Republic of the Philippines

Department of Education
BUREAU OF LEARNERS SUPPORT SERVICES
SCHOOL SPORTS DIVISION

INTRODUCTION

ARNIS is an Indigenous Filipino Martial Art and Sport characterized by the use of “swinging and twirling
movements, accompanied by striking, thrusting and parrying techniques for defense and offense” (Carroll, 2017). It
became a National Sport and Martial Art in the Philippines, through Republic Act 9850 signed into law by former
President Gloria Macapagal Arroyo on December 11, 2009.
Historically though, Arnis did not start as a mere sport. There are accounts claiming that it was actually a self-
defense used by the early Filipinos to defend their family, clan, title, and properties from anyone who would attempt to
take or besmirch what they hold dear. In fact, the historian, Antonio Pegapeta, claimed that Magellan’s group was killed
by Lapu-Lapu’s group using bladed weapons and stick made of wood that is hardened by fire. The Spaniards, wary of the
bolos, ordered the early Filipinos to wear barong to prevent them from carrying a bolo. Thus, the early Filipinos carried
wooden sticks instead of bolos. The Spaniards would find out later on that the wooden sticks were effective weapons in the
hands of those who know how to wield them. Having found out, they mandated the early Filipinos to stop practicing and to
stop teaching Arnis. Not to be outdone, the early Filipinos hid this art of fighting in ritual dance performances and mock
battles.
Fast forward to the modern time, Arnis continued to be practiced as a form of martial art; and, was even introduced
as a form of sports in the Department of Education (DepEd) in 1969 by Remy A. Presas. He called this “Modern Arnis”.
However, it was only in 2006 when Arnis became officially part of the Palarong Pambansa but only as a demonstration
sport. It was performed by the Arnis Philippines in Naga City, Bicol. The following year, however, Arnis became a regular
sport in the Palarong Pambansa and was even considered part of the official medal tally in the ranking of the regions.
Since then, Arnis became an integral part of sports competition, here and abroad. To boot, Arnis has brought glory to our
country by winning various medals in international competitions. In fact, it is because of Arnis’ recent success at the SEA
GAMES that the Department of Education became determined to further develop and improve the sports in the country.
This manual, therefore, is designed to standardize and professionalize the teaching of Arnis as a martial art
as early as K3 in order to imbue and develop the necessary foundational skills in Arnis. The matrix in the previous page
shows the knowledge and skill set that an aspiring practitioner is supposed to achieve in every level of his training.
Note that for key stage 1, the fitness components to be developed among the trainees include agility, balance,
coordination and speed (ABC’s). Once developed, the trainees will be able to actively engage in activities that cater to the
basic foundation of all sports, in an enjoyable and fun way. This way, the trainees will be able to imbibe the value of
friendship and respect as they actively engage in fun games that allow them to showcase their agility, balance,
coordination, and speed.
Key stage 2 sustains and strengthens the fitness components developed in Key Stage 1 through a periodic capacity-
building plan that targets the learner’s physical literacy (i.e., moving competently and confidently; and being motivated
physically) to enable the learners to take on more challenging activities. The basic Arnis movement skills which are
introduced in this key stage include: footwork, stance, gripping, twirling, striking and blocking. Communication and
collaboration are the focused life skills because the activities suggested should still nurture the extrinsic ability of the
learners. They should develop the essence of fair play and tolerance, for them to value the spirit of sportsmanship,
friendship, and respect.
Like in the previous stage, Key Stage 3 continues to strengthen the fitness components learned and achieved by the
learners in Key Stage 1. Advance skills introduced in this key stage are striking, blocking, thrusting/stabbing, and
slashing. It is in this stage that the basic rules of the games, Anyo and Full Contact, are taught. Consequently, periodic
 training, competition, and recovery will help the learners to be physically, physiologically and psychologically prepared in
the higher and more advanced level.
Having acquired the necessary knowledge and skills in the previous stages, the learners will now undergo training
for competition in Key Stage 4. Thus, they will learn different combinations of: striking and blocking; slashing and twirling;
parrying techniques followed by a counter-strike; and, disarming techniques. The learners will also be introduced to the
formation of creative anyo and full contact. Consequently, school authorities need to ensure that proper equipment like
mats and sticks for Anyo; and, mats, color padded sticks, and gears such as head gear, body vest, arm guards, arnis
gloves, groin guards (for male and female), shin guards and leg guards are acquired and ready for use of the learners.
There should also be tables, chairs, and speakers with microphones, stopwatch, flags (Red, Blue, and Yellow), printers,
scoreboard and score sheets during the actual competition.
Character formation can therefore be made explicit in and through sports by developing both the 21 st century skills
and Filipino values like respect (paggalang), friendship (pagkakaibigan), fair play (patas na paglalaro), tolerance
(pagbibigayan), striving for one’s best (pagsusumikap para sa ikahuhusay) and excellence (galing).

SUMMARY OF CONTENT

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

(K-3) (4-6) (7-10) (11-12)
1. Performing 1. Understanding the 1. Performing advance 1. Applying technical
locomotor nature of the sport arnis skills arnis techniques
skills and how it is played  Striking  Choreograph a
Creative Anyo
 Walking  Blocking
2. Applying tactical
 Running 2. Performing basic  Thrusting/Stabbing arnis techniques
 Hopping sports specific skills:  Slashing  Full Contact
 Skipping  Stances 2. Understanding the
 Jumping  Footwork basic rules of the 3. Developing
  Leaping  Gripping game psychosocial skill
 Galloping  Twirling  Anyo (Form)
2. Performing  Full Contact 4. Appreciating the
 Striking
game
Non-Locomotor  Blocking 3. Observing safety
Skills
Skills protocols 5. Understanding
 Standing 3. Observing safety optimal recovery,
 Bending protocols hydration, sports
 Twisting nutrition and weight
training
 Lunging
 Swinging 6. Observing safety
3. Performing protocols
manipulative
skills
 Gripping
 Catching
 Throwing
4. Observing
safety protocols
Focused Life Communication Communication
Skills
and and Lifelong Learning Innovation
Collaboration Collaboration
 Agility  Agility  Agility  Agility
 Body  Body Coordination  Body Coordination  Body Coordination
Coordination  Balance  Balance  Balance

Focused Fitness  Balance  Speed  Speed  Speed

Component  Speed  Power  Power  Power
 Power  Flexibility  Flexibility  Flexibility
  Flexibility  Endurance  Reaction Time  Endurance
 Reaction Time  Reaction Time  Endurance  Reaction Time
Focused Pagkakaibigan at Patas na Paglalaro at Pagsusumikap para sa
Values/Virtues
Paggalang Pagbibigayan Ikahuhusay ng sarili) Galing
(Friendship and (Fair Play and (Striving for One’s Best) (Excellence)
Respect) Tolerance)

KEY STAGE I (Kinder to Grade 3) SPORTS: ARNIS

SPORTS CLUB STANDARD:
-Execute mature movement skill patterns in sports.

LIFE SKILLS: Communication and Collaboration

 Actively listens to others.
 Accepts others view.
 Expresses ideas in a respectful manner.

VALUES VIRTUE: Pagkakaibigan (Friendship) at Paggalang (Respect)

 Shares equipment with others.
 Follows instruction and rules.
 Takes turns.

SKILLS FITNESS ACTIVITIES OUTCOMES

COMPONENT
We are faced with troubling realities, and as teachers we want our learners to be responsible of their own health and wellness. Let them
realize that being fit and healthy, and hygienic is the most basic prevention and control.

The teacher/coach shall constantly remind learners BEFORE, DURING and AFTER any sports club activity on the importance of observing
safety and hygiene, and making it part of their daily routine at home and in school.
 I. Health and Hygiene Tips

First is to KNOW YOUR BODY. You are the best person to determine if you are fit to exercise and participate in sports and other physical activities.

