GRADE 11

School Grade Level Grade 11

DAILY Malabog National High School
LESSON ARYAN N. NAVALES Learning PE & Health
Teacher
LOG Area
Teaching Dates Week 1
Quarter 1st Sem/ 1st Quarter
and Time July 31, 2024

l. OBJECTIVES
The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity
A. Content Standard assessment performance, and as a career opportunity

B. Performance The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively
Standard
C. Learning Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet. (PEH11FH-Ig-i-6)
Competencies /
Objective
(Write LC code for each)
II. CONTENT SELF ASSESSMENT - EXERCISE FOR FITNESS

lll. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
Pages
2. Learner’s Material
● PE & Health Learner's Material pages 22-27
Pages

● Physical Education and Health Volume 1- Lualhati Fernando-Callo & Peter Fermin Dajime pages 4-13
3. Textbook Pages
● Physical Education (H.O.P.E. 1) – Arthur Fernandez Turpio Copyright @ Scolaire Publishing 2016 pages 82-91

B. Additional Materials
from Learning
Resources Portal
C. Other Learning
● Laptop
Resources
 ● LCD Projector

● Extension Outlet

● Sheet of Papers/meta-strips

● Ruler, Tape Measure, Weighing Scale, Meter Stick, Mat, Stopwatch

● https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf

lV. PROCEDURE
Preliminaries (includes Setting-Up, Prayer, & Checking of Attendance)
A. Reviewing previous
Looking Back!
lesson or presenting
1. What are the Physical Fitness Tests you remember when you were in JHS?
the new lesson
2. Share your experiences during the administration of the Physical Fitness Test?
(2 Minutes)
B. Establishing a
purpose for the
lesson ACTIVE OR INACTIVE?

Show some pictures about persons with different lifestyles. Let the learners identify verbally if the person in the picture is physically
active or inactive.

Option A: The teacher may present through a PowerPoint presentation

Option B: The teacher may print out the pictures and present it to the class

Examples:
 (1 minute)
Based on the activity the teacher will ask the following;
1. How will you describe a physically fit person?
C. Presenting
2. When can you say that an individual is not physically active?
examples / instances
3. Based on your responses, how do you describe yourself?
of the new lesson
4. What are your goals to be physically fit?
(5 minutes)
D. Discussing new ACTIVITY 1: PHYSICAL FITNESS TESTING
concepts and 1. Have a brief discussion on the different health related fitness and the assessment procedures.
practicing new skills 2. Before dividing the class into 4 groups, do an aerobic exercise (warm-up). The teacher may lead the warm up exercise or may ask from
#1 the students to lead the group.
3. Assign each group an HRF component to assess.
4. In clockwise rotation let them proceed to the next HRF component assessment until all groups finish all the assessment procedures.

GROUP Health-Related Fitness ASSESSMENT

Component
1 Cardiovascular Endurance 3- Minute Step Test
2 Body Composition Anthropometric Measurements
⮚ Body Mass Index
3 Flexibility Sit & Reach
Zipper Test (R & L)
4 Muscular Strength & Endurance Basic Plank
90°Push-Up
5. Each group should record the results of their assessments based on the standards.
6. After the activity, do the cooling down exercise.
7. Remind the students to observe personal safety protocol to avoid dehydration during the activity and proper etiquette in the use of
equipment.

Processing Questions;
1. Based on the result of your HRF assessment, do you consider yourself physically healthy? Explain your answer.
2. What activities will you do to improve your health-related fitness?
 RUBRICS: Please see attached Appendix A: RUBRICS
(20 Minutes)
E. Discussing new Briefly discuss that some people face barriers that prevent them from being physically active. Emphasize that there are personal and
concepts environmental barriers.
and practicing new skills #2
For struggling learners:
ACTIVITY 2: EXPLORING BARRIERS TO PHYSICAL ACTIVITY
Direction: Listed below are the different reasons why people do not engage much in physical activity. Check the statement if it relates to
you.

