Physical Education and Health-11-FIDP (1).docx

form

1. Moncada Catholic School,Inc.
P. Jacinto Street,Poblacion No. 4, Moncada,Tarlac
Government Recognition – A.R. 208 s. 1983/SHSP No. 221, s. 2015
Contact Numbers 09278829883 / 09666476780 email address- [email protected]

FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
Academic Year 2025-2026
Grade: GRADE 11 Semester: 1
st
Semester
Core Subject Title: PHYSICAL EDUCATION & HEALTH No. of Hours/Semester: 80 HOURS
Prerequisites (If needed) ______________
Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people
around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning
approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in
different areas in psychology.
Culminating Performance Standard: The learner is expected to be able to think critically and make concrete plans and decisions on the different aspects of his/her personal development; life
and significant relationship and career pathways.
What to Teach? Why Teach? How to Assess? What to Teach?
Content
Content
Standards
Most
Essential
Topics
Performance
Standard
Learning Competencies Highest Thinking Skill to
Assess
Highest Enabling
Strategy to Use in
Developing the Highest
Thinking Skill to Assess
Complete
KUD
Class
ificati
on
Most Essential
KUD
Class
ificati
on
RBT
Level
Flexible
Assessment
Activities (FAA)
Enabling
General
Strategy
Flexible
Learning
Strategies
(FLS)
Performance
Check(s)
First Quarter
Health Optimizing
Physical
Education
Health
The learner
Demonstrates
understanding
of fitness in
optimizing
Personal
Health
Inventor
y
Identify the
The learner
should be
able to lead
fitness
events with
LC 3 Explains
relationship of health
behaviors (eating habits,
sleep and stress
management) to health
U LC 5 Describes the role of
physical activity.
assessments in
managing one’s
stress
U Rem Pre-personal
Health
Assessment
Activities:
Rep
Lecture
Discussion
(Face-to-
Face)

2. optimizing P.E.
(H.O.P.E.)
1. Exercise for
Fitness
a. Aerobic
activities
b. Muscle- and
bone
strengthening
activities
(resistance
training)
one’s health as
a habit; as
requisite for PA
performance,
and as a career
opportunity.
barriers in
performing
exercise for
fitness
proficiency
and
confidence
resulting in
independen
t pursuit
and in
influencing
others
positively.
risks factors and physical
activity assessment
performance
LC 4 Differentiates
types of eating (fueling
for performance,
emotional eating, social
eating, eating while
watching tv or
recreation events)

LC 5 Describes the role
of physical activity
assessments in
managing one’s stress
LC 6 Self-assesses
health-related fitness
(HRF) status, barriers to
physical activity
assessment participation
and one's diet.
LC14 Recognizes the
value of optimizing one’s
health through
participation in physical
activity assessments
U
U
U
U
U
MELC 1 Self- assesses health-
related fitness (HRF) status,
barriers to physical activity.
assessment
participation and one’s diet.
LC14 Recognizes the value of
optimizing one’s health through
participation in physical activity
assessments
U
U
App
App
Con
Con
Online
Discussion

Health
Optimizing
Physical
Education
Health
optimizing P.E.
(H.O.P.E.)
1. Exercise for
Fitness
a. Aerobic
activities
b. Muscle- and
bone
strengthening
The learner
Demonstrate
s
understandin
g of fitness in
optimizing
one’s health as
a
habit; as
requisite for PA
performance,
Health &
Safety
Orientati
on
-hygiene
and
sanitation
-hydration
-basic
health
emergency
protocols
LC10 Observes
personal safety
protocol to avoid
dehydration,
overexertion, hypo-
and
hyperthermia
during MVPA
participation
LC11 Identify school and
community resources in
case of an injury or
emergency.
K
U
MELC 5 Observes personal
safety protocol to avoid
dehydration, overexertion,
hypo- and hyperthermia during
MVPA participation
U App Physical
Fitness
Exercise
Injuries,
Prevention, and
First Aid
Brochure
Con
Lecture
Discussion
(Face-to-
Face)
Online
Discussion

