WEST VISAYAS STATE UNIVERSITY | 2020

Unit 4: Games and Sports

Introduction:
Traditional Filipino Games or Indigenous games in the Philippines
(known as Laro ng Lahi) are games commonly played by children, usually
using native materials or instruments. In the Philippines, due to limited
resources of toys of Filipino children, they usually come up on inventing
games without the need of anything but the players themselves. Their
flexibility to think and act makes their games interesting and challenging.
Games or educational games are activities involving one or more
people, on the move with or without an object or implement, playing under
mutually agreed upon set of rules. Games can be used for practice/self-
testing skills, cooperative play or competitive play. There are four basic types
of games: invasion/territory, net/wall, striking/fielding and target.

Learning Outcomes:
1. Explain the nature/background of the games.
2. Describe the skills involved in the games.
3. Execute the different skills involve in the games.
4. Observe safety precautions in doing physical activities.

Pre-Activity:

Match the following games and their equipment.

1. Tatsing A. Coconut shells

2. Patintero B. Tin can
3. Tumbang Preso C. Bottle caps
4. Kadang-kadang D. Rubber ball
5. Syato E. Bamboo sticks
6. Kickball F. Rectangular area
7. Agawan Panyo G. Bamboo poles

Activity:
Read and learn.
Lesson 1. Target Games
Target Games are activities in which players send an object toward a
target while avoiding any obstacles. Target games are either played indoor
or outdoor.

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Target Platform
The Target Platform refers to the plug-ins which your workspace will
be built and run against. It describes the platform that you are developing
for. The aim of a target game is to place a projectile near, or in a target in
order to have the best possible score." (Forrest, Pearson & Webb, n.d.)
Traditional target games would include games such as tamaang tao, tatsing,
tumbang preso, etc.
In target games, a player either throws, slides, or strikes an object
with the goal of having the object land closest too or in a designated target.
Griffin et al. (2006, p. 21) Target games can be in the form of either a team
sport or an individual sport and sub-categorized into being either unopposed
or opposed. The same source also explained that with opposed target games
players can prevent their opposition from scoring by knocking or blocking
their opponent's ball or rock to an unfavorable position in relation to the
designated target. This means that when participating in an unopposed
target game, a player focuses solely on their execution in an attempt to be as
close to the target as possible, whereas in opposed target games, the player
has to be aware of their opponent's execution as well as some offensive and
defensive strategies. Modified versions of target games should consider the
students physical, cognitive, and social states of development in order to be
successful.

Skills needed in Target Games

Transferable skills are skills that can be acquired in one game and
utilized in other games as well. In order for these skills to be transferable,
the games must be similar to each other. Games can be grouped into
categories or divisions so that students can identify common features such as
tactics, rules, and skills more easily.

Skills that are common to target games are:

1. Players must be able to demonstrate hand-eye, foot-eye accuracy.
2. Players aim and shoot/throw/roll/etc. for a goal target.
3. Players utilize the synchronization of numerous body parts when
releasing the object used in the game.
4. Both gross and fine motor skills are used to alter the flight/path of
the released object.

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1.1 Tumbang Preso

Tumbang Preso (“knock down the prisoner”) also known as tumba lata
(“knock down the can”) or bato lata (“hit the can with a stone”), is a
traditional Filipino children’s game. It is usually played in backyards, parks, or
in streets when there is little traffic in an area.
They may also develop coordination and active outdoor play among
children. Furthermore, they promote patriotism, bonding, and sportsmanship.

Procedure:
1. The game needs 3 or more players.
2. Each player is provided with a large throw away object called
“pamato” it is usually a slipper or a shoe.
3. Place a semi- flattened empty tall can in upright position 6 or 8
meters from the throwing line.
4. The ”taya” will guard the empty tin.
5. The other player stand at the throwing line.
6. They take turns their throwing “pamato” at the empty milk tin, to
knock it down.
7. After each throw, the player must recover his or her “pamato”.
8. When tagged, he or she becomes the “prisoner”in the next game.
9. Winners of the game are the players who are not tagged to become
the “it”.

1.2 Tamaang Tao o Batuhang Bola

Tamaang Tao is a game in which players on two teams try to throw
balls at each other while avoiding being hit by themselves. There are many
variations of the game, but generally the objective of the game is to eliminate
the opposing teams by hitting them with a ball, catching a ball thrown by a
member of the opposing team, or forcing them to move outside the court
boundaries when the ball is thrown at them.

Mechanics:
1. The same mechanics for dodge ball applies; (The offense team will try
to hit the defence team, while the defence team will try to dodge the
balls that the offense team will throw).
2. A toss coin will decide on which team plays on defence and on offense.

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3. Half the players of the offensive team shall stand on the opposite
starting lines 10 meters away from each other.
4. The defensive team shall disperse on the area between the starting
lines.
5. For the first two (2) minutes, the offensive team shall try to hit the
opponent using only one (1) soft ball while the defensive team shall try
to dodge the ball; the other ball will be used after the first two minutes
lapsed.
6. A player who is hit will be eliminated in the game.
7. A defence player may opt to catch a ball and score a second life either
for his/her self or for a teammate who was eliminated.
8. In an event of a defensive player goes beyond the field one member
will be eliminated.
9. The game ends when an agreed time lapses – 3 minutes.
10. The team who got the least number of eliminated members within 3
minutes wins.

1.3 Tatsing
Indigenous games, such as Tatsing, are Hispanic in origin. The game
was played by the Tagalogs of Cabanatuan City, Nueva Ecija. The word
Tatsing was loaned from the English word "touching".

Objective of the Game: To hit the pamato the several pieces of bottle caps so
that they get out of the square.
Skills: Accuracy, coordination
Materials: Several bottle caps and a bigger flat object called “pamato”
Playing Area: A plain, level ground where the square of about 2 feet by 2
feet is drawn

Procedure:
1. Several bottle caps are place inside the square which is about 6 to
8 feet away from the starting line.
2. In the pre-game, each player throws his pamato on/near the toe
line.
3. The player whose pamato lands on/nearest the toe line plays first
and so on.

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4. The first player steps on the starting line and hits the bottle caps
out of the square by throwing the pamato.
5. He continues to throw as long as there are caps going out of the
square.
6. If he misses and no bottle caps get out of the square, he then gives
in the next player.
7. Every cap that gets out of the square becomes the property of the
thrower
8. The player with the most bottle caps at the end of the game, wins.

Lesson 2: STRIKING /FIELDING GAMES

Striking/Fielding Games are activities in which players score points by

striking an object and running to designated playing areas or prevent
opponents from scoring by retrieving the object and returning it to stop the
play. By playing these games, participants will learn the key skills and tactics
for games such as Baseball, Cricket and Softball. Players on the batting team
strike an object and attempt to run between two points before the fielding
team can recuperate the object. The teams exchange roles after a certain
amount of hits or after a certain amount of players have been retired from
the game. Tactical problems related to striking and fielding games include
striking the object to an open space, reducing space on defense, scoring
points and retiring players from the game. Examples of striking and fielding
games include baseball, cricket, softball and kickball. Traditional games
includes syato, basagang palayok, and kick ball.

Skills needed in Striking/Fielding Games

There are three types of skills involved in striking/fielding games:
Locomotor, non-locomotor, and manipulative skills (Guest Editorial, no date).
1. Locomotor skills involve players being able to run, slide, jump, and
leap.
2. Non-locomotor skills involve stretching, bending, and reaching for an
object.

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3. Manipulative Skills involve players being able to send an object

(both by throwing and by striking it), receive (catch) an object, and retain
(and run with) an object.
These skills can also transfer over to invasion games such as
basketball, where athletes must be able to pass the ball to their teammates
who must catch it.

2.1 Syato
A game that uses a small bamboo stick being hit by another longer
bamboo stick so that it flies up in the air.
Variation of the name shatong is a game with two teams and at least
two players. It is played in an open a space, preferably land so that you can
dig an elongated hole that you need in order for your team to score the
shatong points.

