Physicaleducation Grade 7

Q1-W1, Title: Physical Fitness and Its Components
SCHOOL GRADE Seven

TEACHER LEARNING AREA P.E. 7
DATE AND TIME QUARTER Q 1, Week 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of guidelines
Standards: and principles in exercise program design to achieve
personal fitness.
B. Performance
Standards: The learner designs an individualized exercise
program to achieve personal fitness.
C. Learning 1. Identifies training guidelines and FITT principles.

Competencies/ PE7PF-Ib25
Objectives:
 Defining “Physical Fitness”;
 Enumerate the three aspects an individual must
possess to be physically fit;
 Differentiate the two main components of physical
fitness; and
Training Guidelines, FITT Principles
II. CONTENT 1. Understanding Physical Fitness
2. The Physical Fitness Components
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages Grade 7 – Physical Education & Health, pages 10 – 17
2. Learner’s
Materials Grade 7 – Physical Education & Health, pages 2 - 13
Pages
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
B. Other Learning PowerPoint presentation (laptop & projector),
Resources Module – OHSP-PE1-Q1 – Fitness for Life,
Physical Education Teacher’ Guide - Teaching Guide,
pdf (TG_PE7), page 1;
manila paper, pentel pen, masking tape, chalkboard,
pictures of individuals engage in some activities
IV. PROCEDURES: TEACHER’S ACTIVITY
1. PRE-ACTIVITY A. Do the usual classroom routine such as:
1. Opening prayer
Page 1 of 123
2. Obtain resting heart rate
3. Arranging the chairs in proper places
4. Picking up pieces of papers in the floor, etc.
5. Checking of attendance
2. ACTIVITY B. Review/Recall:
PROPER 1. This activity will check prior knowledge of the
learners about physical fitness. It is advice that the
teacher may use power point and/or write the
activity on the manila paper.
Activity No. 1: FIT OR NOT?

The following are statements related to Physical
Fitness. Write FIT, if the statement relates to the
characteristics and indications of a physically fit
individual and NOT, if the statement is the opposite.
Write the answers in your notebook.
a. Can perform daily activities without undue
fatigue.
b. Is sickly and weak
c. Has reserved energy for emergencies
d. Maximizes leisure for recreation
e. Is always stressed and has no leisure
f. Has awkward posture
g. Is overweight and can’t efficiently move
h. Has normal BMI (Body Mass Index)
i. Has pale skin complexion and can’t easily
sleep at night
j. Is confident and cheerful in the performance
of physical activities
2. After 5 minutes, the teacher may ask the students to

give their answer. The teacher facilitates the
activity. If possible let the learner support his/her
answer.
C. Presentation of the Lesson:

1. The teacher will show pictures of individuals engage
in some activities.
Page 2 of 123
2. The teacher will let the students analyze each
situation.
3. Ask the learners what characteristics and
indications are shown by the individuals in the
pictures.
4. Facilitation of the students’ answers to arrive at the
new lesson which is the “Physical Fitness”.
D. Development of the Lesson

1. The teacher will ask the students the following
questions:
a. How do you describe a physically fit person?
b. When can you say that an individual is not
physically fit?
c. Based on your responses, how do you describe
yourself?
d. Are you a physically fit individual? Justify your
answer.
2. Activity No. 2 – “Read to Understand”

(References: P.E. & Health 7 - Learner’s Material,
pages 10 -12)
a. The class will be divided into four groups to read
about the following:
Group I – Physical Fitness and give examples
Group II – The Two (2) Components of Physical
Fitness
Group III - Health Related Fitness Components
Group IV – Skill Related Fitness Components
b. After reading and discussion among its

members, each group will give details about the
topic assigned to them.
Guide Questions:
 What is physical fitness?
 What are the three aspects an individual must
possess to be physically fit?
 Can you define health-related fitness?
 What are the health-related fitness
components?
 Can you define skill-related fitness?
 What are the skill-related fitness components?
3. POST-ACTIVITY E. Evaluation
Activity No. 3: CONCEPT MAP ANALYSIS
Below is a concept map of physical
fitness and its components. Each of the
indicated components contributes to the
development of physical fitness. Let the learners
lift a term from the map and match it with the
statement defining the term.
Page 3 of 123
Body
Flexibility
Composition
Agility
Speed
Muscular Coordination
Enduranc
e
PHYSICAL
FITNESS
Reacti
Power on
Time
Muscular Balance
Strength Cardiovascular
Endurance
1. Ability to do a wide range of movement.

2. The capacity to change position and direction
quickly.
3. The ability of the muscle to exert maximal effort in a
brief duration.
4. It refers to the ability of the muscle to exert sub-
maximal effort for a prolonged period of time.
5. Ability to stay in equilibrium.
6. To respond quickly to a given stimulus.
7. To move from one point to another in the shortest
possible time.
8. The combination of speed and strength in one blow
of movement.
9. The smooth and accurate execution of body
movement as conceived in the mind and the senses.
10. The capacity to perform your daily tasks without
undue fatigue and still has extra energy for recreation
and emergency.
11. Refers to proportion of lean body mass to fat body
mass.
12. The ability of the lungs, heart, and blood vessels to
deliver adequate amounts of oxygen to the cells to
meet the demands of prolonged physical activity.
F. Agreement/Assessment:
1. How are you going to measure the different
components of physical fitness?
2. Did you administer the physical fitness tests
during your elementary years? Are you willing to
do same tests? Why?
3. List down the various physical fitness tests and
write down in your notebook the procedures in
conducting the tests.
4. Record also your height and weight.
V. REMARKS
Q1-W1, Title:Introduction - The Physical Fitness Tests
Page 4 of 123
SCHOOL GRADE Seven
DATE AND TIME QUARTER Q1, Week 1
I. OBJECTIVES
A. Content
The learner demonstrates understanding of guidelines
Standards:
and principles in exercise program design to achieve
personal fitness.
B. Performance
C. Learning
Competencies/ 1. Undertakes physical activity and physical fitness
Objectives: assessments. (PE7PF-Ia-h23)
a. Enumerate the different physical fitness tests.
(PE7PF-Ia-h23.1.1)
b. Explain the procedures on how to administer
every fitness tests. (PE7PF-Ia-h23.1)
c. Demonstrate the correct way of administering
the physical fitness tests. (PE7PF-Ia-h23.2)
2. Participates actively in the activities.
II. CONTENT Training Guidelines, FITT Principles

1. Introduction - The Physical Fitness Tests
A. References
1. Teacher’s
2. Learner’s
Materials Pages Grade 7 – Physical Education & Health, pages 2 - 13
3. Textbook Pages None
4. Additional None
Materials from
Learning
Resource (LR)
portal
C. Other Learning
Resources DepEd-PHYSICAL FITNESS TESTS MANUAL.pdf-
Adobe Acrobat Reader DC; Module – OHSP-PE1-Q1 –
Page 5 of 123
Fitness for Life; Physical Education Teacher’ Guide -
Teaching Guide, pdf (TG_PE7), page 1; Physical
Education - Grade 7 - Learner’s Material (Units 1 & 2),
pdf, pages 30 – 47; Pictures of individuals doing selected
fitness tests, flash cards of the different fitness
components, masking tape, chalkboard

1. Opening prayer
2. Obtain the resting heart rate
PROPER 1. Let the learners identify the pictures posted on the
board.
Source: DepEd-PHYSICAL FITNESS TESTS

MANUAL.pdf- Adobe
Acrobat Reader DC
Powerpoint-Grade 5-Session 2 – Physical Fitness
2.Ask questions if the learners are familiar with the

activities in the pictures
3. Facilitate the answers of the learners to arrive that

the pictures are tests to measure the components of
physical fitness.
1. Ask the learners the two (2) main components of

physical fitness.
Page 6 of 123
(The diagram below can be posted in the board)
PHYSICAL FITNESS
2 Main Components
? ?
(Health-related fitness) (Skill-related fitness)
2. Activity No.1 – Pick and Match

Flash cards of the components of health-related
fitness and skill-related fitness will be shown or
posted in the board. The teacher will let the
students pick a choice and match it in the two (2)
main components of physical fitness shown in the
diagram posted earlier.
Speed Cardiovascular Endurance Reaction Time Agility Powe Flexibility

r
Body Composition Muscular Endurance Balance Coordination Muscular Strength
3. To build up further understanding the teacher will

select students to enumerate the components of
health-related fitness and skill-related fitness.

1. The teacher let the students identify the physical
fitness tests that will measure the different
components of fitness. The next activity will help the
learners recall their previous knowledge about
fitness testing.
Activity No. 2 – What Must Be Done?

Point an arrow to the physical fitness test
that must be conducted to measure each fitness
component. Push-up
Body Mass Index
Basic Plank
Health-Related Fitness
- Muscular Strength/Endurance Zipper Test
- Flexibility
- Body Composition 3-Minute Step Test
- Cardiovascular Endurance
Sit and Reach
Page 7 of 123
Stick Drop Test
Skill-Related Fitness Standing Long Jump

- Coordination
- Agility Hexagon Agility Test
- Speed
Stork Balance Stand Test
- Power
- Balance
Juggling
- Reaction Time
40-Meter Sprint
2. Students will work together to analyze a topic

assigned to them, then discuss it among their
groups and share it to their classmates.
Activity No. 3 – Think, Pair and Share

a. The teacher will divide the class into 12 groups
who will choose among them a group leader.
Each group will be assigned to discuss and
share the materials and procedures on how to
administer the physical fitness test.
Group 1: Body Composition (Body Mass

Index)
Group 2: Push-Up
Group 3: Basic Plank
Group 4: Zipper Test
Group 5: Sit and Reach
Group 6: 3-Minute Step Test
Group 7: Juggling
Group 8: Hexagon Agility Test
Group 9: 40-Meter Sprint
Group 10: Standing Long Jump
Group 11: Stork Balance Stand Test
Group 12: Stick Drop Test
3. After 10 minutes’ dialogue among groups, the
leader or selected member will share to the class
how to administer the test including the materials
and equipment needed.
4. The teacher must facilitate the discussion and be
ready to provide additional information if needed.
3. POST- E. Evaluation
ACTIVITY 1. Making Generalizations of Concepts:
a. What are the two main components of physical
fitness tests?
Page 8 of 123
b. Enumerate the twelve (12) kinds of fitness
tests.
c. Do you think it is important to measure the
strength and weaknesses of an individual?
Why?
d. What are the precautionary measures to be
observed in the conduct of the test?
e. What are the purposes and benefits that can be
derived from the physical fitness tests?
F. Agreement:
1. Let the students wear the appropriate attire next
meeting for the administration of the physical
fitness tests.
2. Remind the class to bring the needed materials
and equipment
V. REMARKS Discussion in the procedures on how to administer the

physical fitness tests can be done in two (2) days.
Page 9 of 123
Q1-W1, Title:The Physical Fitness Tests
SCHOOL GRADE Seven

I- OBJECTIVES

personal fitness.
B. Performance
Standards: The learner designs an individualized exercise program
to achieve personal fitness.
C. Learning
Competencies/ 1. The learner uundertakes physical activity and
Objectives: physical fitness assessments. (PE7PF-Ia-h23)
a. Body Composition (Body Mass Index)
b. Push-Up
c. Basic Plank
d. Zipper Test
e. Sit and Reach
f. 3-Minute Step Test
g. Juggling
h. Hexagon Agility Test
i. 40-Meter Sprint
j. Standing Long Jump
k. Stork Balance Stand Test
l. Stick Drop Test
2. Gives explanation of the purposes and benefits
that can be derived from the physical fitness tests.
(PE7PF-Ia-h23.1)
3. Observes safety measures in the conduct of the
tests. (PE7PF-Ia-h23.2)
4. Demonstrates willingness and fun while conducting
the tests.(PE7PF-Ia-h23.3)
II- CONTENT Training Guidelines, FITT Principles

1. The Physical Fitness Tests
III- LEARNING RESOURCES
A. References
1. Teacher’s
Page 10 of 123
2. Learner’s
Materials Pages Grade 7 – Physical Education & Health, pages 2 - 13
4. Additional None
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources 1. Visual aid (with directions on how to perform the test
in every station)
2. Module – OHSP-PE1-Q1 – Fitness for Life
3. Physical Education Teacher’ Guide - Teaching
Guide, pdf (TG_PE7), page 1
4. Physical Education - Grade 7 - Learner’s Material
(Units 1 & 2), pdf, pages 30 – 47
5. Grade_8_Learning Module_in_pe_pdf, pages 10 –
21
6. Testing paraphernalia:
a. First Aid Kit
b. Drinking Water (and a small towel or to wipe their
perspiration)
c. Individual PF score card
d. During testing:
 Body Composition – tape measure, bathroom
scale, L- square
 Cardiovascular Endurance – stop watch, step
box/stairs (12”), drum
 Muscular Strength & Endurance – exercise mat
 Flexibility – ruler, tape measure
 Coordination – sipa (washer weighing 4 gms.
with straw)/20 pcs. bundled rubber bands/any
similar local materials weighing 4 gms
 Agility – tape measure, masking tape/chalk,
stop watch
 Speed – stop watch
 Power – meter stick/tape measure,
 Balance – stop watch
 Reaction Time – ruler (24 inches)/meter stick,
table or arm chair
1. PRE-ACTIVITY A.
1. Prepare the testing paraphernalia and materials
before the testing proper.
2. Class Formation
a. Divide the class into groups of at least 5-7
members.
Page 11 of 123
b. Arrange them in column formation.
c. Be sure to assign a leader and recorder for
each group.
3. Test protocol:
While the students are in their formation, it is
advised that the teacher must:
a. Remind the student to record and keep the
result of his/her own performance in the PF
score card (see attached copy).
b. Grouped the students together and in pairs
(buddy system).
c. Let the students wear appropriate clothing: t-
shirt, jogging pants, rubber shoes, or any
suitable sports attire. However, when taking
the BMI test, it is recommended that the
students wear shorts. In all testing for the BMI,
the same or similar clothing should be worn by
students.
d. Conduct warm-up and stretching exercises
before the tests except for the 3-Minute Step
Test.
e. Administer the tests in a challenging,
encouraging, and fun-filled environment.
4. General Warm-Up
a. Let the students do a 5-10 minute slow jog.
b. If enough space is not available just allow the
learners to jog in place.
5. Static stretching exercises (Suggested Activities):
a. Head Bending
stretches
e. Quadriceps stretch
b. Shoulder Stretches
Arm Across Triceps Stretch

Chest
Page 12 of 123
f. Hamstring stretch
c. Trunk stretch
g. Groin stretch
d. Adductor stretch
Source: PE QUARTER 1 TO
2.pdf-Adobe Acrobat Reader DC
6. Dynamic stretching exercises (Suggested

Activities):
a. Knee hug and calf-raise
c. Single Dead Lift
d. Inch Worm
b. Lunge and twist
e. High
knees
f. Carioca
Source: PE QUARTER 1 TO 2.pdf – Adobe Acrobat Reader DC
Note: These suggested stretching exercises can be

done depending upon the need of the tests
that will be administered. The teacher may
apt to use other exercises.
Page 13 of 123
2. ACTIVITY
PROPER B.Presentation of the Lesson:
1. Explain the purpose and benefits that can be
derived from the physical fitness tests.
2. Re-orient the students on the proper execution of
the tests and recording of test results. (see
attached copy of PF score card)
3. Explain in details the tests that will be conducted
for the day.
4. Ask the learners precautionary measures to be
observed to reduce the risk of having injuries at
the course of the test.
C. Development of the Lesson
1. Activity No. 1: PHYSICAL FITNESS TESTS
a. The testing stations should be safe and free from
obstructions. It should be set up as far as
possible to avoid crowding.
b. There must be a clear diagram of the flow of
traffic from one station to the next station.
c. Visual Aid- each station has a large poster with
the assignment and directions on the station.
This is used to eliminate instruction time and
increase active learning.
d. With the guidance of the teacher, the first few
rounds of the test should be in the form of warm-
up for the student to do the correct execution of
the test. Allow students to go through the various
tests with minimal effort exerted to familiarize
themselves with testing procedures.
e. Each group/students will be given their 7 minutes
of change time to finish the test then will be put
to transfer in the next station.
f. The tests requiring cardio-vascular endurance
and those other tests which involve the same
muscle groups should not be taken in
succession. See suggested sequence of
administering the tests.
Day 1 Day 2 Day 3
Body Mass Basic Plank Hexagon Agility Test
Index
3-minute Step 40-meter Juggling
Test Sprint
Push-Up Standing Long Jump
Stick Drop Stork Balance Stand
Test Test
Sit and Zipper Test
Reach
g. To be effective and efficient, students will perform

the test in accordance to the prepared route.
Day 1 – Station 1 = Body mass (weight)

Station 2 = Stature (height)
Station 3 = 3-minute Step Test
Page 14 of 123
Day 2 – Station 1 = Basic Plank
Station 2 = 40-Meter Sprint
Station 3 = Push-Up
Station 4 = Stick Drop Test
Station 5 = Sit and Reach
Day 3 – Station 1 = Hexagon Agility Test

Station 2 = Juggling
Station 3 = Standing Long Jump
Station 4 = Stork Balance Stand Test
Station 5 = Zipper Test
h. Selected students may be assigned in each

station to guide his/her classmates in the proper
conduct of the test.
i. For slow learners: The teacher shall closely
supervise the administration of the test in every
station.
j. After the test, the students will keep the score
card. Explain to the students the results of their
performance on the given test.
3. POST- D. Evaluation
ACTIVITY 1. Making Generalizations of Concepts:
Activity no. 2: SOLICITING FEEDBACKS
Ask the learners to write the answers to the
following questions in their notebook:
a. What are the different PF tests conducted
today?
b. How well did you perform in the tests?
c. What do you think is the significance of
conducting physical fitness tests such as what
you have just done?
d. Regardless of whether you got high or low
scores in the physical fitness tests, how else
can you improve your fitness at the level of the
different components?
e. Guide the learners in the interpretation and
analysis of the test results.
E. Agreement:
1. The learners will study carefully the test results
and analyze of their strengths and weaknesses
so that proper program will be developed to
strengthen the weak portion and to maintain the
strong area.
The test can be administered in 3-5 days depending upon

V. REMARKS
the ability of the learners, availability of testing area and
resources.
Page 15 of 123
(See LM for P.E. and Health Grade 7 re: Physical Fitness Test
Individual Form)
Page 16 of 123
Q1-W2, Title: Training Guidelines, FITT Principles
SCHOOL GRADE Seven

I. OBJECTIVES
A. Content
Standards:
personal fitness.
B. Performance
Standards: The learner designs an individualized exercise program to
achieve personal fitness.
C. Learning 1. Sets goals based on assessment results. (PE7PF-Ia24)

Competencies/ 2. Interpret the test results and analyze their strengths
Objectives: and weaknesses so that proper program will be
developed. ((PE7PF-Ia24.1)
3. Identifies training guidelines and FITT
principles.(PE7PF-Ib25)
II. CONTENT
Training Guidelines, FITT Principles
A. References
1. Teacher’s
Guide Pages Grade 7 – Physical Education & Health, pages 12 - 31
2. Learner’s
Grade 7 – Physical Education & Health, pages 14 - 30
Materials
Pages
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
5. Other Physical Education - Grade 7 - Learner’s Material: Module
Learning – OHSP-PE1-Q1 – Fitness for Life; Physical Education
Resources Teacher’ Guide - Teaching Guide, pdf (TG_PE7), page 1;
Physical Fitness Test score card; Physical-Fitness-Tests-
Presentation-2.pdf- Adobe Acrobat Reader DC; Gr.7 PE
LM (Q1).pdf; PE QUARTER 1 TO 2.pdf - Adobe Acrobat
Reader DC
Page 17 of 123
1. Opening prayer
2. ACTIVITY
PROPER B. Presentation of the Lesson:
1. Ask the learners to get their own physical fitness test
score card.
2. Based on the results of the fitness test, let them
choose three components each in the health-related
fitness and the skill-related fitness where they
consider as weaknesses.
Guide Questions:
a. How well did you perform in the tests?
b. Can you evaluate the results of the test?
c. With a partner (slow learner) or by yourself (fast
learner) study the results and list down
components where you perform below average.