□ I am busy with school works, I don’t think I have the time to do physical activity
□ I have so many tasks at home and too tired to participate in any physical activity
□ I want to participate in any physical activity but I can’t find time to start it
□ I don’t need to exercise because I like my figure now
□ I'm hesitant to participate because of what other people might say
□ I always sleep late at night and can't get up early
□ My friends always plan to do physical activities during weekends but it was just a plan
□ I don’t have a companion in doing physical activity
□ I don’t have proper attire for doing physical activities like jogging, biking etc.
□ My mind wants to do physical activities but my body won’t cooperate.

Please see attached APPENDIX C

For advanced learners:

ACTIVITY 2: EXPLORING BARRIERS TO PHYSICAL ACTIVITY
1. Distribute to the class blank meta-strips
2. Ask the students to write down some barriers that prevent them to participate in physical activities
3. Group the students with the same answers
4. Brainstorm and provide solutions to that barrier then select 1 representative from the group to present their answer.

(Relate the answer of the students leading to assessing one's diet)

Guide Questions;
1. Do you consider yourself to have a healthy eating habit? Why/Why not?
2. What are some habits that you think should change or should you continue? Why?
(10 minutes)
F. Developing Mastery
(leads to formative ACTIVITY 3: INSPECT RETROSPECT (Recitation)
assessment)
● Present a real-life scenario where students need to evaluate their own health-related fitness status
 "DAD'S FITNESS STORY"
My dad suffered a heart attack two years ago. He was fortunate to have survived the event. It made us realize the importance of
adopting a healthy lifestyle. My father had to make difficult choices regarding his diet and physical activity. He was used to eating fat-
rich food and he did not engage in any sports. The entire family adopted healthy choices to support our dad. Our goal is to keep these
changes for the rest of our lives.

- Robert-

Processing questions for struggling learners:

1. What barriers to physical activity participation were mentioned in the scenario?
2. What made the family change their eating habits and lifestyle?
3. In what ways do you assess your health-related fitness?

Processing questions for advanced learners:

1. How did the scenario create an impact on your perspective on the importance of a healthy lifestyle?
2. How will you influence your family members to change their diet and participate in physical activities?
3. How important is assessing one's health related fitness?
4. Can you share some of the challenges and successes that your family has experienced in maintaining a healthy diet and participating in
physical activities?

(5 minutes)
Ask the students;
G. Finding practical 1. How can you influence your family members in regularly assessing their own health-related fitness levels and help them identify and
applications of overcome their barriers in participating in physical activities?
concepts and skills in 2. How can you improve your diet in order to lead a healthier and more active lifestyle?
daily living
(2 minutes)
H. Making Ask the students the following questions;
generalizations and
abstractions about For struggling learners:
the lesson 1. What are the key concepts and insights gained from the activities?
2. What is the importance of self-assessment in understanding one's health-related fitness status?

For advanced learners:

1. What are the steps in assessing one’s health related fitness? Elucidate.
2. How can self-assessment of health-related fitness status help individuals make informed decisions about their physical activity and
dietary choices?
3. What are some common barriers that prevent people from actively participating in assessments of their physical activity levels? How
can these barriers be addressed?
4. How does assessing one's diet and nutrition habits contribute to overall health and well-being?
 5.What strategies can individuals employ to improve their dietary choices based on self-assessment.

(2 minutes)
I. Evaluating Learning Please see attached Appendix B: Evaluation

J. Additional activities How do professional athletes incorporate self-assessment of their diet and health-related fitness into their lifestyle and in what ways does
for application and this practice contribute to their success and career longevity?
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this 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: Checked by: Approved by:

ARYAN N. NAVALES RUTH N. NOCILLADO, EdD. GINA L. LOVINO, EdD.

Teacher - II MT-II/ SHS Principal-III

APPENDIX A: ACTIVITY 1: RUBRICS

HEALTH RELATED FITNESS TEST

Identified for Fitness Improvement Average Fitness Performance Above Average Fitness Performance Excellent Fitness Performance

1 pt. 2 pts 3 pts 4 pts

60 secs. and below step test. Aerobic 1 min. and 1 min. and 59 sec. 2 min. and 2 min. and 59 sec . Student 3 min and beyond . Student has
endurance is at a low level and needs Aerobic endurance is below has met performance standard. Aerobic exceeded performance standard.
3 Min.
improvement. average/may have improved. endurance is within a healthy range. Aerobic endurance is within an
Step
optimal healthy range.
Test

8 and below. Upper body muscular 9 to 16 counts. Upper body 17 - 24 counts Student has met 25 or more. Student has met
strength is at a low level and needs muscular strength is average/may performance standard. Upper body performance standard. Upper body
Push-up improvement. have improved since the last muscular strength is within a healthy muscular strength is within an
Test assessment. range. optimal healthy range.