Clean hands
Always wash your hands thoroughly before, during and after any physical activity. It is even recommended to carry with you hand sanitizer or alcohol
and use it if hand washing is not possible.

Sanitize equipment
Regularly clean the equipment used during the activity. Keep it in a storage area after use.

Wear comfy attire

Choose to wear clothes that are loose and comfortable. This is the same in your footwear. Make sure that its fit and appropriate for the activity. This will
help you move in a better way.

Mind your towel

Use clean towel when physically active. Make sure to wash the towel after every use. Remember that micro-organisms thrive in warm, dark and moist
places. 

Bring your own water bottle

Make sure to bring your own bottle that is clearly labelled, preferably a water bottle that has a lid and no exposed spout. No sharing of water bottle.

Keep proper distance

In times like this, it is safe to exercise maintaining proper distance. Enough space to move around and stay comfortable and convenient in the area that
you are working on.

II. Routinary Activities

Beginning of session/game
 Preparation and readiness of sports supplies
 Prayer/Thanksgiving/Reflection
 Greetings to teachers/coach, club members, competitors
 Preview of the session’s activities
Ending of session/game
 Wrapping up of session
 Insights
 Feedback
  Assignments
 Announcements
 Storage of sports supplies and equipment, cleaning up
 Farewells to teacher / coach, club members and competitors

1. Locomotor Provide activities that involve walking to PERFORMANCE:

Movements develop the muscular endurance of the Pupils must observe proper
pupils. and correct walking while doing
a. Walking  Muscular the different suggested
Endurance Suggested Activities: activities.
1. Ladder Walk
- Draw/Make a ladder on the PROCESS (Skill):
ground.  Eyes are focused on the
- Pupils will step on the lines of the direction of travel.
ladder.  Body is upright.
2. Soldier Walk  Feet takes a step in a
- Pupils will form a straight line. specific direction.
- The pupil in the first line will give  Arms are bent and are
the command, left or right, to the moving forward and back.
other pupils.  Both feet are temporarily
- Pupils should follow the command. off the ground in a stride
position as foot lands on
heel to toe.

1. Locomotor Provide activities that involve running to PERFORMANCE:

 Movements develop cardiovascular and muscular Pupils must observe the
endurance, as well as the reaction time, speed, proper way of running.
b. Running  Cardiovascular agility, and coordination.
Endurance PROCESS (Skill):
 Muscular Suggested Activities:  Eyes are focused on the
Endurance 1. Patintero direction of travel.
 Reaction Time 2. Tumbang Preso  Body is upright and is
 Speed 3. Siyato slightly leaning forward.
 Agility 4. Solving a Puzzle  Knees are bent bringing
 Coordination -A large floor puzzle containing about heel up behind the
40 pieces or so is put into several body.
envelopes and placed at different  Arms are bent and are
distances from the base. When the moving forward and
whistle is blown, the kids run to find back.
and retrieve one envelope at a time  Both feet are
and bring it back to the base. They temporarily off the
need to run several trips to different ground in a stride
locations to collect all the envelopes. position as foot lands
Finally, the pieces are put together to on heel to toe.
complete the puzzle.
5. Taguan
6. Running Race
7. Ladder Linear Run
*Warm up and cool down exercises must be
observed.

1. Locomotor Provide activities that involve hopping to PERFORMANCE:

Movements develop balance, muscular endurance, and Pupils must observe the
muscular strength. proper way of hopping.
c. Hopping  Balance
 Muscular Suggested Activities: PROCESS (Skill):
Endurance 1. Frog Leap  Eyes look forward and
 Muscular Strength 2. Chinese garter body is upright.
3. Luksong Tinik  Takes off and lands on
 4. Stair hop same foot, knees bent.
5. Hopscotch  Knee is swung.
 Elbows are bent and are
*Warm up and cool down exercises must be moved opposite of the
observed. swinging leg.
 Body glides.

KEY STAGE I (Kinder to Grade 3) SPORTS: ARNIS

SPORTS CLUB STANDARD:
-Execute mature movement skill patterns in sports.

LIFE SKILLS: Communication and Collaboration

 Actively listens to others.
 Accepts others view.
 Expresses ideas in a respectful manner.

VALUES VIRTUE: Pagkakaibigan (Friendship) at Paggalang (Respect)

 Shares equipment with others.
 Follows instruction and rules.
 Takes turns.

A. Pupils
SKILLS FITNESS ACTIVITIES OUTCOMES
COMPONENT
1. Locomotor Provide activities that involve skipping to PERFORMANCE:
Movements develop balance, muscular endurance, Pupils must observe the
muscular strength, and body coordination. proper way of hopping.
d. Skipping  Balance
 Muscular Suggested Activities: PROCESS (Skill):
Endurance 1. Piko  Eyes are focused on the
 Muscular Strength 2. Obstacle Relay direction of travel.
 Body Coordination 3. Follow the Leader  Body is upright.
4. Skipping Rope  Same foot takes a step
5. Ladder linear (Skip) and a hop at the same
time.
*Warm up and cool down exercises must be  Both feet are
observed. temporarily off the
ground.
 Body glides.
1. Locomotor Provide activities that involve jumping to PERFORMANCE:
Movements develop balance, muscular endurance, Pupils must observe the
muscular strength, and body coordination. proper way of jumping.
e. Jumping  Balance
 Muscular Suggested Activities: PROCESS (Skill):
Endurance 1. Jumping Rope  Feet are apart.
 Muscular Strength 2. Sack Race  Knees are bent; arms
 Body Coordination 3. Luksong Baka are back.
 Arms swing forward
*Warm up and cool down exercises must be and up.
observed.  Feet jumps upward.
 Feet land with knees
bent and feet upward.
1. Locomotor Provide activities that involve leaping to PERFORMANCE:
Movements develop balance, muscular endurance, Pupils must observe the
muscular strength, and body coordination. proper way of leaping.
f. Leaping  Balance
 Muscular Suggested Activities: PROCESS (Skill):
Endurance 1. Leap Frog  Arms swing in
 Muscular Strength 2. Animal Mimicking opposition to legs.
 Body Coordination - Make your pupils mimic animals they  Forceful straightening
know such as horses, cheetahs, frogs, at take-off with both
leopards, gazelles and kangaroos. legs fully stretched
when off the ground.
Reference:  Definite forward lean of
https://living.thebump.com/leaping- body.
activities-kids-15528.html  Able to achieve distance
and height.
*Warm up and cool down exercises must be
observed.

*Routinary Activities
>Beginning of the Game/Session
- Pupils should clean the playing area and
prepare the equipment needed.
- They should also greet their teacher/trainer
and classmates in their Mother Tongue.
- An assigned prayer leader for the day will
lead a short prayer before the game/session
starts.

>End of the Game/Training/Session

- The teacher/coach will wrap up the day’s
session through any of the following:
a. Insights
b. Feedback
c. Assignments
 d. Announcements
- An assigned prayer leader for the day will
still lead the closing prayer and will assign
the next prayer leader.
- Leave-taking (in Mother Tongue) will be given
and the assigned cleaners will clean and will
return the materials/equipment used with
the assistance of the teacher.
1. Locomotor Provide activities that involve galloping to PERFORMANCE:
Movements develop balance, muscular endurance, Pupils must observe the
muscular strength, and body coordination. proper way of galloping.
g. Galloping  Balance
 Muscular Suggested Activities: PROCESS (Skill):
Endurance 1. Freeze Gallop  Eyes look in the
 Muscular Strength - Let the pupils gallop while playing the direction of travel with
 Body Coordination music. When the music stops, the pupils body slightly bent
will freeze. The teacher should remove forward.
the pupil/s who moved when the music  Foot leaps forward and
stopped. closes with the other
2. Red Light Green Light foot, both feet
- This can be played outside or indoors temporarily off the
that have a lot of space. ground.
Select one pupil to be the “Traffic  Arms are bent and are
Controller”, swinging with the body.
while the rest will gallop like a horse.  Body glides.
They will line up at least thirty to fifty
yards away from the traffic controller.
The traffic controller will say “Green
Light!” to allow the horses to gallop
forward and “Red Light” to let the
horses stop. This activity will exercise
both the ability to gallop and to stop.

