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Fidp and Atg SHS

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103 views5 pages

Fidp and Atg SHS

Uploaded by

Vinghle Agbayani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11 Semester: 2nd


Core Subject Title: Physical Education and Health 2 No. of Hours/Semester: 20 hours/Semester
Prerequisites (If Needed):

Core Subject Description: Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The knowledge, skills and
understanding which include physical and health literacy competencies support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing
and advocating their own as well as others’ fitness and health. This course is comprised of individual, dual and team sports in competitive and recreational settings.It consists of an
array of offerings which learners can choose from.

Culminating Performance Standard: Leads sports events with proficiency and confidence resulting in independent pursuit and in influencing others positively.
Learning Competencies Highest Enabling Strategy to Use in
Highest Thinking Skill Developing the Highest Thinking Skill
to Assess to Assess

Most RBT Flexible


Content Performanc Leve Assessment Flexible
Content Essential Enabling
Standards e Standard KUD
Most KUD l Activities Learning
Topics Complete Classificatio Classificatio General
n Essential n (FAA) Strategies
Strategy
Performance (FLS)
Check(s)
Sports The learner Technical The learner LC13: MELCS 6.
a. demonstrates and Tactical leads fitness Participates D Participates D C Lead-up Games Problem Return-
Individua understanding Skills in events with in an in an  Self- Solving Demonstration
l and of fitness and Sports: proficiency organized organized assessment
Dual exercise in Specific and event that event
sports optimizing Sports confidence addresses that
one’s health as a Participation resulting in health/sports addresses
b. Team habit; as independent issues and health/fitness
Sports requisite for pursuit and concerns issues and
physical activity in concerns
assessment influencing LC 15:
performance, others Displays MELCS 8.
and as a career positively initiative, Discuss the
opportunity responsibilit different
y and technical and
leadership in tactical skills
fitness in sports.
activities
Performance Task: As sports advocates, your goal is to develop students' proficiency and confidence in organizing sports events and to promote a healthy lifestyle within your
family and community. In the context of a Health Awareness Campaign, you will plan and execute a mini tournament. This event will showcase a variety of sports activities,
encouraging participation from all age groups. By organizing and promoting this tournament, you aim to highlight the importance of regular physical activity and its benefits for
overall well-being. Your efforts will culminate in a successful event that fosters community engagement, emphasizes the value of a healthy lifestyle, and demonstrates your ability
to coordinate and manage a sports event effectively.

GRASPS
GOAL To develop students’ proficiency and confidence in organizing sports events and to promote a healthy lifestyle
ROLE Sports Advocates
AUDIENCE Family and Community
SITUATION Health Awareness Campaign
PRODUCT Mini-Tournament
STANDARD Proficiency and Confidence, Organization and Planning, Impact and Influence, Collaboration and Teamwork, Educational Value

Prepared by:

HERNANI L. MARTIN, LPT


Subject Teacher, Senior High School
Infant Jesus De Providencia Learning & Development Center, Inc.
ADAPTIVE TEACHING GUIDE
MET # 5: Technical and Tactical Skills in Sports: Specific Sports Participation
LESSON/TOPIC: Technical and Tactical Skills in Playing Volleyball
Prerequisite Content-knowledge:
MET 1: Pesonal Health Inventory
MET 2: Sports and Stress Management Lesson
MET 3: Safety Precaution and First Aid in Sports
MET 4: Sports-Based Fitness Program

Prerequisite Skill: Topical Skills Inventory

Prerequisites Assessment: Fundametal Content Knowledge Assessment and Monitoring Checklist


Pre-lesson Remediation Activity:
For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
 Facilitated Compass Points provided with articles for readings. Explain and discuss the concepts.
For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
 Provide supplementary activities (Close reading, handouts, and videos) to enhance and reinforce the students’ response and assess by using the short response.
Introduction:
Volleyball is a fast-paced, dynamic sport that requires a mastery of various technical and tactical skills. This presentation will guide you through the fundamental skills
necessary to excel on the court, from passing and setting to serving and defensive positioning.

1. Time frame and students’ consultation: 45 minutes, 4:00-4:45 Friday

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, the students are expected to:
 (Remembering)
-Execute the techical skills in Volleyball as springboard in the scaffolding activity for Performance Task.
 (Understanding)
-Explain the different tactical skills in Volleyball.
 (Applying)
-Apply technical and tactical skills in a Volleyball Lead-Up Games.
3.Context where the student is going to apply their learning (In what PAA/EFAA and personal use?)
 This will showcase the students’ skills, initiative, leadership, and responsibility in participating a Lead-Up Games towards the fulfillment of the four exits.
4. Overview of the Lesson
In volleyball, technical skills include serving to initiate play, passing to direct the ball using forearms or hands, setting to place the ball accurately for a hitter, hitting or
spiking for powerful attacks over the net, blocking to stop or alter opponents' attacks, and digging to defend against attacks. Tactical skills involve positioning to be in the right
place, reading the game to anticipate opponents' moves, communicating effectively with teammates, using strategic serving to exploit opponents' weaknesses, coordinating
offensive strategies to execute attacks, organizing defensive formations to cover attacks, and transitioning quickly between offense and defense. Combining both technical and
tactical skills is essential for effective and strategic volleyball play.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy. Number of
chunking of topics will be dependent on the teacher’s plan.)
CHUNK 1 CHUNK 2 FORMATIVE SKILL
 The teacher will use a Return-  The teacher explains the different VOLLEY VICTOY: SKILL BUILDING LEAD-UP GAMES
Demonstration strategy to execute tactical skills in playing Volleyball as 1. The teacher will divide the class into four groups. Each group will
the technical skills in Volleyball as springboard to Performance Task. be given designated station within the Volleyball court.
springboard to Performance Task. - Serve Placement 2. Each station, there will be a required skill(s) to execute for
- The teacher executes the - Serve Reception mastery.
technical skills and the students - Offensive Plays 3. If the group finishes the required skills in that certain station , they
will follow with follow-up - Defensive Formations need to proceed on the next station and so on and so fort.
feedback. - Transition Play 4. The first group to finsh will be receiving a special award after the
- Serving (Underhand & - Reading the Game activity.
Overhead) - Communication
- Passing (Digging, Receiving,
Setting/Tossing & Spiking
- Blocking

Synthesis:
This significant encounter will enable the students to acquire understanding of the technical and tactical skills in optimizing one’s health as a habit and as a springboard to
Performance Task and as guide in the implementation of the succeeding lessons. This topic highlights the execution of technical skills and application of the tactical skills in
playing Volleyball. The execution must follow the Return-demonstration strategy as the teacher demonstrates the skills and the students follows.
RUA of a Student’s Learning: Students are expected to demonstrates understanding on MET 5 Technical and Tactical Skills in Sports: Specific Sports Participation through
the 3 Technical and 7 Tactical Skills. The output will be assessed through the Analytic Rubric (See attachment)
Post-lesson Remediation Activity: The teacher will provide a supplementary readings and videos (containing scenarios) to strengthen the students knowledge and response.
Assess the students understanding by using the C E R Template.

Prepared by:

HERNANI L. MARTIN, LPT


Subject Teacher, Senior High School
Infant Jesus De Providencia Learning & Development Center, Inc.

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