Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Physical Education And October
1 12 Second 60 MINUTES
Health 4, 2024
Learning Competency/ies: Describes the role of physical activity assessments in Code:
(Taken from the Curriculum Guide) managing one’s stress

Key Concepts / Understandings

Physical Activity Assessments and Stress Management
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering Define physical activity assessments and stress management.
The fact or condition of
knowing something with
familiarity gained through Explain how regular physical activity and assessments can help in stress
Understanding
experience or association management.

Skills Applying Demonstrate how to use a basic physical activity assessment tool.
The ability and capacity
acquired through deliberate,
systematic, and sustained effort Analyzing
to smoothly and adaptively
carryout complex activities or Evaluating
the ability, coming from one's
knowledge, practice, aptitude, Creating
etc., to do something Create a personal plan using physical activity assessments to manage stress.

Demonstrate a positive attitude towards engaging in regular physical activity as

Attitude Valuing
a means to reduce and manage stress.
Appreciate the importance of self-care and regular physical activity in managing
Values Valuing
stress and improving overall health.
2. Content Physical Activity Assessments and Stress Management
PowerPoint Presentation on "Physical Activity Assessments and
Stress Management"
3.Learning Resources
Laptop/TV for presentation

4. Procedures
4.1 Introductory Activity

· Prayer and Greetings (2 minutes)

· Checking of Attendance (2 minutes)
9 minutes · Ask the class:

"What do you usually do when you feel stressed?"

4.2 Activity
 · Introduction to Topic:

 Define "stress" and "physical activity."

 Explain how stress affects the body and mind.
5 minutes  Introduce the idea that physical activity and fitness assessments can help
manage stress

4.3 Analysis · Stress is a common problem for students and adults.

· Physical activity can help reduce stress levels.

5 minutes · Regular assessments of physical activity help track progress and adjust
routines to better manage stress.

4.4 Abstraction

Definition of Physical Activity Assessments

• Physical Activity Assessments are tools and methods used to measure one’s physical
activity levels.

• Examples include tracking heart rate, step counts, and minutes of exercise.

• Common tools: Pedometers, fitness trackers, apps, heart rate monitors.

Relationship Between Physical Activity and Stress

 • Physical activity helps in managing stress by releasing endorphins, the body’s

natural mood boosters.
 • Regular exercise reduces cortisol, the hormone responsible for stress.
 • It improves sleep, focus, and overall mental well-being.

How Physical Activity Assessments Help Manage Stress

 • Assessments track your physical activity levels and progress.

15 minutes
 • They help set realistic goals and prevent overexertion or inactivity.
 • By tracking, you can see improvements over time, which motivates continued
exercise.

Common Tools for Assessing Physical Activity

 • Pedometers: Measure the number of steps you take.

 • Fitness Trackers: Track heart rate, steps, distance, and sleep patterns.
 • Fitness Apps: Help set goals, log activities, and analyze progress.
 • Heart Rate Monitors: Measure the intensity of your physical activity.

Creating a Personal Stress Management Plan

 • Use physical activity assessments to identify your current activity levels.

 • Set realistic goals for physical activity to reduce stress.
 • Track your progress and adjust activities based on your stress levels.
 • Incorporate activities that you enjoy and help manage stress effectively.
4.5 Application Activity:

 Distribute handouts with a sample physical activity log.

 Ask students to fill out the log for a hypothetical week, incorporating time
10 minutes for physical activity and stress-relief exercises.
 Students should set one goal related to reducing stress using physical
activity.