*Warm up and cool down exercises must be

 observed.

References:

https://www.brighthubeducation.com/pres
chool-crafts-activities/123737-galloping-
for-gross-motor-skill-development-activity-
ideas/
2. Non- Locomotor Provide activities that involve standing to PERFORMANCE:
Movements develop balance and body coordination. Pupils must observe the
proper way of standing.
a. Standing Suggested Activities:
 Balance PROCESS (Skill):
 Body Coordination 1. Book Balance Lead Up Games  Keep the head at the
- The teacher will set a specific number of center and in line with
seconds/minutes while the pupil put the shoulders
books on his head.  The chin should be
tucked in.
- As the number of time increases, the  Chest out.
number of books put on the head  Shoulders are relaxed
increases. and are moved back.
 Back should be straight.
 The buttocks should
also be tuck in.
 Feet are slightly apart to
maintain balance.

Reference:
https://www.mstrust.org.uk
/a-z/understanding-and-
improving-your-
posture/good-and-bad-
posture
2. Non- Provide activities that involve PERFORMANCE:
Locomotor bending to develop balance, body Pupils must observe the proper way of
Movements coordination, and flexibility. bending.

b. Bending  Balance Suggested Activities: PROCESS (Skill):

 Body Coordination 1. Sit and Reach
 Flexibility 1. Sit and Reach (Can give more examples of sit and
2. Dance reach depending on the capability
of the pupils.)
*Warm up and cool down exercises
must be observed.
 Reference:
http://www.bodytrainer.tv/en/page/2/35-37-V-
Sit+Flexibiilty+Test
https://www.pinterest.ph/pin/109493834662838780/
https://www.topendsports.com/testing/tests/home-
sit-and-reach.htm

2. Dance
a. Show balance of movements.
b. There is coordination of all the body
parts.
c. The steps or movements
encompasses with the rhythm of
the song.

Reference:
https://www.nof.org/patients/fracturesfall-
prevention/exercisesafe-movement/proper-
body-alignment/
2. Non- Provide activities that involve PERFORMANCE:
Locomotor twisting to develop balance, body Pupils must observe the proper way of
Movements coordination, and flexibility. twisting.

c. Twisting  Balance Suggested Activities: PROCESS (Skill):

 Body Coordination (Can give more other examples twisting
 Flexibility 1. Twisting Pair Activity exercise depending on the capability of
 Tie a pair of socks using a the pupils.)
string in your waist.
 Make sure that socks are on
both sides of the waist.
 The socks should hang away
from the waist.
 Do the same for the other pupil.
  Then, twist and turn to swing
the socks to hit each other as
many as possible with the
socks.
2. Simon Says
- The pupil will take turns being
the leader.
- The leader will instruct or tell
an action that involves
twisting the body.
- Whoever does not follow will
leave the game and be a
watcher.
-
3. Follow the Leader
- One pupil will act as a leader
and will execute any twisting
activity while the rest of the
pupils follow.

*Warm up and cool down exercises

must be observed.

Reference:
fms_kitforparents_stability_skills_twist
ing.pdf

References:
https://www.learntomuller.com/workout-routines/4-
slow-trunk-twisting-with-sideways-bending/
https://www.spotebi.com/exercise-guide/bent-over-
twist/
2. Non- Provide activities that involve PERFORMANCE:
Locomotor lunging to develop balance, body Pupils must observe the proper way of
Movements coordination, flexibility, muscular lunging.
strength, and muscular endurance.
d. Lunging  Balance PROCESS (Skill):
 Body Coordination Suggested Activities: > May give more examples of lunging
 Flexibility activity aside from the given
 Muscular strength 1. Station Lunging Activity examples.
 Muscular • Each station is assigned a 1. Bodyweight lunge
Endurance lunging activity.
 The pupils will execute each
lunge in order to move to the
next station.

*Warm up and cool down exercises

must be observed.
2. Reverse lunge and kick

3. Lateral Lunge

2. Non- Provide activities that involve
Locomotor swinging to develop balance, body
Movements coordination, flexibility, muscular
strength, and muscular endurance.
e. Swinging  Balance
 Body Coordination Suggested Activities:
 Flexibility 1. Dance
 Muscular strength (Kinder – Grade 1)
 Muscular - The teacher will lead an exercise
Endurance or a dance involving swinging
movements and let the pupils
follow.
- The teacher will do this until all
of them have memorized the
movements. The teacher will let
the pupils perform the dance
individual/pair/group in front.
Reference:
https://greatist.com/move/lunge-
variations-you-need-to-know#towel
PERFORMANCE:
Pupils must observe the proper way of
swinging.
PROCESS (Skill):
1. Dance
a. Steps or movements should involve
swinging of arms, shoulders, legs,
and feet.
b. There is a coordination of all body
parts.
c. Maintains balance in all the
movements being executed.
d. Steps or movements are in sync with
the rhythm of the music.
2. Follow the Leader and Station
 (Grade 2 – Grade 3) Swinging Game
- After introducing all examples of (Can also look/find for more other
swinging movements, the teacher examples of swinging movements.)
will group the pupils and will
instruct them to create a simple
dance routine that involves the
swinging movements being
taught.
2. Follow the Leader 1. Arm Swinging
- The leader will execute any
swinging movement while the A.
rest follow. The pupil who is not
able to follow the movement will
be the next leader.
3. Station Swinging Game
- Each station is assigned a
swinging movement to be
executed properly with specific
number of repetition. B.
- Failure to perform the said
swinging will mean a repetition of
the act.
- The group who will finish first
will be the winner.

*Warm up and cool down exercises

must be observed. C.
 2. Shoulder Swing

Provide activities that involve PERFORMANCE:

3. Manipulative gripping to develop power and Pupils must observe the proper way of
muscular strength. gripping objects.
a. Gripping  Power
 Muscular Strength Suggested Activities:

1. GROUP WATER SQUEEZE 

- Form groups.
- The teacher will prepare 2 pales
(same size) and sponges (same
size) enough for each PROCESS (Skill):
participant. Fill 1 pale with
water and leave the other pale
 empty.
- Let the pales have one-meter
distance from each other.
- The teacher will instruct the
pupils to transfer the water
from the pale to the other pale
using the sponges given to
them.
- The teacher should
demonstrate how to squeeze the
sponge correctly and should
instruct them to squeeze using
one hand only. Failure to follow
the instruction will be given a
point deduction (or any form of
punishments).
- They will only be given two
minutes to transfer the water
and after the allotted time, the
teacher will measure the water
through observation, ruler
stick, or weighing scale.
- Winners will be given a prize or
any sort of reward.
2. MAKE SLIME 
– The teacher will ask the pupils
to bring slime.
- The teacher will demonstrate
how to create something using
slime.
- The teacher will ask the pupils
to create their own designs
using slime.
3. TUG OF WAR 
 - Teachers can have their own
version of tug of war for the
gripping activity of the pupils.
> (Kinder- Grade 1)
- Play tug of war with a small
dish towel.
The teacher will get a piece of
towel.
- He/She will ask each pupil to
pull the
towel from him/her for a few
seconds.
> (Grade 2- Grade 3)
- The teacher will group the
pupils.
- The teacher will design a
simple elimination match for
the groups.
- The group who has the
greatest number of wins will
be declared as the winner and
will be given an award by the
teacher.
4. PULLING FORWARD IN AN
ELEVATED BENCH
-The teacher will prepare any
flat surface (e.g. bench or
plywood) which is strong
enough to hold or carry a
child’s weight.
- The teacher will elevate the
bench or plywood in a certain
height and instruct pupils to
lie straight on it.
 - The pupil will hold the
elevated bench and will pull
himself/herself forward
reaching the top of the
bench/plywood.

