Physical Education Teacher Guide

PHYSICAL EDUCATION WORKBOOK

TARGET GRADE TIME 40 Minutes
LEVEL
Grade 7 ALLOTMENT Per Session

OVERVIEW OF Where are you How will you get When will you
THE UNIT going? there? know you have
arrived?
This unit will I will become As a physically
enable me to: actively involved educated person:
in:
Demonstrate my I can define
understanding Our classroom physical fitness;
of physical discussions on I can enumerate
fitness concepts. physical fitness. the three (3)
major fitness
components;
I can distinguish
the different
parameters that
comprise each
fitness
component.

Conduct fitness I can assess my

assessments; Carrying out the fitness levels
Interpret fitness different fitness through fitness
test results. test protocols; tests.
Recording my
fitness test
Exercise and scores. I exercise and
participate in participate in
physical Document my physical
activities to exercise and activities
improve my physical activity regularly.
fitness levels. habits by making I keep an
a portfolio that accurate record
will contain my of my exercise
written journals and physical
and pictures (e.g., activity habits.
photos, drawings
and cut-outs). I am physically
Perform the fit.
skills necessary
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to become Exercising and

physically fit. engaging in
physical
activities
regularly in class,
school, at home I can relate
Determine if I and in my physical fitness
am at risk for community. to health by
hypokinetic explaining the
diseases. Clarifying with risk factors
my classmates, associated with a
friends and sedentary
family the lifestyle.
contributions of
exercise and
physical
activities to a
healthy lifestyle.

PRIOR What do I already What can I already What do I value?

KNOWLEDGE know? do?
AND SKILLS On games, sports, On games, sports, I value responsible
ASSESSMENT rhythms and dance: rhythms and dance: behavior when
participating in
I can adequately I can throw (e.g., games and sports
identify the basketball, by:
critical elements frisbee,
of throwing, baseball), strike Respecting a
striking and (e.g. softball, game officials
kicking. volleyball) and authority (e.g.,
kick (e.g., accepting his
football) a decisions
variety of objects regarding a
with accuracy violation of the
and force rules such as
(NASPE, 1995; fouls without
p.46); displaying any
Accurately place negative
an object (e.g., reaction)
table tennis ball, (NASPE, 1995;
shuttlecock) p.39).
away from my Honestly
opponent in a assessing my
racket sport personal
activity (NASPE, performance
1995; p.46). without putting
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any blame on
others (NASPE,
1995; p.39);
Taking seriously
my role in
helping another
classmate get
better at various
skills.
Staying focused
during practice
and willingly
working
independently.
Cooperating with
a partner and a
team (e.g., take
turns, give
supportive
comments,
speaking
politely,
resolving
conflicts with
patience).
Celebrating my
personal
successes and
achievements as
well as those of
I can describe others (NASPE,
how a game (e.g., Develop and 1995; p.42).
indigenous) and refine a creative
dance relates to dance sequence
the environment into a repeatable
in which it was pattern (NASPE,
practiced (e.g., 1995; p.32).
culture,
geography,
historical
tradition).
I can identify
basic offensive I can execute
and defensive basic offensive
game strategies. and defensive Being the leader
strategies while (e.g., team
playing.
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captain) or a
follower (e.g.,
player) in giving
or receiving
instructions
On physical about how our
fitness: On physical fitness: team will
perform in a
I can recognize if I can correctly game.
my exercise demonstrate
bouts meet the exercises I value a physically
recommended designed to active lifestyle by:
fitness standards improve and Exercising at
in terms of maintain my home for my
frequency, health-related enjoyment and
intensity and fitness benefit;
duration; parameters; Interacting
I can accurately I can select enjoyably with
identify what appropriate my friends and
fitness activities to family through
component I address areas for physical
need to improve improvement in activities.
and select an my fitness;
appropriate way
to work on it; I can design my
I can establish own fitness plan
realistic personal and carry it out.
fitness goals in
order to meet the
fitness standards;
I can identify
factors that
inhibit or
promote my
regular
participation in
exercise and
physical activity;

I can keep an
I can monitor my accurate record
progress towards of my exercise
fitness goals; bouts and
participation in
physical
activities;
I can perform
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I can identify the proper warm-up

exercise and cool-down
principles and techniques.
properly explain
the reasons for
using them.
On movement
On movement skills:
skills:
I can accurately
I can detect, assess my
analyze and performance in
correct errors in terms of
my movements consistency.
(NASPE, 1995;
p.48). I can adapt skills
I can suggest learned in sports
activities or and dance to
appropriate increasingly
practice complex
procedures to situations of
learn and master selected
skills and movement
movement patterns.
patterns of the
activity. I persist in
I understand that practicing even
appropriate when I am not
practice successful in
improves previous
performance. performances.