4.6 Assessment Analysis of Learners' Quiz: Physical Activity

Understanding
10 minutes Assessments and Stress
Management

Name: ______________________
Date: ______________________

1. What is a physical activity assessment?

a) A test for measuring your fitness levels
b) A tool for tracking daily physical activity
c) A way to reduce stress by exercising
d) A tool to manage your time for exercise

2. Which of the following hormones is known to

be released during physical activity and helps
reduce stress?
a) Cortisol
b) Dopamine
c) Adrenaline
d) Endorphins

3. How does physical activity help in managing

stress?
a) By increasing the body’s energy expenditure
b) By releasing endorphins, which improve mood
and reduce stress
c) By increasing the amount of work you have to
do
d) By making you feel tired after exercising

4. Why is it important to assess your physical

activity regularly?
a) To track progress and adjust your fitness goals
b) To ensure you are doing enough exercise to
stay healthy
c) To prevent overexertion or inactivity
d) All of the above

5. Which tool is commonly used to measure the

number of steps taken during physical activity?
a) Heart rate monitor
b) Fitness tracker
c) Pedometer
 d) Stopwatch

Answer Key:

1. b) A tool for tracking daily physical activity

4.7 Assignment Enhancing / improving the
Students will track their physical activity for the next week
day’s lesson and submit a reflection on how it impacted their stress levels.
3 minutes
4.8 Concluding Activity Generalization (10 minutes)

 Review the key points of the lesson:

o How physical activity affects stress.
o Why tracking physical activity is important.
2 minutes
o How assessments can help create a balanced lifestyle for stress
management.

5. Remarks
 End the class with a reflection:
o "How can you incorporate physical activity into your daily routine
to manage stress?"
6. Reflections
o Encourage students to think of one new physical activity they can
try.

C. Did the remedial lessons work? No. of learners who have

A. No. of learners who earned 80% in the evaluation.
caught up with the lesson.

B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

JUAN PAMPLONA NATIONAL

Name: School:
SHAIRAJAME D. MENDOZA HIGH SCHOOL
Position/
Designation Division:
: SHS TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 09660885374 [email protected]
Physical Activity Log

Name: ______________________
Week of: ___________________

Instructions:

 Record your daily physical activities in the table below.

 Include the type of activity, duration, and intensity (e.g., light, moderate, or vigorous).
 Rate your stress level before and after the activity on a scale from 1 to 5 (1 = no stress, 5 = very stressed).

Intensity (Light,
Type of Duration Stress Level Stress Level
Day Moderate,
Activity (minutes) Before (1-5) After (1-5)
Vigorous)

Monday

Tuesday

Wednes
day

Thursda
y

Friday

Saturda
y

Sunday

Reflection Questions:

1. Which physical activities helped reduce your stress the most?

2. How did tracking your activities and stress levels help you manage your stress better?
3. What changes will you make to your physical activity routine based on this log?
Quiz: Physical Activity Assessments and Stress Management

Name: ______________________
Date: ______________________

1. What is a physical activity assessment?

a) A test for measuring your fitness levels
b) A tool for tracking daily physical activity
c) A way to reduce stress by exercising
d) A tool to manage your time for exercise

2. Which of the following hormones is known to be released during physical activity and helps reduce
stress?
a) Cortisol
b) Dopamine
c) Adrenaline
d) Endorphins

3. How does physical activity help in managing stress?

a) By increasing the body’s energy expenditure
b) By releasing endorphins, which improve mood and reduce stress
c) By increasing the amount of work you have to do
d) By making you feel tired after exercising

4. Why is it important to assess your physical activity regularly?

a) To track progress and adjust your fitness goals
b) To ensure you are doing enough exercise to stay healthy
c) To prevent overexertion or inactivity
d) All of the above

5. Which tool is commonly used to measure the number of steps taken during physical activity?
a) Heart rate monitor
b) Fitness tracker
c) Pedometer
d) Stopwatch

Answer Key:

1. b) A tool for tracking daily physical activity

2. d) Endorphins
3. b) By releasing endorphins, which improve mood and reduce stress
4. d) All of the above
5. c) Pedometer

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Physical Education And
1 12 Second
Health
Learning Competency/ies: Self-assesses health-related fitness (HFR)status, Code:
barriers to physical activity assessment participation
(Taken from the Curriculum Guide) and one’s diet

Key Concepts / Understandings

to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Identify common barriers to participating in
Understanding
experience or association physical activity and fitness assessments.