*Warm up and cool down exercises

must be observed.

Reference:
https://www.yourtherapysource.com/
blog1/2018/03/11/10-simple-
activities-grip-strength-children/
Provide activities that involve
3. Manipulative catching to develop muscular
strength, reaction time, and
b. Catching  Muscular Strength coordination.
 Reaction Time
 Coordination Suggested Activities:
1. Balloon Catch
(Can be done in any version.)
1.1. Individual Activity
1.1.1. The teacher will give
each pupil a ball.
1.1.2. The pupils will throw the
balloon upwards, the
measure of which would
be judged as LOW,
MEDIUM, and HIGH.
They should also catch
the ball. They will repeat
this as instructed by the
teacher.
PERFORMANCE:
Pupils must observe the proper way of
catching.
PROCESS (Skill):
START
 Eyes are focused on the target.
 Feet in shoulder-width apart, knees
bent
 Object is in front of body.
ACTION
 Step toward the thrower, arms
extended ready to adjust to meet the
ball.
 Use fingers and thumbs to catch the
ball.
 Ball should not be trapped against
the body.
 Absorb the force of the object by
bringing the arms to the body.
 1.1.3. Each set is composed of
3 throws upward for
Kinder-Grade 1 and 5
throws upward for
Grades 2 and 3.
1.1.4. Failure to catch the ball
would mean another try
until the pupil is able to
catch the ball perfectly.
1.2. Pair Activity
1.2.1. The teacher will pair the
pupils. Each pair will be
given a ball.
1.2.2. The teacher will instruct
the pupils to throw and
catch the ball.
1.2.3. If the pupil manages to
catch the ball, he/she
will take two steps
backward before
throwing the ball again.
This step will be
repeated every time they
are able to catch it.
1.2.4. Failure to catch the
balloon would mean
being eliminated from
the game. The pair who
manages to stay in the
game until all other pairs
have been eliminated
wins the game.

1.3. Group Activity

1.3.1. Each group will assign a
“thrower” whose role is
to throw the ball to the
other members. The rest
of the groupmates are
lined up facing their
respective throwers.
1.3.2. The teacher will draw a
1-meter distance for
kindergartens and a 2-
meter distance for
Grades 1-3 between the
thrower and the
catchers. He/She can
use a chalk or a masking
tape for this.
1.3.3. The teacher will signal
the start of the activity.
The thrower will start
throwing the ball to each
of the catchers. If the
catcher manages to
catch the ball, he/she
should throw it back to
the thrower then he/she
should run to the back
of the queue.
1.3.4. If the pupil fails to catch
the ball, the thrower
should run after the ball;
return to his/her
position; and, throw it
again to the same
catcher until the catcher
 manages to catch the
ball.
1.3.5. The first group whose
catchers were able to
perform the task
successfully wins the
game.
2. Beanbag Catch
> Beanbags are made at home
with just some fabric and
dried beans or rice.
(The teacher can make it or
can let the pupils bring it
individually.)
 It can be played in different
variations depending on the
creativity of the teacher and
capability of the pupils.
2.1. Individual Activity
2.1.1 Throw, action, and catch
- Give each pupil a bean bag.
Instruct them to throw the
beanbag in the air and to do
any kind of action (e.g., clap
once, jump once, stomp
each feet once, or turn
around once) before
catching the beanbag as it
drops.
2.2. Pair Activity
- The teacher will measure
the distance of each pair.
There will be five levels.
Level 1 – 1-meter
 distance
Level 2 – 2-meter
distance
Level 3 – 3-meter
distance
Level 4 – 4-meter
distance
Level 5 – 5-meter
distance
- The pupils will throw and
catch the beanbag following
the different levels.
- Each pair will be given only
one chance to do the
activity. Once they fail to
catch the beanbag, they
will be removed from the
game.
3. Trick catch
- Each pair of pupils will be
given a ball.
- Pupil 1 will toss the ball and
will do an action (e.g. stomping
feet, clapping, jumping, etc.)
before catching the plummeting
ball.
- Pupil 2 will imitate the action
done by pupil 1. But before
he/she passes the ball to pupil
1, he/she tosses the ball again
and performs his/her own
action (different from what
pupil 1 just did) before catching
the ball again.
 - It is pupil 1’s turn to imitate
what pupil 2 just did.
- The teacher will then signal the
pupils to find a new partner
and start again.
• Extra fun: The teacher will assign
a leader to do a trick and
ask all the other pupils to
imitate it, or the assigned
leader can pick another
pupil to do a trick for the
entire group to imitate after
him.

4. Triangle toss and catch

- The teacher will group the
pupils.
- The pupils will spread out
around the playing area and
form a triangle with their
group.
- Each group will be given a ball.
- The pupils will begin by tossing
the ball clockwise and
practicing their catching.
• The teacher will instruct
the groups to do the
following:
» Change the direction
(i.e.,
counterclockwise).
» Toss to either partner.
» Toss and catch below
the waist.
 » Toss and catch above
the waist.
» Toss with your other
hand.

*Warm up and cool down exercises

must be observed.

Reference:
https://living.thebump.com/catching-
activities-preschoolers-
17476.html
https://activeforlife.com/lesson-
plans-and-resources/
Provide activities that involve
3. Manipulative throwing to develop muscular
strength, power, reaction time, and
c. Throwing  Muscular Strength coordination.
 Power
 Reaction Time Suggested Activities:
 Coordination
1. Take Down
 Divide the group into two
teams.
 Each team stands at opposite
ends of the playground.
 Players cannot cross the center
line of the playground.
 Each player has a box or
anything that will serve as a
target for the other team and
stands it up along their team’s
end line.
PERFORMANCE:
Pupil must observe the proper way of
throwing.
PROCESS (Skill):
START
 Eyes are focused on the target.
 Feet in shoulder-width apart, knees
bent.
 Object is in front of body.
ACTION
 Arms are extended, releasing the ball
toward a target with a wrist snap
action.
 One foot is stepped forward.
 Hip and shoulder is turned to target;
hand points in the direction of the
throw.
 Throwing arm follows through
  Players should spread out along toward target and across body.
their end line, and they should
stand in front of their box
target to protect it.
 To start the game, the leader
dumps out 10-15 tennis balls
or any small balls available into
the playing space.
 Players must try to protect their
target while retrieving the
tennis balls and rolling the
balls to the other end to knock
down their opponents.
 The first team to knock down
all their opponents wins.

2. Beanbag Throw
(The same mechanics on the
Beanbag Catch but the main
focus or target is on the
development of the throwing
skill.)

3. Chant Ball
 Pupils may bring their own ball.
If ever some pupils forgot to
bring their own ball, they may
have a pair activity or a group
activity.
 For individual activity, throw
the ball in the air and keep it
there by clasping your hands
and batting it back into the air
before it reaches the ground.
 - As they hit the ball upward,
the pupils should keep
count. This is a good
opportunity for the pupils to
practice their counting
skills.
 For pair and group activity,
they will pass the ball to each
other by batting it towards
other pupils.

