Content:
Physical Activities to Strengthen Relationship with Family Members
● Walking, Running, Hiking, Swimming, Playing Together, Sharing Interests or Hobbies

II. Time Frame: Week 5

III. Learning Outcomes:
A. Recognize the benefits of physical activities in strengthening relationships with family members.
B. Analyze how physical activities can strengthen relationships with family members.
C. Engage in physical activities that strengthen relationships with family members, demonstrating an understanding of
their benefits and fostering meaningful connections.
IV. Learning Resources:
 Multimedia projector
 Videos of families engaging in physical activities
 Charts or whiteboard for brainstorming
 Art supplies (markers, paper)
 Outdoor sports equipment (e.g., jump ropes, balls, cones)
 Role-play scenario cards
 Rubrics for role-play evaluation
V. Learning Experiences:
First Day (Monday)
A. Engage

Activity Name: Family Activity Brainstorm

Description:
Students watch a short video showcasing families engaging in fun physical activities together, such as hiking or playing sports.
Afterward, they brainstorm why physical activities help improve relationships within families.

Processing Questions:

1. How do you think physical activities brought the family in the video closer together?
2. What emotions or connections do you think were strengthened during the activity?
3. What physical activities do you enjoy with your family?

B. Explore

Activity Name: Physical Activity Benefits Map

Description:
In groups, students create a visual mind map highlighting how physical activities benefit family relationships (e.g., teamwork, shared
memories, mutual support).
Processing Questions:

1. What specific benefits did your group identify?

2. How do these benefits apply to your personal experiences?
3. How might regular physical activity impact the bond within a family?

C. Experience

Activity Name: Relay Challenge

Description:
Students participate in a fun team relay that mimics cooperative family activities. Teams must work together to pass through various
obstacles while reflecting on how teamwork applies to family settings.

Processing Questions:

1. How did teamwork help your group succeed in the relay?

2. How does this relate to cooperation within a family?
3. What challenges did you face, and how did you overcome them?

D. Empathize

Activity Name: Reflection Wall

Description:
Students write on sticky notes their reflections on the day's activities and post them on a “Reflection Wall.” They share how they can
incorporate physical activities to strengthen relationships at home.

Processing Questions:

1. What activity do you want to try with your family, and why?
2. How can physical activities improve communication in your family?
3. What steps will you take to encourage family participation?

Second day (Tuesday)

A. Engage

Activity Name: Family Connections Quiz

Description:
Students answer an interactive quiz that highlights different ways families benefit from physical activities.

Processing Questions:

1. Which benefits of physical activities surprised you?

2. How do the quiz answers relate to your family life?
3. What new benefits did you learn?

B. Explore

Activity Name: Role-Play Scenarios: Family Bonding Through Activities

Description:
In pairs, students act out scenarios where families resolve conflicts or build relationships through physical activities.

Processing Questions:

1. What was the scenario about?

2. How did the family use physical activity to strengthen their bond?
3. What lessons can you apply to your own life?

Role-Play Criteria:

1. Reflection on family bonding through activities (20%)

2. Clarity of scenario portrayal (15%)
3. Creativity in role-play execution (15%)

C. Experience
Activity Name: Family Fitness Plan Creation
Description:
Students design a one-week fitness plan for their family, incorporating at least three activities that all family members can enjoy.

Processing Questions:

1. Why did you choose these activities?

2. How can you ensure all family members participate?
3. What challenges might arise, and how would you address them?

D. Empathize

Activity Name: Gratitude Journal Entry

Description:
Students write a journal entry expressing gratitude for their family and describing how physical activities can bring them closer together.

Processing Questions:

1. What family moments are you most grateful for?

2. How can physical activities enhance these moments?
3. How do you feel about implementing the fitness plan?

Third Day (Wednesday)

A. Engage

Activity Name: Activity Hunt

Description:
Students participate in a scavenger hunt where each clue leads them to examples of family-friendly physical activities. Each activity
includes a prompt encouraging discussion on its benefits for family bonding.

Processing Questions:

1. Which activities on the scavenger hunt stood out to you, and why?
2. How can these activities fit into your family’s routine?
3. What did you learn about how physical activities foster connection?

B. Explore

Activity Name: Family Physical Activity Proposal

Description:
Students brainstorm physical activities their families can engage in and prepare a persuasive presentation encouraging their family
members to participate.

Processing Questions:

1. Why did you choose these specific activities?

2. How will you convince your family to participate?
3. How do you think these activities will improve family relationships?

C. Experience

Activity Name: Mock Family Fitness Day

Description:
Students simulate a Family Fitness Day event. In groups, they design a sequence of family-oriented activities and role-play their
implementation, acting as family members participating in the event.

Processing Questions:

1. What activities did your group include, and why?

2. How did acting as family members help you understand their needs and preferences?
3. What aspects of the mock fitness day would you apply to a real event?
Role-Play Criteria:

1. Collaboration during role-play (20%)

2. Relevance of activities to family bonding (15%)
3. Creativity in activity design (15%)

D. Empathize

Activity Name: Reflection and Pledge

Description:
Students write a personal pledge outlining how they will use physical activities to strengthen relationships with their families. They
share their pledges with the class and discuss how they plan to involve their family members.

Processing Questions:

1. What specific steps will you take to engage your family in physical activities?
2. How do you feel about your pledge?
3. How do you think these activities will impact your relationship with your family?

