Flexible Instruction Delivery Plan (FIDP)

Grade: 12 Semester: SECOND

Core Subject Title: PHYSICAL EDUCATION AND
HEALTH No. of Hours/Semester: 20 HOURS Prerequisites (If Needed): NONE

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 learner leads recreational events with proficiency and confidence resulting in independent pursuit and in influencing
others positively.

Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
What to
Highest Thinking Skills Use in developing the
Teach? Learning Competencies
to Assess Highest Thinking Skills to
Assess
Flexible
Most
Most KUD Assessment Enabling Flexible
Content Performanc KUD Essential RBT
Content Essential Complete Classificatio Activities General Learning
Standard e Standard Classification Competenci Level
Topics n Performanc Strategy Strategies
es
e Check
Health The learner Manageme The learner LC7:Set FITT U MELCS 2: U Applying Modular Connections Self-Learning
Optimizing demonstrate nt of leads dance goals based on Sets Modules
Physical s Recreationa events with training Frequency Summative
Education 4 understandi l Activities: proficiency principles to Intensity Assessment Pre-recorded
(HOPE)4 ng of dance First Aid for and achieve and/or Time Type video
in optimizing Emergency confidence maintain HRF (FITT) goals lectures
one’s health; Assessment resulting in (PEH12FH-IIi-j-7) based on
Recreationa as requisite independe training
l Activities for physical nt pursuit principles to
activity and in achieve
A. Aquatic assessment influencing and/or
B. Mount performance others maintain
aineeri , and as a positively health-
ng career related
(hiking, opportunity. fitness
trekkin (PEH11FH-Ii-
g, j-7)
campin
g,
oriente
ering)
LC8:Engages in MELCS 3: Creating Create a Problem Recorded
moderate to Engages in video solving video
vigorous moderate to presentatio demonstratio
physical vigorous n about n
activities physical moderate
(MVPAs) for at activities and
least 60 minutes (MVPAs) for vigorous
most days of the at least 60 activities.
week in a variety D minutes D
of settings in- most days of
and out-of the week in
school a variety of
settings in-
and out of
school
(PEH11FH-
Ia-t-8)
LC9: Analyzes MELCS4: Analyzin Computatio Communicati Lecture
physiological Analyzes g n of HR, on discussion
indicators such physiological RHR and (synchronous
as heart rate, indicators maximum )
rate of such as HR
perceived heart rate, Small group
exertion and rate of work
pacing perceived
associated with exertion and
MVPAs to U pacing U
monitor and/or associated
adjust with MVPAs
participation or to monitor
effort and/or
adjust
participation
or effort
(PEH11FH-
Ik-t-9)
LC10: Observes U MELCS5: U Applying Connection Printed
personal safety Observes modules
protocol to personal
avoid safety Case study
dehydration, protocol to
overexertion, avoid
hypo and dehydration,
hyperthelmia overexertion
during MVPA , hypo- and
participation hyperthermi
 a during
MVPA

Performance Task HOPE 4: The global health crises that lead to implementing the different community quarantines caused drastic changes that caught every family unprepared. This
pressing situation brings about emotional, mental, and physical stress. As a recreational leader, you are tasked to create and document a family active recreational event
(outdoor/indoor) plan to address the current issue and become a responsible member of the community. This output will be presented to the class. The purpose of this plan is to
encourage every family member to engage in various activities in land or water activities that promote maintaining the family's fitness and at the same time experience enjoyment in
managing physical fitness considering the minimum health safety protocol. To check the rationale and effectiveness of the plan, it should target the following components: Knowledge of
Concept, Skills, Preparation, and Participation.
Goal To engage in different recreational indoor/outdoor activity

Role To  recreational leader, you are tasked to create and document a family active recreational event

Audience Group of family, professionals and teenagers 

Situation New normal

Product It should be target the following components: Knowledge of concept, skills, preparation and Participation

Standards Performance should be practically planned, have creativity and uniqueness.

PERFORMANCE TASK RUBRIC

CRITERIA EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

1. Conceptual Knowledge (40%) Students demonstrate a deep Students demonstrate Students demonstrate good Students need improvement in
Demonstrate understanding on understanding of the understanding on the understanding on the demonstrating his/her
the appropriateness of the appropriateness of the process in appropriateness of the process appropriateness of the process understanding on the
process in leading and leading and organizing in leading and organizing in leading and organizing appropriateness of the process in
organizing recreational recreational activities.  recreational activities.  recreational activities. leading and organizing recreational
activities: activities. 
All four sub-criterions were Actualized few incorrect Actualized many incorrect
actualized. connections in the sub- connections in the sub- Shows no connection in any of the
1. Ability to state the criterions.  criterions. sub-criterions.
rationale/goal of the proposed
recreational event (10%)
2. Ability to Identify risk factors
and create proactive
interventions in case of
emergency (10%)
3. Ability to establish ethical
judgement following the seven
 principles of leave no trace
(10%)
4. Ability to make meaning from
their learning experiences from
the demonstrated activity.
(10%)

0. Skills (30%) Students show excellent requisite Students show very good Students show good requisite Students need improvement on
Shows proficiency (requisite skills) in skills in creating and requisite skills in creating and skills in creating and requisite skills in creating and
creating and demonstrating the planned demonstrating the organizing demonstrating the organizing demonstrating the organizing demonstrating the organizing
activity (organizing recreational recreational activities. recreational activities. recreational activities. recreational activities.
activities):
All three sub-criterions were Actualized connections Actualized many incorrect Shows no connection in any of the
actualized. between two sub-criterions. connections in the sub- sub-criterions.
1. Ability to organize and analyze criterions.
information in order to make
meaning and decide what to
believe or what actions to take.
(10%)
2. Ability to show flexibility and
perseverance when they
encounter challenges. (10%)
3. Ability to select strategies, tools
and approaches that are
appropriate for planned
recreational activity. (10%)

0. Preparation (15%) Always prepared in his/her Almost prepared in his/her Inconsistently prepared in Seldom prepared in his/her
required output/task/s and required output/task/s and his/her required output/task/s required output/task/s and failed
submits the output before the submits the output on the and submits the output after to complete the output and was
1. Ability to work efficiently during deadline, work is complete, deadline, work is complete the deadline, work is lacking not able submit the output on the
the preparation of the output. cohesive, and exceeds and cohesive. and incomplete. deadline.
(10%) expectations.
2. Targets the timeline of (Unprepared for 1 required (Unprepared for 2 required (Unprepared for 3 or more
accomplishment with (Complete class required output/task/s) output/task/s) required output/task/s)
efficiency. (5%) output/task/s)
0. Participation (15%) Give maximum effort, model a Consistent effort, good level Displays limited effort Minimal/poor effort during the
high level of participation, self- of participation, and stays on contributes little to team play preparation of the activity 
motivated, and encourage others.  task/s with minimal and needs to be reminded to
1. Ability to display clear effort to supervision.  stay on task/s
finish the task. (10%)
2. Ability to consistently shows
positive behavior in the
planning of the task. (5%)