4. Playing Spud
 This is a group game.
 The teacher will assign an “it”.
She will also give numbers to
each of the pupils.
 The “it” stays at the center
while the other pupils surround
him.
 The “it” throws the ball in the
air and calls out a number
while the pupils around
him/her start running.
 The pupil whose number was
called by the “it” must catch the
ball and shout “SPUD”.
 Upon hearing “SPUD”, the other
pupils should stop running.
The pupil holding the ball
throws it toward another
player.
 If the pupil hits his/her target,
the targeted pupil will get a
letter in the word “SPUD” and
 becomes the new “it”.
 If the pupil who throws the ball
misses his/her target, the
thrower will get a letter from
the word “SPUD” and becomes
“it”.
 Every pupil who completes the
word “SPUD” is considered
eliminated from the game.
 The last pupil/player standing
wins.

*Warm up and cool down exercises

must be observed.

Reference:
https://www.sportsrec.com/345579-
throwing-games-for-children.html
https://activeforlife.com/lesson-
plans-and-resources/

KEY STAGE II (Grade 4 to Grade 6) SPORTS: ARNIS

SPORTS CLUB STANDARD:
-Execute mature movement skill patterns in sports.
LIFE SKILLS: Communication
 Interacts with others to explore ideas.
 Shows appropriate ways of handling conflicts and disagreements.
 Refrains from trash talk, taunting, and abusive language.

VALUES VIRTUE: Patas na Paglalaro (Fair Play) at Pagbibigayan (Tolerance)

 Puts others’ needs first.
 Takes the initiative of helping others.
 Tells the truth.
 Values the contribution of others.
 Shows consideration and empathy for others.
 Interacts with others of different beliefs and abilities.

A. Pupils
SKILLS FITNESS ACTIVITIES OUTCOMES
COMPONENT
We are faced with troubling realities, and as teachers we want our learners to be responsible of their own health and wellness. Let them realize
that being fit and healthy, and hygienic is the most basic prevention and control.

The teacher/coach shall constantly remind learners BEFORE, DURING and AFTER any sports club activity on the importance of observing safety
and hygiene, and making it part of their daily routine at home and in school.

III. Health and Hygiene Tips

First is to KNOW YOUR BODY. You are the best person to determine if you are fit to exercise and participate in sports and other physical activities.

Clean hands
Always wash your hands thoroughly before, during and after any physical activity. It is even recommended to carry with you hand sanitizer or alcohol and
use it if hand washing is not possible.

Sanitize equipment
Regularly clean the equipment used during the activity. Keep it in a storage area after use.

Wear comfy attire

Choose to wear clothes that are loose and comfortable. This is the same in your footwear. Make sure that its fit and appropriate for the activity. This will help
you move in a better way.

Mind your towel

Use clean towel when physically active. Make sure to wash the towel after every use. Remember that micro-organisms thrive in warm, dark and moist places.  

Bring your own water bottle

Make sure to bring your own bottle that is clearly labelled, preferably a water bottle that has a lid and no exposed spout. No sharing of water bottle.

Keep proper distance

In times like this, it is safe to exercise maintaining proper distance. Enough space to move around and stay comfortable and convenient in the area that you
are working on.

IV. Routinary Activities

Beginning of session/game
 Preparation and readiness of sports supplies
 Prayer/Thanksgiving/Reflection
 Greetings to teachers/coach, club members, competitors
 Preview of the session’s activities
Ending of session/game
 Wrapping up of session
 Insights
 Feedback
 Assignments
 Announcements
 Storage of sports supplies and equipment, cleaning up
 Farewells to teacher / coach, club members and competitors

MOVEMENT/ FITNESS ACTIVITIES OUTCOME

SPORTS SKILLS COMPONENT
Provide the activities and/or PERFORMANCE:
materials used in presenting the The learner understands the
 Understanding the nature of the sport and how it is nature of the sport and how it
nature of the sport played. is played.
and how it is played
Learners will participate
 attentively in achieving the skills. PROCESS: (Skills)
1. They should listen
attentively.
Suggested Activities: 2. They should ask questions
1. Video Presentation on the to clarify information
Brief History of Arnis which they have not
starting before the understood.
Colonization of Spaniards.
2. PowerPoint presentation on
the values of the events.
3. Story telling of the
important events and
people in Arnis evolution.
4. Role Play/Dramatization of
the pupils on the important
events discussed by the
teacher/coach.
5. Demonstration of the
important values,
characteristic and
salutation through role
playing or practice.
6. Question and answer
activity

Provide the activities in performing PERFORMANCE:

Basic Sports Specific skills:
 Stances
 Balance stances to develop balance, muscular
 Muscular endurance and body coordination.
Endurance
 Body Learners will do a group activity to
Coordination give them opportunity to work with
others in achieving the skills.
Suggested Activities:
The learner executes the
proper stances with balance,
muscular endurance and
body coordination.
PROCESS (Skills):
 Proper execution of Stances:
1. Normal Stance:
 Introduction of basic stances: - Feet apart aligned with
 Normal stance the shoulder
 Close stance 2. Close Stance
 Diagonal stance - Feet together
 Forward stance 3. Diagonal Stance
 Straddle stance (R&L Foot)
 Back stance - Stepping of the foot
 Cat Stance diagonal forming a 45-
degree angle.
*Warm up and cool down exercises - The forwarded foot should
must be observed. form a 90-degree angle
from the ground.
Resources/Reference/Links: - The upper body should
https://www.slideshare.net/RendellApalin/ar face in front.
- Hands are bent in front of
nis-ppt
the chest with palm facing
each other.
4. Forward Stance
(R&L Foot)
- Stepping of the foot in
front.
- The knee is bent 90
degrees from the ground.
- Hands are bent in front of
the chest with palm facing
each other.
5. Straddle Stance or Horse
Stance (R&L Foot)
- Starting from the normal
stance, the right or left
foot will step sideward
forming a wider space.
- Both feet are facing in
front.
 - Back is kept straight.
- Knees are bent forming a
90 degrees from the
ground.
- Hands are bent in front of
the chest with palm facing
each other.

6. Back Stance
(R&L Foot)
- Starting from the ready
stance, move one foot
backward, 45 degrees
away from the body.
- The heels of the foot
should form an imaginary
“L” shape while the legs
are in a straddle position.
- The total weight of the
body is at the rear foot.
- The upper body is facing
forward.
- Hands are bent in front of
the chest with palm facing
each other.
7. Cat Stance (R&L Foot)
- Starting from the normal
stance, execute the
preliminary stance of the
back stance.
- Move the ball of the front
foot near the rear foot.
- The upper body is facing
forward.
 - Hands are bent in front of
the chest with palm facing
each other.