1. Let them follow the chart by filling in all the necessary
information needed. Do this in a paper for
submission afterwards.
Activity No. 1 – Fill the Chart

a. Slow Learners – will do the activity in pairs
b. Fast Learners – will do the activity individually
Health-Related Activities To Do To
Goal
Component Achieve Your Goals
Example: Increase my Jogging and
Cardiovascular cardiovascular skipping rope
endurance endurance
1.
2.
3.
Health-Related Activities To Do To
Goal
Component Achieve Your Goals
Example: Agility Improve my Engage in shuttle
agility run
1.
2.
3.
Source: P.E. and Health 7 – Learner’s Material; page 17
Page 18 of 123
2. After filling the chart:
a. Slow Learners – submit their work to the
teacher.
b. Fast Learners – selected learners explain their
work to the class before submitting to the
teacher.
3. Ask again the learners to enumerate the activities to
do to achieve their goals.
4. Facilitate that in any plan or goal there are always
pointers, rules or principles to be followed.
5. The students will work together to analyze a topic
assigned to them, then discuss it among their groups
and share it to their classmates.
Activity No. 2 – Think, Pair and Share

a. Divide the class into five groups who will choose
among them a group leader. Each group will be
given at least 10 minutes to read and discuss among
themselves the topic on the Principles of Fitness
Training.
Group 1: Principle of Overload

Group 2: Principle of Specificity
Group 3: Principle of Progression
Group 4: Principle of Variation
Group 5: Principle of Recovery
Source: P.E. and Health 7 – Learner’s Material; page 19 – 20
b. The leader or selected member will share to the

class their understanding of the assigned topic.
c. The teacher must facilitate the discussion and be
ready to provide additional information if needed.
3. POST- D. Evaluation:
ACTIVITY
A. Making Generalizations of Concepts:
1. What are the five principles of fitness
training:
2. Why is it important for young people like you
to know the training principles?
B. What do you think are the functions of these

training principles in improving physical fitness?
E. Agreement:
1. Ask the students to identify the physical activity

habits of their family in terms of exercises. Let them
follow the table provided below.
Page 19 of 123
How Hard
(Intensity)
What How Often Low, How Kind of
Family
Physical Done Moderate Long Exercise
Members
Activity (Frequency) or (Time) (Type)
Vigorous
Example: Once a
15- Cardiovas
Brother Jogging week Every Moderate
minutes cular
1 Saturday
Father
Mother
Brother 2
Sister 1
Sister 2
You
2.The table shows the idea of FITT. Relate the

meaning of FITT Principle.
3. Remind the learners to discuss their output to the
class.
V. REMARKS
Page 20 of 123
Q1-W2, Title: Barriers to Exercise and Exercise Program
SCHOOL GRADE Seven

.
I. OBJECTIVES
A. Content
Standards:
personal fitness.
B. Performance
C. Learning 1. Recognizes barriers (low level of fitness, lack of skill

Competencies/ and time) to exercise. (PE7PF-Ib26)
Objectives: 2. Prepares an exercise program. (PE7PF-Ic27)
II. CONTENT Training Guidelines, FITT Principles

1. Barriers to Exercise
2. Exercise Program

A. References
1. Teacher’s
2. Learner’s Grade 7 – Physical Education & Health, pages 30 - 34

Materials Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pictures of individual performing an exercise, chalkboard,
Resources masking tape, stopwatch, notebook, ballpen
1. PRE-
ACTIVITY A. Do the usual classroom routine such as:
1. Opening prayer
Page 21 of 123
2. ACTIVITY
PROPER B.Presentation of the Lesson:
1. Let the learners analyze what is being done by the

individuals in the pictures.
Source: Muscular Fitness – Microsoft Powerpoint, Fitness for Life,

Indepedent Desk
Muscles_and_bone_strengthening_horizon health network -
Microsoft Powerpoint
2. Ask questions if the learners are familiar with the

activities in the pictures.
3. Facilitate the answers of the learners to arrive that the
pictures are examples of physical activities or
exercises.
Guide Questions:
a. What is an exercise?
b. Do you think it is important in our daily life?
Why or why not?
c. Do you find time to exercise daily? Three times
a week? Once a week?
d. Do you have problem engaging in any physical
activity?
1. Let the learners open their book, P.E. and

Health-LM, pages 30-34.
2. Provide instructions on what to do. Guide the
learners as what is instructed in the Learner’s
Material.
Activity No. 1 – Barriers to Exercise

a. Slow Learners – will do the activity in pairs
b. Fast Learners – will do the activity individually
“Refer to Activity 8: Barriers to Exercise, page 30, Grade 7 LM”
 Barriers to Being active Survey
Page 22 of 123
“Refer to Activity 8: Barriers to Exercise, page 32-34, Grade 7
LM”
Source – Centers for Disease Control and Prevention
3. After the learners computed their scores in every

barrier, group them according to category with
the highest score.
Group I – Lack of Time
Group II – Social Influence
Group III – Lack of Energy
Group IV – Lack of Willpower
Group V – Fear of Injury
Group VI – Lack of Skill
Group VII – Lack of Resources
4. Each group will be given at least 10 minutes to

discuss among themselves the topic about the
barrier/category they encountered
5. The leader or selected member will share to the
class the reasons gathered why they met this
barrier in planning an exercise program.
6. The teacher must facilitate the discussion and
be ready to provide additional information if
needed.
3. POST- D.Evaluation
ACTIVITY
1. Processing Questions:
Ask the learners to answer the questions on page
34-35.
“Refer to Activity 8: Barriers to Exercise, page 34-35,

Grade 7 LM”
E.Agreement:
1. Given the idea of how to solve the barriers to

exercise, ask the learners to prepare an exercise
program.
2. Let them fill up and complete the table below.
What To
Phases of Exercises Frequency Time
Do
Warm-up Exercises Jogging 3 times a week 5 min

Flexibility
Exercises
Major Strength
Exercises Exercises
Endurance Push-up
Exercises
Cool-Down Exercises Finger
Stretch
Page 23 of 123
3. Ask the learners to submit the completed program
next session.
4. Let the learner complete the sentence below:
“In order to enhance my personal fitness, I agree to

follow the exercise program I prepared every
_____ and _____ times a week.”
V. REMARKS
Page 24 of 123
Q1-W3, Title: Combative Sports ( Arnis )
SCHOOL GRADE Seven

I- OBJECTIVES
A. Content
Standards:
personal fitness.
B. Performance
C. Learning 1. Describes the nature and background of the sport.

Competencies/ (PE7GS-Id-5)
Objectives: 2. Relate the origin and history of arnis. (PE7GS-Id-5.1)
3. Enumerate the materials and equipment of arnis.
(PE7GS-Id-5.2)
II- CONTENT C. Combative sports

1. Arnis

A. References
1. Teacher’s
2. Learner’s
Materials Pages None
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
5. Other Learning PowerPoint presentation (laptop & projector),
Resources PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader DC;
pages 47-50, copy of R.A. 9850, pictures of the tests for
skill-related components, pictures of combative sports,
crumpled paper ball, pentel pen, box, chalkboard
1. Opening prayer
Page 25 of 123
PROPER
1. This activity will check prior knowledge of the
learners about skill-related fitness. Ask the learners
to identify the different tests shown in the pictures.
Source: 1.PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader DC

2. Physical-Fitness-Tests-Presentation-2.pdf- Adobe
Acrobat Reader DC
Guide Questions:
a. Can you identify and name the physical fitness

tests shown in the pictures?
b. What component is measured by each test?
c. What activity or sport can improve the following
skills?
 Speed
 Leg power
 Balance
 Coordination
 Agility
 Reaction Time
1. Show pictures of different combative sports.
Page 26 of 123
Source:https://www.google.com/search?q=boxing&source=lnm
s&tbm=isch&sa=X&ved=0ahUKEwjA6ZKbgPLhAhWx8HMBHQwp
C3cQ_AUIECgD&biw
https://www.google.com/search?source=hp&ei=CjHFXNTTOYbQ
vQTMhqiYCg&q=taekwondo&oq=tae&gs_l=psy-
ab.1.0.35i39l2j0i131j0i67l3j0l2j0i67j0i131.1575.2119.
https://www.google.com/search?source=hp&ei=CjHFXNTTOYbQ
vQTMhqiYCg&q=karate&oq=karate&gs_l=psy-
ab.1.0.35i39j0i67l9.1689.2833..4933
2. Ask the learners to identify the sport in each picture.
Guide Questions:
a. Can you identify the sports in the pictures?
b. Do you know its origin?
c. Who among you is practicing any of these
sports? Why or why not?
d. Do you think these sports can develop skill-
related fitness?
e. Which of these sports is a truly Filipino martial
art?
f. If you are going to choose, which of these sports
you are going to learn first? Why?
1. Knowing the background and history of Arnis.

2. Divide the learners into groups of 5-7 members.
3. Ask the learners to read the following materials.
4. If it is not available, the teacher provides the learners
a photocopy or PowerPoint presentation.
READ and you will UNDERSTAND
a. History of Arnis
Source: Physical Education and Health, Teacher’s
Guide, page 51
Page 27 of 123
b. Definition of Arnis
Source: RA 9850 Eskrima/Arnis now National Sport
Fast Learners Average Learners
5. After reading, discussion 5. After reading, discussion

and/or viewing the and/or viewing the
presentation, each presentation, each group
group will answer will answer questions
questions provided by provided by the teacher.
the teacher written in a The questions are written
crumpled paper ball. in rolled papers placed
The activity will run as inside the box.
follows: The activity will run as
a. The teacher will ask follows:
the first question. a. The teacher will ask
 When does the the first question.
technique of the  When does the
art of arnis technique of the
started? art of arnis
b. The group who gives started?
the correct answer b. The group who gives
will receive a point the correct answer
and will catch the ball will receive a point
coming from the and get 1 rolled
teacher. paper in the box, and
c. The same group will then read the
detach one piece of question written on it.
paper from the c. Other groups may
crumpled ball, and give the correct
then read the answer.
question written on it. d. The same
d. Other groups may procedures in 5.a – c
give the correct will follow.
answer. e. The group with most
e. The same points wins.
procedures in 5.a – d
will follow.
f. The group with most
points wins.
Questions to answer:
Process learners’ understanding of the reading

materials and powerpoint presentation by asking them to
answer the questions hereunder listed.
Let them write their answers in their activity
notebook.
 What is the name of arnis during the Spanish
period?
 What do you mean by “Kali”?
 Who is the Filipino hero that demonstrates
expertise in the art where he used it against
foreign invaders?
Page 28 of 123
 Who is Remy Presas?
 How do you differentiate modern arnis from kali?
 What is Republic Act 9850?
 What are the other names of arnis?
Note: Other questions related to the nature and

background of
arnis can be added by the teacher.
6. Ask the learners if they can enumerate some of the

equipment and materials used in arnis.
7. The teacher may present the pictures to help the
learners identify the equipment and materials of the
sport.
8. Ask again the learners to identify the equipment and

materials, and then its uses.
1. Why is it important to learn arnis?

2. According to R.A. 850, what is the definition of
arnis?
3. What are the pointers to be followed to avoid
injuries while learning the art?
4. What skill-related fitness can be improved by arnis?
F. Agreement:
1. Let the learners bring the following for the next

session:
a. P.E. attire
b. A pair of arnis/rattan cane
c. Drinking water
d. Small Towel
V. REMARKS
Page 29 of 123
Q1-W3, Title: Combative sports : Arnis – Fundamental Skills
SCHOOL GRADE Seven

I- OBJECTIVES

personal fitness.
B. Performance
C. Learning
Competencies/ 1. Executes the skills involved in the sport. (PE7GS-Id-h-
Objectives: 4)
2. Execute with confidence the fundamental skills of
Arnis. (PE7GS-Id-h-4.1)
3. Holding the stick with the proper grip. (PE7GS-Id-h-4.2)
4. Familiarizing oneself with the basic stance and
salutation. (PE7GS-Id-h-4.3)
5. Be honest and fair at all times.
II- CONTENT D. Combative sports

2. Arnis – Fundamental Skills
III-LEARNING RESOURCES
A. References
1. Teacher’s
2. Learner’s
Materials Pages None
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
Page 30 of 123
5. Other Learning PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader
Resources DC;pages 51 – 54, pictures of the fundamental skills of
arnis, whistle, arnis canes
1. Opening prayer
3. Class Formation
4. Divide the class into groups of at least 7-8
members.
5. Arrange them in column formation.
6. Let the learners put canes down on the right side.
7. Be sure to assign a leader.
B. GENERAL WARM-UP
1. Jog for 1 minute.
2. Side shuffle (left foot leading) for 20 seconds.
3. Side shuffle (right foot leading) for 20 seconds.
4. Carioca (left foot leading) for 10 seconds.
5. Carioca (right foot leading) for 10 seconds.
6. Butt kicks for 10 seconds.
7. High knees for 10 seconds.
DYNAMIC STRETCHING
1. Knee hug to calf raise
2. Single leg deadlift
3. Lunge and twist
4. Toe touch
Source: PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader DC;

page 51
2. ACTIVITY B. Recall:
PROPER 1. Ask the learner the importance of learning the art of
arnis.
2. Enumerate the materials and equipment in arnis.
3. Let the learners get their canes.

1. The teacher show to the class (students are seated
in the floor while in formation) pictures of the
fundamental skills.
2. If pictures are not available, the teacher can
demonstrate the skills to the class.
FUNDAMENTAL SKILLS
1. Grip: Proper hold of the
stick
a. Hold the stick one fist
away from the punyo
(butt) of the stick.
Close the grip with the
thumb.
Page 31 of 123
2. Basic Stance and Salutation
a. Handa
 Feet are positioned
shoulder width apart.
 Stick is held in front of the
body.
b. Pugay
 Place the weapon
hand across the chest.
 Bow by bending at the
waist.
c. Handa sa Paglaban/Fighting Stance

 One foot in front (foot
the same as the
weapon hand), the
other foot on the rear
 Keep feet apart,
distance of one foot.
 Both knees slightly bent
 Toes facing forward
 Weight evenly distributed on both feet
d. Forward Stance
 Distance of 5 steps
between the feet.
 Back leg kept straight,
rear foot is held at a
45 degree angle.
 Keep the front knee
bent.
 Weight is evenly distributed on both feet.
e. Backward Stance
 Distance of 4 steps
between the feet.
 Both knees are
slightly bent.
 Rear foot held at a
90 degree angle.
 70% of the body weight on the rear foot while
30% is placed on the front foot.

pages 51 - 53

1. Ask the learners to stand and go back to formation.
2. The teacher demonstrates the fundamental skills
and the learners follow after the teacher.
Page 32 of 123
3. Learners do the skills again with command, counting
and supervision of the teacher.
4. For mastery of the skills:
Let the learners practice by group
5. Allow the learners to 5. The learners will

practice the skills with continue practicing with
the command of the the command of the
selected group leader. teacher.
6. The teacher will go 6. They will stay in their
around checking proper formation for mastery of
execution of the skills. the skills.
7. Ensure safety while 7. The teacher will allow
doing the activity. other groups seated and
observed while a group
is doing the activity.
8. Ask the learners to return to the original class formation.