Skills Applying
The ability and capacity
acquired through deliberate, Analyze their own diet in relation to maintaining
Analyzing
systematic, and sustained effort
to smoothly and adaptively
health and fitness.
carryout complex activities or Self-assess their own health-related fitness (HRF)
the ability, coming from one's Evaluating
knowledge, practice, aptitude, status.
etc., to do something
Creating

Develop strategies to overcome barriers to physical

Attitude Valuing
activity and improve dietary habits.
Values Valuing
2. Content Self-Assesses Health-Related Fitness (HRF) Status,
Barriers to Physical Activity Assessment
 Participation, and One’s Diet
References:

 Physical Education and Health Textbook

 WHO and Department of Health (DOH) guidelines on physical
activity and nutrition
 Online articles and resources on HRF and diet

Materials:
3.Learning Resources
 HRF self-assessment checklist (including strength, endurance,
flexibility, and body composition)
 Barriers to Physical Activity survey
 Food diary template
 PowerPoint presentation
 Video clips (optional)

4. Procedures
4.1 Introductory Activity
· Prayer and Greetings
· Checking of Attendance

4.2 Activity Motivation

 Show a short video or infographic on the importance of physical fitness

and a balanced diet in leading a healthy lifestyle.

4.3 Analysis  Ask: “What challenges do you think people face in maintaining their
fitness and diet?”

4.4 Abstraction Lesson Proper

Introduction to Health-Related Fitness (HRF) Self-Assessment

1. Explain the importance of regularly assessing one's HRF to

maintain or improve health.
2. Introduce the HRF self-assessment checklist, which includes the
following components:
1. Cardiovascular endurance
2. Muscular strength
3. Muscular endurance
4. Flexibility
5. Body composition

Activity 1: HRF Self-Assessment

1. Provide students with the HRF self-assessment checklist.

2. Guide them through a simple self-assessment:
1. Cardiovascular endurance: Jog in place for 2 minutes,
then assess breathing and heart rate.
2. Muscular strength: Perform push-ups or sit-ups and
count how many they can do.
3. Flexibility: Measure flexibility using simple stretches.
4. Body composition: Estimate body mass index (BMI) using
height and weight.
 Discussion: Barriers to Physical Activity Participation

1. Ask students what obstacles they or others face in participating in

regular physical activities or assessments.
2. Present common barriers:
1. Lack of time
2. Limited access to facilities
3. Lack of motivation
4. Fear of injury
5. Social or environmental factors
3. Highlight how recognizing these barriers can help students create
strategies to overcome them.

· Activity 2: Barriers to Physical Activity Survey

4.5 Application  · Distribute

Group Activity: a survey asking students to identify
Problem-Solving the barriers they
Workshop

Instructions

1. Divide the class into small groups.

2. Each group will focus on one common barrier to physical activity
or fitness assessment (e.g., lack of time, access to facilities).
3. Their task is to create a realistic solution or strategy to overcome
this barrier. This could involve making time management
suggestions, proposing home-based exercises, or sharing ways to
stay motivated.

4.6 Assessment Presentation

 Each group will present their proposed

Analysis of Learners' solution to the class.
Understanding  The class will discuss which solutions seem
most practical and relevant to their own lives.

4.7 Assignment Dietary Analysis:

Enhancing / improving the  Ask students to complete their food diary for
day’s lesson three days, noting down all meals and snacks.
 In the next lesson, they will analyze their diet
based on food groups, nutrients, and how it
 supports their fitness goals.
4.8 Concluding Activity Synthesis

 Summarize the key takeaways:

o Regularly assessing your HRF status is essential for maintaining
health.
o Many barriers to physical activity can be overcome through
planning, motivation, and creative solutions.
o A healthy diet complements physical fitness and plays a vital role
in overall well-being.