Basic Sports Specific skills: To prepare the pupils in engaging

 Agility in footwork skills and techniques, the PERFORMANCE:
 Speed teacher should provide proper The learner delivers the proper
 Footwork
 Body mechanics in footwork execution to footwork with speed, body
Coordination develop agility, speed, body coordination and balance.
 Balance coordination, and balance.
The learner can execute the
Suggested Activities: random footwork step through
 Ladder Training his/her physical ability (agility).
1. Ladder one step
2. Ladder side step PROCESS(Skills)
3. Ladder 5 hops and Run o Proper footwork
4. Ladder Crossover o Proper balance and
5. Ladder side straddle hop coordination
6. Ladder Carioca o Mastery of the skill
7. Ladder in and out
8. Ladder Centipede
9. Ladder Icky shuffle
10.Ladder River Dance
11.Ladder back and forth
12.Ladder single leg scuffle
13.Ladder double trouble

Resources/References/Links:
https://www/youtube.com/watch?
v=VE9K9w6rOmM

*Warm up and cool down exercises

must be observed

Basic Sports Specific skills:
 Gripping
Basic Sports Specific skills:
 Twirling
To prepare pupils in engaging in hand PERFORMANCE:
 Agility gripping skills and techniques, the The learner executes the proper
 Body teacher should provide proper mechanics in hand gripping with
Coordination mechanics in hand gripping. This agility, body coordination and
 Strength will develop his/her pupils body strength.
coordination, strength and agility.
The learner can demonstrate the
Suggested Activities: different hand grips in the
 Tug of war suggested activities.
 Monkey Bar
 Jumping Rope PROCESS(Skills)
o Proper hand gripping
*Warm up and cool down exercises o Proper balance and
must be observed. coordination while executing
the hand grip.
o Mastery of the skill
 Provide the proper technique in PERFORMANCE:
 Speed executing simple twirling using The learners deliver the proper
 Body single and double sticks to twirling skills with speed, body
Coordination develop speed, body coordination, coordination, flexibility,
 Flexibility flexibility, muscular endurance, muscular strength, and
 Muscular and muscular strength. muscular endurance.
Strength
 Muscular Suggested Activities: PROCESS:
Endurance  Twirling Downward and
Upward (L&R) o Proper gripping and
 Twirling Diagonal Downward releasing of the sticks
(L&R) o Correct execution of the
 Twirling Diagonal Upward required skills
 (L&R) o Good coordination
 Twirling Diagonal Downward between hand and body
and Upward (L&R) o Mastery of the skills
 Twirling in front (L&R) o Correct direction of hand,
 Twirling above head (L&R) stick and lower extremities
 Simultaneous execution of o Demonstration of speed
twirling downward and upward and reaction time
 Alternate execution of twirling o Observation of physical
downward and upward recovery conditioning after
 Alternate execution of twirling the performance
diagonal downward
 Alternate execution of twirling
diagonal upward
 Alternate execution of twirling
in front
 Simultaneous execution of
twirling above the head.
*Can be done in stationary and in
moving forward and backward
position.

Resource/Reference/Link:
https://www.wikihow.com/Twirl-a-
Baton

*Warm up and cool down exercises

must be observed.

Basic Sports Specific skills: Provide the proper sequence in

 Agility performing basic striking skills to PERFORMANCE:
 Speed develop the learner’s agility, speed, The learner delivers the proper
 Striking
 Body body Coordination, flexibility, and strikes with agility, speed, power,
 Coordination power.
 Flexibility
 Power Ensure the learners’ interest in
performing the basic skills through
games.
Suggested Activities:
Demonstration of proper handling
of stick/s.
Perform the 7 strikes with and
without sticks.
 Strike 1 -Left Temple
 Strike 2- Right Temple
 Strike 3– Left side of the body or
torso
 Strike 4- Right side of the body or
torso
 Strike 5- Left knee
 Strike 6- Right Knee
 Strike 7- Strike to the crown /top
of the head.
flexibility, and body coordination.
PROCESS:
o Properly execute the forward
and backward stance.
o Properly hold the stick.
o Swing the arms forward with
full extension.
o Powerfully hit the target with a
combination of speed and
strength.
o Mastery of the sequence
o Observe the physical recovery
conditioning after the
performance.

 Can be done in stationary or moving

forward and backward.

*Warm up and cool down exercises

must be observed.

Basic Sports Specific skills:

 Body Provide activities that involve PERFORMANCE:
Coordination blocking skills to develop body The learner delivers the specific
 Blocking
 Balance coordination, balance and power. blocks with speed, balance, power,
  Power
Conduct pair execution to arouse the
learners’ interest in displaying
blocking skills.
Suggested Activities:
Perform 5 blockings with and
without sticks.
 Step 1 -Outside block
 Step 2 -Inside block
 Step 3- Downward Outside
Block
 Step 4 - Downward Inside
block
 Step 5 –Rising block
 Can be done in stationary or
moving forward and backward.
*Warm up and cool down exercises
must be observed
Provide learners a safe and
 Observing Safety
conducive place to perform such
Protocols activities with the teacher’s
supervision.
correct timing, and correct body
coordination.
Strength must be observed at
all times in executing the blocking
techniques.
PROCESS (Skills):
o Proper execution of forward
and backward stance
o Proper holding of the stick
o Correct execution of blocking
skill
o Correct target and positioning
of the block
o Show power, speed and body
coordination in the execution
of the specified skills.
o Mastery of the skills
PERFORMANCE:
The learners observe and follow
safety protocols with the proper
guidance of the teacher.
PROCESS (Skills):
1. Wear proper attire (T-shirt,
jogging pants, rubber shoes)
during the activities.
2. Properly use the sport
facilities and equipment.
 3. Observe warm up and cool
down exercises.
4. Follow the instructions given
by the teacher.

KEY STAGE III (Grade 7 to Grade 10) SPORTS: ARNIS

SPORTS CLUB STANDARD:
 - Focus on sports but still engages in multiple physical activities.

LIFE SKILLS: Lifelong Learning

 Identifies essential elements of a complex task.
 Stays focused.
 Is prepared and eager to learn.

VALUES /VIRTUE: Pagsusumikap para sa Ikahuhusay (Striving for One’s Best)

 Specializes in a sport and performs competitively.
 Identifies own strengths and weaknesses.
 Assumes leadership roles in managing sports–related events based on their skills and interest.

SKILLS FITNESS ACTIVITIES OUTCOMES

COMPONENT
We are faced with troubling realities, and as teachers we want our learners to be responsible of their own health and wellness. Let them
realize that being fit and healthy, and hygienic is the most basic prevention and control.

The teacher/coach shall constantly remind learners BEFORE, DURING and AFTER any sports club activity on the importance of observing
safety and hygiene, and making it part of their daily routine at home and in school.

I. Health and Hygiene Tips

First is to KNOW YOUR BODY. You are the best person to determine if you are fit to exercise and participate in sports and other physical activities.

Clean hands
Always wash your hands thoroughly before, during and after any physical activity. It is even recommended to carry with you hand sanitizer or alcohol and
use it if hand washing is not possible.

Sanitize equipment
Regularly clean the equipment used during the activity. Keep it in a storage area after use.

Wear comfy attire

Choose to wear clothes that are loose and comfortable. This is the same in your footwear. Make sure that its fit and appropriate for the activity. This will
help you move in a better way.

Mind your towel

Use clean towel when physically active. Make sure to wash the towel after every use. Remember that micro-organisms thrive in warm, dark and moist
places. 

Bring your own water bottle

Make sure to bring your own bottle that is clearly labelled, preferably a water bottle that has a lid and no exposed spout. No sharing of water bottle.

Keep proper distance

In times like this, it is safe to exercise maintaining proper distance. Enough space to move around and stay comfortable and convenient in the area that
you are working on.