3. activities
(Resistance
training)
and as a career
opportunity.
LC12 Demonstrate
proper etiquette and
safety in the use of
facilities and equipment.
D
Physiolo
gical
Indicato
rs of
Fitness
LC 14 Recognizes
the value of
optimizing one’s
health through
participation in
physical activity
assessments
LC 6 Self-assesses
health-related fitness
(HRF) status, barriers
to physical activity
assessment
participation and
one's diet
K
K
MELC 8 Recognizes the value
of optimizing one’s health
through participation in physical
activity assessments
MELC 1 Self-assesses health-
related fitness (HRF) status,
barriers to physical activity
assessment
participation and one's diet
U
U
An
Eval
Physical
Fitness
Exercise
Infographics
on
Physiological
Indicators
Com
Reasoni
ng &
Proofing
Lecture
Discussion
(Face-to-
Face)
Online
Discussion
Principle of
Training
Program -
FITT
Principles
-FITT
Goals
-Aerobic
Exercises
-Anaerobic
Exercises
LC1 Distinguishes
aerobic from muscle
and bone
strengthening
activities.
LC10 Observes
personal safety
protocol to avoid
dehydration,
overexertion, hypo-
and
hyperthermia
during MVPA
participation.
LC7 Sets FITT goals
based on training
principles to achieve
and/or maintain HRF.
LC9 Analyzes
physiological
indicators such as
heart rate, rate of
perceived exertion
and pacing
K
K
U
U
MELC 2 Sets FITT goals
based on principles to
achieve and/or maintain
training HRF.
MELC 3 Engages in moderate
to vigorous physical activities
(MVPAs) for at least 60
minutes most days of the
week in a variety of settings in
and out of school
MELC 4 Analyzes physiological
indicators such as heart rate,
rate of perceived exertion and
pacing associated with MVPAs
to monitor and / or adjust
participation or effort.
U
U
U
App
Eval

An
Physical
Fitness
Assessment Log
and Goal Setting
of Fit Goals
through
reporting
Com
Reasonin
g & Proof
Com
Lecture
Discussion
(Face-to-
Face)
Online
Discussion

4. associated with
MVPAs to monitor
and / or adjust
participation or
effort.
Second Quarter
Health
Optimizing
Physical
Education
Health
optimizing P.E.
(H.O.P.E.) 1
Exercise for
Fitness
a. Aerobic
activities
b. Muscle- and
bone
strengthening
activities
(Resistance
training)
The learner
demonstrates
understandin
g of dance in
optimizing
one’s health;
as
requisite for
physical
activity
assessment
performance,
and as a career
opportunity
(continuatio
n)
Principle
of
Training
Program
-Resistance
exercises
(for muscle
and bone
strengtheni
ng)
The learner
should be.
able to lead
fitness events
with
proficiency
and
confidence
resulting in
independent
pursuit and in
influencing
others
positively.


LC1 Distinguishes
aerobic from muscle
and bone
strengthening
activities.
LC10 Observes
personal safety
protocol to avoid
dehydration,
overexertion, hypo-
and
hyperthermia
during MVPA
participation.
LC7 Sets FITT goals
based on
training principles to
achieve and/or maintain
HRF.
LC9 Analyzes
physiological
indicators such as
heart rate, rate of
perceived exertion
and pacing
associated with
MVPAs to monitor
and / or adjust
participation or
effort.
MELC 2 Sets FITT goals
based on principles to
achieve and/or maintain
training HRF.
MELC 4 Analyzes physiological
indicators such as heart rate,
rate of perceived exertion and
pacing associated with MVPAs
to monitor and / or adjust
participation or effort.
U
U
App Fitness
Inventory
Dialogue
Session
Reasonin
g & Proof
Reasonin
g & Proof
Realtime
Lecture
Discussion
Planning
and
Organizing
LC 13 Participates in an
organized event that
addresses
D MELC 7 Participates in an
organized event that addresses
health/ recreation issues and
Doin
g
Cre Activity Plan
Proposal
Presentation:
Problem
Solving
Realtime
Lecture
Discussion

5. Exercise-
Based
Fitness
Program:
-
organization
and
managemen
t skills in
preparing/le
ading fitness
events
health/recreation issues
and concerns.
LC 16 Recognizes one’s
potential for health-and
recreation-related career
Opportunities.
LC 17 Organizes
recreational event
for a target health
issue or concern
D
D
Concerns.
MELC 8 Organizes Recreational
event for a target health issue
or concern Doin
g
Cre
Video
Documentation/
Portfolio
Subject –
Self
Evaluation
Problem
Solving
Performance Task: Students should form groups of five or six members. Each group is expected to do this performance task.
As the instructor, you should demonstrate different physical activities that focus on cardiovascular, muscular and bone improvement. You need to also orient
them of the safety rules when exercising.
G – Your group is tasked to conduct an exercise that aims to enhance the cardiovascular system.
R – Physical Education Instructor/Fitness Instructor
A – Classmates and Teachers
S - As the instructor, you should demonstrate different physical activities that focus on cardiovascular, muscular and bone improvement.
P – You need to come up with several moderate physical activities that are suitable and appropriate for your audience.
S – You should be able to demonstrate different physical activities, including aerobics, resistance, or stretching exercises.