9. COOL-DOWN: Static Stretching Exercises
a. Wrist (fingers down, up, forward)
b. Finger stretch
c. Overhead stretch
d. Chest stretch
e. Triceps
f. Cross elbow
g. Zipper
10. Giving courtesy before dismissal – “ Handa, Pugay!!!”
1. Using the rating scale below, ask the learners to
assess their performance on the following skills
accordingly:
Rating:
I - I can practice the skill by myself.
O - I can practice the skill with others’ help.
W - I will just wait for the next PE class.
RATING ACTIVITY
Warm-up
Dynamic stretching
Grip
Stance
Static stretching
F. Agreement:
1. Practice the fundamental skills at home.
Page 33 of 123
V. REMARKS
Q1-W3, Title: Combative Sports: Arnis – The 12 Striking Techniques
SCHOOL GRADE Seven

I. OBJECTIVES

personal fitness.
B. Performance
C. Learning
Competencies/ 1. Executes the skills involved in the sport. (PE7GS-Id-h-4)
Objectives: 2. Execute with confidence the fundamental skills of Arnis.
(PE7GS-Id-h-4.1)
3. Perform correctly the 12 Striking Techniques. (PE7GS-
Id-h-4.2)
4. Be open to criticism when a peer evaluates one’s
performance, and at the same time, be critical and fair
when evaluating others.
C.Combative sports
II. CONTENT
1. Arnis – The 12 Striking Techniques

A. References
1. Teacher’s
2. Learner’s
Materials
None
Pages
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Resource (LR)
portal
Page 34 of 123
B. Other Learning
Resources PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader DC;
pages 51-52, copy of R.A. 9850, images of arnisador
executing the 12 striking techniques, arnis canes, whistle,
stop watch

1. Opening prayer
3. Class Formation
a. Divide the class into groups of at
least 7-8 members.
b. Arrange them in column formation.
c. Be sure to assign a leader.
B. GENERAL WARM-UP
DYNAMIC STRETCHING
a. Knee hug to calf raise
b. Single leg deadlift
c. Lunge and twist
d. Toe touch

page 51
2. ACTIVITY B. Recall:
PROPER 1. Ask the learners to execute the FUNDAMENTAL
SKILLS
2. Grip: Proper hold of the stick
3. Basic Stance and Salutation
a. Handa
b. Pugay
c. Handa sa Paglaban/Fighting Stance
d. Forward Stance
e. Backward Stance

1. The teacher show to the class (students are seated
in the floor while in formation) pictures of the 12
striking techniques
2. If pictures are not available, the teacher can
demonstrate the skills to the class.
12 STRIKING TECHNIQUES: Hitting vital points of
the body as targets by means of slashing, stabbing
Page 35 of 123
and thrusting actions; all techniques are performed
with a fighting stance
ST1: Left side of the head attack
 Assume fighting stance
 Stick held at one o-clock; slashing
action
 Free hand on chest
ST2: Right side of the head attack

 Stick held at eleven o‟clock;
slashing action
 Free hand on chest
ST3: Left side of the body (trunk) attack

 Extend weapon hand
 Strike any part of the trunk
between the shoulder and hip
joints; slashing action against the
outer part of the trunk
ST4: Right side of the body (trunk)attack

 Same as ST3
ST5: Thrust to solar plexus (stomach)

attack
 Thrust weapon hand towards the
target point (solar plexus)
 Follow-through with upward
movement
ST6: Left chest stab

 Assume the fighting stance.
 Extend weapon hand forward,
palm facing outward.
 Keep elbow up.
ST7: Right chest stab

 Scooping action
 Extend weapon hand forward,
palm facing outward.
 Keep the elbow down.
ST8: Right lower leg

 Lower the body
 Extend weapon hand to hit any
part of the lower leg between knee
and ankle joint
 Palm downward
Page 36 of 123
ST9: Left lower leg (knee/shin/ankle)
strike
 Lower the body
 Extend weapon hand to hit any
part of the lower leg between knee
and ankle joint
 Palm upward
ST10: Left eye poke

 Extend weapon hand forward, palm
facing outward
 Elbow down
ST11: Right eye poke

 Extend weapon hand forward, palm
facing outward
 Elbow up
ST12: Crown attack

 Hack against the top of the head

pages 54 - 60

1. Ask the learners to stand and go back to formation.
2. The teacher demonstrates the fundamental skills
and the learners follow after the teacher.
3. Learners do the skills again with command, counting
and supervision of the teacher.
4. For mastery of the skills:
a. Let the learners practice by group
5. Allow the learners to 5. The learners will

practice the skills with continue practicing with
the command of the the command of the
selected group leader. teacher.
6. The teacher will go 6. They will stay in their
around checking proper formation for mastery of
execution of the skills. the skills.
7. Ensure safety while 7. The teacher will allow
doing the activity. other groups seated and
observed while a group
is doing the activity.
8. Ask the learners to return to the original class

formation.
Page 37 of 123
b. Finger stretch
c. Overhead stretch
d. Chest stretch
e. Triceps
f. Cross elbow
g. Zipper
10. Giving courtesy before dismissal – “ Handa, Pugay!!!”
3. POST- E. Evaluation
ACTIVITY 5. Using the rating scale below, ask the learners to
assess their performance on the following skills
accordingly:
Rating:
I - I can practice the skill by myself.
O - I can practice the skill with others’ help.
W - I will just wait for the next PE class.
RATING ACTIVITY
Warm-up
Dynamic stretching
Grip
Stance
Striking Techniques 1-6
Striking Techniques 7-12
Static stretching
F. Agreement:
1. Compute your heart rate given a MODERATE intensity
exercise (minimum = 40% and maximum = 55%).
(Minimum) _____ bpm to (Maximum) _____ bpm
2. Compute your heart rate given a VIGOROUS intensity

exercise (minimum = 60% and maximum = 85%).
(Minimum) _____ bpm to (Maximum) _____ bpm
V.REMARKS
Page 38 of 123
Q1-W3, Title: Arnis – Fitness Level and Intensity of Exercise
SCHOOL GRADE Seven

I. OBJECTIVES

personal fitness.
B. Performance
C. Learning
Competencies/ 1. Executes the skills involved in the sport. (PE7GS-Id-h-4)
Objectives: 2. Execute with confidence the skills of Arnis. (PE7GS-Id-
h-4.1)
3. Determine my fitness levels and identify areas for
improvement. (PE7GS-Id-h-4.2)
4. Monitor my heart rate to determine the intensity of the
exercises. (PE7GS-Id-h-4.3)
5. Be honest and fair at all times.
C. Combative sports
II- CONTENT
1. Arnis – Fitness Level and Intensity of Exercise

A. References
1. Teacher’s
Guide Pages
Grade 7 – Physical Education & Health, pages 51 - 52
2. Learner’s
Materials Pages None, pages
3. Textbook None
Pages
4. Additional None
Materials from
Learning
Page 39 of 123
Resource (LR)
portal
5. Other Learning PE QUARTER 1 TO 2.pdf - Adobe Acrobat Reader DC;
Resources pages 62 – 65, arnis canes, watch
1. PRE-ACTIVITY A. DETERMINING THE HEART RATE AT REST
1. The teacher review on how to determine or count the
heart rate. On signal “start” the learners begins counting
the pulse rate and on signal “stop”, also stop counting
the pulse (radial or carotid) for 6 seconds.
2. Ask the learners to wait for the signal to “start” and
“stop” counting his/her pulse for 6 seconds.
HEART RATE AT REST: _____ bpm

3. The learners record the heart rate in their
journal/notebook.
2. ACTIVITY B. Review:
PROPER
GENERAL WARM-UP
HEART RATE AFTER WARM-UP: _____ bpm
DYNAMIC STRETCHING
1. Knee hug to calf raise
2. Single leg deadlift
3. Lunge and twist
4. Toe touch
HEART RATE AFTERSTRETCHING: _____ bpm

page 63

2. The teacher arranges the class according to the
usual class formation.
3. Ask the learners to execute the 12 striking
techniques. The activity will be done following the
counting and rhythm given by the teacher.
4. Right after the 12 strikes, the learner will count their
pulse rate.

1. On teacher’s command, the learners
perform the 12 strikes.
12 STRIKING TECHNIQUES: Hitting vital points of
the body as targets by means of slashing, stabbing
Page 40 of 123
and thrusting actions; all techniques are performed
with a fighting stance
ST1: Left side of the head attack

ST2: Right side of the head attack
ST3: Left side of the body (trunk) attack
ST4: Right side of the body (trunk)attack
ST5: Thrust to solar plexus (stomach) attack
ST6: Left chest stab
ST7: Right chest stab
ST8: Right lower leg
ST9: Left lower leg (knee/shin/ankle) strike
ST10: Left eye poke
ST11: Right eye poke
ST12: Crown attack
HEART RATE AFTER STRIKING: _____ bpm

pages 63 - 64
b. Finger stretch
c. Overhead stretch
d. Chest stretch
e. Triceps
HEART RATE AFTER COOL-DOWN: _____ bpm

Page 64
1. Rank the following exercises accordingly:
1-most intense; 2-moderate; 3-least intense.
HEART RATE
.EXERCISES RANK INTENSITY
(bpm)
General
Warm-up
Dynamic
Stretching
Striking
Techniques
Cool Down
Page 41 of 123
2. Identify the exercise intensity as moderate or
vigorous (base it on your Lesson 3 assignment).
4. REMARKS
Q1-W3, Title: Individual Sports – Athletics (Running)
SCHOOL GRADE Seven

TEACHER LEARNING AREA PE 7
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
guidelines and principles in exercise program design
to achieve personal fitness
B. Performance The learners should be able to designs an
Standards individualized exercise program to achieve personal
fitness
C. Learning Describes the nature and background of the sport (
Competencies/ PE7GS-Id-5)
Objectives 1. Describe the historical development of athletics. (
PE7GS-Id-5.1)
Write the LC code for 2. Execute the different phases of sprinting and
each running. ( PE7GS-Id-5.2)
3. Value the importance of winning and losing. (
PE7GS-Id-5.3) PE7PF-Id-h32
II. CONTENT Individual Sports – Athletics (Running)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Physical Education and Health

pages
2. Learner’s Materials Physical Education and Health ,Pages 37-43
pages
3. Textbook pages
4. Additional Materials Map/globe( to locate Greece and Rome); video tape (if
from Learning Resource available) Pictures of the different athletic events and
(LR) portal equipment; Diagram of oval; loo-a word chart;
flashcards for track and field events, available athletic
equipment; Cone and plastic bottle; Stop watch and
CD layer; Notebook and ball pen
B. Other Learning ch?q=athletics+equipments&source
Resources htt;//www.runningtechniquetis.com/2011/03running-
technique-four-hases/
htts;//www.google.com.h/search?q=filcols+images
IV. PROCEDURES AVERAGE LEARNER ADVANCE LEARNER
Page 42 of 123
A. Reviewing previous The students will recall When can you say that you
lesson or presenting the the lessons on physical are physically fit?
new lesson fitness.
- What is physical (Based from the answer
fitness? given)
- What are the fitness - How do you define
components under physical fitness?
health- related and skill-
related fitness?
-Enumerate the fitness
components under health-
related and skill- related
fitness.
B. Establishing a With the use of globe or With the use of globe or
purpose for the lesson map, ask the student to map, ask the student to
locate Greece and locate Greece and Rome
Rome where the where the Olympic game
Olympic game Started; Started;
Present an illustration of Present loop of word chart
Facilities and Equipment that are related to athletics
used in Athletics. (power point presentation)
(power point The student will answers
presentation) puzzle according to the
chart presented.
S T A R T I
Let the students name T R O W S B
each.
H A M M E R
U C R L S H
R K J U M P
D O B L O C
L V S Q I K
E A X P Z R
S L A N D Y
P O L E R U
S P R I N T
L O N G X J
T H R O W S
L O N G D I
C. Presenting From the pictures From the loop of words,
examples/ instances of presented, the students classify them into track and
the new lesson will determine the event field events using flash
as to track or field cards accordingly.
events by classifying the
pictures accordingly.
Discuss the History of Discuss the History of
Athletics. Athletics.
Page 43 of 123
D. Discussing new a. The phases of a. The phases of running
concepts and practicing running b. The phases of
new skills #1 b. The phases of sprinting (power point
sprinting (power point presentation)
presentation)
E. Discussing new (Warm- up) (Warm up)
concepts and practicing Demonstrate the phases Demonstrate the phases of
new skills #2 of running and the running and the phases of
phases of sprinting. sprinting.
F. Developing mastery Ask them to execute the Ask them to execute the
(Leads to formative basic skill for running basic skill for running and
Assessment 3) and sprinting. sprinting.
G. Finding practical Divide the class into 4

application of concepts and do the relay game
and skill in daily living to apply the basic
running
(activity 9 : Beat Us Divide the class into 4 and
pages 40-41) do the relay game to apply
the basic running
(activity 9 : Beat Us pages
40-41)
(activity 1; Push to the
Limit ages 45-46)
H. Making How did you find the How did you find the
generalizations and activity? activity?
abstractions about the What challenges do you What challenges do you
lesson encounter in performing encounter in performing the
the activities? activities?
I. Evaluating learning What is running? In your own word, how
would you describe
running?
What are the phases of Cite in sequence the
running and Sprinting? phases of running and
sprinting?
J. Additional activities Draw/illustrate and label Draw/illustrate and label the
for applications or the different equipment different equipment used in
remediation used in athletics? athletics?
V. REMARKS
Page 44 of 123
Q1-W3, Title: Individual Sports – Athletics (Running) – Injuries and First
Aid
SCHOOL GRADE Seven

TEACHER LEARNING AREA P.E.7
I. OBJECTIVES
The learners demonstrate an understanding of
A. Content Standards guidelines and principles in exercise program design
to achieve personal fitness
The learners should be able to designs an
B. Performance
individualized exercise program to achieve personal
Standards
fitness
Performs appropriate first aid for sports-related
injuries (e.g. cramps, sprain, heat exhaustion)
(PE7PF-Id30)
C. Learning
1. Identify the different kinds of sports injuries.
Competencies/
Objectives (PE7PF-Id30.1)
Write the LC code 2. Perform the appropriate procedure in giving
for each first aid to different injuries. (PE7PF-Id30.2)
3. Develop confidence in giving first aid.
(PE7PF-Id30.3)
Individual Sports – Athletics (Running) – Injuries
II. CONTENT
and First Aid
III. LEARNING
RESOURCES
A. References
Physical Education and Health
1. Teacher’s Guide pages
Pages 65-67
2. Learner’s Materials Physical Education and Health
pages Pages 47-53
3. Textbook pages
4. Additional Materials Cone and plastic bottle
from Learning Resource Stop watch and CD layer
(LR) portal Notebook and ball pen
Source; Hoeger, W,W.K., Life Time Physical Fitness
and Wellness.(2013). 12th Edition
B. Other Learning
http;//www.runningtechniquetis.com/2011/03running-
Resources
technique-four-hases/
https;//www.google.com.h/search?q=filcols+images
Page 45 of 123
The students will recall The students will recall
their previous lessons on their previous lessons on
A. Reviewing previous
basic skills in running basic skills in running
lesson or presenting What are the phases of
- What are the
the new lesson running?
different phases
of running? What are the benefits of
running?
Have you ever
The students will do
experienced helping
B. Establishing a warm-up exercises and
somebody who is a
purpose for the dynamic stretching.
victim of accident?
lesson (refer Activity 9; Beat us,
What did you do to help
on page 42 Grade 7 LM)
the victim?
Present pictures of
Present pictures of
person Giving a first aid
C. Presenting person Giving a first aid
and let the students
examples/instances and let the students
describe what the picture
of the new lesson describe what the picture
all about is.
all about is.
Discuss to the class the Discuss to the class the
D. Discussing new Muscle Contractions. Muscle Contractions.
concepts and - the dynamics and - the dynamics and
practicing new skills static contraction static contraction
#1
E. Discussing new Discuss the importance
Discuss the treatment
concepts and of first aid, treatment on
on the different sports
practicing new skills the different sports
injuries.
#2 injuries.
Ask them to perform the Ask them to perform the
movements of dynamics movements of dynamics
and static contractions and static contractions
F. Developing mastery
( refer Activity 2; ( refer Activity 2;
(Leads to formative
Contraction in Action, on Contraction in Action, on
Assessment 3)
page 47 Grade 7 LM) page 47 Grade 7 LM)
(activity 3; Bring it down
(activity 3; Bring it down 50-51)
50-51)
Divide them into 3 group
Ask them to do first aid and Ask them to perform
G. Finding practical
treatment of sports first aid treatment of
application of
injuries. ( refer Activity 4; sports injuries. ( refer
concepts and skill in
Treat the Threat, on Activity 4; Treat the
daily living
page 53 Grade 7 LM) Threat, on page 53
Grade 7 LM)
What challenges do you What challenges do you
H. Making encounter in performing encounter in performing
generalizations and the activities? the activities?
abstractions about How would you assess How would you assess
the lesson the first aid treatment the first aid treatment
you performed? you performed?
Differentiate sprain,
What is sprain, cramps,
I. Evaluating learning cramps, and heat
and heat exhaustion?
exhaustion.
Page 46 of 123
J. Additional activities Encourage the student Cite the importance of
for applications or to have a first aid kit at having a first aid kit at
remediation home. home.
V. REMARKS
Q1-W3, Title: Nature and Background of Badminton
SCHOOL GRADE Seven

I.OBJECTIVES
The learner demonstrates understanding of guidelines and

A. Content
principles in exercise program design to achieve personal
Standards
fitness.
B. Performance The learner designs an individualized exercise program to

Standards achieve personal fitness.
C. Learning The learner describes the nature and background of the

Competencies/ sport. (PE7GS-Id-5)
Objectives with  The learner identifies the badminton equipment and
the LC code the playing court/area. (PE7GS-Id-5.1)
 The learner labels the parts of badminton equipment
and playing area. (PE7GS-Id-5.2)
 The learner measures the playing area/court.
(PE7GS-Id-5.3)
II. CONTENT
Nature and Background of Badminton
A. References
1. Teacher’s Guide
pages None
1. Learner’s
Materials pages 66-67
2. Textbook pages None
3. Additional None
Materials from
Learning
Resources (LR)
Portal
B. Other Learning pictures, journal notebook, badminton racket, shuttlecock,

