BJ INSTITUTE OF TECHNOLOGY INC.

D.V Salcedo St. Poblacion Ilaya Sara, Iloilo

Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester: First Semester

No. of Hours/Semester: 20
Core Subject Title: Health Optimizing Physical Education 1: Exercise for Fitness Prerequisites (if needed):

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

What to Teach? Why Teach? How to Assess? How to Teach?

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

FIRST QUARTER

Health The learner Exercise The learner 1. Distinguishes U 1. Self- U UN Pre-personal Representation Real-time
Optimizing Demonstrates for leads aerobic from assesses Health Lecture
Physical muscle-and health-related Assessment (Face-to-
Education understanding Fitness fitness fitness (HRF)
P.E. of fitness in events with status,
(H.O.P.E.) 1 optimizing proficiency barriers to
face)
Exercise for one’s health and physical
bonestrengthening
Fitness activity Activities Background
as a habit; as confidence activities
a. Aerobic assessment Knowledge
requisite for resulting in
activities participation Probe
PA independent and one’s
b. Muscle-
performance, pursuit and diet
and
bone and as a in
career influencing 2. Sets
strengthenin
opportunity. others Frequency
g
positively Intensity
activities
Time Type Real-time
(resistance 2. Explains how
(FITT) goals Lecture
training) to optimize the
based on (Face-to-face)
energy systems Personal Training
U training U APP Representation
for safe and Program
principles to Printed
improved
achieve Materials
performance
and/or
maintain
health-related
fitness (HRF)

3. Relates health U 3. Engages in D EVAL Physical Activity Reasoning and Real-time

behaviors (eating moderate to Log Proof Lecture
habits, sleep and vigorous (Face-to-face)
stress physical
management) to activities Free Write
health risks (MVPAs) for Scenarios
factors and at least 60
physical activity minutes most
assessment days of the
performance week in a
 variety of
settings in-
and out-of
school

4. Analyzes
physiological
indicators
4. Differentiates
such as heart
types of eating
rate, rate of
(fueling for
perceived
performance, Physical Activity
exertion and Communicatio Real-time
emotional eating, U U AN Log/Personal
pacing n Lecture
social eating, Training Program
associated (Face-to-face)
eating while
with MVPAs
watching tv or
to monitor Student
sports events)
and/or adjust
Summaries
participation
or effort.

5. Observes
personal
safety
protocol to
5. Recognizes the avoid
dehydration, Real-time
role of physical
overexertion, Lecture
activity Communicatio
assessments in
U hypo- and D APP Dialogue Session (Face-to-face)
n
managing one’s hyperthermia Two Column
stress during Method
MVPA
participation
 6.
6. Self-assesses Real-time
Demonstrates
health-related Lecture
proper
fitness (HRF).
etiquette and (Face-to-face)
status, barriers to Problem-
physical activity
U safety in the U APP Self-Assessment
Solving
assessment use of Printed
participation and facilities and Materials
one’s diet equipment

7.
7. Sets Frequency Participates
Intensity Time Activity Plan Real-time
in an Proposal Lecture
Type (FITT)
organized Presentation: (Face-to-face)
goals based on
event that Problem-
training principles U D CREA Video
to achieve and/or addresses Solving
Documentation/ Group
maintain health- health/fitness Portfolio Presentation
related fitness issues and Subject
(HRF). concerns

8.
8. Engages in Recognizes
moderate to Real-time
the value of
vigorous physical Lecture
optimizing
activities
one’s health (Face-to-face)
(MVPAs) for at Physical Fitness
least 60 minutes
D through U APP Communication
Exercise
most days of the participation Printed
week in a variety in physical Materials
of settings in- and activity
out-of school assessments