6. PERFORMANCE TASK RUBRIC:
CRITERIA Beginning (0-12 points) Developing (11-16 points) Accomplished (17-20 points)Score
Presentation The executed physical and
exercise movements are
correct.
Each exercise is done with the
right intensity, frequency, and
duration.
The members of the group
observed safety and
precaution at all times.
Task-Specific Procedures and instructions
are clearly given.
The group showed in
creativity in presenting and
making the exercise
engaging.
TOTAL:
Prepared by: Checked by:
ENGR. JOSHUA CRISTIAN D. SIMON, ECE, ECT NELA MAE G. CACHAPERO, LPT, MA.Ed.
Physical Education & Health Teacher School Principal

7. CACHAPERO ACADEME, INC.
Formerly CACHAPERO LEARNING SCHOOL, INC.
B7 L13 MAHOGANY ST. NARRA HOMES CARSADANG BAGO 2, CITY OF IMUS, CAVITE
TEL. NO (046) 471 – 7853
[email protected]
FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)
Academic Year 2022-2023
Grade: GRADE 11 Semester: 2
nd
Semester
Core Subject Title: HEALTH OPTIMIZING PHYSICAL EDUCATION 2: SPORTS No. of Hours/Semester: 20 hours
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 is comprised of individual, dual and team sports in competitive and recreational settings. It consists of an array of offerings which learners can choose from.
Culminating Performance Standard: Develop self-efficacy in choosing a recreational activity to enhance overall wellness, thus resulting in a strong character foundation of a true leader.
What to Teach? Why Teach?
How to Assess?
What to Teach?
Content Content
Standards
Most
Essential
Topics
Performance
Standard
Learning Competencies
Highest Thinking Skill to
Assess
Highest Enabling Strategy to Use
in Developing the Highest
Thinking Skill to Assess
Complete
KUD
Classification
Most Essential
KUD
Classification
RBT
Level
Flexible Assessment
Activities (FAA)
Enabling
General
Strategy
Flexible Learning
Strategies (FLS)
Performance Check(s)
Third Quarter
Health-Optimizing
Physical Education
(H.O.P.E.) 2
Sports
Individual and
Dual Sports
The learner
demonstrates
understanding
of recreation in
optimizing
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity
Personal
Health
Inventory
The learner
should be
able to lead
sports
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in influencing
LC 3 Explains relationship of
health behaviors (eating
habits, sleep and stress
management) to health risks
factors and physical activity
assessment performance
LC 4 Differentiates types of
eating (fueling for
performance, emotional
eating, social eating, eating
while watching tv or
recreation events)
LC 5 Describes the role of
physical activity assessments
in managing one’s stress
Understanding
Understanding
Understanding
LC 5 Describes
the role of
physical
activity
assessments in
managing
one’s stress
MELC 1 Self-
assesses health-
related fitness
(HRF) status,
barriers to
physical activity
assessment
participation and
one’s diet
Understanding
Understanding
An
Eval
Personal Health
Assessment
Activities:
●Personal Fitness
Contract
●PAR-Q: Physical
Activity
Readiness
Questionnaire
●Healthy
Lifestyle
Assessment
●Inventory of
Barriers to
Being Active
Communication
Reasoning and
Proof
Lecture Discussion
(Face-to-Face)
Online Discussion

8. LC 6 Self-assesses health-
related fitness (HRF) status,
barriers to physical activity
assessment participation and
one’s diet
LC14 Recognizes the value
of optimizing one’s health
through participation in
physical activity assessments
Understanding
Understanding
LC14
Recognizes the
value of
optimizing
one’s health
through
participation in
physical activity
assessments
UnderstandingAn Communication

9. Health-
Optimizing
Physical
Education
(H.O.P.E.) 2
Sports
Individual and
Dual Sports
The learner
demonstrates
understanding
of recreation in
optimizing
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity
Sports and
Stress
Management
The learner
should be
able to lead
sports
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in influencing
LC 10 Observes personal
safety protocol to avoid
dehydration,
overexertion, hypo- and
hyperthermia during
MVPA participation
LC 11 Identifies school and
community resources in
case of an injury or
emergency
Understanding
Knowing
MELC 5
Observes
personal safety
protocol to
avoid
dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
UnderstandingApp Stress Coping
Resources
Inventory: Self-
Assessment
ConnectionsLecture Discussion
(Face-to-Face)
Online Discussion
Safety
Precautions
in Sports
LC 2 Explains how to
optimize the energy
systems for safe and
improved performance
LC 12 Demonstrates
proper etiquette and safety
in the use of facilities and
equipment
Understanding
Doing
LC 2
Demonstrates
proper etiquette
and safety in
the use of
facilities and
equipment
Doing Cre Sports Injuries
Prevention Checklist
Problem
Solving
Fourth Quarter
Health-Optimizing
Physical Education
(H.O.P.E.) 4
Recreational
Activities
a.Aquatics
b.Mountaineerin
g (hiking,
trekking,
camping,
orienteering)
The learner
demonstrates
understanding
of recreation in
optimizing
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity
Sports
Activity
Preparation
The learner
should be
able to lead
sports
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in influencing
LC 1 Discusses the nature
of different recreational
activities
LC 15 Displays initiative,
responsibility and
leadership in recreational
activities
Knowing
Understanding
LC 15 Displays
initiative,
responsibility
and leadership in
recreational
activities
UnderstandingApp Conditioning exercises
1.Physical
2.Mental
Meditation/Self-
talk Exercises
3.Social
The effective Team
Member Checklist 4.
Emotional Readiness
Mantra (On
sportsmanship)
ConnectionsLecture Discussion
(Face-to-Face)