15.9 cm. and below. Flexibility is at a 16-45.9 cm Flexibility is good or 46-60.9 cm. Student has met 61 cm. and above Student has met
Sit and low level and needs improvement. average may have improved since performance standard. Flexibility is performance standard. Flexibility is
Reach the last assessment. within a healthy range. within an optimal healthy range.
Test
 Just touch the finger Flexibility is at a Fingers overlapped by 0.1-1.9 cm. Fingers overlapped by 2-3.9 cm. Fingers overlapped by 4 cm and
low level and needs improvement. Flexibility is good or average may Student has met performance standard. above. Student has met performance
Zipper have improved since the last Flexibility is within a healthy range. standard. Flexibility is within an
Test assessment. optimal healthy range.

15 secs. and below Upper Muscular 16-45 secs. Upper Muscular 46-50 secs. Student has met 51 secs. and above Student has met
Endurance is at a low level and needs Endurance is good or average performance standard. Upper performance standard. Upper
improvement. may have improved since the last Muscular Endurance is within a Muscular Endurance is within an
Basic assessment. healthy range. optimal healthy range.
Plank

APPENDIX B: EVALUATION

FILL UP THE NEEDED DATA:

HRF Components Self-Assessment Result What physical activities will you participate in to improve the result of your HRF self-assessment?
 ● Body
Composition

● Flexibility

● Muscular
Endurance &
Strength

● Cardio-vascular
Endurance

What are your barriers in

participating in physical
activities?

What will be your

solutions to overcome
those barriers?

What is the nutritional

balance of your diet?

How can you improve

your diet to ensure that it
meets your health goals?
APPENDIX C:

ACTIVITY 2: EXPLORING BARRIERS TO PHYSICAL ACTIVITY

Direction: Listed below are the different reasons why people do not engage much in physical activity. Check the statement if it relates to you.

□ I am busy with school works, I don’t think I have the time to do physical activity
□ I have so many tasks at home and too tired to participate in any physical activity
□ I want to participate in any physical activity but I can’t find time to start it
□ I don’t need to exercise because I like my figure now
□ I'm hesitant to participate because of what other people might say
□ I always sleep late at night and can't get up early
□ My friends always plan to do physical activities during weekends but it was just a plan
□ I don’t have a companion in doing physical activity
□ I don’t have proper attire for doing physical activities like jogging, biking etc.
□ My mind wants to do physical activities but my body won’t cooperate.

Assessment/ Questionnaire:

1. Which of the following is NOT a health-related fitness?

a. Cardiovascular Endurance
b. Balance
c. Flexibility
d. Body Composition

2. John is a 50-year-old individual who has arthritis in his knees. He wishes to engage in physical activities but is hesitant to do so. What type of barrier does John
primarily face in participating in physical activities?
a. Lack of Motivation
b. Limited access to exercise facilities
c. Physical Health Limitations
d. Lack of knowledge about exercise techniques

3. Samantha is a 18 year old student who wants to start a regular exercise routine however she often finds it challenging to find the time. Which of the following best
represents a barrier to her participation in physical activities.
a. Busy class schedule
b. Lack of interest
c. Difficulty in accessing a gym
d. Physical Health Limitations
4. When assessing one’s muscular strength and endurance, which exercise would be most appropriate for testing the upper body?
a. Curl Up
b. Push Up
c. Hamstring & Hip Flexor
d. Zipper Test

5. When assessing one's cardiovascular fitness level through self-assessment, which of the following variables is NOT typically considered?
a. Resting Heart Rate
b. Maximum Oxygen Consumption (VO2 Max)
c. Recovery Heart Rate
d. Body Mass Index
Key to Correction:

1. B
2. C
3. A
4. B
5. D