Resources net, 2 net posts, laptop, projector, speaker device.
Page 47 of 123
https://www.teamusa.org,
www.bgbadminton.com
https://www.topendsports.com
www.commons.wikimedia.org
http://www.badminton- information
history-courtofbadminton.blogspot.com
https://www.science20.com,
www.sporting-goods-industry.com
https://www.indiamart.chttps:www.pixabay.com
https:www.pixabay.com
https:www.dreamstime.com
IV.PROCEDURES: ADVANCE LEARNER AVERAGE LEARNER

A. Reviewing
previous lesson 1. The students will be 1. The students will be
or presenting asked to interpret the asked to interpret the
the new lesson pictures (a ladder-like pictures (a ladder-like
picture showing how picture showing how
badminton evolved) that badminton evolved) that
will be posted on the will be posted on the
board. board. with the use of the
 (Note: The pictures can following guide
also be presented questions:
through a powerpoint
presentation). 1. Are you familiar with
the pictures on the
board?
2. What are the things

that you can see on
the pictures?
3. What do you think

are the pictures all
about?
The students will be asked to answer the questions:
B. Establishing a  Is it really necessary that you know some things about

purpose for the badminton?
lesson
 What do you think is the importance of knowing its
nature and background?
C. Presenting 1. Within 5 minutes, the students will be asked to read
examples/ about the important information on:
instances of the
 LM, page 66: Dual Sports: Badminton
new lesson
Page 48 of 123
 Strips of paper/Hand-outs containing a brief history
of badminton which were taken from
https://www.topendsports.com (Badminton
History)and https://www.bgbadminton.com
(Badminton History –From Battledore to Poona to
Badminton)
2. The students will be asked what they have understood
about the information given on the LM and hand-outs.
1. The class will be
divided into 5 groups. 1. The class will be divided
2. Each group will be into 5 groups.
given strips of papers 2. Each group will be given
with words written on strips of papers with
each strip. words written on each
3. Each group will be strip.
tasked to arrange the 3. Each group will be
words/phrases to form tasked to arrange the
meaningful words/phrases to form
statements about meaningful statements
what they have read about the topic.
earlier. 4. Guide questions will be
given on the board.
Group 1:
Guide Questions:
a. What is badminton?
b. What is the aim of
playing badminton?
D. Discussing new c. What are the badminton
concepts and matches?
practicing new Group 2: d. What organization is
skills #1 governing badminton?
e. Where did badminton
become popular and
considered “the origin” of
the name itself?
Group 1:
Group 3:
Group 2:
Group 4:
Group 3:
Page 49 of 123
Group 5:
Group 4:
4. The first group that will be

able to arrange the
words/phrases and post
the strips of papers on Group 5:
the board within 2-3
minutes will be given
additional points. Each
group will choose a group
representative to read
the statement/s formed.
5. The first group that will be
5. Considering that the able to arrange the
students were given time words/phrases and post
to read about the nature the strips of papers on the
and background of the board within 2-3 minutes
sports, each group will be given additional
representative can be points. Each group will
asked to explain or give choose a group
additional details about representative to read the
the statement/s. The statement/s formed.
teacher may help in
processing the details. 6. Considering that the
students were given time
6. Afterwards, the teacher to read about the nature
will check if the formed and background of the
statements are correct. sports, each group
representative can be
asked to explain or give
additional details about
the statement/s. The
teacher may help in
processing the details.
7. Afterwards, the teacher

will check if the formed
statements are correct.
Group Activity:
E. Discussing
new concepts 1. The 5th group in the class will be divided into four (4) by
and means of using the letters A,B,C, and D. Group A will go
practicing
with the 1st group, B with the 2nd group, C with the 3rd
new skills #2
group and D with the 5th group.
2. Each group will be given a topic:
Page 50 of 123
Group 1-The Racket, Group 2- Shuttlecock, Group 3-
Playing Court, Group 4-Net/Net Posts
3. Within 2-3 minutes, each group will discuss the assigned
topic in front. Below are the options that can be used in
the activity to consider the time and availability of visual
aids.
a. If short time is only given to prepare, pictures of the
equipment and playing area that will be used by the
students in presenting the topics will be provided by the
teacher to ascertain the correct measurements and parts.
b. If ample time is given to prepare the visual aid, the
teacher may let the student draw and illustrate the parts
and measurements.
c. If materials and playing court are already available, the
students may preferably use those for a more realistic
learning experience.
racket shuttlecock
http://www.science20.com
http://www.badminton-information.com
Net/Net Posts
sites.google.com
Playing Court
Page 51 of 123
1. The students will be asked to answer the question; “Is

it possible to play the game without these materials
and court area?”
2. The teacher will help process each student’s opinion.
Answer the following questions:

1. What is the aim in playing badminton?
2. Why was it known “Poona” in the mid-19th century?
F. Developing 3. Why is badminton considered an individual or dual
mastery sport?
(Leads to 4. How come that badminton, became popular in
Formative England?
Assessment ) 5. What are the equipment used in badminton?
6. Why is it important to ascertain the availability of
equipment and playing area?
1. The students will be 1. The students will be

asked to make a asked to make a
badminton court badminton court
(wherever concrete area (wherever concrete area
is available using any is available using any
G. Finding
markers or masking markers or masking
practical
tape, and measuring tape, and measuring
applications of
tool/s for the court lines) tool/s for the court lines)
concepts and
with the correct with the correct
skills in daily
measurement. measurement.
living
2. The students will be 2. The students will be
asked to set the net and asked to set the net and
netposts on the playing netposts on the playing
area with the correct area with the correct
measurement. measurement.
The students will be asked
to answer the questions: The students will be asked to
answer the questions:
1. What is the significance (The teacher may simplify
H. Making of tracing back the each question in leading
generalization history of badminton? students arrive at the
and abstraction appropriate answer)
about the lesson 2. How do the equipment
and playing area play 1. What is the significance of
an important role in tracing back the history of
playing badminton? badminton?
Page 52 of 123
2. How do the equipment
and playing area play an
important role in playing
badminton?
A. Label the parts of the racket and shuttlecock.
B. Label of the following court area.
I. Evaluating
learning
https:www.dreamstime.com
C. Identification:
1. What is the governing body of
Badminton?
2. Where did badminton originate?
3. When did badminton originate?
4. What is the main aim in playing
badminton?
5. Which badminton match requires two
players in each court?
Journal Writing:
J. Additional
1. What important thing/s do I learn today?
activities for
application or 2. Why is it important to ascertain the availability of
remediation equipment and playing area?
V. REMARKS
Page 53 of 123
Q1-W3, Title: Basic Skills in Badminton:Serve
SCHOOL GRADE Seven

TEACHER LEARNING AREA Physical Education
DATE AND TIME QUARTER Q1 - Week 3
I.OBJECTIVES
The learner demonstrates understanding of guidelines and

A. Content
principles in exercise program design to achieve personal
Standards
fitness.
K. Performance
The learner designs an individualized exercise program to
Standards
achieve personal fitness.
L. Learning 1. The learner executes the skills involved in the sports.

Competencies/ (PE7GS-Id - 4)
Objectives with  The learner ables to serve a shuttlecock properly.
the LC code
(PE7GS-Id – 4.3)
II. CONTENT Basic Skills in Badminton: Serve

A. References
1. Teacher’s None
Guide pages
2. Learner’s None
Materials pages
3. Textbook None
pages
4. Additional None
Materials from
Learning
Resources (LR)
Portal
Projector, laptop, journal, racket, shuttlecock, net/netposts,
Page 54 of 123
B. Other Learning
Resources Carrie L. Badminton-Serve. Carriielehocky.weebly.com
IV. PROCEDURES: ADVANCE LEARNER AVERAGE LEARNER
A. Reviewing B. Warm-Up Exercise
previous C. The students will be asked to review the grips, ready
lesson or position and attack stance. Students follow
presenting command style.
the new
lesson
B. Establishing The students will be asked to answer the questions:
a purpose for
a. Is it really important to serve the shuttlecock properly?
the lesson
1. Students will be asked to observe or watch the
demonstration of proper and improper serve.
Below are the options that can be used by the teacher
in this phase:
a. The teacher will present a video clip badminton
players demonstrating proper and improper serve.
b. The teacher will let two students demonstrating
proper and improper serve.
C. Presenting c. The teacher may demonstrate proper and
examples/
improper serve.
instances of the
new lesson 2. The students will be asked to answer the following
questions:
a. Have you observed their ways of serving the
shuttlecock?
b. Which of the two is serving properly?
c. Will surely the one executing proper serve benefit
in playing badminton? Why?
(Note: teacher can simplify the questions or add questions
as long as desired answers will be given by the students.)
1. One student may 1. The teacher will

lead the class and demonstrate the skill.
demonstrate the skill. 2. The students will be asked
2. The students will be to follow command style.
asked to follow
command style. Forehand serve:
1. Slight knee bend
D. Discussing new
Forehand serve: 2. Relax body
concepts and
1. Slight knee bend 3. Non-racket leg in front
practicing new
2. Relax body 4. Racket back to about
skills #1
3. Non-racket leg in shoulder level
front. 5. Swing forward.
4. Racket back to 6. Hold shuttle by feathers
about shoulder and drop slightly in front.
level. 7. Hit wit flat surface.
5. Swing forward. 8. Follow through to head
level.
Page 55 of 123
6. Hold shuttle by Backhand/Short serve:
feathers and drop 1. Bring racket to waste level.
slightly in front. 2. Bring shuttle closer to meet
7. Hit wit flat surface. the racket instead of
8. Follow through to dropping it in front.
head level. 3. Contact at a higher point
but still below waist.
Backhand/Short serve: E. Push shuttle with face of
1. Bring racket to rackets.
waste level.
2. Bring shuttle
closer to meet the
racket instead of
dropping it in
front.
3. Contact at a
higher point but
still below waist.
4. Push shuttle with
face of rackets.
Progression: Partner Serving - Phase 1
1. Students will be paired up and have one person at

each line.
Below is the suggested option that can be used by the

teacher. (The choice of teacher will depend on the class
size, PE class area, time allotment.)
Legend:
Partner A
Partner B
E. Discussing
new concepts
and practicing
new skills #2
(Diagram 1)
Page 56 of 123
2. Have partner serve back and forth to each other,
catching it each time.
Example:
Step 1: Partner A serves the shuttlecock, then Partner B
will try to catch it.
Step 2: Partner B serves the shuttlecock, then partner A
will catch it.
3. The teacher can walk in between partners to challenge
them to serve higher.
Partner Serving – Phase 2 (5 minutes)
F. Developing
1. Students will be paired up and have one person at each
mastery
line. (see diagram 1 )
(Leads to
2.The student with the shuttlecock will try to hit it as far as
Formative
possible and the partner has to turn and run to try to
Assessment
catch it, but if it dropped, then the server gets a point.
)
3.Play best of five (5) and then switch servers.
1. Students will be paired up and have one person at

each court.
2. First pair will only the ones to enter the court, other
pairs will follow.
 Partner A will serve the shuttlecock then go
back to the line (at the back).
 Partner B hits the shuttlecock back then go
back to the line.
3. Second pair: The shuttlecock hitted back by Partner B
(first pair)will be served by Partner A then go back to
the line (at the back).
 Partner B hits back the shuttlecock then go
back to the line.
G. Finding practical 4. The same instructions will be done by the next pairs
applications of until all Partner A are already done serving the
concepts and shuttlecock.
skills 5. Switch service: all Partner B will be the ones to serve
and all Partner B will be the ones to hit back the
shuttlecock.
Legend:
Partner A
Partner B
(Diagram 2)
Page 57 of 123
The students will be asked to answer the following
H. Making questions:
generalization
and abstraction 1. What did you learn today that will be useful in
about the lesson playing badminton?
2. What made today’s lesson successful?
1. Skill evaluation will be done during the drills.

2. Each student will be evaluated through the use of
scoresheet containing the rubrics and skills performed.
(Note: below is an example of the scoresheet, the no. of
points for each criterion may be changed and the skills that
will be included depend on what will only be performed by
the students.)
No .of Grip Serve

I. Evaluating Criteria
Points
Forehand Backhand Forehand Backhand
learning Proficiency
in the
execution
of skills 6
Ability to
follow
instruction
s 2
Behavior
during the
drill 2
TOTAL 10
Journal Writing:
J. Additional
activities for 1. What made learning how to serve easy and
application or difficult?
remediation 2. Cite the body parts that benefited the most in
learning this skill.
e.g. heart and lungs
V. REMARKS
Page 58 of 123
Q1-W4, Title: Basic Skills in Badminton: Badminton Strokes
SCHOOL GRADE Seven

DATE AND TIME QUARTER Q1,Week 4
I.OBJECTIVES

A. Content Standards
personal fitness.
B. Performance
The learner designs an individualized exercise program
Standards
C. Learning The learner executes the skills involved in the sports.

Competencies/ (PE7GS-Id - 4)
Objectives with the
LC code  The learner executes the basic strokes in
badminton. (PE7GS-Id-4.4)
II. CONTENT Basic Skills in Badminton: Badminton Strokes

A. References
pages None
2. Learner’s Materials 82
pages
4. Additional
Materials from
Learning None
Resources (LR)
Portal
Page 59 of 123
B. Other Learning pictures, journal notebook
Resources
Setapa W.S., Badminton-handbook1. slideshare.com
A. Reviewing previous 1. Warm-up Exercise

lesson or 2. The students will be asked to review the grips,
presenting the new ready position, attack stance and serve.
lesson Students followcommand style.
The students will be asked to answer the questions:
b. Is there anyone who really loves watching

B. Establishing a badminton game?
purpose for the c. During the game, do you observe how the
lesson players hit the shuttlecock?
d. What do you think are the reasons why they hit
the shuttlecock in different ways?
In every game, the players use different strokes in

order to win the game or simply keep up the shuttle on
air.
1. The students will be asked to pay attention on
the video presentation.
C. Presenting
examples/ instances 2. After watching the video, the following
of the new lesson questions will be asked to students;
a. Did you find any difference in hitting the
shuttlecock only to keep it up on air?
b. Why do players use different strokes?
c. Do you know the strokes that they use while
playing the game?
BASIC STROKES:
1. Students will be asked to observe the basic strokes

(clear, lob, drop,net/drop shot, drive, smash). Below
are the options that can be used by the teacher.
a. Basic strokes can be demonstrated by the

D. Discussing new teacher.
concepts and b. Basic strokes can be demonstrated by th
practicing new skills student/s.
#1 c. Basic strokes can be presented through
picture/video presentation.
The Basic Strokes Diagram below illustrates the

direction of the shuttlecock when the following strokes
are used.
 CLEAR as defensive clear (1), and as attcking

clear (2)
Page 60 of 123
 Drive (3)
 Smash (4)
 Drop (5)
 Net play (6)
slideshare.com
2. Then, students follow-command style.
(Note: strokes that will be taught to average learners will

depend on the time allotment. Mastery first before
proceeding to the next stroke.)
Progression Phase:
BASIC STROKES:
1. Students will be asked to observe the basic

strokes (clear, lob, drop,net/drop shot, drive,
smash).
2. Below are the options that can be used by the
teacher.
a. Basic strokes can be demonstrated by the

teacher.
b. Basic strokes can be demonstrated by th
student/s.
E. Discussing new c. Basic strokes can be presented through
concepts and picture/video presentation.
practicing new
skills #2 The Basic Strokes Diagram below illustrates the
direction of the shuttlecock when the following strokes
are used.
 CLEAR as defensive clear (1), and as attcking clear

(2)
 Drive (3)
 Smash (4)
 Drop (5)
 Net play (6)
Page 61 of 123
slideshare.com
3. Then, students follow-command style.
(Note: strokes that will be taught to average learners will

depend on the time allotment and ability of students.
Mastery first before proceeding to the next stroke.)
1. From jog, on teacher’s cue,students run to halfway

between designated area, and then;
F. Developing mastery  execute ready position (ct.1);
(Leads to Formative  attack stance (ct. 2);
Assessment )  hit the shuttlecock (ct. 3) using the basic strokes
(at least 5 for each stroke)
1. Afterwards, students willbe paired-up, one partner

feeds the other partner then partners switch spots
every after the shuttle dropped.
Example:
a) Partner A feeds/serves shuttlecock to Partner
applications of
B.
concepts and skills
b) Partner B hits the shuttle using any learned
in daily living
strokes.
c) Partners attempt to keep the shuttlecock up for
as long as possible using the basic strokes.
d) Switching Spots: Once shuttlecock is dropped.
Parner B will take his turn to feed/serve the
shuttlecock to Partner A.
Recitation:The students will be asked to answer the

following;
H. Making
generalization and
1. How do you feel about the activities?
abstraction about
2. What important skills did you learn?
the lesson
3. In your opinion, can this really help you live a
healthier and active lifestyle?
1. Skill evaluation will be done during the drills.

2. Each student will be evaluated through the use
of scoresheet containing the rubrics and skills
performed.
(Note: below is an example of the scoresheet, the no.
I. Evaluating learning of points for each criterion may be changed and the
skills that will be included depend on what will only be
performed by the students.)
STROKES
No .of
Criteria Driv Net
Points
Clear e Smash Play Drop
Page 62 of 123
Proficiency in
the execution
of skills 6
Ability to follow
instructions 2
Behavior
during the drill 2
TOTAL 10
Journal Writing:
1. What made learning the different strokes easy

and difficult?
2. Which stroke/s am I good at?
3. Which stroke/s do I need to improve?