10. Health-Optimizing
Physical Education
(H.O.P.E.) 4
Recreational
Activities
a.Aquatics
b.Mountaineerin
g (hiking,
trekking,
camping,
orienteering)
The learner
demonstrates
understanding
of recreation in
optimizing
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity
Technical
and Tactical
Skills in
Sports
The learner
should be
able to lead
sports
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in influencing
LC 7 Sets FITT goals based
on training principles to
achieve and/or maintain
HRF.
LC 8 Engages in moderate
to vigorous physical
activities (MVPAs) for at
least 60 minutes most days
of the week in a variety of
settings in- and out-of
school
LC 9 Analyzes physiological
indicators such as heart
rate, rate of perceived
exertion and pacing
associated with MVPAs to
monitor and/or adjust
participation or effort.
Understanding
Doing
Understanding
MELC 2 Sets
FITT goals based
on training
principles to
achieve and/or
maintain HRF.
MELC 3
Engages in
moderate to
vigorous
physical
activities
(MVPAs) for at
least 60 minutes
most days of the
week in a
variety of
settings in- and
out-of school
MELC 4
Analyzes
physiological
indicators such
as heart rate,
rate of
perceived
exertion and
pacing
associated with
MVPAs to
monitor and/or
adjust
participation or
effort.
Understanding
Doing
Understanding
Ana
Cre
Ana
Individual Sport
Skill Testing
Demonstration
(Recorded output
or through Photo
or Process
Detailing)
Communication
Problem
Solving
Communication
Lecture Discussion
(Face-to-Face)

11. Health-Optimizing
Physical Education
(H.O.P.E.) 4
Recreational
Activities
a.Aquatics
b.Mountaineerin
g (hiking,
trekking,
camping,
orienteering)
The learner
demonstrates
understanding
of recreation in
optimizing
one’s health as
a habit; as
requisite for
physical activity
assessment
performance,
and as a career
opportunity
Planning and
Organizing
Sports
Activity
The learner
leads
recreational
events with
proficiency
and
confidence
resulting in
independent
pursuit and
in influencing
others
positively
LC 13 Participates in an
organized event that
addresses
health/recreation issues
and concerns
LC 16 Recognizes one’s
potential for health-and
recreation-related
career opportunities
LC 17 Organizes
recreational event for a
target health issue or
concern
Doing
Understanding
Doing
MELC 7
Participates in
an organized
event that
addresses
health/recreatio
n issues and
concerns
MELC 8
Organizes
recreational
event for a
target
health issue
or concern
Doing
Doing
Cre
Cre
Sports Activity
Plan Proposal
Presentation-Video
Documentation/
Portfolio
Problem
Solving
Problem
Solving
Lecture Discussion
(Face-to-Face)
Performance Task: This activity will require only 2-3 members per output.
As the sport coordinator, you will choose one sport and create a handbook for it. Topics that should be included in the handbook are the
following: Court Dimension, Equipment, basic skills, technical and tactical skills, rules of the game and officiating.
Goal: Be a sport coordinator or coach in a sport event.
Role: Suppose you are a sports coordinator, and your school doesn’t have any sports handbook.
Audience : The target audience will the Grade 11 and 12 students.
Situation : As the sport coordinator, you will choose one sport and create a handbook for it.
Purpose : Sports handbook
Standards : You should be able to write a handbook that fits your school availability.
(Handbook Should be presented neatly and content wise.)

12. PERFORMANCE TASK RUBRIC:
CRITERIA Beginning (0-
12 points)
Developing (11-
16 points)
Accomplished
(17-20 points)
Score
Presentation
Content (Focus on details of the chosen sports event; no misleading content;
and additional information is related to the topic; safety precautions are also
stated)
Organization (Logical progression of details/events; clear transitions between
ideas)
Conventions (Spelling, mechanics, grammar, and usage)
Task-Specific
Creativity (Present the handbook with cover; handbook is presentable)
Punctuality (Output submitted on time)
TOTAL:

Prepared by: Checked by:
ENGR. JOSHUA CRISTIAN D. SIMON, ECE, ECT NELA MAE G. CACHAPERO, LPT, MA.Ed.
Physical Education & Health Teacher School Principal