Flexible Instruction Delivery Plan (FIDP)

Grade : GRADE 11 Semester : 1st Semester

Course Subject Title : Health-Optimizing Physical Education 1 No. of Hours/Semester : 20 Hours

Course Subject Description : Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and Pre-requisites (if needed) :
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.

Culminating Performance Standards: As the pandemic continuously 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 ourselves from the virus. The Fitness Day Activity is
entitled “Inter-family Fitness Challenge”. As a fitness instructor you are assigned to design a plan/program and document
the activity for about 3 to 5 minutes that will develop the one’s health-related components of physical fitness to be
presented in the class. The said plan/program must have a variety of moderate to vigorous individualized physical
activities in a form of Zumba/Dance Aerobic workout, game relays and a series of plyometric circuit challenges. The output
shall be assessed based; Knowledge of Concept, Skills, Preparation and Participation.
Learning Competencies  Highest Enabling Strategy to
Highest Thinking Skill to
Use in Developing the Highest
Assess
Thinking Skill to Assess
Most RBT Level Flexible
Content Performanc
Content Essential Assessment
Standards e Standard KUD KUD Enabling Flexible
Topics Activities
Complete Classificati Most Essential Classificati General Learning
(FAA)
on on Strategy Strategies (FLS)
Performance
Check(s)
1st Quarter
Health- The learner PERSONAL The learner 1. Distinguishes aerobic 1. Recognizes the  KWL Online:
optimizing P.E. demonstrates HEALTH leads from muscle-and role of physical Mapping  Synchronou
(H.O.P.E.) 1 understandin INVENTORY fitness bone strengthening activity  Discussio s Class thru
g of fitness events with activities K assessments in K n Representatio Google
Exercise for and exercise proficiency 2. Recognizes the role managing Rememberi  Interactive n Meet/Zoom
Fitness in and of physical activity one’s stress ng Lecture  Interactive
optimizing confidence assessments in Apps
a. Aerobic one’s health resulting in managing one’s (Kahoot!,
activities as a habit; as independe stress Quizziz,
b. Muscle- and requisite nt etc.)
bone for physical pursuit and  Online
strengthenin activity in Activities
g activities assessment influencing through
(resistance performance, others Google
training) and as a positively Classroom
career
opportunity Offline:
  Printed
Module
 Recorded
Lesson
3. Self-assesses health- 1. Self-assesses  Physical Online:
related fitness (HRF). health-related Fitness  Round table
status, barriers to fitness (HRF). Evaluating Checklist Reasoning discussion
physical activity U status, barriers U  Reflection and Proof  Real world
assessment to physical Paper simulation
participation and activity thru Google
one’s diet assessment meet/Zoom
4. Recognizes the value participation  Guided
of optimizing one’s and one’s diet Generalizati
health through on and
participation in guided
physical activity actual
assessments practice thru
Google
Meet/Zoom
 Reflection
Paper thru
Google
docs

Offline:
 Recorded
video of
Real world
simulation
 Recorded
video of
Guided
Generalizati
on and
guided
actual
practice
 Reflection
Paper to be
submitted
with module
5. Engages in moderate 2. Engages in  Physical Online:
to vigorous physical moderate to Fitness  Brainstormi
activities (MVPAs) for vigorous Checklist Connection ng
at least 60 minutes physical Applying  Practical  Think-pair
most days of the activities Test Share
week in a variety of (MVPAs) for at  Video  Concept
settings in- and out of least 60 Recording Mapping
 school minutes most of
days of the Exercise/ Offline:
week in a Self  Printed
variety of Directed Module
settings in- and Learning  Recorded
out of school Video
Lesson
6. Sets Frequency 3. Sets Frequency  Physical Online:
Intensity Time Type Intensity Time Fitness  Guided
(FITT) goals based D Type (FITT) D Checklist Practice
on training principles goals based on  Practical through
to achieve and/or training Creating Test Problem Google
maintain health- principles to Solving Meet
related fitness (HRF). achieve and/or 
maintain Offline:
health-related  Printed
fitness (HRF). Module
Recorded
Video
Lesson
 Recorded
Video of
Guided
Practice