J. Additional activities 4. Create a Fitness program including the basic
for application or skills in badminton.
remediation
Sample Program:
Moderate Vigorous
Frequency 3x a week 4x a week
RPE of about
Intensity 11-13 RPE of about 13-16
Time 30 mins. And up 45 mins.
Type light hitting drills footworks, hitting drills
V. REMARKS
Page 63 of 123
Q1-W4, Title: Badminton-Related Injuries
SCHOOL GRADE Seven

I.OBJECTIVES
A. Content The learner demonstrates understanding of

Standards guidelines and principles in exercise program design
B. Performance
The learner designs an individualized exercise
Standards
C. Learning The learner performs appropriate first aid for sports-

Competencies/ related injuries. (PE7GS-Id-30)
Objectives with
the LC code
II. CONTENT BADMINTON-Related Injuries

A. References
1. Teacher’s Guide None
pages
2. Learner’s Materials 84-88
pages
4. Additional Materials None
from Learning
Resources (LR)
Portal
picture, copy of teacher-made worksheet, pen,
B. Other Learning activity notebook, videos on first aid and injury
Resources prevention, bandage
Page 64 of 123
https://www.physioroom.com/sports/badminton/1_ba
dminton_injuries.php
https://www.gettyimages.in/detail/news-photo/chinas-
xue-song-lies-injured-on-the-court-during-his-mens-
news-photo/518668312
A. Reviewing 1.What are basic grips/strokes in badminton?

previous lesson
or presenting the 2.Did you experience difficulty in executing the
new lesson different strokes which led you to feel muscle
sores or any pain?
B. Establishing a
purpose for the Do we need to deal with the muscle sores and any
lesson pain seriously? Why?
1. Pictures of injured badminton players will be

presented to students through printed pictures or
PowerPoint presentation.
C. Presenting examples/
instances of the new
lesson https://www.gettyimages.in
2. Part of presenting the lesson, the students will be

encouraged to say something about the pictures.
 What can you say about the pictures?
 Is there anything that we can do to
prevent it from happening or at least treat
them if the injury is already experienced?
D. Discussing new 1. Within 15 minutes, students will be asked to do

concepts and the Activity 6: Spot the Possibilities (refer on
practicing new skills page 84-85)
#1
TIME TO READ:
1. Within 5 minutes, the students will be asked to

read INJURY PREVENTION IN DUAL
SPORTS particularly Badminton, (refer on LM,
E. Discussing new page 85-88).
concepts and 2. After reading, students will be asked to answer
practicing new skills the following questions:
#2 a. Why do exercise and sports
participation increase risk of injuries?
b. What are the possible injuries that
maybe experienced in playing
badminton?
Page 65 of 123
c. What are the measures used to
prevent and treat possible injuries?
(The teacher may demonstrate the proper RICE

(Rest, Ice, Compression, Elevate) method and other
first-aid methods if needed. ) Note: Refer to LM, page
52
1. Random Calling of Names will be done by the
teacher.
2. Whoever will be called will pick a strip of paper
containing a particular injury,
3. Within 2-3 minutes, the student should be able to
give the appropriate first-aid treatment for the
F. Developing mastery injury and will explain why this can be an
(Leads to Formative appropriate first aid.
Assessment )
Example: Pedro picked a strip of paper with “leg
muscle cramps” written on it. His answer could be,
“elevate the legs” so that the blood can circulate well
and supply an ample amount of oxygen needed by the
muscles.
1. Each group will be given 5 minutes to perform

the appropriate first aid to the situations given
below.
a. Levy was a devoted badminton player,

one morning during practice, his ankle
sprained as she jumped to smash up the
shuttlecock.
b. Kierby was executing the clear and lob
strokes as he suddenly experienced
shoulder stiffness (rotator cuff injury) and
it was so painful that he could not easily
move it.
applications of Scoring Rubrics :
concepts and skills in Poor Fair Good
daily living 5 10 points 15 points
points
Identify IdentifiIdentify Identify the
the ed the the situation and
situation situatiosituation show proper
n the and show steps in
victim proper performing
is in. steps in first aid.
performing
first aid.
Performa Showe Showed Showed
nce d proper proper
proper steps but techniques/id
techniq treated entified the
ue but victim victim’s
Page 66 of 123
missed improperly problem.
some . Perform
steps. proper first aid
skills.
(See LM, page 55)
The students will be asked to answer the following
questions:
H. Making generalization
1. Why should injury be given first aid
and abstraction about
treatment?
the lesson
2. Why should you elevate the injured area?
3. What can you do to prevent injury?
Sentence Completion:
1. Rest the injured _______.
Essay Test: 2. _____ the injury to lessen
1. What do you swelling.
mean by
3. Apply a ________
R.I.C.E
method? bandage to minimize
I. Evaluating learning
Explain each swelling.
and its
4. Elevate the injury to
importance.
reduce _____..
5. ________ is a sudden
muscle contraction that
may feel extremely
painful.
Journal Writing:
1. What did I realize about the importance of first-
J. Additional activities aid as means to treat and prevent serious
for application or sports-related injuries?
remediation
V. REMARKS
Page 67 of 123
Q1-W4, Title: Basic Skills in Badminton Mini Competition
SCHOOL GRADE Seven

I.OBJECTIVES
The learner demonstrates understanding of

A. Content Standards
guidelines and principles in exercise program
design to achieve personal fitness.
B. Performance
The learner designs an individualized exercise
Standards
C. Learning The learner keeps the importance of winning and

Competencies/ losing in perspective. (PE7GS-Id-32)
Objectives with the LC
code.
II. CONTENT Badminton Mini Competition

A. References
1. Teacher’s Guide pages
2. Learner’s Materials 106-107
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) Portal
racquet, shuttlecock, net/posts, copy of teacher-
B. Other Learning made assessment tool.
Resources  https://twitter.com/inspowerminds/status/5141
35050221518848
IV. PROCEDURES: Advance Learner Average Learner

Warm-up Exercise (sports specific warm-up)
lesson or presenting  The class will be asked to form four lines.
the new lesson  Each student sees to it that he/she has a
partner.
Page 68 of 123
 See LM, page 97 to be guided with the specific
warm-up exercise.
1. Before putting the class into a mini

competition, they will be fed first with the
important saying that will be given by the
teacher.
B. Establishing a
purpose for the lesson
2. The students will be encouraged to share their

interpretations about the saying presented.
None
instances of the new
lesson
D. Discussing new
concepts and practicing
None
new skills #1
E. Discussing new
concepts and practicing None
new skills #2
(Leads to Formative None
Assessment )
1. Students will be paired and matched up for
“Mini Competition”.
G. Finding practical 2. Students will be asked to fill-out the Mini-
applications of concepts Competition Log (see page 107) and write
and skills in daily living their personal game feedback on their team’s
performance after the game.
H. Making generalization  What was our goal in the mini-competition?

and abstraction about  Did you realize that winning the game
the lesson matters? If it did or it didn’t matter, why?
1. The class will be asked to submit the mini-

competition log, this will serve as evidence of
their participation.Winners will be given
I. Evaluating learning
additional points.
Journal Writing:
J. Additional activities for 1. What did I learn from winning or losing the
application or game?
remediation 2. Did I really enjoy participating in sports while
going against my peers?
Page 69 of 123
V. REMARKS
Q1, W3, Title: Nature and Background of Gymnastics
SCHOOL GRADE Seven

I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of
B. Performance Standards The learner designs an individualized exercise

C. Learning 1.The learner describes the nature and
Competencies/Objectives background of the sport. (PE7GS-Id-5)
Write the LC code for each 2.Explain the origin of the sport Gymnastics.
(PE7GS-Id-5.1)
3.Identify the equipment in Gymnastics.(PE7GS-
Id-5.2)
II. CONTENT Nature and Background of Gymnastics

Sub-topics: History of Gymnastics
Equipment and Facilities in
Gymnastics
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide K to 12 P.E Curriculum Guide, May 2016
pages
2. Learner’s material OHSPPE1Q2MODULE3
pages
3. Textbook pages
4. Additional materials OHSPPE1Q2MODULE3, pages 8-9;17-22
from Learning
Resources (LR)
Portal
B. Other Learning manila paper, pentel pen, masking tape, laptop,
Resources projector, speaker
https://www.youtube.com/watch?v=fFlDlashZMA
https://www.youtube.com/watch?v=PPFiC3nAux
Qhttps://www.youtube.com/watch?v=AQzoQZKd
VuY
Page 70 of 123
IV. PROCEDURES ADVANCE LEARNER AVERAGE LEARNER
A. Reviewing previous The students will be The students will be
lesson or presenting asked to name the asked to name the
the new lesson pictures that will be pictures that will be
posted on the board. posted on the board.
B. Establishing a Motive Question: Motive Question:

purpose for the How does learning What benefits you can
lesson Gymnastics can be obtain from learning
benefit you? Gymnastics?
C. Presenting The teacher will let The teacher will let the
examples/instances the students interpret students interpret the
of the new lesson the pictures given. pictures given.
Page 71 of 123
D. Discussing new Group the learners Group the learners into
concepts and into 5. With the group, 5. With the group, let
practicing new skills let them watch the them watch the following
following videos. videos. (Note: Provide
them a handout for
Guide Questions: additional information.)
a. What is
Gymnastic? Guide Questions:
b. What are the a. What is
physical fitness Gymnastic?
skills required in b. What are the
Gymnastics? physical fitness
c. Where did skills required in
Gymnastics Gymnastics?
originated? c. Where did
d. What are the Gymnastics
three categories originated?
of Competitive d. What are the
Gymnastics? three categories
e. What are the of Competitive
equipment and Gymnastics?
facilities in e. What are the
Gymnastics? equipment and
-Each group will be facilities in
tasked to make an Gymnastics?
outline about the -Each group will be
background of tasked to make an
Gymnastics guided by outline about the
the questions posted background of
on the board and Gymnastics guided by
write it in manila the questions posted on
paper. the board and write it in
-Select a manila paper.
representative from -Select a representative
the group to present from the group to
their output. present their output.
-Present the criteria
for rating the group -Present the criteria for
activity. rating the group activity.
Page 72 of 123
-The teacher will -The teacher will provide
provide additional additional details every
details every after the after the group
group presentation. presentation.
E. Making What is Gymnastics? What is Gymnastics?

generalizations and
abstractions What are the What are the
equipments in equipments in
Gymnastics? Gymnastics?
F. Evaluating learning Answer the following Answer the following
questions in a 1 questions in a 1 whole
whole sheet of paper. sheet of paper.
1. Define 1. Define Gymnastics.
Gymnastics. 2. What are the skills
2. What are the skills required in
required in Gymnastics?
Gymnastics? 3. Where did
3. Where did Gymnastics
Gymnastics originated?
originated? 4. What are the three
4. What are the categories of
three categories competitive
of competitive Gymnastics?
Gymnastics? 5. What are the
5. What are the equipment used in
equipment used in Gymnastics?
Gymnastics?
G. Agreement/ Journal Notebook Journal Notebook

Assignment 1. Why is it 1. Why is it
important to know important to
the nature and know the nature
background of and background
Gymnastics? of Gymnastics?
V. REMARKS
Page 73 of 123
Q1-W3, Title: Basic Gymnastics Skills- Forward Roll
SCHOOL GRADE Seven

I.OBJECTIVES
B. Performance Standards The learner designs an individualized exercise

C. Learning The learner executes the skills involved in the
Competencies/Objective sport. (PE7GS-Id-H-4)
s
Write the LC code for each  Perform the forward roll in Gymnastics.
(PE7GS-Id-H-4.1)
II. CONTENT Basic Gymnastics Skills

Sub-topic: Forward Roll
A. References
1. Teacher’s Guide pages K to 12 P.E Curriculum Guide, May 2016

pages
3. Textbook pages
4. Additional materials OHSPPE1Q2MODULE3, pages 9-17; page 39
from Learning
B. Other Learning laptop, projector, tumbling mat
Resources https://www.youtube.com/watch?v=_9HxqFzHAT
4

A. Reviewing previous Activity 1 - Know Activity 1 - Know
lesson or presenting Yourself (The results of Yourself (The results
the new lesson this activity will be of of this activity will be of
vital importance in vital importance in
diagnosing the diagnosing the
Page 74 of 123
knowledge and knowledge and
capabilities in learning capabilities in learning
gymnastics.) gymnastics.)
-Putacheck (/)mark -Putacheck (/)mark

in theColumn in theColumn
ofYESorNOto ofYESorNOto
assess yourself. assess yourself.
Copy and Copy and
writeyouranswers writeyouranswers
inyourjournal/noteb inyourjournal/note
ook. (Refer to book. (Refer to
appendix 1) appendix 1)
C. Establishing a What is the importance What is the importance
purpose for the of learning the basic of learning the basic
lesson skills in Gymnastics in skills in Gymnastics in
ensuring your good ensuring your good
health? health?
D. Presenting Activity 2 – KIDS PLAY Activity 2 – KIDS
examples/instances PLAY
of the new lesson 1. Perform some of
the kids’ play you 1. Perform some of
have had during the kids’ play you
your early years in have had during
elementary. your early years in
Consider safety elementary.
measures in doing Consider safety
these activities. measures in doing
2. Kindly write down in these activities.
your journal 2. Kindly write down
notebook five in your journal
games you and notebook five
your friends or games you and
classmates have your friends or
played. classmates have
3. Describe how these played.
were played. 3. Describe how
4. Question: What these were played.
were the skills you
have exhibited in Question: What were
order to win in these the skills you have
games? Are these exhibited in order to
the same skills you win in these games?
see among Are these the same
Gymnastics? skills you see among
Gymnastics?
E. Discussing new The teacher will show a The teacher will

concepts and video on how to do discuss and
practicing new skills
Page 75 of 123
forward rolls for demonstrate the basic
beginner. forward roll in
Gymnastics.
Steps in doing forward
rolls: Steps in doing forward
rolls:
1. Stretch first.
2. Stand on a mat. 1. Stretch first.
(Alternatively, you 2. Stand on a mat.
can do a forward (Alternatively, you
roll on a downward can do a forward
incline and use roll on a downward
gravity to help you incline and use
move into the roll). gravity to help you
3. Get in starting move into the roll).
position. Squat with 3. Get in starting
your feet together position. Squat
and bend your with your feet
knees. Place your together and bend
hands on the your knees. Place
ground in front of your hands on the
you with your ground in front of
elbows bent. Your you with your
hands should be elbows bent. Your
evenly spaced at hands should be
shoulder width. evenly spaced at
4. Drop your head shoulder width.
between your arms. 4. Drop your head
Be sure to tuck in between your
your chin. arms. Be sure to
5. Roll forward. Push tuck in your chin.
over onto your 5. Roll forward. Push
upper back, so that over onto your
your body rolls upper back, so that
forward and your your body rolls
hips are pushed forward and your
over your head. hips are pushed
Follow the curve of over your head.
your spine as you Follow the curve of
roll. your spine as you
6. Have straight legs roll.
and pointed toes. 6. Have straight legs
Throughout the roll, and pointed toes.
your legs should Throughout the
stay straight and roll, your legs
your toes pointed. should stay straight
Bend your legs only and your toes
at the end of the pointed. Bend your
Page 76 of 123
roll, when it is time legs only at the
to stand up. end of the roll,
7. Stand without using when it is time to
your hands for stand up.
support. Place your 7. Stand without
feet flat on the floor using your hands
and move into a for support. Place
standing position. your feet flat on the
Straighten your floor and move into
legs, then finish a standing position.
upright with your Straighten your
hands over your legs, then finish
head. upright with your
hands over your
head.
F. Developing mastery Before to start, the Before to start, the

learners will do the learners will do the
stretching. stretching.
1. The class will be 1. The class will be
divided into two. divided into two.
2. The first group will 2. The first group will
perform first the perform first the
forward roll one by forward roll one by
one following the one following the
procedure on how procedure on how
to do forward roll to to do forward roll to
be spotted by the be spotted by the
teacher. teacher.
3. The other group will 3. The other group
watch the will watch the
performance of the performance of the
first group and then first group and then
vice versa. vice versa.
G. Making 1. What is Forward 1. What is

generalizations and Roll? Forward Roll?
abstractions 2. How to do a 2. What are the
forward Roll? steps in doing
a Forward
Roll?
H. Evaluating learning Direction: Next to skill, Direction: Next to skill,
List five important List five important
things that you should things that you should
focus on when working focus on when working
to improve that skill. to improve that skill.
You can use diagrams You can use diagrams
if you wish. Write your if you wish. Write your
answer in your paper. answer in your paper.
FORWARD ROLL – FORWARD ROLL –
Page 77 of 123
I. Additional activities Journal Notebook Journal Notebook
for application or 1. Why is active 1. Why is
remediation participation in active
individual sports participatio
(Gymnastics) n in
important to your individual
life? sports
2. How can you (Gymnastic
benefit from s) important
participating actively to your life?
in individual sports How can you benefit
(Gymnastics)? from participating
actively in individual
sports (Gymnastics)?
V. REMARKS
Page 78 of 123
Q1-W3, Title: Basic Gymnastics Skills- Backward Roll
SCHOOL GRADE Seven

I.OBJECTIVES
B. Performance The learner designs an individualized exercise

Standards program to achieve personal fitness.