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 Physical Education Teacher Guide

TIME 8 SESSIONS
ALLOTMENT
MODULE Fitness
ONE

This learning module will allow me to understand

OVERVIEW
what fitness is all about and use what I know to achieve

OF THE a desirable level of fitness. It presents the lessons in

the order that they will be taken up in class so that I
MODULE will be able to follow closely and participate actively in
all the activities.
I will learn about the three (3) major components
of fitness and the different parameters that make up
each component. This will make me understand why
fitness is defined as a set of abilities that allow me to
perform physical activities.
I will also learn how to test myself and know
what each fitness test score means. This information
will help me identify which areas of fitness I need to
improve on. The module will guide me in formulating
my own fitness plan that consists of activities which I
can carry out with the proper frequency (how many
times), intensity (how much effort) and duration (how
long).
Finally, I will learn about how physical fitness
relates to my health and how I could develop habits in
physical activities and exercise. By keeping a record of
these habits, I will be able to track my progress towards
my fitness goals.

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Physical Education Teacher Guide

At the end of this module, I will be able to:

LEARNING
1. Define physical fitness and the three (3)

COMPETENCIES major components that constitute it.

2. Enumerate and define the different
parameters that constitute each
component.
3. Relate each fitness parameter:
cardiorespiratory endurance, muscle
strength and endurance, flexibility and
body composition, to health risks
associated with a sedentary lifestyle.
4. Test myself to know the degree to which
I possess each of these health-related
fitness parameters and identify which
areas I need to improve on.
5. Using this information, write my own
fitness plan that contains activities in
the proper frequency, intensity and
duration so I may achieve my fitness
goals.
6. Keep an accurate record of my fitness
activities so I can track my progress
towards my fitness goals.
7. Make a portfolio that contains my
written journals and pictures of my
physical activity and exercise habits.

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MODULE TWO Arnis TIME 8

(Dual Sports) ALLOTMENT SESSIONS

Arnis is a Filipino martial art that can be performed

OVERVIEW
individually or with a partner, using a single stick or a pair of
OF THE sticks for striking and blocking; it may also be used for self-
defense.
MODULE This module will allow me to learn the fundamental
skills of Arnis through lessons that are presented in the order
that they will be taken up in class. This will allow me to
follow closely and participate actively in all the learning
activities.
Self- and peer evaluation will be used to monitor my
progress and check how proficient I have become. A set of
rubrics will be used for this purpose, which I can also use to
help me identify and correct my classmates errors, if there are
any present.
Appropriate warm-up, stretching and cool-down
exercises will be routinely performed to make sure that my
body is physically ready for the day's lessons and to prevent
any injury from occurring.
As the lessons progress, my fitness level will also be
monitored. Conducting regular fitness checks will enable me
to be more conscious about my health and lifestyle. Also,
having proper fitness will allow me to perform the drills in
class with ease.

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Physical Education Teacher Guide

At the end of this module, I will be able to:

LEARNING
1. Practice the skills learned in this course with

COMPETENCIES few observable errors in technique.

2. Execute with confidence the fundamental skills
of Arnis.
3. Understand the rules, conventions and
terminology in Arnis by using them during the
execution of skills.
4. Perform the warm-up, stretching and cool-
down exercises properly and on my own.
5. Determine my fitness levels and identify areas
for improvement.
6. Be open to criticism when a peer is evaluating
my performance, and at the same time, be
critical and fair when evaluating others.
7. Be honest and fair at all times.

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MODULE Running TIME 8

THREE (Individual Sport) ALLOTMENT SESSIONS

Running is described as a gait in which the feet are off

OVERVIEW
the ground and is a form of aerobic exercise. For this quarter, I
OF THE will be learning about the proper technique and acquire
proficiency in it through appropriate running drills.
MODULE This module presents the lessons in the order that they
will be taken up in class. This will allow me to follow closely
and participate actively in all the learning activities.
Self- and peer evaluation will be used to monitor my
progress and check how proficient I have become. A set of
rubrics will be used for this purpose, which I can also use to
help me identify and correct my classmates errors, if there are
any present.
Appropriate warm-up, stretching and cool-down
exercises will be routinely performed to make sure that my
body is physically ready for the day's lessons and to prevent
any injury from occurring.
As the lessons progress, my fitness level will also be
monitored. Conducting regular fitness checks will enable me
to be more conscious about my health and lifestyle. Also,
having proper fitness will allow me to perform the drills in
class with ease.