Object of the Game: To hit the smaller bamboo stick as far as possible in
order to earn as many points, up to 1200 or more.
Skills: Accuracy in hitting and arms strength.
Materials: bamboo stick 60.95 cm long and 15.24 cm long.
Playing Area: A level playground where a small hole of about 5 inches long
and 2 inches deep is made

Procedure:
1. Played by two or more participants.
2. The game starts as the player tries to hit the small bamboo placed in
the base (hole) on the ground.
3. The player who hits the farthest is the first player of the game.
4. The first player stands on the base as he hits the small bamboo out of
the base.
5. The rest of the group stands away opposite the hitter, ready to catch
the small bamboo being hit.
6. Whoever catches the flying stick becomes the hitter.
7. If no one catches the stick, the hitter hit the stick again.
Scoring
Earn the points by measuring the distance between the point where
The smaller stick fell and the base.

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2.2 Basagang Palayok

Paluan ng Palayok is generally known as Piñata. According to some
scholarly articles, the game may have originated in China. During Marco
Polo's stay in China, he found Chinese fashioning of figures of cows and
buffaloes covered with colored paper and adorned with harnesses and
trappings. When the Chinese knocked the figure with hard sticks, seeds
spilled forth. The figure is then burned and the remains are gathered as a
good luck charm. In the Philippines, Filipinos used or buy clay pots and put
candies, money and other prizes on it. The pot is then suspended by a string
high enough for the children to reach.

Procedure:
1. The players of the game will then form a line.
2. The smallest player will be the first one to hit the pot.
3. The player's eyes is covered with handkerchief and then the facilitator
will turn him in his position three times.
4. This is to make the player confused with the location of the pot.
5. When the player missed the pot the next player will have his turn.
6. When the player hits the pot, the players will jump and tries to grab as
many prizes as they can.

2. 3 Kickball
Ang kickball ay isang larong Pinoy na hango sa larong Baseball at
Softball. Ang kaibahan nito ay walang hawak na bat ang mga manlalarong
nasa Home base at ang bolang gamit ay mas malaki kaysa sa baseball at
softball. Hindi ito ihahagis kundi igugulong papunta sa manlalarong nasa
home base na ang layunin ay sipain ito ng malakas at malayo. Ang layunin
ng tagasipa ay makapunta sa mga base nang hindi matataya at maka-home
base run, tulad din sa baseball at softball.
Ang larong kickball ay mainam upang mapaunlad ang pangkalusugang
sangkap tulad ng pagtatag ng puso at baga (cardio-vascular endurance) at
kakayahang sangkap ng pwersa (power), pagiging maliksi (agility) at bilis
(speed).

Mga Kagamitan: Rattan na bola/bola ng football/bolang pambata, beanbag

bilang base, goma o manipis na tabla (12x24 pulgada), metrong panukat.

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Paraan ng Paglaro:
1. Gumuhit ng isang parisukat na katulad ng palaruan ng softball o
baseball. Ang sukat sa pagitan ng bawat sulok ay 10 metro.
2. Lagyan ng base ang bawat sulok. Tandaan ang unang base,
pangalawang base, ikatlong base at home base. Ang home base ay dapat
isang goma o manipis na tabla na nakabaon sa lupa upang hindi humarang sa
bolang rattan na pinagugulong ng pitser (pitcher).
3. Maglagay ng isang tuwid na guhit na ang haba ay dalawang metro
sa pagitan ng home base at pangalawang base. Sa guhit na ito tatayo ang
pitser na magpapagulong sa bolang sisispain.
4. Bumuo ng dalawang grupo na may tig siyam na kasapi. Ang lider
ng bawat grupo ay magtatakda ng katser (catcher), pitser, tagabantay, ng
una (1st base), ikalawa, at ikatlong base (2nd and 3rd base), short stop,
kanang fielder, gitnang fielder, at kaliwang fielder. Ang katser ay tatayo sa
loob ng home base. Siya ang magbabalik ng bola sa pitser kung ito ay hindi
masisipa.
5. Magmamanuhan ang lider ng bawat grupo upang malaman kung
sino ang magiging taya. Ang grupo ng taya ay iaayos ang mga kasapi.
6. Kumuha ng isang bola para sa pitser. Pagulungin ito ng pitser
patungo sa tagasipa ng kabilang grupo na sisikaping mapalayo ang bola.
7. Pagkasipa sa bola, ang manlalarong sumipa ay tatakbo patungo sa
una, ikalawa at ikatlong base hanggang sa home base. Samantala, ihahagis
naman ng mga taya ang bola sa mga base hanggang sa home base. Kapag
naunang dumating ang sumipa sa home base kaysa sa bola, bibigyan ng
isang puntos ang kanyang grupo. Kapag naunang dumating ang bola sa base
na pakay takbuhan ng manlalaro, out na ang manlalaro.
8. Ang sumipang na-out ay hahalinhinan ng isang kagrupo sa pagsipa
ng bola. Tatlong out na tagasipa ang kailangan para mapalitan ang taya.
Ang grupong may mas maraming puntos o home run ang siyang panalo.
9. Tandaan ang pagkasunud-sunod ng tagasipa ng isang grupo dahil
hindi maaaring baguhin ito hanggang sa matapos ang laro.

Lesson 3: Invasion Games

Invasion games are goal oriented and characterized by “invading”
another team’s half of the space or playing area. Invasion games are team

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games in which the purpose is to invade the opponents’ territory while

scoring points to a minimum, and all within a certain time period.

3.1 Agawan Base

Ang larong Agawang Base ay nagpapaunlad sa bilis sa pagtakbo at liksi
ng paggalaw. Sa paglalaro nito, kailangan ang pag-iingat upang hindi mataya
ng kalaban. Ang layunin ng larong ito ay maagaw ng grupo ang base ng
kalaban nang hindi natataya.

Pamamaraan:
1. Bumuo ng dalawang pangkat na may pantay na bilang.
2. Mag-Jack and Poy para malaman kung sino-sino ang magkakampi.
Mas maraming manlalaro, mas masaya.
3. Kailangan ng bawat pangkat na may base o bahay. Ito ay maaaring
punongkahoy, malaking bato, o anumang pwedeng gawing base ng
bawat pangkat.
4. May guhit na linya sa gitna na maghahati sa dalawang base ang bawat
pangkat.
5. May maiiwang isa na magbabantay sa kanilang base para hindi ito
maagaw, habang ang ibang kasapi ng pangkat ay susubukang agawin
ang base ng kalaban.
6. Kapag lumampas sa linya ang manlalaro, kailangan habulin ng kalaban
upang hulihin. Ito ay dadalhin sa kanilang base bilang preso at
kailangang bantayan upang hindi makatakas.
7. Maaari lamang makalaya ang presong manlalaro kung mahahawakan o
matatapik ng kakampi at maaari na itong maglaro muli.
8. Kapag ang baseline ng pangkat ay nataya ng kalaban nang hindi siya
natataya, maaari ding manalo kung lahat ng kasapi sa kabilang
koponan ay nahuli na.

3.2 Lawin at Sisiw

Ang larong Lawin at Sisiw ay isa ring laro na tumutulong sa
pagpapunlad ng kasanayan sa pagiging mabilis at maliksi. Nagagamit din dito
ang lakas at tatag ng kalamnan. Tinatawag din ang larong ito na “Touch the
Dargon’s Tail”, “Hablutin mo ang Buntot Ko” at iba pa. Sa paglalro nito,
kailangang maging listo at maliksi upang maagaw ang panyo.

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Kailangan ng mga sisiw ang proteksiyon katulad ng isang manlalaro.

Layunin ng inahin na iiwas ang kaniyang mga sisiw mula sa mga kamay ng
lawin.