Competencies/Objec sport. (PE7GS-Id-H-4)
tives
Write the LC code Perform the backward roll in Gymnastics.
for each

Sub-topic: Backward Roll
A. References
pages K to 12 P.E Curriculum Guide, May 2016
2. Learner’s material
pages OHSPPE1Q2MODULE3
3. Textbook pages
4. Additional materials
from Learning OHSPPE1Q2MODULE3, pages 9-17; page 37-38
Resources (LR)
Portal
Resources https://www.youtube.com/watch?v=OFj8WM5CgU
o
IV. PROCEDURES ADVANCE AVERAGE LEARNER

LEARNER
Page 79 of 123
A. Reviewing previous The learner will The learner will perform
lesson or presenting perform the proper the proper execution of
the new lesson execution of Forward Forward Roll to be spotted
Roll to be spotted by by the teacher.
the teacher.
B. Establishing a What is the What is the importance of

purpose for the importance of learning the basic skills in
lesson learning the basic Gymnastics in ensuring
skills in Gymnastics your good health?
in ensuring your good
health?
C. Presenting Activity 2 – KIDS Activity 2 – KIDS PLAY
examples/instances PLAY
of the new lesson 1. Perform some of the
1. Perform some of kids’ play you have
the kids’ play had during your early
you have had years in elementary.
during your early Consider safety
years in measures in doing
elementary. these activities.
Consider safety 2. Kindly write down in
measures in your journal notebook
doing these five games you and
activities. your friends or
2. Kindly write classmates have
down in your played.
journal notebook 3. Describe how these
five games you were played.
and your friends
or classmates Question: What were the
have played. skills you have exhibited in
3. Describe how order to win in these
these were games? Are these the
played. same skills you see
4. Question: What among Gymnastics?
were the skills
you have
exhibited in
order to win in
these games?
Are these the
same skills you
see among
Gymnastics?
Page 80 of 123
D. Discussing new The teacher will show The teacher will show a
concepts and a video on how to do video on how to do
practicing new skills backward rolls for backward rolls for
beginner. beginner. (Note: The
teacher should
Steps in doing demonstrate on how to do
backward rolls: a backward roll)
1. Start in a squat Steps in doing backward
position. Start with rolls:
your knees
together and your 1. Start in a squat
back straight. position. Start with
Your thighs your knees together
should be parallel and your back straight.
to the floor. Your thighs should be
2. Hold your palms parallel to the floor.
facing the ceiling. 2. Hold your palms facing
Bend your arms the ceiling. Bend your
close to your arms close to your
body. Place your body. Place your
palms facing palms facing towards
towards the the ceiling just above
ceiling just above your shoulders. Tuck
your shoulders. your chin to your chest
Tuck your chin to like you are looking at
your chest like your bellybutton.
you are looking at 3. From the squat
your bellybutton. position, drop your butt
3. From the squat down by bending your
position, drop legs. Push back with
your butt down by your heels. You’ll start
bending your legs. to roll onto your back.
Push back with 4. As you roll backwards,
your heels. You’ll keep your knees
start to roll onto tucked to your chest.
your back. Roll quickly enough so
4. As you roll that you get some
backwards, keep momentum. As the
your knees tucked knees and legs start to
to your chest. Roll go over your head,
quickly enough so push with your arms
that you get some and shoulders.
momentum. As 5. As you straighten your
the knees and arms, your hips will
legs start to go start to lift up. This will
over your head, roll your body over
push with your
Page 81 of 123
arms and your head. Land on
shoulders. your feet.
5. As you straighten
your arms, your
hips will start to lift
up. This will roll
your body over
your head. Land
on your feet.
E. Developing mastery Before to start, the Before to start, the

2. The first group 2. The first group will
will perform first perform first the
the backward roll backward roll one by
one by one one following the
following the procedure on how to
procedure on do backward roll to be
how to do spotted by the
backward roll to teacher.
be spotted by 3. The other group will
the teacher. watch the
3. The other group performance of the
will watch the first group and then
performance of vice versa.
the first group
and then vice
versa.
F. Making 1. What is backward 1. What is Backward

generalizations and Roll? Roll?
abstractions 2. What are the steps in
2. How to do a doing a backward
backward Roll? Roll?
G. Evaluating learning Direction: Next to Direction: Next to skill, List
skill, List five five important things that
important things that you should focus on when
you should focus on working to improve that
when working to skill. You can use
improve that skill. diagrams if you wish.
You can use Write your answer in your
diagrams if you wish. paper.
Write your answer in
your paper. BACKWARD ROLL –
BACKWARD ROLL –
Page 82 of 123
H. Additional activities Journal Notebook Journal Notebook
for application or 1. Why is active 1. Why is active
remediation participation in participation in
individual sports individual sports
(Gymnastics) (Gymnastics)
important to your important to your
life? life?
2. How can you
benefit from How can you benefit from
participating participating actively in
actively in individual sports
individual sports (Gymnastics)?
(Gymnastics)?
V. REMARKS
Page 83 of 123
Q1-W3, Title: Basic Gymnastics Skills- Cartwheel
SCHOOL GRADE Seven

I.OBJECTIVES
B. Performance The learner designs an individualized exercise

Standards program to achieve personal fitness.
Competencies/Objecti sport. (PE7GS-Id-H-4)
ves
Write the LC code for Perform the basic cartwheel in Gymnastics.
each (PE7GS-Id-H-4.1)
Sub-topic: Cartwheel
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 P.E Curriculum Guide, May 2016

pages
3. Textbook pages
4. Additional materials OHSPPE1Q2MODULE3, pages 9-17; page 38
from Learning
Resources https://www.youtube.com/watch?v=97RVWQ7FBt4

A. Reviewing previous The learners will The learners will
lesson or perform the proper perform the proper
presenting the new execution of backward execution of backward
lesson roll to be spotted by the roll to be spotted by the
teacher. teacher.
Page 84 of 123
B. Establishing a What is the importance What is the importance
purpose for the of learning the basic of learning the basic
lesson skills in Gymnastics in skills in Gymnastics in
ensuring your good ensuring your good
health? health?
C. Presenting Activity 2 – KIDS PLAY Activity 2 – KIDS PLAY
examples/instances
of the new lesson 1. Perform some of 1. Perform some of
the kids’ play you the kids’ play you
have had during have had during
your early years in your early years in
elementary. elementary.
Consider safety Consider safety
measures in doing measures in doing
these activities. these activities.
2. Kindly write down 2. Kindly write down
in your journal in your journal
notebook five notebook five
games you and games you and
your friends or your friends or
classmates have classmates have
played. played.
3. Describe how 3. Describe how
these were played. these were
4. Question: What played.
were the skills you
have exhibited in Question: What were
order to win in the skills you have
these games? Are exhibited in order to win
these the same in these games? Are
skills you see these the same skills
among you see among
Gymnastics? Gymnastics?
D. Discussing new The teacher will show a The teacher will show a
concepts and video on how to do a video on how to do a
practicing new cartwheel for beginner. cartwheel for beginner.
skills (Note: the teacher
Steps in doing a should demonstrate on
Cartwheel: how to do a cartwheel
1. Lunge forward with for clearer execution)
your lead leg and Steps in doing a
raise your arms. Cartwheel:
Slightly bend your
front leg at the knee 1. Lunge forward with
and keep your back your lead leg and
leg straight. Keep raise your arms.
both feet pointing Slightly bend your
Page 85 of 123
forward parallel to front leg at the knee
your imaginary line. and keep your back
Hold yours arms leg straight. Keep
straight up by your both feet pointing
ears. forward parallel to
your imaginary line.
2. Lower your arms Hold yours arms
towards the ground straight up by your
while raising your ears.
back leg. Keep your 2. Lower your arms
arms straight by towards the ground
your ears as you while raising your
lower them down to back leg. Keep your
bring your head and arms straight by
torso down as well. your ears as you
3. Place your hands lower them down to
on the mat as bring your head and
you turn your torso down as well.
body sideways. 3. Place your hands on
Put down the arm the mat as you turn
on the same side your body sideways.
of your body as Put down the arm on
your lead leg first. the same side of
Then put your your body as your
other arm down lead leg first. Then
so they’re spread put your other arm
about shoulder down so they’re
width apart. spread about
4. Push off on your shoulder width
front leg, then apart.
bring your legs 4. Push off on your
up in a V shape. front leg, then bring
5. Lower your lead your legs up in a V
leg as you lift the shape.
first hand you put 5. Lower your lead leg
down off the mat. as you lift the first
6. Bring your other hand you put down
leg down while off the mat.
lifting your other 6. Bring your other leg
hand off the mat. down while lifting
7. Land in a lunge your other hand off
facing in the the mat.
opposite 7. Land in a lunge
direction. Make facing in the
sure your arms opposite direction.
are straight and Make sure your
arms are straight
Page 86 of 123
pointing upwards, and pointing
next to your ears. upwards, next to
your ears.
E. Developing mastery Before to start, the Before to start, the

2. The first group 2. The first group
will perform first will perform first
the cartwheel one the cartwheel
by one following one by one
the procedure on following the
how to do a procedure on
how to do a
cartwheel to be
cartwheel to be
spotted by the
spotted by the
teacher. teacher.
3. The other group 3. The other group
will watch the will watch the
performance of performance of
the first group the first group
and then vice and then vice
versa. versa.
F. Making 1. What is Cartwheel? 1. What is Cartwheel?

generalizations and 2. How to do a 2. What are the steps
abstractions Cartwheel? in doing a
cartwheel?
G. Evaluating learning Direction: Next to skill, Direction: Next to skill,

List five important things List five important things
that you should focus on that you should focus on
when working to when working to
improve that skill. You improve that skill. You
can use diagrams if you can use diagrams if you
wish. Write your answer wish. Write your answer
in your paper. in your paper.
CARTWHEEL – CARTWHEEL –
H. Additional activities Journal Notebook Journal Notebook

for application or 1. Why is active 1. Why is active
remediation participation in participation in
(Gymnastics) (Gymnastics)
important to your important to your
life? life?
Page 87 of 123
2. How can you 2. How can you
benefit from benefit from
participating participating
actively in actively in
(Gymnastics)? (Gymnastics)?
V. REMARKS
Q1-W4, Title: Basic Gymnastics Skills: Handstand
SCHOOL GRADE Seven

I.OBJECTIVES
A. Content The learner demonstrates understanding of guidelines and
Standards principles in exercise program design to achieve personal
fitness.

C. Learning The learner executes the skills involved in the sport.

Competencies/ (PE7GS-Id-H-4)
Objectives
Write the LC code Perform the basic Handstand in Gymnastics.( (PE7GS-Id-H-
for each 4.2)
Sub-topic: Handstand
A. References
1. Teacher’s K to 12 P.E Curriculum Guide, May 2016

Guide pages
2. Learner’s OHSPPE1Q2MODULE3
material
pages
3. Textbook
pages
4. Additional OHSPPE1Q2MODULE3, pages 9-17; page 39
materials
from
Learning
Resources
(LR) Portal
Page 88 of 123
B. Other laptop, projector, tumbling mat
Learning https://www.youtube.com/watch?v=fl8LsjCxWcc
Resources
HoningYourSkills ThroughMAPEH I MAPEH SKILLSI
DistanceLearningModules(P.E. andHealth)
2010TeachingGuides (P.E. andHealth)
https://www.youtube.com/watch?v=fl8LsjCxWcc
www.mediciicinnet.cm
www.aquasphereswim.com
www.burnleybobcats.com
www.knolgoogle.com
www.sportcentric.com
www.inmagine.com
www.buzzle.com
www.livestrong.com
www.teachpe.com
www.wikipedia.com
www.google.com
www.yahoo.com
www.ehow.com
wiki.answers.com
www.librarythinkquest.com
www.chiff.com
m2002.thecgf.com
A. Reviewing The learners will perform The learners will perform the
previous the proper execution of proper execution of cartwheel
lesson or cartwheel to be spotted by to be spotted by the teacher.
presenting the teacher.
the new
lesson
B. Establishing What is the importance of What is the importance of
a purpose learning the basic skills in learning the basic skills in
for the Gymnastics in ensuring Gymnastics in ensuring your
lesson your good health? good health?
C. Presenting Activity 2 – KIDS PLAY Activity 2 – KIDS PLAY

examples/ins
tances of the 1. Perform some of the 1. Perform some of the kids’
new lesson kids’ play you have play you have had during
had during your early your early years in
years in elementary. elementary. Consider
Consider safety safety measures in doing
measures in doing these activities.
these activities. 2. Kindly write down in your
2. Kindly write down in journal notebook five
your journal notebook games you and your
five games you and friends or classmates have
your friends or played.
classmates have 3. Describe how these were
played. played.
Page 89 of 123
3. Describe how these Question: What were the skills
were played. you have exhibited in order
4. Question: What were to win in these games?
the skills you have Are these the same skills
exhibited in order to you see among
win in these games? Gymnastics?
Are these the same
skills you see among
Gymnastics?
D. Discussing The teacher will show a

new video on how to do a The teacher will show a video
concepts handstand for beginner. on how to do a handstand for
and beginner. (Note: The teacher
practicing Steps in doing a should also demonstrate the
new skills Handstand: handstand for clear execution)
1. Choose a suitable and Steps in doing a Handstand:

safe place to do a
handstand. 1. Choose a suitable and safe
2. Take a wide stance place to do a handstand.
3. Stand with one foot in 2. Take a wide stance
front. 3. Stand with one foot in front.
4. Make sure your back 4. Make sure your back is
is straight. straight.
5. Reach down to the 5. Reach down to the ground
ground with your with your hands, at least
hands, at least one one foot past your toes.
foot past your toes. Don’t try to keep your
Don’t try to keep your hands too close to your
hands too close to feet, as this will make the
your feet, as this will handstand much more
make the handstand difficult to perform.
much more difficult to 6. Kick up hard off the foot
perform. that is still on the ground.
6. Kick up hard off the 7. Push upright into the air.
foot that is still on the 8. Return to the original
ground. position. When you are
7. Push upright into the ready, step back down,
air. keeping your arms by your
8. Return to the original ears and finish.
position. When you
are ready, step back
down, keeping your
arms by your ears and
finish.
Page 90 of 123
E. Developing Before to start, the Before to start, the learners will
Mastery learners will do the do the stretching.
stretching. 1. The class will be divided
1. The class will be into two.
divided into two. 2. The first group will
2. The first group will perform first the
perform first the handstand one by one
handstand one by one following the procedure
following the on how to do a
procedure on how to handstand to be spotted
do a handstand to be by the teacher.
spotted by the 3. The other group will
teacher. watch the performance
3. The other group will of the first group and
watch the then vice versa.
performance of the
first group and then
vice versa.
F. Making 3. What is Handstand? 3. What is Handstand?

generalizatio 4. How to do a 4. What are the steps in
ns and Handstand? doing a Handstand?
abstractions
G. Evaluating Direction: Next to skill, List Direction: Next to skill, List five
learning five important things that important things that you
you should focus on when should focus on when working
working to improve that to improve that skill. You can
skill. You can use use diagrams if you wish. Write
diagrams if you wish. Write your answer in your paper.
your answer in your paper.
HANDSTAND –
HANDSTAND –
H. Additional Journal Notebook Journal Notebook

activities for 1. Why is active 1. Why is active
application or participation in participation in individual
remediation individual sports sports (Gymnastics)
(Gymnastics) important to your life?
important to your life? 2. How can you benefit from
2. How can you benefit participating actively in
from participating individual sports
actively in individual (Gymnastics)?
sports (Gymnastics)?
V. REMARKS
Page 91 of 123
Q1-W3, Title: Nature and Background of Table Tennis, Facilities and Equipment
SCHOOL GRADE Seven

I. OBJECTIVES

Standard principles in exercise program design to achieve personal
fitness.

Standard achieve personal fitness.
C. Learning Describes the nature, background of the sport.

Competencies/ (PE7GS-IID-5)
Objectives
Identify and describe the facilities and equipment used in
Write the LC code Table Tennis. ((PE7GS-IID-5.1 )
for each.
II. CONTENT Nature and Background of Table Tennis, Facilities and
Equipment

A. References
1. Teacher’s K to 12 Curriculum Guide, May 2016
Guide pages
2. Learners pages 70-71
Materials pages
3. Textbook pages
MAPEH 7 by Vilma V. Perez, Crisanto E. Tomas, Jonathan
E. Antonio pp. 280- 282
Page 92 of 123
MAPEH 7 k to 12 Compliant ( Quennie S. MIrand, Laura R.
Jugueta, Guinvere E. Sacdala, Maria Teresa R. San Jose,
Coordinator: Ma. Teresa C. Bayle, Project Director: Sr.
Josefina F. Nebres, ICM pp. 74-76, 76-77
4. Additional
Materials from
Learning
Resources
B. Other Learning https://upload.wikimedia.org/wikipedia/commons/2/26/Tabl
Resources etennis.jpg,
https://www.libertygames.co.uk/images/1/products/3774_d
unlop-evo5000-table-tennis.jpg
https://cdn.shopify.com/s/files/1/2677/3302/products/Robo
BallsHero_800x.jpg?v=1515294350
https://en.wikipedia.org/wiki/Basketball&rct=j&frm=1&q=&e
src=s&sa=U&ved=0ahUKEwiBvZ3y_uzhAhXjQ3wKHZc3C
sIQwW4IFjAA&usg=AOvVaw2xrVj9mreG9xOpUEM-drEJ
https://www.tampabay.com/sports/high-
schools/2018/10/23/district-swimming-notebook-lofty-
expectations-for-a-stacked-plant-girls-team
https://www.olympic.org/gymnastics-
artistic&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ahUKEwifn
ozV_-
zhAhWUknAKHVtdABQQwW4IIDAF&usg=AOvVaw1X-
StkjBX4RfYnVRduhixT
https://en.wikipedia.org/wiki/Association_football&rct=j&fr
m=1&q=&esrc=s&sa=U&ved=0ahUKEwiJ0Mjt_-
zhAhUT2o8KHaHgBwgQwW4IFjAA&usg=AOvVaw3xzfSB
yxTmZYAsWp8h0nTy
http://www.rulesofsport.com/sports/badminton.html
http://www.satabletennis.org/&rct=j&frm=1&q=&esrc=s&sa
=U&ved=0ahUKEwiG_rKrgO3hAhVKo48KHeNMDMw4FB
DBbggWMAA&usg=AOvVaw3DvIiJwTt61roNO3CSR2yI
A. Reviewing The teacher will post The teacher will post different
previous lesson or different sports. sports.
presenting the new Can you describe the What can you say about the
lesson pictures? pictures?
Name the following Name the following sports and
sports and classify them classify them whether an
whether an individual/dual sport or a team
individual/dual sport or a sport.
team sport.
Page 93 of 123
Process students Process students response
response Let the students describe the
Let the students difference of Individual/ dual
differentiate Individual/ sports to Team Sports through
dual sports to Team the given pictures.
Sports.
B. Establishing a Describe the picture. Describe the picture. Write 5
purpose for the Write 5 words words connected to the picture
lesson associated to the picture inside the clouds.
inside the clouds.
Process students response.
Page 94 of 123
Process students
response.
C. Presenting Read LM pp. 70-71,MAPEH 7 by Vilma V. Perez, Crisanto

examples/ E. Tomas, Jonathan E. Antonio pp. 280- 282
instances of the MAPEH 7 k to 12 Compliant ( Quennie S. MIrand, Laura
new lesson R. Jugueta, Guinvere E. Sacdala, Maria Teresa R. San
Jose, Coordinator: Ma. Teresa C. Bayle, Project Directo:
Sr. Josefina F. Nebres, ICM pp. 74-76, 76-77 for 10 mins.
GUIDE QUESTIONS
Arrange the sequence of the significant events in the
history of Table Tennis.
Game score changed from 21 to 11.
The sport was adapted after lawn tennis where

dining table was used with improvised equipment.
The ITTF or known as International Table Tennis

Federation was establish in Berlin.
The ball size is increase to 40mm for improve

television viewing.
China dominates the London Olympics.
-Process students response

-Let the teacher check if the answers are correct. The
teacher will provide additional details after the
presentation.
Key to correction:
1. 2
2. 3
3. 4
4. 1
5. 5
D.Discussing new Let the students identify and describe the facilities and
concepts and equipment used in the game.
practicing new Refer to MAPEH 7 k to 12 Curriculum Compliant pp.76-77
skills #1
Page 95 of 123
Process students response.
Page 96 of 123
- Let the teacher check if the answers are correct.
The teacher will provide additional details after
the presentation
Page 97 of 123
E. Discussing new TABLE
concepts and 1.What is the standard dimension ( Lx W) ?
practicing new 2.What is the height?
skills #2. 3.What are the standard colors?
4.What do you call the white line along the each edge?
5.What is the standard width of the white line?
NET
1.What is the height of the net above the playing surface?
BALL
1.What is the diameter?
2.What are the standard colors?
3.What kind of material made up of?
4.What is the standard weigh?
Racket
1.What is the standard color of rubber?