5. Remarks

6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation.
caught up with the lesson.

B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

JUAN PAMPLONA NATIONAL

Name: School:
SHAIRAJAME D. MENDOZA HIGH SCHOOL
Position/
Designation Division:
: SHS TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 09660885374 [email protected]
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Physical Education And
1 12 Second
Health
Learning Competency/ies: Sets FITT goals based on training Code:
principles to achieve and/or maintain
(Taken from the Curriculum Guide)
Health-Related Fitness (HRF)."

Key Concepts / Understandings Setting FITT Goals Based on Training Principles to Achieve
to be Developed and Maintain Health-Related Fitness (HRF)
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)

Knowledge Remembering
The fact or condition of
knowing something with Understand the FITT principles (Frequency,
familiarity gained through Understanding Intensity, Time, Type) in relation to health-related
experience or association
fitness..

Set SMART goals using FITT principles to improve

Skills Applying
The ability and capacity or maintain HRF.
acquired through deliberate,
systematic, and sustained effort Analyzing
to smoothly and adaptively
carryout complex activities or Evaluating
the ability, coming from one's
knowledge, practice, aptitude, Apply the principles of exercise training in their
etc., to do something Creating
personal fitness plans.

Attitude Valuing

Values Valuing
2. Content Setting FITT Goals Based on Training
Principles to Achieve and Maintain Health-
 Related Fitness (HRF)
Materials:

 Whiteboard/Marker
 PowerPoint presentation on FITT principles
3.Learning Resources  Sample fitness tracking sheets
 Pen and paper for goal setting activity
 Optional: Fitness apps for tracking (e.g., MyFitnessPal, Google
Fit, etc.)

4. Procedures
4.1 Introductory Activity
· Prayer and Greetings
· Checking of Attendance

4.2 Activity Opening Activity:

 Ask students, “What does it mean to be physically fit?”

 Allow a few students to share their thoughts. Highlight answers related to
physical activity, health, and fitness goals.

4.3 Analysis Introduce the FITT Principle:

Briefly introduce the FITT principles: Frequency, Intensity, Time,

and Type. Explain that these principles help in designing a fitness
plan that matches individual fitness levels and goals.

4.4 Abstraction FITT Breakdown:

 Frequency: How often you exercise.

 Intensity: How hard you exercise.
 Time: How long you exercise.
 Type: What kind of exercise you perform.

Discussion:

 Frequency (F): How often you perform an exercise or physical activity.

This is usually measured in days per week. Discuss how frequency is key
for both maintaining and improving fitness. Explain that for health-
related fitness, exercises should be done regularly, ideally 3-5 times per
week.
 Intensity (I): How hard the exercise is. Explain how intensity can be
measured in different ways, such as heart rate, Rate of Perceived
Exertion (RPE), or percentage of maximum effort. Use examples such as
walking (low intensity) versus running (high intensity) to illustrate the
concept.
 Time (T): How long each exercise session lasts. For health-related fitness,
emphasize the need for at least 30 minutes of moderate to vigorous
activity on most days.
 Type (T): What kind of exercise or physical activity is being done.
Different types of activities have different benefits (e.g., aerobic exercises
for heart health, strength training for muscle building). Provide examples
such as jogging, swimming, or weightlifting.

Interactive Question:

 Ask students to name exercises they usually do and let them identify how
 often, how intense, how long, and what type of exercise it is. Write their
answers on the board to show real-life applications of FITT.

2. Understanding Health-Related Fitness (HRF) (5

minutes)

Objective:
To understand the components of health-related fitness (HRF) and how
they relate to overall wellness.

Components of HRF:

 Cardiovascular endurance
 Muscular strength and endurance
 Flexibility
 Body composition

Discuss how the FITT principles apply to each component of HRF. For
example:

 Cardiovascular endurance: Activities like running or swimming at

moderate intensity for 30-60 minutes.
 Muscular strength and endurance: Strength training exercises performed
2-3 times per week with sufficient intensity.
 Flexibility: Stretching exercises that improve range of motion, done after
every workout.