Mga Alituntunin sa Paglaro:

1. Bumuo ng anim na pangkat na may bilang na sampo o higit pa. Dapat
pantay ang bilang ng manlalaro sa mga pangkat.
2. Maglaban-laban ang mga pangkat 1 at pangkat 2, pangkat 3 at
pangkat 4, pangkat 5 at pangkat 6.
3. Ang guro ang magbibigay ng hudyat sa pagpapasimula ng laro, at siya
rin ang tatayong tagahatol nito.
4. Pumili ng pinakamalakas sa mga manlalaro na siyang maging lider o
nasa unahan ng hanay.
5. Mamili rin ng isa pang maliksing manlalaro na siyang nasa hulihan ng
hanay.
6. Ikakabit ang dalawang kamay sa baywang ng kasunod na manlalaro at
kailangang higpitan ang pagkakahawak nito.
7. Lagyan ng panyo sa likod malapit sa baywang, ang huling manlalaro
ng bawat pangkat.
8. Kailangan nakahanay nang maayos ang bawat pangkat bago
umpisahan ang paglalaro.
9. Sa paghudyat ng guro, magsimulang iikot ang bawat pangkat at
sikaping maagaw ng lider ang panyo na nasa likod ng huling manlalaro
sa pangkat ng kalaban. Kapag naagaw ng kalaban ang panyo, bigyan
sila ng puntos.
10. Ang makakuha ng mataas na puntos ay siyang panalo.

3.3 Agawan Panyo

Sa araling ito, isasagawa ninyo ang larong may kaugnayan sa pag-
agaw o pagdampot ng isang bagay. Masusubok sa larong ito ang inyong bilis
at liksi sa pagdampot o pag-agaw ng isang bagay.

Pamamaraan:
1. Bumuo ng dalawang grupo na may lima o higit pang kasapi.
2. Bigyan ng bilang ang bawat manlalaro ng bawat pangkat at pumila
ayon sa pagkakasunod-sunod ng bilang.

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3. Pumila nang magkaharap ang magkabilang panig na pagkatapat ang

bawat bilang na iniatas.
4. Ang guro ang hahawak ng panyo at tatawag sa numero ng manlalaro.
5. Sa hudyat ng guro, tatakbo sa gitna ang manlalaro, lalapit sa
hinahawakang panyo at dadamputin o aagawin ang panyo at babalik
sa puwesto.
6. Siguraduhing hindi mataya ng kalaban upang makapuntos ang grupo.

The following are some safety precautions while playing the games:
1. Warm up before playing to avoid sprains. Control your body and body
parts always.
2. Watch where your opponents are going. Be aware of your surroundings.
3. Identify and move into open space before playing.
4. Always observe your personal space while playing.
5. Tag your opponents by using a soft tap. Avoid pushing or hitting while
playing the game.
6. Know the rules of the game.
7. Report immediately if there is someone hurt.

POST ACTIVITY:
Week 10-11: Games and Sports
Output No. 5: Group Activity. Divide the class into 4 groups. Each group will
compete in the following games;
Target Game: Tumbang Preso
Striking Game: Kickball
Invasion Game: Lawin at Sisiw
Score
Game 1: group 1 vs. group 2 Game 3 winner – 20 points
Game 2: group 3 vs. group 4 Game 3 loser – 18 points
Game 3: winner 1 vs. winner 2 Game 4 winner – 16 points
Game 4: loser 1 vs. loser 2 Game 4 loser – 15 points

Those group who can get the highest score will be the winner

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Output No. 6: Summative Test

Direction: Write TRUE if the statement is correct; FALSE, if otherwise.
1. In target games, a player either throws, slides, or strikes an object
with the goal of having the object land closest to or in a designated
target.
2. Target games can be in the form of either a team sport or an individual
sport and sub-categorized into being either unopposed or opposed.
3. Transferable skills are skills that cannot be acquired in one game and
utilized in other games as well.
4. In a striking/ fielding game, players on the batting team strike an
object and attempt to run between two points before the fielding team
can recuperate the object.
5. Syato and basagang palayok are examples of traditional target games.
6. There are three types of skills involved in striking/ fielding games:
Locomotor, Non-locomotor, and manipulative skills. is correct; FALSE, if
otherwise.
7. Locomotor skills involve stretching, bending, and reaching for an
object.
8. Tamaang tao, tatsing, and tumbang preso are examples of striking
games.
9. Tamaang tao is a game in which players on two teams try to throw
balls at each other while avoiding being hit by themselves.
10. The indigenous game tatsing is Hispanic in origin.

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Unit 5: Rhythm and Dance

Introduction:
Dance is the mother of the arts. It is concerned with the
communication of emotions or ideas through the medium of movement. The
basic vehicle of dance is the human body and, as an art form, dance is
expressed in movement. It attempts to convey ideas or feelings through
carefully selected patterns which are arranged in a form judged to be the best
to meet the needs of that particular communications. This unit emphasizes
the learning and interpreting of the basic steps and patterns of selected
Philippine folk dance.

Learning Outcomes:
1. Explain the nature/background of the dance.
2. Demonstrate the basic steps involve in the dance.
3. Move in different directions in response to sound and music.

Pre-Activity:

Perform the following dance steps.

Steps Step pattern Count Pattern
1. Heel and Toe - heel place, point toe 1, 2
2. Change steps - step, close, step 1, and, 2
3. Cut steps - step cut, step cut 1, 2
4. Touch step - point, close 1, 2

Activity:
Let’s dance and enjoy!

Lesson 1: Folk Dance (Tiklos)

A folk dance is defined as a traditional dance of a given people. In this

form, a definite pattern of dance routine is usually specified and followed.
Folk dances have been handed down from generation to generation in the
manner of all traditions. These dances are native to them and evolve by
them instinctively and spontaneously. Folk dance is communal in purpose
and unique in that is predicated upon the principle of group participation.

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Tiklos
The dance Tiklos is a dance which originated from peasants who agree
to work together weekly to clear the forest and prepare the soil for planting.
The dance has four figures done in 2 4 time music with counting of 1-2, 1 and
2, in a measure. The basic steps are change step, heel and toe change step,
changing step, point step and cut step.
Steps Step pattern
Heel and Toe - heel place, point toe
Change steps - step, close, step
Cut steps - step cut, step cut
Touch step - point close

Formation: Partners must stand opposite each other at distance of six feet.
When facing audience, the girl stand at the boy’s right hand. Any number of
pairs may join this dance.

Tiklos
by: Francisca Reyes Aquino

Vol. 2

-- I --

Music A. Partners face front. Throughout this figure Girls holds her skirt, Boy
places hands on waist.

(a) Starting with R foot, take two heel and toe changes steps forward. . . . ... 4 M

(b) Execute change step sideward, R and L. . . . …………………………………….… 2 M

(c) Starting with R foot, take four steps backward to proper places. . . . . . … . . 2 M

(d) Repeat all (a-c). . . . . . . . . . . . . . . . . . . . . ……. . . . . …………………….…... 8 M

-- I I -–

Music B. Partners face front. The same hand position as in figure I.

(a) Cut L backward (ct. 1), cut R forward (ct. 2). Repeat all (cts. 1, 2). …...…. 2 M

(b) Take 3 gallop steps sideward right (cts. 1, ah,

2, ah, 1 ah) step R foot sideward (ct. 2). . . .. . …………………………..... 2M

(c) Repeat (a), starting with R cut backward. . . . …….. …………………………….… 2 M

(d) Repeat (b), going sideward left. . . . . . . . . . . ……. …………………..…….…... 2M

(e) Repeat all (a-d). . . . . . . . . . . . . . . . . . . . . . . . . ... ……………………….….... 8 M

-- I I I -–

Music A. Partners face each other. Throughout this figure clap hands in front of chest
in this manner: Clap three times (cts. 1, and, 2), clap twice (cts.1, 2). Do this for sixteen
measures.

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(a) Execute change step sideward, starting with R foot (cts. 1, and, 2).
Hop on R and raise L knee in front swinging L foot obliquely right backward
across R knee in front (ct. 1), hop on R and swing L foot obliquely
left forward (ct. 2). ……………………………………………………………………….... 2M

(b) Repeat (a) starting with the L foot. . . . . . . . . ….………………………..……... 2M

(c) Execute a three-step turn right in place (cts. 1, and 2).