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At the end of this module, I will be able to:

LEARNING
1. Practice the skills learned in this course with

COMPETENCIES few observable errors in technique.

2. Execute with confidence the fundamental
technique of running.
3. Show determination and honest effort in the
performance of drills.
4. Understand the rules, conventions and
terminology in running by using them during
the execution of skills.
5. Perform the warm-up, stretching and cool-
down exercises properly and on my own.
6. Determine my fitness levels and identify areas
for improvement.
7. Be open to criticism when a peer is evaluating
my performance, and at the same time, be
critical and fair when evaluating others.
8. Be honest and fair at all times.

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MODULE Rhythms and TIME 8

FOUR Dance ALLOTMENT SESSIONS

Local and indigenous dances(provide a description)

OVERVIEW
OF THE
MODULE This module presents the lessons in the order that they
will be taken up in class. This will allow me to follow closely
and participate actively in all the learning activities.
Self- and peer evaluation will be used to monitor my
progress and check how proficient I have become. A set of
rubrics will be used for this purpose, which I can also use to
help me identify and correct my classmates errors, if there are
any present.
Appropriate warm-up, stretching and cool-down
exercises will be routinely performed to make sure that my
body is physically ready for the day's lessons and to prevent
any injury from occurring.
As the lessons progress, my fitness level will also be
monitored. Conducting regular fitness checks will enable me
to be more conscious about my health and lifestyle. Also,
having proper fitness will allow me to perform the drills in
class with ease.

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At the end of this module, I will be able to:

LEARNING
1. Enumerate the knowledge, skills and attitudes

COMPETENCIES a student will possess

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The lessons and activities in every session are

PROCEDURES
presented using the following format:

INTRODUCTORY ACTIVITY: This contains a

review of the previous lesson/activity and a preview
of the lessons and activities that will be taken up in
the current session.

SKILL DEVELOPMENT: This presents the fitness

concepts to be learned and the corresponding
activity that will reinforce it.

APPLICATION: This explains the activity in detail

so that I may be able to follow closely and
participate actively in it.

ASSESSMENT: This contains guides that will help

me monitor myself before, during and after the
lessons and the activities so I may know how well I
am able to participate in class.

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Bibliography

American College of Sports Medicine (2010). ACSMs health-related physical fitness

assessment manual, 3rd edition. Philadelphia: Wolters-Kluwer/Lippincott
Williams & Wilkins.

Brown, L. and Ferrigno, V.A. (2005). Training for speed, agility and quickness.
Champaign, Illinois: Human Kinetics.

Canadian Society for Exercise Physiology (2003). Canadian Physical Activity, Fitness &
Lifestyle Approach: CSEP- Health 7 Fitness Programs Health-Related Appraisal
and Counseling Strategy, 3rd ed.

Clarke, Brian. (2006). 5K and 10K running. Champaign, Illinois: Human Kinetics.

Cooper Institute (2010). Fitnessgram standards for healthy fitness zone. The Cooper
Institute.

Mayfield, A. (2006). Personal nutrition profile, 2nd edition. Sudbury, MA: Jones and
Bartlett Publishers.

National Association for Sport and Physical Education (1995). Moving into the future:
National standard for physical education. Boston, Virginia: WCB/McGraw-Hill.

U.S. Department of Health and Human Services and Centers for Disease Control and
Prevention (1985). Physical activity and health: A report of the surgeon general.
Atlanta: National Center for Chronic Disease Prevention and Health
Promotion.

YMCA USA (2000). YMCA fitness testing and assessment manual, 4th edition.
Champaign, Illinois: Human Kinetics.

http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/19917.jpg

http://www.fitnessgram.net/newstandards/#aerobiccapdiff

All photos of PE faculty members of the University of Asia and the Pacific were
taken by Mr. Joshua Ben R. Villareal. These photos are his and the module authors
(Stella Marie M. Urbiztondo and Anamaria Laudet S. Mangubat) sole property. Use
of these photos outside of this module is allowed provided that the owners are
properly acknowledged.

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