-Let the teacher check if the answers are correct. The
teacher will provide additional details after the
presentation
Key to correction:
Table
1. 2.74m x 1.53m
2. 76 cm
3. Dark color (blue/green)
4. Endline and sideline
5. 2 cm
NET
1. 15.25cm
BALL
1. 40mm
2. White and orange
3. Celluloid
4. 2.67 to 2.77g.
RACKET
1. Red and black with ITTF Logo
F. Developing What is the significance What is the important of

mastery of knowing the history knowing the history and
( Leads to formative and background of table background of table tennis?
assessment) tennis?
Page 98 of 123
G. Finding practical Do you think basketball can contribute to the development
application of of one’s fitness?
concepts and skills
in daily living.
H. Making Based from what you have learned.
generalizations of Sentence completion
concepts and skills Table Tennis is a game ___________________________.
in daily iving
J. Additional The teacher will ask the The teacher will ask the learner
activities for learner to watch videos to watch videos or see pictures
application or or see pictures relative relative to Table Tennis and list
remediation to Table Tennis and list down things they have observe
(Assignment) down things they have leading to the next topic.
observe leading to the
next topic.
V. Remarks
Page 99 of 123
Q1-W3, Title: Basic Skills in Table Tennis
SCHOOL GRADE SEVEN

I. OBJECTIVES

Standard principles in exercise program design to achieve personal
fitness.

C. Learning Executes the skills involved in the sport (PE&GS-Id-h-4)

Competencie Identify the different terms used in playing Table Tennis
s/ Objectives (PE&GS-Id-h-4.1)
Write the LC
code for each
II. CONTENT Basic Skills in Table Tennis

A. References
Guide pages
2. Learners
Materials
pages
3. Textbook
pages MAPEH 7 by Vilma V. Perez, Crisanto E. Tomas, Jonathan E.
Antonio pp. 282- 283
MAPEH 7 k to 12 Compliant ( Quennie S. MIrand, Laura R.
Jugueta, Guinvere E. Sacdala, Maria Teresa R. San Jose,
Coordinator: Ma. Teresa C. Bayle, Project Directo: Sr. Josefina
F. Nebres, ICM pp. 77-79
4. Additional
Materials from
Learning
Resources
B. Other http://www.ikonet.com/en/visualdictionary/sports-and-
Learning games/racket-sports/table-tennis/types-of-grips.php
Resources https://www.google.com.ph/url?url=https://www.allabouttable
tennis.com/table-tennis-
stroke.html&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ahUKEwj
Qw7P3gO3hAhXBr48KHRJZA5cQwW4IHjAE&usg=AOvVa
w0onbojiwPuuistJjN41z7Q
https://www.google.com.ph/url?url=https://twitter.com/i/web/
status/1074921775551533056&rct=j&frm=1&q=&esrc=s&sa
=U&ved=0ahUKEwjnsYToge3hAhVPk3AKHU6FC-
Page 100 of 123

I4KBDBbggeMAQ&usg=AOvVaw1yEBtWi9DGNNpOD7Q-
myBK
IV. ADVANCE LEARNER AVERAGE LEARNER

PROCEDURES:
Who can give the What are the equipment used in
A. Reviewing significant events in the table tennis?
previous lesson history of table tennis? - Describe each equipment?
or presenting
the new lesson
. Establishing a - Observe and differentiate the pictures.
purpose for the
lesson
- Process students response.

C.Presenting GRIP GRIP
examples/ Let the students hold their Let the students hold their
instances of the rackets. rackets.
new lesson Let one student execute grip Let the teacher demonstrate
used in table tennis. the proper or correct grip
Let the teacher demonstrate used in table tennis.
the proper or correct grip Let the students execute the
used in table tennis. proper grip by pair. ( Let one
Let the students execute the execute and the other one
proper grip by pair. ( Let one will check )
execute and the other one
will check )
STROKES STROKES
Let one student execute the Let the teacher demonstrate
forehand stroke the forehand stroke
Let the teacher check and Let the students execute the
demonstrate the forehand forehand stroke by pair. ( Let
stroke one student execute and the
Let the students execute the other one will check )
forehand stroke based from Let the teacher demonstrate
the teacher’s demonstration the backhand stroke
by pair. (Let one student Let the students execute the
backhand stroke by pair. (
Page 101 of 123

execute and the other one Let one student execute and
will check). the other one will check )
Let the student execute the
backhand stroke.
Let the teacher check and
demonstrate the backhand
stroke
Let the students execute the
backhand stroke based from
the teacher’s demonstration
by pair. ( Let one student
execute and the other one
will check )
D. Discussing -Let the students arranged the jumbled letters to form words
new concepts related in Table Tennis.
and practicing
new skills #1 TOPIN LYRAL TAMCH TEL
H
EST COSER REVES
Key to correction
Point Rally Match Let Set Score Serve
Let the students match the terminologies to its corresponding

definition.
1.When a player scores 11 LET

points.
2.An entire play from POINT
service until ball is dead.
3.Number of points RALLY
obtained.
4.To put the ball in play. MATCH
5.If a rally is not scored and SERVE
is replayed.
6.A group of games such as SCORE
2 out of 3.
7.If a rally scores SET

- Let the teacher check if the answers are correct. The teacher
will provide additional details after the presentation.
Key to correction:
1. Set
2. Rally
3. Score
4. Serve
5. Let
6. Match
7. Point
Page 102 of 123

E. Discussing
new concepts
and practicing
new skills #2.
F. Developing
mastery Let the students play and identify the different terminologies
( Leads to executed during the game.
formative
assessment)
G. Finding
practical What physical components are being developed in playing
application of table tennis?
concepts and
skills in daily
living.
H. Making
generalizations Based from what you have learned what grip and strokes you
of concepts and find it easier to execute?
skills in daily
living.
I. Evaluating Pencil Paper
learning Let the teacher demonstrate the different grips and basic
strokes in table tennis and let the students identify.
J. Additional
activities for The teacher will ask the students to watch actual competition
application or videos leading to the next topic.
remediation
(Assignment)
V. Remarks
Page 103 of 123

Q1-W3, Title: Performance in Table Tennis
SCHOOL GRADE SEVEN

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding and

B. Performance Standard The learner designs an individualized exercise

C. Learning Competencies/ Executes the skills involved in the sport (PE&GS-

Objectives Id-h-4)
Write the LC code for each

II. CONTENT Performance in Table Tennis

A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide, May 2016
2. Learners Materials
pages
3. Textbook pages MAPEH 7 k to 12 Compliant ( Quennie S. MIrand,
Laura R. Jugueta, Guinvere E. Sacdala, Maria
Teresa R. San Jose, Coordinator: Ma. Teresa C.
Bayle, Project Directo: Sr. Josefina F. Nebres,
ICM pp. 85-86
4. Additional Materials
from Learning
Resources
B. Other Learning http://www.ikonet.com/en/visualdictionary/sports-
Resources and-games/racket-sports/table-tennis/types-of-
grips.php
https://www.allabouttabletennis.com/table-tennis-
stroke.
https://twitter.com/i/web/status/10749217755515
33056&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ah
UKEwjnsYToge3hAhVPk3AKHU6FC-
I4KBDBbggeMAQ&usg=AOvVaw1yEBtWi9DGN
NpOD7Q-myBK
IV. PROCEDURES: ADVANCE AVERAGE LEARNER
LEARNER
- Identify the following skills
lesson or presenting the
new lesson
Page 104 of 123

B. Establishing a purpose -Let the students have their warm up exercises
for the lesson -Divide the class into 5 groups.
-Each group will assign players for singles and
doubles and scorer
instances of the new lesson -The scorer will call the players who will play
- The group members who are not playing will
observe
D. Discussing new concepts -Let the teacher present the rubrics

and practicing new skills #1
APPROACHI
ADVANC PROFICIE NG DEVELOPIN
BEGINNING
CRITERIA ED NT PROFICIENC G
Y
-5 -4 -3 -2 -1
Offensive Adjust Combines

Consiste Varies
ntly out- strokes to Strokes to
strategie Attempts to
positions deliberately out-
Strategies s to hit the ball
the move position the
counter away from
opponen opponent opponent the opponent
t’s around the
strokes opponen court
t’s
stroke
Adjust
defensiv
Uses
Defense e skills
Advance Varies
and
d defensive Moves to
moves
strategie strokes to position to hit
opponen Anticipates
s in make the ball;
t out of to cover a
order to opponent moves to the
controllin return
gain predict center after
g
Strategies point defensive each stroke
position
advanta shots
on some
ge
occasion
s
Advance Can Can vary Considers Only aware
Game strategie adjust own own and of owns
s taking basic strokes to opponents positioning
Page 105 of 123

to game create position in
account plan to different basic
opponen overcom tactics in rallying
ts e rally with no
weaknes opponen real set
Awareness ses and t’s plan
strength tactics
of self
and
opponen
t
Consiste
ntly
Consiste
recogniz
Strategies ntly
es
recogniz
opponen
es Able to
t’s
opponen recognize
weaknes Occasionall Unable to
t’s opponent’s
ses; y able to recognize
weaknes weakness
takes use to opponent’s
ses; and but not able
advanta advantage weakness
consiste to take
Against ge and
ntly advantage
opponent sets up
takes
an
advanta
effective
ge
team
strategy
- Let the students perform based on the given

rubrics.
E. Discussing new concepts
and practicing new skills #2.
( Leads to formative Let the students apply the strokes and strategies
assessment) learned on how to win against the opponents.
application of concepts and What physical components are being developed
skills in daily living. in playing table tennis?
H. Making generalizations of Based from what you have learned what
concepts and skills in daily strategies/ techniques are effective to win the
living. game?
I. Evaluating learning Performance Based
Raced to 11 points
Note: The players will perform the basic skills in
table tennis, whoever got 11 points first will win
the game that will determine their performance
score.
J. Additional activities for The teacher will ask the students to watch actual
application or remediation competition videos for further or in advance skills.
(Assignment)
V. Remarks
Page 106 of 123

Q1-W4, Title: Table Tennis-Related Injuries
SCHOOL GRADE SEVEN

TEACHER LEARNING AREA PE 7
DATE AND TIME QUARTER Q1, WEEK 4
I. OBJECTIVES
A. Content The learner demonstrates understanding and guidelines

Standard and principles in exercise program design to achieve
personal fitness.

C. Learning Performs appropriate first aid for sports related injuries

Competencies/ (PE7PF-Id-30)
Objectives
Write the LC code

for each
II. CONTENT Table Tennis- Related Injuries

A. References
Guide pages
2. Learners pp.52-53 and p.85- 88
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources
B. Other Learning https://pingpongpassion.com>Blog
Resources
A. Reviewing - Let the students share their experiences in playing the
previous sports.
lesson or
presenting the
new lesson
B.Establishing a -Let the teacher present a picture of injured table tennis
purpose for player.
the lesson -What can you say about the picture?
Page 107 of 123

C. Presenting -What might possible situation will happen if the player will
examples/ not have a warm up exercises?
instances of the - Why is it important to have warm up exercises before
new lesson engaging in any kinds of physical activities?
D. Discussing new -What are the common table tennis injuries?

concepts and - Refer to LM pp.85- 87
practicing new - What are the possible ways toprevent and treat possible
skills #1 injuries?
-Refer to LM pp.52-53
-Let the teacher demonstrate the proper RICE method
-Refer to LM pp. 52
-Let the students perform the RICE method based from the
teachers demonstration.
E. Discussing new
concepts and
practicing new
skills #2.
F. Developing Let the students identify the related sports injuries in table
mastery tennis.
( Leads to
formative
assessment)
G. Finding
practical Let the students create their own warm up exercises before
application of engaging in any physical activities for the day.
concepts and
skills in daily
living.
H. Making Aside from doing warm up exercises, what are the possible
generalizations ways to prevent injuries?
of concepts and
skills in daily
living.
I. Evaluating -Group the class into 5.
learning -Let the group execute step by step RICE methods
according to the given situation.
-Refer to LM pp. 54- 55
Page 108 of 123

Scoring Rubrics :
Poor Fair Good
5 points 10 points 15 points
Identify the Identified Identify the Identify the
situation the situation and situation and
situation show proper show proper steps
the victim steps in in performing first
is in. performing aid.
first aid.
Performance Showed Showed Showed proper
proper proper steps techniques/identifi
technique but treated ed the victim’s
but victim problem. Perform
missed improperly. proper first aid
some skills.
steps.
(See LM, page 55)
J. Additional Aside from the RICE methods, what are the first aid skills
activities for that may be applied in everyday emergency physical
application or activities- related injuries?
remediation
(Assignment)
V. Remarks
Page 109 of 123

Q1-W3, Title: Individual Sports (Taekwondo)
School Grade SEVEN

Teacher Learning Area P.E. 7
Date and Time Quarter Q1, Week 3
I.OBJECTIVES
Standards and principles in exercise program design to achieve
personal fitness.
C. Learning Describes the nature and background of the sport.
Competencies/ (PE7GS-Id-5)
Objectives Describe the historical background of taekwondo.
(PE7GS-Id-5.1)
Discuss the five tenets and counting numbers in
taekwondo. (PE7GS-Id-5.2)
II. CONTENT Individual Sports (Taekwondo).

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional Map/Globe (to locate Korea), pictures, strips of paper with
Materials from word/s
Learning
Resources
B. Other Learning https://sites.google.com/site/taekwondoen/equipment
Resources https://victorymartialarts.ca/about/tenets-of-taekwondo
http://www.quickkickstkd.com/5-tenets-of-taekwondo.html
A. Reviewing Combative Combative Questionnaire:
previous Questionnaire: Directions: Below is a
lesson or Directions: Below is a survey questionnaire that
presenting survey questionnaire that reveals the learners’
the new reveals the learners’ personal information about
lesson personal information about combative sports
combative sports specifically in taekwondo.
specifically in taekwondo. Ask the learners to
Ask the learners to accomplish the
accomplish the questionnaire by answering
questionnaire by Yes or NO corresponding to
answering Yes or NO their response.
corresponding to their 1. I love watching
response. taekwondo
1. I love watching competitions.
taekwondo 2. I have knowledge
competitions. about taekwondo.
3. I am a PTA member.
Page 110 of 123

2. I have knowledge 4. I become once a
about taekwondo. taekwondo player
3. I am a PTA during school
member. intramurals.
4. I become once a 5. I’m a taekwondo
taekwondo player player since
during school elementary.
intramurals. 6. I’m a yellow belter.
5. I’m a taekwondo 7. I like searching
player since taekwondo
elementary. competitions on you
6. I’m a yellow belter. tube.
7. I like searching 8. I am willing to be a
taekwondo taekwondo player.
competitions on 9. I love to kick.
you tube.
8. I am willing to be a Scale:
taekwondo player. No.of Yes Interpreta
9. I love to kick. tion
1-3 Not
Scale: interested in
No.of Yes Interpreta Taekwondo
tion 4-6 Slightly
1-3 Not interested in
interested in Taekwondo
Taekwondo 7-9 Very
4-6 Slightly interested in
interested in Taekwondo
Taekwondo Ask the class to raise their
7-9 Very hands if they fall under the
interested in 1-3, 4-6 or 7-8 yeses. Then
Taekwondo from the group ask one
Ask the class to raise their student to express his/her
hands if they fall under the answer to the class in 2-3
1-3, 4-6 or 7-8 yeses. Then sentences. (English
from the group ask one medium)
student to express his/her
answer to the class in 1-2
sentences.( Tagalog
medium)
B. Establishing
a purpose With the use of the map or With the use of the map or
for the globe, ask the student to globe, ask the student to
lesson locate Korea where the locate Korea where the
Taekwondo originated. Taekwondo originated.
Present an illustration of Present the loop of words