Point L in front (ct. 1), point the same foot close to R (ct. 2). . . .…. …..……… 2 M

(d) Repeat (c), starting with L foot and turning left. ………………………………....... 2M

(e) Repeat all (a-d). . . . . . . . . . . . . . . . . . . . . . . . . . ……………………………….. 8 M

-- I V --

Music B. Partners face each other. The same position of hands as in figure I.

(a) Take two touch steps in front (R, L). . . . . . . . . . …………..……………………… 2 M

(b) Jump to cross R in front of L (ct. 1),

jump to cross L in front of R (ct. 2), jump to cross R in front of L (ct. 1),

jump to close R to L (ct. 2). . . . . . . . . . . . . . ………………………... . ………. 2 M

(c) Repeat (a) and (b), starting with L foot. . . .. . . …………………………………….. 4 M

(d) Repeat all (a-c). . . . . . . . . . . . . . . . . . . . . . . . . …………………………………. 8 M

Post-Activity:
Week 12-13: Rhythm and Dance
Output No. 7: Group Performance. Interpret and perform the dance Tiklos
with the music.

Criteria 19-20 17-18 15-16

Mastery of the 4 figures memorized 2-3 figures 1 figure memorized
dance (30%) memorized
Dance position and Accurate execution Some dance steps Accurate execution
movements (35%) of dance steps and and movements of dance steps and
movements were executed movements
properly
Musicality (20%) 4 figures were 2-3 figures were 1 figure was danced
danced rhythmically danced somewhat rhythmically
rhythmically
Performance (15%) Danced with Danced with ease Danced without
expression, ease and and grace expression, and with
grace difficulty

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Unit 6: Thematic Content, Assessment

and Pedagogy
Introduction:
This module deals with the educational foundations of PE and Health
as it applies to teaching and learning in the elementary grades. Various
teaching strategies and assessment appropriate for each area shall be given
emphasis in the course. Further, it familiarizes students with methods,
repertoire, and materials for teaching Physical Education at the elementary
level and engages them in physical activities with the goal of developing
diverse lifelong learners. Moreover, this course fosters student’s critical
understanding, creativity, communication and cultural understanding.

Learning Outcomes:

1. Distinguish and analyze the K-12 basic education guide in Physical

Education
2. Make a repertoire of instructional strategies and techniques for
children from various cultural, social and economic backgrounds
3. Design, deliver and assess PE instruction that is contextually,
artistically and developmentally appropriate for children.

Lesson 1: K-12 Basic Education Curriculum Guide in

Physical Education

CURRICULAR FRAMEWORK

K to 12 Basic Education Program: An Overview

Essentially, the K to 12 curriculum proposed in 2011 seeks to develop
21st century skills among its learners. These include the cognitive skills of
critical thinking, problem-solving and creative thinking; the social or
interpersonal skills of communication, collaboration, leadership and cross-
cultural skills; self- management skills of self-monitoring and self-direction, as
well as task or project management skills, and personal characteristics which
are part of ethics, civic responsibility and accountability.

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The Curricular Philosophy of the K to 12 PE Curriculum

Fitness and movement education content is the core of the K to 12 PE
Curriculum. It includes value, knowledge, skills and experiences in physical
activity participation in order to (1) achieve and maintain health-related
fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill
an understanding of why HRF is important so that the learner can translate
HRF knowledge into action. Thus, self-management is an important skill. In
addition, this curriculum recognizes the view that fitness and healthy physical
activity (PA) behaviors must take the family and other environmental settings
(e.g. school, community and larger society) into consideration. This curricular
orientation is a paradigm shift from the previous sports-dominated PE
curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for
learning, while Learn to move embodies the learning of skills, and techniques
and the acquisition of understanding that are requisites to participation in a
variety of physical activities that include exercise, games, sports, dance and
recreation.

Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing,
synthesizing and evaluating information, making informed decisions,
enhancing and advocating their own and others’ fitness and health. The
knowledge, understanding and skills underpin the competence, confidence
and commitment required of all students to live an active life for fitness and
health.

The K to 12 PE Curriculum prioritizes the following standards:

1. Habitual physical activity participation to achieve and maintain health-
enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical
activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and
career opportunities.
4. Understanding various movement concepts, principles, strategies and
tactics as they apply to the learning of physical activity.

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Learning Approaches
Physical literacy is consists of movement, motor- and activity-specific
skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’
of the movement. This progresses to an understanding of the ‘why’ of the
movement which is achieved by developing more mature movement patterns
and motor skills in a wide range and variety of exercise, sports and dance
activities to specifically enhance fitness parameters. The learners builds on
these knowledge and skills in order to plan, set goals and monitor their
participation in physical activities (exercise, sports and dance) and constantly
evaluate how well they have integrated this their personal lifestyle. This
implies the provision of ongoing and developmentally-appropriate activities so
that the learners can practice, create, apply and evaluate the knowledge,
understanding and skills necessary to maintain and enhance their own as well
as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands
and respects the diverse range of learners; thus, the program takes into
account their needs, strengths and abilities. This is to ensure that all learners
have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of
movement. It focuses on developing the learners’ understanding of how the
body responds, adjusts and adapts to physical activities. This will equip the
learner to become self-regulated and self-directed as a result of knowing
what should be done and actually doing it; is the learners are equally
confident in influencing their peers, family, immediate community, and
ultimately, society. These are all valuable 21st century skills which the K to 12
PE Curriculum aspires for the learners to develop.

Learning Strands
The program has five learning strands:
1. Body management which includes body awareness, space awareness,
qualities and relationships of movements and how these are used dynamically
in various physical activities.
2. Movement skills related to the fundamental movement patterns and motor
skills that form the basis of all physical activities.

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3. Games and sports consisting of simple, lead-up and indigenous games; as

well as individual, dual and team sports in competitive and recreational
settings.
4. Rhythms and dances include rhythmical movement patterns; the promotion
and appreciation of Philippine folk dance, indigenous and traditional dances
as well as other dance forms.
5. Physical fitness includes assessment through fitness tests and records,
interpreting, planning and implementing appropriate programs that support
fitness and health goals.
The acquisition of physical literacy serves as the foundation for lifelong
physical activity participation which is critical to maintaining and promoting
health. Thus, the health strand in the senior high school (SHS) is seamlessly
integrated in the PE curriculum. This strand optimizes the learner’s potential
for health and wellbeing and contributes to building healthy, active
communities. Thus, the course title, Health-optimizing PE or H.O.P.E.

Learning Area Standard

The learner demonstrates understanding of the concept of physical
fitness and physical activity in achieving, sustaining, and promoting an active
life for fitness and health.

GRADE LEVEL STANDARDS

Grade 1, 2, 3
The learner demonstrates understanding of body awareness, space
awareness, qualities of effort and movement relationships through
participation in enjoyable physical activities.
Grade 4, 5, 6
The learner demonstrates understanding of the importance of physical
activity and physical fitness through participation in and assessment of
physical activities.
Grade 7
The learner demonstrates understanding of personal fitness in
achieving an active lifestyle.
Grade 8
The learner demonstrates understanding of family and school fitness in
sustaining an active lifestyle.

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Grade 9
The learner demonstrates understanding of community fitness in
sustaining and promoting an active lifestyle.
Grade 10
The learner demonstrates understanding of societal fitness in
promoting an active lifestyle.

TIME ALLOTMENT FOR PHYSICAL EDUCATION

Grade Level Time Allotment
Kindergarten Integrated with other subject areas
Grades 1 – 6 40 minutes / week
Grades 7 – 10 60 minutes / week
Grades 11 – 12 120 minutes / week

Lesson 2: Classroom Assessment

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO

12 BASIC EDUCATION PROGRAM (BEP)

Theoretical Basis

Classroom Assessment is a joint process that involves both teachers

and learners. It is an integral part of teaching and learning. Teachers
provide appropriate assessment when they aim to holistically measure
learners’ current and developing abilities while enabling them to take
responsibility in the process. This view recognizes the diversity of learners
inside the classroom, the need for multiple ways of measuring their varying
abilities and learning potentials, and the role of learners as co-participants in
the assessment process.