9. Analyzes U 9. Organizes D CREA Activity Plan Problem- Real-time

physiological fitness event Proposal Solving Lecture
indicators such as for a target Presentation: (Face-to-face)
heart rate, rate of health issue Video
perceived
exertion and
pacing
associated with Documentation/
Group
MVPAs to or concern Portfolio
monitor and/or
presentation
Subject
adjust
participation or
effort
10. Observes
personal safety
protocol to avoid
dehydration,
overexertion, D
hypo- and
hyperthermia
during MVPA
participation
11. Identifies
school and
community
resources in
K
case of an injury
or emergency
12. Demonstrates
proper etiquette
and safety in the D
use of facilities
and equipment
13. Participates in
an organized
event that
addresses D
health/fitness
issues and
concerns
 14. Recognizes
the value of
optimizing one’s
health
through
U
participation in
physical activity
assessments
15. Displays
initiative,
responsibility and D
leadership in
fitness activities
16. Realizes one’s
potential for
health-and fitness U
related career
opportunities
17. Organizes
fitness event for a
target health issue
D
or concern

Performance Task: As the pandemic 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 yourselves from the virus. The Fitness Day Activity is entitled “Galaw Pilipinas: Inter-curriculum Fitness Challenge”. As a fitness
instructor, you are assigned to lead the Fitness Exercises to develop the one’s health-related components of physical fitness to be presented during the event. Each
Grade 11 section will serve as the instructors to every curriculum such as Grade 7-10 and Grade 12 as performers. The said performance must have a variety of
moderate to vigorous individualized physical activities in a form of Dance Aerobic Workout. The output shall be assessed based; Knowledge of Concept, Skills,
Preparation and Participation.

G – promote the importance of maintaining fitness as a way to protect yourselves from the virus to maintain lifelong fitness.
R – fitness instructor
A – teachers, students
S – Fitness Day Activity
P – performance with variety of moderate to vigorous individualized physical activities in a form of Dance Aerobic Workout
S–

PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR

25 20 15
Conceptual Knowledge Students demonstrate a deep Students demonstrate Students demonstrate good
Demonstrate understanding on the appropriateness of understanding of the understanding on the understanding on the
the process in leading and organizing fitness activity appropriateness of the process in appropriateness of the process in appropriateness of the process
program: leading and organizing a fitness leading and organizing a fitness in leading and organizing a
A. Ability to state the rationale/goal of the proposed activity program. activity program. fitness activity program.
event
B. Ability to Identify risk factors, creates proactive All four sub-criterions were Actualized few incorrect Actualized many incorrect
interventions in case of emergency, and acquires actualized. connections in the sub-criterions. connections in the sub-
decision making for the safety of every participant. criterions.
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 good Students show good requisite
Shows proficiency (requisite skills) in creating and requisite skills in creating and requisite skills in creating and skills in creating and
demonstrating the planned activity (organizing a fitness demonstrating the organizing a demonstrating the organizing a demonstrating the organizing a
 activity program): fitness activity program. fitness activity program. fitness activity program.
A. Ability to organize and analyze information in order
to make meaning and decide what to believe or what All three sub-criterions were Actualized connections between Actualized many incorrect
actions to take. actualized. two sub-criterions. connections in the sub-
B. Ability to show flexibility and perseverance when criterions.
they encounter challenges.
C. Ability to select strategies, tools and approaches that
is appropriate for planned fitness activity.

Preparation Always prepared in his/her Almost prepared in his/her Inconsistently prepared in

Targets the timeline of accomplishment with efficiency. required output/task/s and required output/task/s and his/her required output/task/s
submits the output before the submits the output on the and submits the output after the
deadline, work is complete, deadline, work is complete and deadline, work is lacking and
cohesive, and exceeds cohesive. incomplete.
expectations.
(Unprepared for 1 required (Unprepared for 2 required
(Complete class required output/task/s) output/task/s)
output/task/s)

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

PREPARED BY: CHECKED BY: NOTED: APPROVED:

LESLIE D. JOVER CYAN A. GABAYERON BRETCH JUNE D. TUANDO JOJIE T. RENDON
Learning Facilitator (SHS) Academic Coordinator School Principal School President