Interactive Question:

 Ask students to identify which of these components they think they need
to work on most and why.

3. Setting SMART Goals Using FITT (10 minutes)

Objective:
To teach students how to set realistic and achievable fitness goals using
SMART criteria (Specific, Measurable, Attainable, Relevant, Time-bound)
and the FITT principles.

SMART Goals and FITT:

 Introduce SMART goal setting and explain how the FITT principles can
help students create fitness goals that are effective and tailored to their
needs.
 Provide examples of SMART fitness goals:

o Example 1: "I will walk briskly for 30 minutes (Time) at moderate

intensity (Intensity) 4 times a week (Frequency) to improve
cardiovascular endurance (Type)."
o Example 2: "I will perform strength training exercises (Type) for
45 minutes (Time), 3 days a week (Frequency) at a challenging
weight (Intensity) to improve muscular strength."

Interactive Activity:

 Guide students in setting their own SMART goals using FITT. Ask them to
choose one component of HRF they want to focus on, and have them
create a goal that follows SMART and FITT guidelines.
 Have students pair up and share their goals with a partner, discussing
 how realistic and achievable their goals are.

4.5 Application Application of FITT in Personal Fitness Plans (10

minutes)

Objective:
To apply the FITT principles in personal fitness plans that are both practical
and achievable for students' current fitness levels.

Activity: Personal FITT Plan Creation

 Distribute fitness tracking sheets or notebooks.

 Instruct students to develop a weekly fitness plan incorporating the FITT
principles. Their plans should detail:

o Frequency: How many days they will exercise.

o Intensity: How hard they will exercise.
o Time: How long each session will last.
o Type: What kind of exercises they will do (aerobic, strength,
flexibility, etc.)

4.6 Assessment Assessment:

 Collection and review of personal fitness

plans.
Analysis of Learners'
Understanding  Evaluation of students’ understanding of the
FITT principles based on their participation in
goal-setting and peer review activities.

4.7 Assignment Enhancing / improving the

day’s lesson

4.8 Concluding Activity Key Takeaways:

1. The FITT principles are essential for designing an effective fitness plan.
2. Setting SMART goals helps to maintain focus and achieve results.
3. Regular exercise that incorporates various fitness components (cardio,
strength, flexibility) is vital for overall health.

5. Remarks

6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation.
caught up with the lesson.

B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Prepared by:

JUAN PAMPLONA NATIONAL

Name: School:
SHAIRAJAME D. MENDOZA HIGH SCHOOL
Position/
Designation Division:
: SHS TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 09660885374 [email protected]

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Physical Education And
1 12 Second
Health
Learning Competency/ies: Engages in moderate to vigorous physical Code:
activities (MVPAs) for at least 60 minutes
(Taken from the Curriculum Guide) most days of the week in a variety of
settings in- and out-of-school

Key Concepts / Understandings Engaging in Moderate to Vigorous Physical Activities

to be Developed (MVPAs)
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Identify the types and benefits of moderate to
Knowledge Remembering
The fact or condition of vigorous physical activities (MVPAs).
knowing something with
familiarity gained through
experience or association Understanding

Skills Engage in at least 30 minutes of MVPAs within the

Applying
The ability and capacity class period.
acquired through deliberate,
systematic, and sustained effort Analyzing
to smoothly and adaptively
carryout complex activities or Reflect on the importance of incorporating MVPAs
the ability, coming from one's Evaluating
knowledge, practice, aptitude, into their daily routine in- and out-of-school.
etc., to do something
Creating

Attitude Valuing
 Values Valuing
Engaging in Moderate to Vigorous Physical
2. Content
Activities (MVPAs)
· Materials: Whistle, stopwatch or timer, cones for marking activity
zones
3.Learning Resources
· Resources: Posters showing various MVPAs, printed handouts with
a suggested weekly exercise plan

4. Procedures
4.1 Introductory Activity
· Prayer and Greetings
· Checking of Attendance

4.2 Activity  Motivation: Show a short video or present statistics

on the health benefits of physical activity,
emphasizing improved fitness, mental health, and
resilience against illness.