At the heart of this assessment framework is the recognition and

deliberate consideration of the learners’ zone of proximal development
(Vygotsky 1978). Appropriate assessment is committed to ensure learners’
success in moving from guided to independent display of knowledge,
understanding, and skills, and to enable them to transfer this successfully in

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future situations. From this point of view, assessment facilitates the

development of learners’ higher-order thinking and 21st-century skills.

This view of assessment, therefore, acknowledges the unity of

instruction and assessment. Assessment is part of day-to-day lessons and
extends the day-to-day classroom activities that are already in place in the K
to 12 curriculum.

What is Classroom Assessment?

Assessment is a process that is used to keep track of learners’ progress

in relation to learning standards and in the development of 21st-century
skills; to promote self-reflection and personal accountability among students
about their own learning; and to provide bases for the profiling of student
performance on the learning competencies and standards of the curriculum.
Various kinds of assessments shall be used appropriately for different learners
who come from diverse contexts, such as cultural background and life
experiences.

Classroom Assessment is an ongoing process of identifying, gathering,

organizing, and interpreting quantitative and qualitative information about
what learners know and can do.

Teachers should employ classroom assessment methods that are

consistent with curriculum standards. It is important for teachers to always
inform learners about the objectives of the lesson so that the latter will aim to
meet or even exceed the standards. The teacher provides immediate
feedback to students about their learning progress. Classroom assessment
also measures the achievement of competencies by the learners.

There are two types of classroom assessment, namely, formative and

summative.

Formative assessment

Formative assessment may be seen as assessment for learning so

teachers can make adjustments in their instruction. It is also assessment as
learning wherein students reflect on their own progress. According to the

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UNESCO Program on Teaching and Learning for a Sustainable Future

(UNESCO-TLSF), formative assessment refers to the ongoing forms of
assessment that are closely linked to the learning process. It is
characteristically informal and is intended to help students identify strengths
and weaknesses in order to learn from the assessment experience.

Formative assessment may be given at any time during the teaching

and learning process. It is also a way to check the effectiveness of
instruction.

Formative assessment involves teachers using evidence about what

learners know and can do to inform and improve their teaching. Teachers
observe and guide learners in their tasks through interaction and dialogue,
thus gaining deeper insights into the learners’ progress, strengths,
weaknesses, and needs. The results of formative assessments will help
teachers make good instructional decisions so that their lessons are better
suited to the learners’ abilities. It is important for teachers to record
formative assessment by documenting and tracking learners’ progress using
systematic ways that can easily provide insight into a student’s learning.
Such monitoring will allow teachers to understand their students and thus
teach them better. Formative assessment results, however, are not included
in the computation of summative assessment.

Formative assessment must also provide students with immediate

feedback on how well they are learning throughout the teaching-learning
process. Recommendations on how they can improve themselves should also
be given by the teachers. Formative assessment enables students to take
responsibility for their own learning, and identify areas where they do well
and where they need help. As a result, students will appreciate and make
their own decisions about their progress.

Summative assessment

Summative assessment, on the other hand, may be seen as

assessment of learning, which occurs at the end of a particular unit. This
form of assessment usually occurs toward the end of a period of learning in
order to describe the standard reached by the learner. Often, this takes place

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in order for appropriate decisions about future learning or job suitability to be

made. Judgments derived from summative assessment are usually for the
benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the

content and performance standards. Teachers must use methods to measure
student learning that have been deliberately designed to assess how well
students have learned and are able to apply their learning in different
contexts. The results of summative assessments are recorded and used to
report on the learners’ achievement. Primarily, the results of summative
assessment are reported to the learners and their parents/guardians. In
addition, these are reported to principals/school heads, teachers who will
receive the child in the next grade level, and guidance teachers who should
help students cope with challenges they experience in school.

What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well

in relation to the learning standards. Learning standards comprise content
standards, performance standards, and learning competencies that are
outlined in the curriculum.

A. Content Standards - identify and set the essential knowledge and

understanding that should be learned. They cover a specified scope of
sequential topics within each learning strand, domain, theme, or component.
Content standards answer the question, “What should the learners know?”

B. Performance Standards - describe the abilities and skills that learners

are expected to demonstrate in relation to the content standards and
integration of 21st-century skills. The integration of knowledge,
understanding, and skills is expressed through creation, innovation, and
adding value to products/ performance during independent work or in
collaboration with others. Performance standards answer the following
questions:

1. “What can learners do with what they know?”

2. “How well must learners do their work?”

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3. “How well do learners use their learning or understanding in different

situations?”
4. “How do learners apply their learning or understanding in real-life
contexts?”
5. “What tools and measures should learners use to demonstrate what
they know?”

C. Learning Competencies- refer to the knowledge, understanding, skills,

and attitudes that students need to demonstrate in every lesson and/or
learning activity.

D. Concept Development
The learning standards in the curriculum reflect progressions of
concept development. The Cognitive Process Dimensions adapted from
Anderson & Krathwohl (2001) may be a good way to operationalize these
progressions. It provides a scheme for classifying educational goals,
objectives, and standards. It also defines a broad range of cognitive
processes from basic to complex, as follows: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating. Each dimension is described in
Table 1.
Table 1. Adapted Cognitive Process Dimensions*
Cognitive Process
Dimensions Descriptors

The learner can recall information and retrieve relevant

knowledge from long-term memory: identify, retrieve, recognize,
Remembering duplicate, list, memorize, repeat, reproduce

The learner can construct meaning from oral, written, and

graphic messages: interpret, exemplify, classify, summarize,
Understanding infer, compare, explain, paraphrase, discuss

The learner can use information to undertake a procedure in

familiar situations or in a new way: execute, implement,
demonstrate, dramatize, interpret, solve, use, illustrate, convert,
Applying discover

The learner can distinguish between parts and determine how

they relate to one another, and to the overall structure and
purpose: differentiate, distinguish, compare, contrast, organize,
Analyzing outline, attribute, deconstruct

The learner can make judgments and justify decisions:

coordinate, measure, detect, defend, judge, argue, debate,
Evaluating critique, appraise, evaluate

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The learner can put elements together to form a functional

whole, create a new product or point of view: generate,
hypothesize, plan, design, develop, produce, construct,
Creating formulate, assemble, design, devise

Adapted from Table 5.1 “The Cognitive Process Dimensions” (Anderson and
Krathwohl 2001, pp. 67-68)

To align the assessment process with the K to 12 curriculum, the

adapted Cognitive Process Dimensions may be used as guide not only in
lesson development but also in the formulation of assessment tasks and
activities.

How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and

measures appropriate to and congruent with learning competencies defined in
the K to 12 curriculum. Some of these processes and measures may be used
for both formative and summative assessment, which have different goals.
Learners may be assessed individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate

independently what has been learned or mastered through a range of
activities such as check-up quizzes, written exercises, performances, models,
and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students

to support each other’s learning. Discussions, role playing, games, and other
group activities may also be used as performance-based formative
assessment wherein learners support and extend each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson.

Basically, every lesson has three parts: before the lesson, the lesson proper,
and after the lesson. Formative assessment conducted in each part serves a
different purpose.

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Before the Lesson

Formative assessment conducted before the lesson informs the teacher

about the students’ understanding of a lesson/topic before direct instruction.
It helps teachers understand where the students stand in terms of conceptual
understanding and application. Formative assessment provides bases for
making instructional decisions, such as moving on to a new lesson or
clarifying prerequisite understanding.

During the Lesson Proper

Formative assessment conducted during the lesson proper informs

teachers of the progress of the students in relation to the development of the
learning competencies. It also helps the teacher determine whether
instructional strategies are effective. The results of formative assessment
given at this time may be compared with the results of formative assessment
given before the lesson to establish if conceptual understanding and
application have improved. On this basis, the teacher can make decisions on
whether to review, re-teach, remediate, or enrich lessons and, subsequently,
when to move on to the next lesson.

After the Lesson

Formative assessment conducted after the lesson assesses whether

learning objectives were achieved. It also allows the teacher to evaluate the
effectiveness of instruction. Students who require remediation and/or
enrichment should be helped by the teacher using appropriate teaching
strategies.