Facilities and equipment chart. (power point
used in Taekwondo.(power presentation) The students
point presentation) Let the will be asked to look for
students name it. words related to taekwondo.
Let the students answer the
Page 111 of 123

puzzle according to the
chart presented.
H E A D G U A R D T I S
D A V O O L T F Q T Y F
G E Q B O D Y G U A R D
J G R O I N G U A R D D
M G M K I C K P A D M J
M O U T H G U A R D A Z
F O R E A R M G U A R D
G K I C K S H O E S Y T
C. Presenting From the pictures From the loop of words, ask

examples/ presented, students will the students to classify
instances of the new classify equipment for equipment for kyorugi,
lesson kyorugi,poomsae or both. poomsae or both.
D. Discussing new 1.Group the class into 3 1.Group the class into 3
concepts and 2. Post strips of papers 2. Present the “The Hidden
practicing new with words written on each Message” activity to the
skill #1 strip. 3. Students will be class.
tasked to arrange the 3. Students will round off
words/phrases to form a numbers and find message
meaningful definition of about taekwondo and
Taekwondo and Poomsae. poomsae.
traditional Taekwondo
______ _______ ______
is the arts 45.6 16.7 67.2
Martial of Korea
_____ _______ _______
Movement is a 45.1 87.4 90.3
with an Poomsae
Combinati of basic 67- 46-
on actions and traditional Taekwondo
Exercised imaginary 17-is the 87-arts
Opponent 45- 90-of Korea.
Martial
______ ______ ______
between fight 98.3 92.1 85.5
An actual competitors
two ______ ______ ______
90.6 76.2 45.7
______ ______ ______

84.8 90.1 45.0
76- 92-is a
movement
85-with an 98-
Poomsae
86- 91-of basic
combinatio actions and
n
Page 112 of 123

46- 90-
exercised imaginary
45-
opponent
______ ______ ______

90.3 95.1 79.8
______ ______
60.4 67.1
80- 95-fight
between
90- An 67-
actual competitors
60- two
E. Discussing Discuss the history of Discuss the history of
new concepts Taekwondo Taekwondo
and practicing 1. Tenets of taekwondo 1. Tenets of taekwondo
new skill #2 2. Counting Numbers in 2. Counting Numbers
Taekwondo in Taekwondo
(power point (power point
presentation) presentation)
F. Developing “FILL ME UP” Identify the following based

mastery (leads Fill up the box with the on their description.
to Formative missing letters to identify 1.The combination of basic
Assessment 3) what is being described. actions and movement
1. The combination of exercised with an imaginary
basic actions and opponent.
movement exercised with 2.An actual fight between
an imaginary opponent. two competitors.
P O A
3.The traditional martial arts
2.An actual fight between of Korea.
two competitors. 4.To behave oneself
K I according to the etiquette.
3.The traditional martial 5.The first counting number
arts of Korea. in Taekwondo.
T K
4.To behave oneself
according to the etiquette.
C Y
5.The first counting
number in Taekwondo.
H
Page 113 of 123

G. Finding As a student what is your Through Different
practical view concept to at least Perspectives
applications one of the 5 Tenets of How do other people view
of concepts Taekwondo? the concept of 5 Tenets of
and skills in Taekwondo? Complete the
daily living sentences for each
character and share your
responses with the class.
For a
Taekwond
o player ,
courtesy
may be
____
For a
Construction
worker,
indomitable
spirit may
be__________
_
For a
Janitor,
perseveran
ce may
be_______
____
H. Making What is taekwondo? How What is taekwondo? How

generalizatio would you compare this would you compare this with
ns and with our national martial our national martial arts?
abstractions arts?
about the
lesson
I. Evaluating What are the 5 tenets of “GOT IT!”

Learning taekwondo? Write the ideas you have
What are the numbers successfully learned from
counting in taekwondo? the lesson.(in 5-8
sentences)
J. Additional Identify the Tenets used in Identify the Tenets used in
activities for the following pictures. the following pictures.
application
or
remediation
Page 114 of 123

V.REMARKS
Page 115 of 123

Q1-W3, Title: Individual Sports (Taekwondo) – Basic Skills – Kicking, Stances
and Blocking
School Grade SEVEN
Teacher Learning Area P.E.7
Date and Time Quarter Q1,W3
I.OBJECTIVES
fitness.
C. Learning Executes the skills involved in the sport. (PE7GS-Id-h-4)
Competencie Discuss the different skills in Taekwondo. (PE7GS-Id-h-
s/ Objectives 4.1)
Show interest in doing the skills. (PE7GS-Id-h-4.3)
II. CONTENT Individual Sports (Taekwondo) – Basic Skills – Kicking,
Stances and Blocking
III. LEARNING
RESOURCES
A. References
1. Teacher’s
None
Guide pages
2. Learner’s
Material None
Pages
3. Textbook
None
Pages
4. Additional strips of paper with word/s, video clips, power point
Materials presentation
from Learning
Resources
B. Other Learning https://taekwondoanimals.com/taekwondo-kicks
Resources https://taekwondoanimals.com/taekwondo-blocks
https://www.youtube.com/watch?v=QW2F0s5RHyE
https://www.youtube.com/watch?v=iBt_q_uJc_A
https://www.fairfieldmartialarts.com/Taekwondo_Vocabular
y.html
A. Reviewing Ask the students to loop Ask the students to loop any
previous any words associated with words associated with the
lesson or the past lesson. past lesson. Let them give a
presenting K Y O R U G I U K P short description
the new T K I C K P A D J O after.(powerpoint
lesson H E A D G U A R D O presentation)
WA T E B M I E WM K Y O R U G I U K P
S H I N G U A R D S T K I C K P A D J O
S H O E S F R Y I A H E A D G U A R D O
T A E K WO N D O E WA T E B M I E WM
D O B O K E T U I M S H I N G U A R D S
S H O E S F R Y I A
T A E K WO N D O E
D O B O K E T U I M
Page 116 of 123

B. Establishing a
purpose for Present an illustration of Students will be asked to
the lesson different kicks, stances and rearrange the following
blockings. Let the students letters.(power point
name it. (power point presentation)
presentation) 1. EAX
2. OCLESOD
3. ROFW.RDA
4. RUONDOHUES
5. TFRNOT
6. RINGDI
7. TSRTEHC
8. USPH
9. OTUSIED
10. KINEF ANHD
C. Presenting From the pictures From the new found word

examples/ presented, students will students will classify it as
instances of classify the pictures as kicks, stances or blockings.
the new kicks, stances or blockings.
lesson
D. Discussing Ask the class to watch Ask the students to read

new concepts video clips about different carefully the lecture on
and stances and blockings in taekwondo.(power point
practicing taekwondo. presentation) Let them
new skill #1 https://www.youtube.com/w answer the questions which
atch?v=iBt_q_uJc_A will be given later to assess
https://www.youtube.com/w their knowledge on the
atch?v=KeEnoI1KPV4 stances and blockings in
taekwondo.
After watching the video https://taekwondoanimals.co
clips, let them do the m/taekwondo-blocks
following:
1. Group the class into http://www.taekwondo-
four. training.com/taekwondo-
2. Each group will be training/basic-taekwondo-
given two (2) terms stances
about blockings and After reading the lecture, let
stances written on them do the following.
strips of paper. 1. Group the class into
3. Each group will pick four.
three strips. They 2. Each group will be
shall give a given a set of three
description or idea (3) terms about
about the term they blockings and
got. (in Tagalog) stances written on
strips of paper
3. Each group will pick
three strips. They
shall give a
Page 117 of 123

description or idea
about the term they
got. The group will
also perform the
warm-up exercises
assigned to them
before answering.
Group 1: Jumping Jack
(4x in place)
Group 2: High Knees
(4x in place)
Group 3:Body Twisting
(2 left and right)
Group 4: Jog in place
(2mins)
E. Discussing new Watch Me! Watch Me!

concepts and Let the students watch a Let the students watch a
practicing new video clip about the basic video clip about the basic
skill #2 kicks in taekwondo and kicks in taekwondo and
answer this question after. answer the guide questions
after.
What are the different types
of kicks in taekwondo? 1. What are the
https://www.youtube.com/w different types of
atch?v=QW2F0s5RHyE kicks in taekwondo?
2. Which do you think is
the easiest kick?
Why?
https://www.youtube.com/wa
tch?v=QW2F0s5RHyE
F. Developing Charyot, Junbi, and Si- Charyot, Junbi, and Si-

mastery (leads jahk! jahk!
to Formative 1. The class will be 1. The class will be
Assessment 3) grouped into four. grouped into four.
2. Each will be provided 2. Each will be provided
with a bowl containing with a bowl containing
numbered paper strips numbered paper strips
with written different with written different
skills. The groups will skills. The groups will
assemble in columns assemble in columns
facing the blackboard facing the blackboard
about two meters away. about two meters away.
3. When the “Charyot” is 3. When the “Charyot” is
given, the first member given, the first member
of each group picks a of each group picks a
strip of skill to be strip of skill to be
performed. He/she will performed. He/she will
perform the “Junbi” perform the “Junbi”
position then shout “Si- position then shout “Si-
jahk” before performing jahk” before performing
the skill. the skill.
Page 118 of 123

4. The group with the 4. The group with the most
most and successful and successful
demonstrated skill demonstrated skill
combined wins the combined wins the
game. game.
Note: The easiest and most Note: Complicated skills will
common skills will be given be given to them.
to them.
G. Finding practical What can you say about What can you say about the
applications of the activity? What values activity? What values can be
concepts and can be fostered as you do fostered as you and your
skills in daily the activity? family engage and
living participate this sport?
H. Making What makes taekwondo an How does playing

generalizations excellent means of taekwondo develop specific
and abstractions enhancing family fitness fitness components?
about the lesson and wellness? What makes taekwondo an
excellent means of
enhancing family fitness and
wellness?
I. Evaluating What are the basic skills in What are the basic skills in
Learning playing taekwondo? playing taekwondo?
Describe one of the Describe each.
blockings and stances.
J. Additional Draw /illustrate the different Draw/illustrate the different

activities for stances. stances
application or
remediation
V.REMARKS
Page 119 of 123

Q1-W3, Title: Individual Sports (Taekwondo) – Basic Skills – Kicking, Stances
and Blocking (Continuation...)
School Grade SEVEN
Teacher Learning Area P.E. 7
Date and Time Quarter Q1,Week 3
I.OBJECTIVES
fitness.
C. Learning Executes the skills involved in the sport. (PE7GS-Id-h-4)
Competencie Show interest in doing the skills. (PE7GS-Id-h-4.3)
s/ Objectives
II. CONTENT Individual Sports (Taekwondo) – Basic Skills – Kicking,
Stances and Blocking (Continuation...)
A. References
1. Teacher’s
None
Guide pages
2. Learner’s
None
Material Pages
3. Textbook
None
Pages
4. Additional Pictures about basic skills, pe uniform, playing area,
Materials from
Learning
Resources
B. Other Learning https://www.youtube.com/watch?v=hs8mkG46f7E
Resources https://www.youtube.com/watch?v=a8IeH5tZjh8
A. Reviewing Present an illustration about Ask the class to recall and
previous the basic kicks, stances and give short description
lesson or blockings in Taekwondo. Ask about the basic skills.
presenting the the class to identify the basic
new lesson skills.
B. Establishing a Divide the class into three Divide the class into three
purpose for groups. Let them select a groups. Let them select a
the lesson group leader who can group leader who can
proficiently demonstrate the proficiently demonstrate
skills during the drill. He/she the skills during the drill.
must assist the group in He/she must assist the
properly executing the basic group in properly executing
skills. the basic skills
Ask the class to do the Ask the class to do the

warm-up exercises before warm-up exercises before
starting the activity and starting the activity and
remind them to observe remind them to observe
safety precautions. safety precautions.
C. Presenting Let the students watch a Let the students watch a
examples/ video clips about the video clips about the
Page 120 of 123

instances of the combinations of kicks, combinations of kicks,
new lesson stances and blockings. stances and blockings.
https://www.youtube.com/wa https://www.youtube.com/
tch?v=hs8mkG46f7E watch?v=hs8mkG46f7E
https://www.youtube.com/wa https://www.youtube.com/
tch?v=a8IeH5tZjh8 watch?v=a8IeH5tZjh8
D. Discussing new From the presented videos , From the presented videos
concepts and ask the class to identify the , ask the class to identify
practicing new different stances, blockings the different stances,
skill #1 and kicks used in Taeguk 1. blockings and kicks used
in Taeguk 1 and 2.
E. Discussing new 1.Let the class to stay in 1.Let the class to stay in
concepts and their groupings while their groupings while
practicing new proceeding to the playing proceeding to the playing
skill #2 area. area.
2.There are three stations 2.There are three stations
correspond to each basic correspond to each basic
skill expected to be skill expected to be
performed. performed.
3. Each group should pass 3. Each group should pass
through each station of drill through each station of drill
lessons on basic skills. After lessons on basic skills.
doing the drill lesson in one After doing the drill lesson
station, let them move to the in one station, let them
next station until they finish move to the next station
all the drill lessons. until they finish all the drill
4. Performance will be rated lessons.
according to the following 4. Performance will be
criteria: rated according to the
*Can perform or execute the following criteria:
skills *Can perform or execute
*Can follow instructions the skills
efficiently and effectively *Can follow instructions
*Can exemplify positive efficiently and effectively
behaviour throughout the *Can exemplify positive
drill. behaviour throughout the
drill.
At the end of the drill
lessons, the group must At the end of the drill
report to the teacher and lessons, the group must
share their drill experiences report to the teacher and
to the class. share their drill
experiences to the class.
Drill Sequence:
Station1: Kickings Drill Sequence:
a. 45 Station1: Kickings
b. Walk to the next a. 45
station b. Roundhouse
c. Walk to the next
station
Station2: Blockings
a. Low Block Station2: Blockings
Page 121 of 123

b. Jog going to the a. Low Block
next station b. Knifehand Block
c. Jog going to the
next station
Station 3: Stances:
a. Closed Stance Station 3: Stances:
b. Run going to the a. Closed Stance
1st station b. Tiger Stance
c. Run going to the 1st
station
F. Developing Same groupings, let the Same groupings, let the
mastery (leads students demonstrate the students demonstrate the
to Formative Taeguk 1. Taeguk 1 and 2.
Assessment 3)
Assessment Tool on Assessment Tool on
Demonstration: Demonstration:
Advanced: 90% and above Advanced: 90% and above

Proficient: 85-to 89% Proficient: 85-to 89%
Approaching Proficiency: 80- Approaching Proficiency:
84% 80-84%
Developing: 75-79% Developing: 75-79%
Beginning: 74% and below Beginning: 74% and below
G. Finding What can you say about the Did you have fun doing the
practical activity? Did you enjoy the activity?
applications of activity? How is life connected to
concepts and Taekwondo?
skills in daily
living
H. Making What are the benefits can Do you think playing
generalizations you get from this sports? taekwondo can promote
and health, fitness and
abstractions wellness among family
about the member? How?
lesson
I. Evaluating What are the basic skills in What are the basic skills in
Learning playing taekwondo? playing taekwondo?
Describe one of the Describe each.
blockings and stances.
J. Additional What are the blockings, What are the blockings,

activities for stances and kicks used in stances and kicks used in
application or Taeguk 1? Taeguk 1 and 2?
remediation
V.REMARKS
Page 122 of 123

Page 123 of 123

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Q1-W1, Title: Physical Fitness and Its Components

SCHOOL GRADE Seven

C. Learning 1. Identifies training guidelines and FITT principles.

Activity No. 1: FIT OR NOT?

2. After 5 minutes, the teacher may ask the students to

C. Presentation of the Lesson:

D. Development of the Lesson

2. Activity No. 2 – “Read to Understand”

b. After reading and discussion among its

1. Ability to do a wide range of movement.

Q1-W1, Title:Introduction - The Physical Fitness Tests

II. CONTENT Training Guidelines, FITT Principles

III. LEARNING RESOURCES

3. Textbook Pages None

IV. PROCEDURES: TEACHER’S ACTIVITY

Source: DepEd-PHYSICAL FITNESS TESTS

2.Ask questions if the learners are familiar with the

3. Facilitate the answers of the learners to arrive that

C. Presentation of the Lesson:

1. Ask the learners the two (2) main components of

2. Activity No.1 – Pick and Match

Speed Cardiovascular Endurance Reaction Time Agility Powe Flexibility

Body Composition Muscular Endurance Balance Coordination Muscular Strength

3. To build up further understanding the teacher will

D. Development of the Lesson

Activity No. 2 – What Must Be Done?

Skill-Related Fitness Standing Long Jump

2. Students will work together to analyze a topic

Activity No. 3 – Think, Pair and Share

Group 1: Body Composition (Body Mass

V. REMARKS Discussion in the procedures on how to administer the

SCHOOL GRADE Seven

A. Content The learner demonstrates understanding of guidelines

II- CONTENT Training Guidelines, FITT Principles

III- LEARNING RESOURCES

3. Textbook Pages None

5. Static stretching exercises (Suggested Activities):

Arm Across Triceps Stretch

6. Dynamic stretching exercises (Suggested

b. Lunge and twist

Source: PE QUARTER 1 TO 2.pdf – Adobe Acrobat Reader DC

Note: These suggested stretching exercises can be

g. To be effective and efficient, students will perform

Day 1 – Station 1 = Body mass (weight)

Day 3 – Station 1 = Hexagon Agility Test

h. Selected students may be assigned in each

The test can be administered in 3-5 days depending upon

SCHOOL GRADE Seven

C. Learning 1. Sets goals based on assessment results. (PE7PF-Ia24)

C. Development of the Lesson

Activity No. 1 – Fill the Chart

Source: P.E. and Health 7 – Learner’s Material; page 17

Activity No. 2 – Think, Pair and Share

Group 1: Principle of Overload

b. The leader or selected member will share to the

B. What do you think are the functions of these

1. Ask the students to identify the physical activity

2.The table shows the idea of FITT. Relate the

SCHOOL GRADE Seven

C. Learning 1. Recognizes barriers (low level of fitness, lack of skill

II. CONTENT Training Guidelines, FITT Principles

III. LEARNING RESOURCES

2. Learner’s Grade 7 – Physical Education & Health, pages 30 - 34

1. Let the learners analyze what is being done by the