Fourth Day (Thursday)

A. Engage

B. Explore

C. Experience

D. Empathize

__________________________________________________________________________________________________

I. Learning Content:
Physical Activity Participation:

Invasion Games

● Focus Game Skills:

1. Game Concept - Positioning, Relationship with People, Relationship with Objects
2. Games Principles - Scoring, Prevent Scoring, Restart, Play, and Transition
3. Skills - Sport-specific Skills and Their Fitness Requirements

II. Time Frame: Week 6-7

III. Learning Outcomes:
A. Define the meaning of invasion games.
B. Enumerate the examples of invasion games.
C. Identify strategies common to all invasion games.
D. Analyze invasion games as focused on a goal and an open goal-finish line or space.
E. Perform physical activities by applying principles and concepts of invasion games to solve tactical problems.
F. Execute appropriate skills of sports and the required fitness concepts of chosen invasion games in responding to
tactical problems.
IV. Learning Resources:
 Marker cones
 Game Equipment
Whiteboard or chart paper for brainstorming
 Digital device for videos

V. Learning Experiences:
First Day (Monday)
A. Engage
Activity Name: Sports Detective
Description:
Students watch short clips of various invasion games (e.g., soccer, basketball, ultimate frisbee) and identify what is common among
them.

Processing Questions:

1. What similarities do you observe among the games?

2. How do players interact with each other and the playing area?
3. What might be the purpose of these games?

B. Explore

Activity Name: Mind Map of Invasion Games

Description:
Students, in groups, create a mind map to define invasion games and list examples based on their understanding and research.

Processing Questions:

1. How would you define invasion games in your own words?

2. Can you identify more examples of invasion games?
3. Why do you think these games are popular?

C. Experience

Activity Name: Game Sorting Activity

Description:
Students sort cards with the names of different sports into two categories: invasion games and non-invasion games.

Processing Questions:

1. How did you decide which games belong to the invasion category?
2. What makes invasion games unique compared to others?
3. Were there any games you were unsure about?

D. Empathize

Activity Name: Sharing Personal Experiences

Description:
Students share stories of playing invasion games and discuss how these games make them feel.

Processing Questions:

1. What do you enjoy most about invasion games?

2. How do these games help you interact with others?
3. What new things did you learn from your classmates’ experiences?

Second day (Tuesday) –

A. Engage

Activity Name: Strategic Thinking Relay

Description:
Students observe a demonstration of a simple invasion game and identify the strategies used by players.

Processing Questions:

1. What strategies did the players use to achieve their goal?

2. How did they respond to challenges during the game?
3. Which strategy was most effective?

B. Explore
Activity Name: Strategy Brainstorm
Description:
In small groups, students brainstorm strategies they think would be common across various invasion games.

Processing Questions:

1. What are the key elements of a good strategy in these games?

2. How do teamwork and communication affect these strategies?
3. What challenges might arise, and how can they be addressed?

C. Experience

Activity Name: Tactical Challenge

Description:
Students play a modified invasion game and apply different strategies during the game.

Processing Questions:

1. Which strategies worked best for your team?

2. How did you adjust your strategy during the game?
3. How did teamwork impact the game’s outcome?

D. Empathize

Activity Name: Reflection on Strategy Use

Description:
Students write or discuss how their strategies helped during the activity and how they can use them in real-life situations.

Processing Questions:

1. What did you learn about strategy-making today?

2. How can these strategies help you beyond sports?
3. What would you do differently next time?

Third Day (Wednesday)

A. Engage

Activity Name: Quick Thinkers

Description:
Students are given a tactical challenge (e.g., “How would you score if defenders are blocking the goal?”). Each group brainstorms and
sketches their solutions on a whiteboard.

Processing Questions:

1. What strategies would you use to solve the tactical challenge?

2. How can your team adapt if the situation changes?
3. What skills are critical for success in this scenario?

B. Explore

Activity Name: Skill Circuit Training

Description:
Students rotate through stations focusing on specific invasion game skills, such as passing, shooting, and defending. At each station,
they complete a mini-challenge (e.g., scoring within a time limit or intercepting a pass).

Processing Questions:

1. What skill was most challenging for you, and why?

2. How did you collaborate with your teammates during the drills?
3. Which station helped you feel more prepared for a real game?
 C. Experience

Activity Name: Mini Invasion Game

Description:
Students are divided into teams to play a short game, applying learned skills and strategies. After the game, teams evaluate their
performance and suggest improvements.

Processing Questions:

1. How well did your team execute its strategy?

2. What skills do you think were used most effectively during the game?
3. How did you respond to challenges presented by the opposing team?

D. Empathize

Activity Name: Game Reflection Role Play

Description:
Each group selects a scenario from the game (e.g., a crucial play or tactical decision) and role-plays how they would approach it
differently. Criteria for assessment: creativity, relevance to the game, and teamwork.

Criteria for Role Play:

 Creativity (25%): How original and engaging is the role play?

 Relevance (25%): Does the role play address the tactical or skill-based challenge?
 Teamwork (25%): How well do group members work together during the role play?
 Execution (25%): How effectively is the solution demonstrated?

Processing Questions:

1. How did your role play highlight key lessons from the game?
2. What insights did you gain by reflecting on this scenario?
3. How can you use these lessons in future games or situations?

Fourth Day (Thursday)

A. Engage
B. Explore
C. Experience
D. Empathize