Table 2 enumerates the purposes of formative assessments conducted

before, during, and after the lesson. It also shows examples of assessment
methods. Teachers should not limit the assessment methods they use to the
examples provided in the table 2.

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Table 2. Purposes of Formative Assessment

Parts of Examples of
the Assessment
Lesson For the Learner For the Teacher Methods

Agree/disagree
activities

Games

Interviews
Know what s/he knows
about the topic/lesson Get information about what Inventories/
the learner already knows checklists of skills
Understand the and can do about the new (relevant to the topic
purpose of the lesson lesson in a learning area)
and how to do well in
the lesson Share learning intentions KWL activities (what I
and success criteria to the know, what I want to
Identify ideas or learners know, what I learned)
concepts s/he
misunderstands Determine misconceptions Open-ended
questions
Before Identify barriers to Identify what hinders
Lesson learning learning Practice exercises

Provide immediate feedback

to learners

Identify what hinders Multimedia

learning presentations

Identify one’s Identify what facilitates Observations

strengths and learning
weaknesses Other formative
Identify learning gaps performance tasks
Identify barriers to (simple activities that
learning Track learner progress in can be drawn from a
comparison to formative specific topic or
Identify factors that assessment results prior to lesson)
help him/her learn the lesson proper
Quizzes (recorded
Know what s/he knows To make decisions on but not graded)
and does not know whether to proceed with the
next lesson, reteach, or Recitations
Lesson Monitor his / her own provide for corrective
Proper progress measures or reinforcements Simulation activities

Tell and recognize Assess whether learning Multimedia

whether s/he met objectives have been met presentations
learning objectives for a specified duration
After and success criteria Observations
Lesson Remediate and/ or enrich

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Seek support through with appropriate strategies Other formative

remediation, as needed performance tasks
enrichment, or other (simple activities that
strategies Evaluate whether learning can be drawn from a
intentions and success specific topic or
criteria have been met lesson)

Quizzes (recorded
but not graded)

Recitations

Simulation activities
exercises

Short quizzes

Written work

The information or feedback gathered from formative assessment will

help teachers ensure that all learners are supported while they are developing
understanding and competencies related to curriculum standards. These also
prepare them for summative assessments. Teachers should keep a record of
formative assessment results to study the patterns of learning demonstrated
by students. However, this should not be used as bases for grading.

Summative Assessment

This form of assessment measures the different ways learners use and
apply all relevant knowledge, understanding, and skills. It must be spaced
properly over the quarter. It is usually conducted after a unit of work and/or
at the end of an entire quarter to determine how well learners can
demonstrate content knowledge and competencies articulated in the learning
standards. Learners synthesize their knowledge, understanding, and skills
during summative assessments. The results of these assessments are used
as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly

assessment. Collaboratively, learners may participate in group activities in

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which they cooperate to produce evidence of their learning. The process of

creating a learning project is given more weight or importance than the
product itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely,

Written Work (WW), Performance Tasks (PT), and Quarterly Assessment
(QA). These three will be the bases for grading. The nature of the learning
area defines the way these three components are assessed.

Written Work

The Written Work component ensures that students are able to

express skills and concepts in written form. Written Work, which may include
long quizzes, and unit or long tests, help strengthen test-taking skills among
the learners. It is strongly recommended that items in long quizzes/tests be
distributed across the Cognitive Process Dimensions so that all are adequately
covered. Through these, learners are able to practice and prepare for
quarterly assessment and other standardized assessments. Other written
work may include essays, written reports, and other written output.

Performance Task

The Performance Task component allows learners to show what they

know and are able to do in diverse ways. They may create or innovate
products or do performance-based tasks. Performance-based tasks may
include skills demonstration, group presentations, oral work, multimedia
presentations, and research projects. It is important to note that written
output may also be considered as performance tasks.

Quarterly Assessment

Quarterly Assessment measures student learning at the end of the

quarter. These may be in the form of objective tests, performance-based
assessment, or a combination thereof.

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Table 3 shows the components of summative assessment, their purposes,

and when they are given.

Table 3. Components of Summative Assessment

Components Purpose When Given

Assess learners’ understanding of concepts and

application of skills in written form
Written Work At end of the
(WW) Prepare learners for quarterly assessments topic or unit

Involve students in the learning process individually or

in collaboration with teammates over a period of time

Give students opportunities to demonstrate and

integrate their knowledge, understanding, and skills
about topics or lessons learned in a specific real-life
situation by performing and/or producing evidence of At end of a
their learning lesson
focusing on a
Give students the freedom to express their learning in topic/skill
appropriate and diverse ways lesson

Encourage student inquiry, integration of knowledge, Several times

Performance understanding, and skills in various contexts beyond during the
Tasks (PT) the assessment period quarter

Quarterly
Assessment Synthesize all the learning skills, concepts, and values Once, at end
(QA) learned in an entire quarter of the quarter

There must be sufficient and appropriate instructional interventions to

ensure that learners are ready before summative assessments are given. The
evidence produced through summative assessment enables teachers to
describe how well the students have learned the standards/competencies for
a given quarter. These are then reflected in the class record. The grades of
learners are presented in a report card to show the progress of learners to
parents and other stakeholders.

Lesson 3: Teaching Strategies

Teaching strategies, also known as instructional strategies, are
methods that teachers use to deliver course material in ways that keep

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students engaged and practicing different skill sets. An instructor may select
different teaching strategies according to unit topic, grade level, class size,
and classroom resources. Many kinds of instructional strategies are employed
to achieve teaching and learning goals and support different kinds of
students. For example, teachers may select strategies tailored to English-
language learners, students with ADHD or students with learning
disabilities according to the needs of the student and the requirements of the
course.
Instructors can also select classroom activities according to instructional
method, such as using a tic-tac-toe strategy for differentiated instruction.
Specific strategies can also be employed to teach particular skills,
like strategies for problem solving. Activities that promote thinking and
discussion in small groups like think-pair-share activities are ideal for
cooperative learning, while activities that get students outside work well for
active learning frameworks.

1. Brainstorming
Teachers can use brainstorming as a thinking strategy to help students
generate questions, ideas, and examples and to explore a central idea or
topic. During brainstorming, students share ideas that come to mind and
record these ideas without making judgements about them. When
introducing a topic, teachers can use brainstorming sessions to determine
what students already know or wish to learn, and to provide direction for
learning and reflection. Brainstorming stimulates fluent and flexible thinking
and can also be used to extend problem-solving skills.

2. Conference
During a student–teacher conference, students can report on their progress,
consider problems and solutions, and note strengths and areas for
improvement. Teachers can discuss students’ work with pairs or small groups
of students in order to facilitate learning. Conferences therefore require an
inviting and supportive atmosphere to encourage open discussion, as well as
a high level of trust between participants. Conferences provide teachers with
an opportunity to guide and support learners and a forum for students to
demonstrate their learning through discussion, sketchbooks, or portfolios.

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3. Cooperative Learning
Cooperative-learning techniques allow students to work as a team to
accomplish a common learning goal. For example, a group of students may
work together to prepare a drama, dance, or music performance, to create an
art work, or to complete a research project. In addition to the final product
produced by the group, an important aspect of the cooperative-learning
process is having each group member examine how the group functioned in
its task and evaluate his or her own contribution to the group process.
Discussions, journal entries, and self-evaluation checklists are some ways in
which students can reflect on the group work process and their part in it.

4. Discussion
Discussion is a cooperative strategy through which students explore their
thinking, respond to ideas, process information, and articulate their thoughts
in exchanges with peers and the teacher. Discussion can be used to clarify
understanding of concepts, ideas, and information. Emphasis is placed on
talking and listening to each other. Through discussion, students can make
connections between ideas and experience, and reflect on a variety of
meanings and interpretations of texts and experiences.

5. Experimenting
Experimenting is central to the arts, and is frequently used in making
connections between the concrete and the abstract. Experimenting requires
that students investigate, test, explore, manipulate, solve problems, make
decisions, and organize information in hands-on ways. Experimenting also
encourages students to use cooperative skills effectively in interpreting and
communicating findings. Experimenting enhances student motivation,
understanding, and active involvement and can be initiated by the teacher or
the student.