II. Routinary Activities

Beginning of session/game
 Preparation and readiness of sports supplies
 Prayer/Thanksgiving/Reflection
 Greetings to teachers/coach, club members, competitors
 Preview of the session’s activities
Ending of session/game
 Wrapping up of session
 Insights
 Feedback
 Assignments
 Announcements
 Storage of sports supplies and equipment, cleaning up
 Farewells to teacher / coach, club members and competitors

Advance Arnis Skills:  Speed  Provide activities that involve striking to PERFORMANCE:
 Reaction Time develop speed, reaction time, strength and body Students deliver a
 Striking
 Strength coordination, and power. specific block with
 Body speed, correct timing
Coordination SUGGESTED ACTIVITIES: and correct body
 Power Perform the 7 strikes with sticks. (Individual and coordination.
by partner)
 Strike 1 -Left Temple Strength must be
 Strike 2- Right Temple observed at all times
 Strike 3– Left side of the body or torso in executing the
  Strike 4-
Right side of the body or torso striking techniques.
 Strike 5-
Left knee
 Strike 6-
Right Knee PROCESS (Skill):
 Strike 7-
Strike to the crown /top of the o Properly positions
head the arms and stick
 Warm up and cool down exercises must be in striking.
observed o Shows proper
stances.
Resources/References/Links: o Uses correct
https://martialartskills.com>blocking defense technique.
o Arm must be in
fully extended.
o Deliver strikes in
legitimate body
parts of his/her
opponent
(partner).
Advance Arnis Skills:  Speed  Provide activities that involve blocking to PERFORMANCE:
 Reaction Time develop speed, reaction time, strength, body Students deliver the
 Blocking
 Strength coordination, and power. specific block with
 Body speed, correct
Coordination SUGGESTED ACTIVITIES: timing, and correct
 Power 1. 6 Angles of Blocks body coordination.
a. Inside Block
b. Outside Block Strength and power
c. Downward Outside Block must be observed at
d. Downward Inside Block all times in executing
e. Rising Block the blocking
f. Diagonal Block techniques.
- Moving forward and backward every block
- Moving forward and backward while PROCESS (Skill):
executing all the 6 angles of attacks. o Properly position
the arms and stick
 Warm up and cool down exercises must be in blocking.
 observed. o Show proper
stances.
Resources/References/Links: o Uses correct
https://martialartskills.com>blocking defense
techniques.
o Extend arm fully
when blocking.
o Show correct
reaction time in
blocking the strike
of the opponent
(partner).
Advance Arnis Skills:  Speed  Provide activities that involve thrusting/ PERFORMANCE:
 Power stabbing to develop speed, power and body Students deliver the
 Body coordination. specific thrust/stab
 Thrusting/Stabbing
Coordination with speed and
SUGGESTED ACTIVITIES: body coordination.
1. 5 Basic Thrusting/Stabbing
a. Stomach Power must be
b. Left chest observed at all
c. Right chest times in executing
d. Left eye the
e. Right eye thrusting/stabbing
- Moving forward and backward executing techniques.
all the 5 basic thrusting/stabbing moves
PROCESS (skill):
 Warm up and cool down exercises must be o Shows proper
observed. stances.
Resources/References/Links: o Hits the correct
https://www.youtube.com/watch?v=YEienqFCyg0 target.
o Delivers the
basic
thrusting/stabbi
ng skills with
 power within a
short period of
time.
Advance Arnis Skills:  Speed  Provide activities that involve slashing to develop PERFORMANCE:
 Muscular speed, muscular strength, body coordination and Students deliver the
Strength flexibility. specific slash with
 Slashing
 Body speed and body
Coordination SUGGESTED ACTIVITIES: coordination.
 Flexibility 1. Slashing Techniques: Muscular Strength
 (Downward-vertical slash, upward-vertical is being developed
slash) and observed in
 (Side to side slashing in a horizontal manner) delivering a series
 Figure of 8 of slashing
 Reverse Figure of 8 techniques.
 Ekis
 (Downward- diagonal –thrusting PROCESS (skill):
motion/technique) o Show proper
 (Single/Double stick techniques using round stances.
slashing) o Correctly
 (Downward diagonal and upward diagonal delivers the
slash) slashing
 Fanning Motion (Fanning Vertical and techniques.
Horizontal motions) o Accurately hits
- Abaniko Corto the correct
- Abaniko Largo target areas.
- Abaniko Overhead
 (Upper slashing block strike)
 (Double strikes-repetition of the first slash in
a round manner)
 Striking (Tires, striking pad)

- Can be done in One Set- One Set, Simultaneous

and Alternate Manner
- Moving forward and backward for every slash
 - Moving forward and backward executing all
the slashing techniques.

*Warm up and cool down exercises must be

observed

Resources/References/Links:

https://www.youtube.com/watch?v=CatBndkvYFQ

Understanding the basic  Speed Provide activities that involve striking, blocking, PERFORMANCE:
rules of the game  Power slashing, twirling to develop speed, muscular Students deliver the
 Strength strength, body coordination, reaction time, flexibility striking, blocking,
 Understanding  Body and endurance. slashing and
Anyo as Arnis Coordination twirling moves with
Event  Reaction Time SUGGESTED ACTIVITIES: speed and body
 Flexibility 1. Introduce the rules and guidelines of the game. coordination.
 Endurance 2. Present video clips. Muscular Strength,
3. Perform demonstrations. reaction time,
4. Choreograph a Creative Individual and flexibility, and
Synchronized (Team) Anyo. endurance must
5. Conduct individual and synchronized (Team) also be observed in
Anyo presentations. the delivery of the
different skills.
*Warm up and cool down exercises must be
observed.

PROCESS (Skill):
1. Coordination
and
Synchronizatio
n of Movement
-Anyo must be
performed with
 competence.
- Precise timing and
identical
rhythmic
movement is
displayed.
- Sense of balance
evident in the
action of
steps/stances.
- Harmonized
rhythm of
movement is
shown.
2. Artistic
Execution
- Proper/good form
execution
- Gracefulness
- Elegant/Stylish
- Refined martial art
movements
3. Bearing and
Stage Presence
- Demonstration of
strength, power,
and balance
- Correct focus of
attention and
concentration
- Composure
- Attitude
4. Application of
Techniques/De
 gree of
Difficulty
-Level of
complicatedness
-Complexity of the
art and
techniques
-Intricacy of
movement of the
body
-Execution of the
art/style

5. Creativity and
Authenticity
- Originality
- Inventiveness
- Imaginativeness of
forms
- Fluency of the
executions of
skills and
techniques
Understanding the basic  Speed  Provide activities that involve striking, blocking, PERFORMANCE:
rules of the game  Power parrying, and disarming skills to develop speed, Students deliver
 Strength power, strength, body coordination, reaction striking and
 Understanding of  Body time, flexibility, and endurance. blocking skills with
Full Contact Coordination speed, power,
 Reaction Time SUGGESTED ACTIVITIES: strength and
 Flexibility 1. Introduce the rules and guidelines of the game. reaction time. Body
 Endurance 2. Show video presentations. coordination,
3. Perform demonstrations. flexibility and
4. Conduct drills. endurance are also
5. Conduct sparring. being observed in
 6. Stage actual competitions. parrying, and
disarming
techniques.
 Warm up and cool down exercises must be
observed.

Resources/References/Links:
https://www.youtube.com/watch?v=fya1ejJVyQY PROCESS (Skill):
1. Mastery of the
rules and
guidelines
2. Point is
awarded thru a
legitimate
strike to a
specific body
point (head,
face, chest,
abdomen, back,
side of the
body, upper and
lower body
except neck,
groin and the
back part of the
upper body) in:
a. correct form.
b. power
c. timing
d. art
e. distance
f. intent
3. Application of
 different
techniques
a. blocking and
striking
b. striking and
parrying
c. blocking,
parrying
striking
d. quick strike

Observing safety Provide learners a safe and conducive place to PERFORMANCE:

protocols perform activities with the teacher’s supervision. The learners
observe and follow
safety protocols with
proper guidance.

PROCESS (Skills):

1. Wear proper
attire (T-shirt,
jogging pants,
rubber shoes)
during the
activities.
2. Properly use
sport facilities
and equipment.
3. Observe warm
up and cool
down exercises.
4. Follow the
instructions
given by the
teacher.
KEY STAGE IV (Grades 11 and 12) SPORTS: ARNIS
SPORTS CLUB STANDARD:
- Achieve sport proficiency.

