Far East College of Information and Technology

Flexible Instruction Delivery Plan (FIDP)

Grade: 11
Semester: 1ST
Core Subject Title: Physical Education 1 No. of Hours/Semester: 40 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.

Culminating Performance Standard: The learners are able to understand the exercise for fitness enables the learner to set goal, monitor one’s participation in aerobic activities

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

Highest Enabling Strategy to Use in
Highest Thinking Skill to
Learning competencies developing the Highest Thinking Skill
Assess
to Assess
Most KUD Flexible
Content Performance
Content Essential Classification Assessment
Standards Standards Enabling
Topics KUD RBT Activities Flexible Learning
Complete Most Essential General
Classification Level (FAA) Strategies (FLS)
Strategy
Performance
Checks
Quarter
Health- The learners 1. Basic The learners 1. 1. Self- The student L
optimizing will be able Concepts of will be able Distinguishes assesses U will give E Online and Modular
P.E. (H.O.P.E.) to: Physical to: aerobic from health- N example of C Learning
1 Exercise for Fitness muscle-and related D aerobic T
K E activities. U Lecture
Fitness a. Demonstrates Leads bone fitness (HRF).
D R R Discussion
Aerobic understanding 2. Health fitness strengthening status,
S E
activities of fitness and Behaviors, events with activities barriers to
T Make a Documentation
exercise in Health Risk proficiency PEH11FH-Ia-1 physical
A short Sleep D
b.Muscle- and optimizing Factors, and and activity N I
Managemen Performance test

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 Far East College of Information and
Technology

bone one’s health Different confidence 2. Explains assessment D t Video and S

strengthening as a habit; as types of resulting in how to U participation I choose C
activities requisite for eating independen optimize the and one’s N among the U
(resistance physical t pursuit and energy diet G three types S
training) activity in systems for of bad S
assessment influencing safe and 2. Sets sleeping I
performance, others improved D Frequency O
habits (e.g.,
and as a positively performance Intensity N
Staying up
career PEH11FH-Ib-c- Time Type all night,
opportunity 2 (FITT) goals Internet
based on Addiction,
K
3. Relates training Eating
health principles to before
behaviors achieve sleeping)
(eating habits, and/or that can
sleep and maintain benefit from
stress healthrelated the health.
management) fitness (HRF). .
to health risks
factors and K 3. Engages in
physical moderate to
activity vigorous
assessment physical
performance activities
PEH11FH-Id-3 (MVPAs) for
at least 60 U
4. minutes
Differentiates most days of
types of eating the week in a A
(fueling for variety of N
performance, settings in- A
emotional and out-of L
eating, social U school Y
Z
eating, eating
I
N
G

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while 4.Analyzes
watching tv physiological
or sports indicators U
events) such as heart
PEH11FH-Ie-4 rate, rate of
perceived
5. Recognizes exertion and
the role of D pacing
physical associated
activity with MVPAs
assessments in to monitor
managing and/or adjust
one’s stress participation
PEH11FH-If-5 or effort.
6. Self-
assesses 5. Observes
health-related personal
fitness (HRF). safety
status, barriers protocol to
to physical avoid K
activity D dehydration,
assessment overexertion,
participation hypoand
and one’s diet hyperthermi
PEH11FH-Ig-i- a during
6 MVPA
participation
7. Sets
Frequency
Intensity Time
Type (FITT)
goals based on D
training
principles to
achieve and/or
maintain
health-related
fitness (HRF).
PEH11FH-Ii-j-7

8. Engages in
moderate to
vigorous
physical U
activities
(MVPAs) for
at least 60
minutes most
days of the
week in a
variety of
settings in-
and out-of
school
PEH11FH-Ia-t-
8

9. Analyzes
D
physiological
indicators
such as heart
rate, rate of
perceived
exertion and
pacing
associated
with MVPAs to
monitor
 and/or adjust
participation
or effort.
PEH11FH-Ik-t-
9

10. Observes
personal U
safety
protocol to
avoid
dehydration,
overexertion,
hypo- and
hyperthermia
during MVPA
participation
PEH11FH-Ik-t-
10

Performance Task: Commitment to excellence in Physical Education means you are having a healthy body, healthy lifestyle and showcased of skills because having a healthy body and
lifestyle that is already an excellence.

The student will make a FLEXPOLIO for the Physical Activities

Guidelines:
a. The Flexpolio should be consisting of (Title, Autobiography, Advocacy, Physical Fitness, Plan and Reflection)
b. The Flexpolio should be in a long bond paper and Folder.
c. Submit it through Messenger (Group Chat).

ANALYTIC RUBRIC FOR PORTFOLIO ASSESSMENT: GOAL

SETTING
LEVEL OF ACHIEVEMENT DESCRIPTION
Distinguished (40) Goals are attainable and growth oriented; implements procedures to reach goals
Proficient (30 Goals and processes are positive, realistic, and somewhat growth oriented
Apprentice (20) Some goals and processes are positive and realistic; little growth seen
Needs Improvement(10) Goals are not focused and are unrealistic for abilities or present level of development
Unacceptable Goals are not focused and are unrealistic for abilities or present level of development

Prepared by: Checked by: Noted by:

Ms.Shaznace Antonielle F. Salonga Ms. Camille S. Manaloto Mrs. Janette R. Cortez
Subject Teacher OIC VP Academic Affairs