6. Focused Exploration
This is a method of instruction in which students use the materials and
equipment available in the classroom in ways of their choosing. The teacher
observes and listens while students are exploring, and provides guidance as
needed, using information gathered from assessment. For example, the

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teacher may pose a question, prompt deeper thinking, or introduce new

vocabulary.

7. Free Exploration
This is a key instructional activity that is initiated by students, using the
materials available in the classroom in ways of their choosing. Teachers
observe and listen as part of ongoing assessment while students are exploring
freely, but do not guide the exploration as they do during focused
exploration.

8. Graphic or Visual Organizers

The use of visual supports is an especially powerful teaching strategy.
Graphic organizers, often also referred to as key visuals, allow students to
understand and represent relationships visually rather than just with
language, providing helpful redundancy in making meaning from a text.
Graphic organizers can be used to record, organize, compare, analyse, and
synthesize information and ideas. They can assist students in accessing prior
knowledge and connecting it to new concepts learned as well as consolidating
their understanding. Examples of common graphic organizers include the
following: timeline, cycle diagram, T-chart, Venn diagram, story map, flow
chart, grid, web, and problem-solution outline. The use of a graphic
organizer is extremely helpful when carried out initially as a class or group
brainstorming activity. The graphic organizer provides a way of collecting and
visually presenting information about a topic that will make it more
comprehensible for students.
When using different graphic organizers, teachers should point out and model
for students the usefulness of particular graphic organizers. For example, the
T-chart provides an ideal framework for visually representing comparison and
contrast, while the flow chart is well suited to illustrating cause-and-effect
relationships.

9. Guided Activity
This is a key instructional activity that is initiated by the teacher. On the
basis of assessment information, the teacher may pose a series of questions,

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provide prompts to extend thinking, ask students to demonstrate a familiar

concept in a new way, encourage students to try a new activity, and so on.

10. Guided Exploration

The teacher models a concept or skill that is part of a larger set of skills or
knowledge, and guides the students as they practise this first step. The
process is repeated until the students master the expected knowledge and
skills of the lesson. This strategy is particularly useful for introducing new
skills that are developed sequentially.

11. Jigsaw
Jigsaw is a cooperative group activity in which a different segment of a
learning task is assigned to each member of a small group (the “home”
group). All home group members then work to become an “expert” in their
aspect of the task in order to teach the other group members. Jigsaw
activities push all students to take equal responsibility for the group’s learning
goals. In the arts, jigsaw activities can be done in creating/performing,
listening, and reading formats.
In a jigsaw activity in creating/performing, each student becomes a member
of an “expert” group, which learns a particular arts skill. Experts then return
to their home groups to share information and demonstrate the skill. Each
expert must ensure that all members of the home group understand the
information and the method of performing the skill. A similar procedure can
be followed for a jigsaw listening activity or a jigsaw reading activity.

12. Modelling
Teachers can demonstration a task or strategy to students, and may “think
aloud” while doing it to make the process clearer. By imitating the model,
students become aware of the procedures needed to perform the task or use
the strategy.

13. Multiple Points of View

Teachers can encourage students to adopt another point of view in order to
develop their ability to think critically and to look at issues from more than

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one perspective. In this activity, students identify which person’s point of

view is being considered and the needs and concerns of the person. They
also locate and analyse information about the person and summarize the
person’s position. They learn to examine issues and characters and to form
conclusions without letting personal bias interfere.

14. Oral Explanation

Students may use oral explanation to clarify thinking, to justify reasoning, and
to communicate their understanding in any of the arts.

15. Panel Discussion

A panel discussion provides opportunities for students to examine
controversial issues from different perspectives. A moderator introduces the
topic, and the panel members then each present to an audience a prepared
statement of three to five minutes that elucidates a particular viewpoint. The
moderator facilitates audience participation and allows panel members to
clarify previous statements or provide new information. After the discussion
period, the moderator asks each panel member for some general conclusions
or summary statements. Topics chosen for a panel discussion should engage
students intellectually and emotionally, allowing them to use higher-order
thinking skills as they make reasoned and logical arguments.

16. Role Play

Role play allows students to simulate a variety of situations, using language
for different purposes and audiences. Through role plays, students can
practice and explore alternative solutions to situations outside the classroom.
The role-play strategy also allows students to take different perspectives on a
situation, helping them to develop sensitivity and understanding by putting
themselves in the shoes of others. An important phase in any role-playing
activity is the follow-up. Debriefing after a role play allows students to
analyse the role-play experience and the learning in the activity

17. Simulation
Through simulation, students can participate in a replication of real or
hypothetical conditions and respond and act as though the situation were
real. Simulation is useful when students are learning about complex
processes, events, ideas, or issues, or when they are trying to understand the
emotions and feelings of others. Simulation requires the manipulation of a

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variety of factors and variables, allowing students to explore alternatives and

solve problems and to take values and attitudes into consideration when
making decisions and experiencing the results. Simulation can take a number
of forms, including role playing, dramatizations, and enactments of historical
events.

18. Think-Aloud
In the think-aloud strategy, the teacher models out loud a thinking or learning
process while using it. It is particularly useful when students are learning a
difficult concept or reinforcing learning. Think-alouds can also be done by
students on their own as they learn a skill, with a peer, or with the teacher
for assessment purposes.

19. Think-Pair-Share
During a think-pair-share activity, students individually consider an issue or
problem and then discuss their ideas in pairs or in a small group. A few
students are then called on by the teacher to share their thoughts and ideas
with the whole class.

20. Visualization
Visualization is a process of making an object, an event, or a situation visible
in one’s imagination by mentally constructing or recalling an image. Teachers
can use visualization with students as an exercise in image creation prior to
creating an art work. Visualization allows students to draw on their own prior
experience and extend their thinking creatively. Teachers can also make use
of a variety of visual stimuli (e.g., illustrations, photographs, reproductions,
videos, real objects, graphics) to assist students in generating ideas for
various kinds of works in all the arts.

7 Core Teaching Strategies for Physical Education

Teaching Physical Education obviously carries a different dynamic to

teaching solely in the classroom. However both require the application of
such strategies. Here we will look at the core teaching strategies and how
they can be applied.

1. Direct Teaching “Follow my Lead”

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Objective: Demonstrating how a drill is performed and having them follow

your steps helps the students visualise what is you are requiring them to do.

The advantage of this strategy is that it is time efficient and is a good

strategy for the introduction of new skills. The Teacher’s role is to pre-plan
the routine or drill and demonstrate it effectively to the class. The students
need only to replicate your actions to learn the exercise.

The disadvantage of this is that it can be difficult to deliver individual

feedback to each student.

2. Teacher Feedback “Roaming Review”

Objective: The class carry out the assigned tasks following clear instruction
given prior.

The advantage of this strategy is that the teacher is free to roam from
group to group and individual to individual to provide feedback and correct or
re-teach the skill they are having trouble with.

The disadvantage of this is that time may not allow you to provide
individual feedback to each student. While you are demonstrating something
to one individual, another student having problems may risk going unnoticed.

3. Peer Feedback “Collective Correction”

Objective: Students are placed in small teams and given a task that they must
perform, usually competing against other teams.

The advantage of this strategy is that the team provide feedback to

each other and work collectively to carry out the required task, correcting
each other at each wrong move. It encourages competition and fosters
teamwork.

The disadvantage of this is the feedback that students give to each

other may not be positive and lesser skilled students may feel intimidated and
bullying can occur.

4. Self-Feedback “Retrace Your Steps”

Objective: Students look at their outcome and assess if it was done correctly,
or could have been done better. This is perfect for sporting drills where

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correct form, set moves, or plays need to be performed and the use of
Videos, GoPro’s or suitable Iphone Apps are available.

The advantage of this strategy is that students can see for themselves
the point where things went wrong. Whether the feedback was provided by
themselves, their peers, or yourself, it is sure to be precise and
correct. Think of a football coach setting up plays or set moves for their team
and it not being executed correctly, here you can playback footage and
review what exactly happened.