4.3 Analysis
Ask students about their current physical activities, if any,
and discuss briefly why they think physical activity is
essential.
4.4 Abstraction Lesson Focus: Benefits and Examples of MVPAs, Daily
Exercise Routines

Understanding MVPAs

1. Moderate to Vigorous Physical Activities (MVPAs) refer to

activities that increase heart rate and breathing. They range from
activities that feel comfortable but active (moderate) to those
that feel more challenging (vigorous).
2. Moderate Activities include brisk walking, light jogging, light
cycling, and casual dancing. These activities elevate the heart rate
but are generally sustainable for longer periods.
3. Vigorous Activities are more intense and include running, fast
cycling, competitive sports (like basketball, soccer), and aerobic
exercises that make talking difficult while performing.
4. Why 60 Minutes? Engaging in 60 minutes of MVPA each day
helps maintain physical fitness, boosts mental health, and
reduces risks for diseases like obesity, heart disease, and
diabetes.

Health Benefits of MVPAs

1. Physical Health: Regular MVPAs help strengthen muscles, bones,

and cardiovascular endurance. They also improve flexibility and
agility, which are beneficial as students grow.
2. Mental Health: Physical activity releases endorphins, the “happy
hormones,” which reduce stress, anxiety, and symptoms of
depression. It also enhances focus, memory, and academic
performance.
3. Social Health: Group activities or team sports encourage
collaboration, friendship, and teamwork, allowing students to
build positive relationships with peers.
4. Long-Term Health: Developing a habit of daily physical activity
helps establish a healthy routine that can prevent lifestyle
 diseases in the future.

Setting Activity Goals in Daily Routine

1. Explain to students that 60 minutes of activity does not need to

be completed all at once. They can break it up into sessions (e.g.,
three 20-minute sessions) throughout the day.
2. Encourage them to integrate MVPAs in different settings:

1. At School: Participate actively in PE classes, join after-

school sports teams or clubs, or use break times to play
physically engaging games.
2. At Home/Community: Activities can include jogging,
doing household chores like cleaning or gardening,
walking or cycling with family or friends, and exploring
recreational sports or dance.

Examples of MVPAs

1. Provide various examples that students can try both in- and out-
of-school. Examples include:

1. Moderate Activities: Brisk walking, light cycling,

recreational swimming, and moderate dancing
2. Vigorous Activities: Running, sprint intervals, jump rope,
HIIT exercises, sports drills, and competitive team sports
(basketball, soccer, volleyball)

2. Share a suggested weekly activity plan with students, listing

4.5 Application
 Practice Activity

1. Activity Stations: Set up different stations around the area (e.g., jogging
in place, jumping jacks, squats, lunges, jump rope). Divide students into
groups and have them rotate through each station for one-minute
intervals with a short rest period in between.

4.6 Assessment Assessment:

Reflection Prompt: After completing

Analysis of Learners' the circuit, ask students how they felt
Understanding during and after the activity.
Encourage them to share any
improvements in their energy levels or
mood.
4.7 Assignment Enhancing / improving the
day’s lesson

4.8 Concluding Activity Encourage students to plan a weekly exercise routine and
log at least 60 minutes of MVPAs per day. Ask them to
bring their logs back at the end of the week to reflect on
their achievements.

5. Remarks

6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation.
caught up with the lesson.

B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.