Performance Task: As the pandemic continuously 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 ourselves from the virus. The Fitness Day Activity is entitled “Inter-family Fitness Challenge”. As a fitness instructor you are assigned to design a plan/program and
document the activity for about 3 to 5 minutes that will develop the one’s health-related components of physical fitness to be presented in the class. The said plan/program must
have a variety of moderate to vigorous individualized physical activities in a form of Zumba/Dance Aerobic workout, game relays and a series of plyometric circuit challenges.
The output shall be assessed based; Knowledge of Concept, Skills, Preparation and Participation.

Goal “Inter-family Fitness Challenge”

Role Fitness Instructor

Audience Class

Situation The school will be conducting an event that will promote the importance of maintaining fitness as a way to protect ourselves from the virus.

Product Zumba/Dance Aerobic workout

Standards Knowledge of Concept, Skills, Preparation and Participation.

 PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

1.      Conceptual Knowledge (40%) Students demonstrate a deep Students demonstrate understanding Students demonstrate good Students need improvement in
Demonstrate understanding on the understanding of the appropriateness of on the appropriateness of the process understanding on the appropriateness demonstrating his/her understanding on the
appropriateness of the process in leading and the process in leading and organizing in leading and organizing sports of the process in leading and appropriateness of the process in leading
organizing fitness exercise activities: sports online events.  online events. . organizing sports online events.  and organizing sports online events. 
       
1.1   Ability to state the rationale/goal of the All four sub-criterions were actualized. Actualized few incorrect connections Actualized many incorrect connections Shows no connection in any of the sub-
proposed sports online events.     in the sub-criterions. in the sub-criterions. criterions.
1.2   Ability to Identify risk factors and create      
proactive interventions in case of emergency       
1.3   Ability to design sports online events.     
1.4   Ability to make meaning from their
learning experiences from the demonstrated
activity. 

2.      Skills (30%) Shows proficiency (requisite Students show excellent requisite skills in Students show very good requisite Students show good requisite skills in Students need improvement on requisite
skills) in creating and demonstrating the creating and demonstrating the organizing skills in creating and demonstrating creating and demonstrating the skills in creating and demonstrating the
planned activity (organizing sports online sports online events. . the organizing sports online events. . organizing sports online events.  organizing sports online events. .
events):
  All three sub-criterions were actualized. Actualized connections between two Actualized many incorrect connections Shows no connection in any of the sub-
2.1   Ability to organize and analyze information sub-criterions. in the sub-criterions. criterions.
in order to make meaning and decide what to
 
believe or what actions to take. 
2.2   Ability to show flexibility and perseverance
when they encounter challenges. 
2.3   Ability to select strategies, tools and
approaches that are appropriate for planned
sports online events. . 

3.      Preparation (15%) Always prepared in his/her required Almost prepared in his/her required Inconsistently prepared in his/her Seldom prepared his/her required
  output/task/s and submits the output before output/task/s and submits the output required output/task/s and submits the output/task/s and failed to complete the
3.1   Ability to work efficiently during the the deadline, work is complete, cohesive, on the deadline, work is complete and output after the deadline, work is output and was not able submit the output on
preparation of the output.  and exceeds expectations. cohesive. lacking and incomplete. the deadline.
3.2   Targets the timeline of accomplishment        
with efficiency.  (Complete class required output/task/s) (Unprepared for 1 required (Unprepared for 2 required (Unprepared for 3 or more required
    output/task/s) output/task/s)  output/task/s)

4.      Participation (15%) Give maximum effort, model a high level Consistent effort, good level of Displays limited effort contributes little Minimal/poor effort during the preparation
  of participation, self-motivation, and participation, and stays on task/s with to team play and needs to be reminded of the activity
4.1   Ability to display clear effort to finish the encourage others. minimal supervision. to stay on task/s
task. 
4.2   Ability to consistently show positive
behavior in the planning of the task.