The disadvantage of this is that it may not be practical or realistic to

have a recording of the activity to refer to. Self-Feedback can still work in
this instance if you ‘revise your steps’ and walk through with the student
exactly what they did.

5. Convergent Discovery “Here’s a problem, Go Sol ve it”

Objective: Students are given a set of items, or scenario, and told what the
end result needs to look like. The students are placed in teams where they
need to collectively work together to discover how to get the job done.

The advantage of this strategy is that students learn teamwork and

social skills. So the Problem that needs solving does not directly need to be
related to PE because the outcome and the steps leading up to it are essential
ingredients in any team sport, and class cohesion.

The disadvantage of this is that students need to be motivated to

complete the task. As the teacher you need to plan who you will ‘randomly’
grouped together to achieve the desired result

6. Jigsaw Learning “Let’s Teach Each other”

Objective: Using a Drill that involves multiple tasks. Teach one task to each
group, and then pair each group up to teach each other their learnt skills. As
an example we can use Volleyball. You can start off with 4 groups. Teach
one group how to serve, one group how to set, one group how to dig and
one group how to spike. Then have each group teach a different group their
new skill, so that they all get taught each component.

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The advantage of this strategy is that once you teach the task to the
individual groups, you are then free to roam around among them and use the
Teacher Feedback strategy to assist them.

The disadvantage of this is that students need to be motivated to

complete the task. Lower skilled students may not be able to acquire the skill
as quick as their team mates, leading to possible problems.

7. Team Games Tournament “World Cup”

Objective: Flowing on from Jigsaw learning (or any other strategy that had
success), the 4 teams now compete against each other to win the
tournament. Play can either be straight knockout, or Round Robin.

The Advantage of this strategy is that it applies all the other strategies
together as it relies on Self-assessment, Peer Assessment, Problem Solving
and improvement. Most students love competing against each other and this
offers a fun way to cement their new skills.

The Disadvantage is that some students may start to dominate

play and lower skilled players may only play bit parts. Think of the “Pass it to
me kid” who is always unmarked, but never gets the ball because his skill
level is not great.

Topic 4: Lesson Planning

Lesson planning is one way of planning instruction. It is a way of
visualizing a lesson before it is taught. Planning a lesson entails ‘prediction,
anticipation, sequencing, and simplifying”. Lesson planning is a critical part of
the teaching and learning process.
The objective of lesson planning is learning. It helps teachers set
learning targets for learners. It also help teachers guarantee that learners
reach that targets. By planning lessons teachers are able to see to it that
daily activities inside the classroom lead to learner progress and achievement
of the attainment of learning outcomes.
Lesson planning is a hallmark of effective teaching. As mentioned,
effective teachers organize and plan instruction to ensure learners’ success

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inside the classroom. According to Stronge (2007), research shows that

instructional planning for effective teaching has the following elements:
1. Identifying clear lesson and learning objectives while carefully linking
activities to them, which is essential for effectiveness.
2. Creating quality assignments, which is positively associated with quality
instruction and quality student work.
3. Planning lessons that have clear goals, are logically structured, and
progress through the content step-by-step.
4. Planning the instructional strategies to be deployed in the classroom
and the timing of these strategies.
5. Using advance organizers, graphic organizers, and outlines to plan for
effective instructional delivery.
6. Considering student attention spans and learning styles when
designing lessons.
7. Systematically developing objectives, questions, and activities that
reflect higher level and lower level cognitive skills as appropriate for
the content and the student.

What is a Detailed Lesson Plan?

According to Reference.com a detailed lesson plan is a thorough
description of a teacher’s instructions for a particular class. A teacher usually
makes a daily lesson plan to teach a specific course of instructions.
The sole purpose of a detailed lesson plan is to outline the program for a
lesson in simple details, which will include the lesson’s objective, how the
objective is going to be achieved and a way of testing how well the objective
was received by the students. If a teacher plans on delivering more than one
lesson in one class, he or she can divide the material into multiple lesson
plans. It is highly recommended to follow a standardized format to make
certain that all the aspect of a lesson are covered.

Post Activity:
Week 14-17: Thematic Content, Assessment and Pedagogy
Output No. 8: Lesson Planning. Write a detailed Lesson Plan. Choose your
topic in PE Curriculum Guide (Grades 2 & 3 only).

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Lesson Plan Template

A. Lesson Plan for Grade _____ (decide your grade level of students)

I. Objectives (create your own set of objectives, suited to your plan)

1)

2)

II. Topic: _________ (decide for your own topic)

Learning Code:
Reference:
Materials:
Value Focus:

III. Instructional Procedures:

Teacher’s Activities Learners’ Activities

Under the teacher’s activities, you write Under this column, you write
here your the desired or expected
1. speech (the words you speak when you students’ answers and
give instructions, explain ideas or concepts, responses, as well as
etc,) and corresponding actions or
2. description of activities or actions (such reactions to teacher’s
as, Teacher groups students into 5 and questions or directions.
distributes the construction materials per
group.)

A. Preparatory Activities
(Recall Prior Learning)
1. Warm-up Exercises/ Drill

B. Developmental Activities
(Present Stimulus)
1. Motivation

2. Unlocking of Difficulties

3. Presentation
(Pose student’s awareness of the (Students read the lesson
objectives of the lesson) objectives)
Today, we are going to learn about… Objectives:
We have the following learning goals for this 1.
session. Please read them aloud, class. 2.

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(Guide Learning) Students’ responses and

This will contain the lecture/discussion part. activities are placed or
Discussion may be in the form of question described here on this side
and answer in order to elicit desired and must be typed in proper
responses from the students. alignment with the teacher’s
question on the left side.
Teacher asks a question or gives direction
on this side

C. Reinforcing Activity
(Elicit Performance)

This may include the practice exercises or

drills and other learning activities.
You may number (1, 2, 3…) your
activities depending on how many they are.
Learning activities should also be titled.

E.g.
1. Practice Drill
Directions:

2. Enrichment Exercises
(Provide Feedback)
Directions:

D. Generalization
(Enhance Retention or Transfer) Today, I learned that correct
(This contains the summary of the lesson body movement in jogging,
stated in 2-3 sentences. This will be elicited running, hopping, jumping,
from the students) galloping and sliding help in
developing fitness as
So what were the things you learned today? preventing injury. (Sample
only, you may have your
own lines relative to your
topic)

E. Application

IV. Evaluation
(Assess Performance)
(Here you will present your assessment of
student’s learning. It may be in a form of a
written test or performance assessment. In
the case of performance assessment,
include a rubric or criteria set)

V. Assignment
(Homework or tasks for extended and
independent practice as deemed
necessary)

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Rubric for grading:

Points Description
10 Content
Work shows sufficient and appropriate content
10 Application
Work shows proper applications of concepts learned
8 Creativity and critical thinking
Work reflects creativity and critical thinking skills and
shows proper interpretation and understanding
8 Organization
Work shows logical organization of ideas and concepts
7 Accuracy
Work reflects correctness of concepts
7 Originality
Work is authentic and is not a copy of others’ work
50 TOTAL

Week 18: FINAL EXAMINATION

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References:

Edukasyong Pangkatawan at Pangkalusugan – Kagamitan ng Mag-aaral

(Ikaapat na Baitang)

https://www.depedresources.com/download-dlp-k-12-detailed-lesson-plans/

https://depedtambayan.org/grade-1-detailed-

https://lindsays-art-room.weebly.com/teaching-strategies.html
129/pages/three-dimensional-media

https://portablesportscoach.com/teaching-strategies-physical-education/

http://www.suite101.com/content/experiencing-visual-art-in-the-primary-
classroom-a293083

https://www.teacherph.com/classroom-assessment/

K-12 Physical Education Curriculum Guide 2016 https://lrmds.deped.gov.ph

TGs and LMs Gr.2, Enhancing Skills through MAPE

TGs and LMs Gr.3, Enhancing Skills through MAPE

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