LIFE SKILLS: Innovation

- Acquiring new techniques and skills in executing the activities.
 Corrects own execution and performance.
 Adjusts goals to address fitness and performance needs.
 Shows independence when fulfilling responsibilities.

VALUES /VIRTUE: Galing (Excellence)

- Should be able to persevere farther in the delivery of the advance skills acquired.
 Specializes in a sport and performs competitively.
 Identifies own strengths and weaknesses.
 Assumes leadership roles in managing sports-related events based on their skills and interest.

SKILLS FITNESS ACTIVITIES OUTCOMES

COMPONENT
We are faced with troubling realities, and as teachers we want our learners to be responsible of their own health and wellness. Let them realize that
being fit and healthy, and hygienic is the most basic prevention and control.

The teacher/coach shall constantly remind learners BEFORE, DURING and AFTER any sports club activity on the importance of observing safety and
hygiene, and making it part of their daily routine at home and in school.

V. Health and Hygiene Tips

First is to KNOW YOUR BODY. You are the best person to determine if you are fit to exercise and participate in sports and other physical activities.

Clean hands
Always wash your hands thoroughly before, during and after any physical activity. It is even recommended to carry with you hand sanitizer or alcohol and use it
if hand washing is not possible.

Sanitize equipment
Regularly clean the equipment used during the activity. Keep it in a storage area after use.

Wear comfy attire

Choose to wear clothes that are loose and comfortable. This is the same in your footwear. Make sure that its fit and appropriate for the activity. This will help you
move in a better way.

Mind your towel

Use clean towel when physically active. Make sure to wash the towel after every use. Remember that micro-organisms thrive in warm, dark and moist places.  

Bring your own water bottle

Make sure to bring your own bottle that is clearly labelled, preferably a water bottle that has a lid and no exposed spout. No sharing of water bottle.

Keep proper distance

In times like this, it is safe to exercise maintaining proper distance. Enough space to move around and stay comfortable and convenient in the area that you are
working on.

VI. Routinary Activities

Beginning of session/game
 Preparation and readiness of sports supplies
 Prayer/Thanksgiving/Reflection
 Greetings to teachers/coach, club members, competitors
 Preview of the session’s activities
Ending of session/game
 Wrapping up of session
 Insights
 Feedback
 Assignments
 Announcements
 Storage of sports supplies and equipment, cleaning up
 Farewells to teacher / coach, club members and competitors

1. Application of  Speed Provide activities that involve striking, blocking, PERFORMANCE:

Technical  Muscular slashing, twirling skills to develop speed, Students deliver the striking,
Techniques Strength muscular strength, body coordination, reaction blocking, slashing and twirling skills
 Body time, flexibility, and endurance. with speed and body coordination.
a. Choreograph a Coordination Muscular Strength, reaction time,
Creative Anyo  Reaction Time SUGGESTED ACTIVITIES: flexibility, and endurance must also be
 Flexibility 1. Introduce the rules and guidelines of the game. observed in the execution of the
 Endurance 2. Show video presentations. different skills.
3. Perform demonstrations.
4. Choreograph a Creative Individual and PROCESS:
Synchronized (Team) Anyo. 1. Coordination and Synchronization
5. Conduct Individual and Synchronized (Team) of Movement
Anyo Presentations. -Anyo must be performed with
6. Join invitational tournaments or competitions. competence.
- Precise/timing and identical rhythmic
Warm up and cool down exercises must be movement
observed. - Sense of balance action of
steps/stances.
- Harmonization/rhythm of movement
2. Artistic Execution
- Proper/good form execution
- Gracefulness
- Elegant/Stylish
- Refined martial art movements
3. Bearing and Stage Presence
- Demonstration of strength, power,
and balance
- Correct focus of attention and
concentration
- Composure
- Attitude
4. Application of Techniques/Degree
of Difficulty
-Level of complicatedness
-Complexity of the art and techniques
-Intricacy of movement of the body
-Execution of the art/style
5. Creativity and Authenticity
 - Originality
- Inventiveness
- Imaginativeness of forms
- Fluency of the execution of skills and
techniques

PERFORMANCE:
2. Application of  Speed  Provide activities that involve striking, Students deliver striking and
Tactical  Power blocking, parrying, and disarming skills to blocking skills with speed, power,
Techniques  Strength develop speed, power, strength, body strength and fast reaction time. Body
 Body coordination, reaction time, flexibility, and coordination, flexibility and endurance
a. Understanding Coordination endurance. are also being observed in parrying, and
of Full Contact  Reaction disarming techniques.
Time SUGGESTED ACTIVITIES:
 Flexibility 1. Introduce the rules and guidelines of the PROCESS:
 Endurance game. 1. Mastery of the rules and
2. Show video presentations. guidelines
3. Perform demonstrations.
4. Conduct drills. 2. Point is awarded thru a legitimate
5. Conduct sparring. strike to a specific body point
6. Stage actual competitions. (head, face, chest, abdomen, back,
7. Join invitational tournaments/competitions. side of the body, upper and lower
body except neck, groin and the
* Warm up and cool down exercises must be back part of the upper body) in:
observed. a. correct form.
b. power
c. timing
d. art
e. distance
f. intent
3. Application of different techniques
a. blocking and striking
b. striking and parrying
c. blocking, parrying striking
 d. quick strike
PERFORMANCE:
3. Psychosocial  Provide activities that develop and enhance The students actively participate
Skill psychosocial skill. and cooperate during the activities.

SUGGESTED ACTIVITIES: PROCESS:

1. Open Forum
- The teacher will instruct the students to tell
positive and negative comments to other
students.
- After all the students have given their
comments, the teacher will let each student
express their feelings, thoughts and
reactions to the comments they have
received.
- The teacher will then wrap up the activity
by giving pieces of advice and
encouragement as well as reminders to
further improve their psychosocial ability.
2. Team Building/Outing/Socialization
Activities
3. Inviting Guidance Councilors as speakers
to motivate and uplift the students.
4. Bible/Koran Study or sharing of religious
beliefs.
5. Conduct tune up games with other schools.
1. Enjoys and gives insights and
inputs.
2. Shows empathy to other
students.
3. Communicates with others about
his thoughts and feelings
References:
https://learningscoop.fi/wp-
content/uploads/2015/11/Sabah-
Lameche-Activities-to-develop-
psychosocial-skills.pdf
https://www.parentingscience.com/soc
ial-skills-activities.html

4. Appreciation of PERFORMANCE:
the Sport Students should be able to appreciate the sport The students show appreciation of
and inculcate the values of it. the game.

Suggested Activities: PROCESS:

1. Regular checking of attendance. 1. Attends training on time.
 2. Conduct of interview with the students on
what did they learn from the sport and how
do they apply it in their life.
3. The teacher/coach observes the behavior of
the students before, during, and after the
training or session. The teacher/coach will
give insights and reminders to them
whenever possible.
4. Students act, talk, and adheres with the
principles and values of the game.
6. Observing Provide activities that would make students
Safety Protocol understand the concept of safety protocol.
Suggested Activities:
1. Hold discussions on safety protocols.
2. Show video presentations.
3. Use power point presentations.
4. Conduct a seminar by inviting speaker (e.g.,
school nurse or nutritionist) from the local
area.
2. Listens attentively during giving of
directions.
3. Shows focus and is not easily being
distracted during the training.
4. Adheres to the principles of the
game: respect, humility, hardwork,
and sportsmanship
5. Shows initiative and familiarity with
the training/activity routine.
PERFORMANCE:
The students should understand
and observe safety protocol.
PROCESS:
1. Knows the DO’s and DON’T’s to
maintain safety.
2. Ensures the application of the
skills/knowledge.
3. Have self-discipline
4. Can do self-assessment and self-
adjustment.