E. Which of my learning strategies worked well?

Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:

JUAN PAMPLONA NATIONAL

Name: School:
SHAIRAJAME D. MENDOZA HIGH SCHOOL
Position/
Designation Division:
: SHS TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 09660885374 [email protected]
Lesson Plan: Personal Safety Protocols During MVPA

Grade Level: High School Physical Education

Subject: Physical Education and Health
Lesson Duration: 45-60 minutes
Learning Competency: Observes personal safety protocols to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA participation

I. Learning Objectives

By the end of this lesson, students will be able to:

1. Explain the risks associated with dehydration, overexertion, hypothermia, and hyperthermia during physical
activity.
2. Identify strategies and personal safety protocols to prevent these conditions during MVPA.
3. Demonstrate an understanding of how to apply these safety measures in various physical activity settings.

II. Materials Needed

 Whiteboard and markers

 Projector and slides (if available)
 Handouts on hydration and safety tips during physical activity
 Posters or visual aids on signs and symptoms of dehydration, overexertion, hypothermia, and hyperthermia
 First aid kit (for demonstration purposes)

III. Lesson Outline

A. Introduction (10 minutes)

1. Opening Question: Ask students, “What safety measures do you take when engaging in intense physical
activities?” to gauge initial knowledge.
2. Learning Importance: Explain the importance of following safety protocols to maintain health and prevent
accidents or injuries during MVPA.
3. Lesson Overview: Briefly introduce the conditions of dehydration, overexertion, hypothermia, and
hyperthermia, explaining their relevance to physical activities.

B. Lesson Proper (30 minutes)

Discussion: Risks During Physical Activities

o Dehydration: Explain how dehydration affects the body during physical activity. Discuss symptoms like
dry mouth, dizziness, and fatigue.
o Overexertion: Define overexertion, explaining how pushing the body too hard can lead to fatigue, injury,
and heat-related illnesses.
o Hypothermia: Discuss how hypothermia occurs when the body loses heat faster than it can produce,
especially relevant in cold environments.
o Hyperthermia: Explain hyperthermia, a condition of overheating, which can lead to heat exhaustion or
heatstroke, especially in hot or humid conditions.

1.
 Presentation: Safety Protocols

2.

o Hydration: Emphasize the importance of drinking water before, during, and after physical activities.
Discuss how often and how much to drink depending on the intensity of the activity.
o Warming Up and Cooling Down: Explain the benefits of preparing the body with warm-up exercises and
easing out with cool-down stretches to avoid strain and overexertion.
o Appropriate Clothing: Discuss dressing appropriately for the weather (e.g., layering for cold weather to
prevent hypothermia or light, breathable clothing in hot weather to prevent hyperthermia).
o Rest and Recovery: Stress the importance of listening to one’s body, resting when tired, and not pushing
too hard.
o Monitoring Weather Conditions: Encourage checking weather forecasts to adjust activity plans,
especially in extreme temperatures.

3.

Activity: Scenario-Based Practice

4.

o Divide students into groups and give each group a scenario (e.g., running on a hot day, playing soccer in
cold weather).
o Ask each group to discuss and list the specific safety measures they would take in their assigned scenario
to prevent dehydration, overexertion, hypo- or hyperthermia.
o Groups present their strategies, fostering a class discussion on best practices.

C. Conclusion (10 minutes)

1. Recap Key Points: Review the symptoms of dehydration, overexertion, hypothermia, and hyperthermia, and
reiterate the importance of following safety protocols.
2. Q&A Session: Allow students to ask questions or share experiences related to physical activities and safety.
3. Homework/Assignment: Ask students to create a personal safety checklist that they can follow when
participating in physical activities. Encourage them to include hydration goals, clothing choices, and warm-up
routines.

IV. Assessment

 Participation in Scenario Activity: Evaluate each group’s ability to identify risks and apply safety protocols
effectively.
 Personal Safety Checklist: Review the checklists students create to assess their understanding of the safety
protocols.

V. Additional Notes

Encourage students to use their checklist the next time they participate in MVPA. This real-world application
will help reinforce the lesson and instill lifelong safety habits.