V-6a Arnis F85

ARNIS
ARNIS
TABLE OF CONTENTS
INTRODUCTION ...........................................................................................1
SUMMARY OF CONTENT ...........................................................................................3
WORKPLAN
KEY STAGE 1 ...........................................................................................4
KEY STAGE 2 ...........................................................................................28 VI-A
KEY STAGE 3 ...........................................................................................38
KEY STAGE 4 ...........................................................................................47
ARNIS
VI-A
ARNIS
INTRODUCTION
ARNIS is an Indigenous Filipino Martial Art and Sport characterized by the use of “swinging and twirling movements,
accompanied by striking, thrusting and parrying techniques for defense and offense” (Carroll, 2017). It became a National Sport
and Martial Art in the Philippines, through Republic Act 9850 signed into law by former President Gloria Macapagal Arroyo on
December 11, 2009.
Historically though, Arnis did not start as a mere sport. There are accounts claiming that it was actually a form of self-defense used
by the early Filipinos to defend their family, clan, title, and properties from anyone who would attempt to take or besmirch what
they hold dear. In fact, the historian, Antonio Pegapeta, claimed that Magellan’s group was killed by Lapu-Lapu’s group using
bladed weapons and sticks made of wood that are hardened by fire. The Spaniards, wary of the bolos, ordered the early Filipinos to
wear barong to prevent them from carrying a bolo. Thus, the early Filipinos carried wooden sticks instead of bolos. The Spaniards
would find out later on that the wooden sticks were effective weapons in the hands of those who know how to wield them. They
mandated the early Filipinos to stop practicing and teaching Arnis. Not to be outdone, the early Filipinos hid this art of fighting in
ritual dance performances and mock battles. VI-A
Fast forward to modern times, Arnis continued to be practiced as a form of martial art and was even introduced as a sport in the
Department of Education (DepEd) in 1969 by Remy A. Presas. He called this “Modern Arnis.” However, it was only in 2006 when 1
Arnis became officially part of the Palarong Pambansa but only as a demonstration sport. It was performed by the Arnis Philippines
in Naga City, Bicol. The following year, Arnis became a regular sport in the Palarong Pambansa and was even considered part of the
official medal tally in the ranking of the regions. Since then, Arnis became an integral part of sports competition, here and abroad.
To boot, Arnis has brought glory to our country by winning various medals in international competitions. In fact, it is because of
Arnis’ recent success at the SEA games that the Department of Education became determined to further develop and improve this
sport in the country.
This manual, therefore, is designed to standardize and professionalize the teaching of Arnis as a martial art as early as K-3 in order
to imbue and develop the necessary foundational skills in Arnis. The matrix in the previous page shows the knowledge and skill
set that an aspiring practitioner is supposed to achieve in every level of their training.
Note that for Key Stage 1, the fitness components to be developed among the trainees include agility, balance, coordination and
speed (ABCs). Once developed, the trainees will be able to actively engage in activities that cater to the basic foundation of all
sports, in an enjoyable and fun way. This way, the trainees will be able to imbibe the value of friendship and respect as they actively
engage in fun games that allow them to showcase their agility, balance, coordination, and speed.
ARNIS Key Stage 2 sustains and strengthens the fitness components developed in Key Stage 1 through a periodic capacity-building plan
that targets the learner’s physical literacy (i.e., moving competently and confidently; and being motivated physically) to enable
the learners to take on more challenging activities. The basic Arnis movement skills which are introduced in this key stage include:
footwork, stance, gripping, twirling, striking and blocking. Communication and collaboration are the focused life skills because the
activities suggested should still nurture the extrinsic ability of the learners. They should develop the essence of fair play and
tolerance for them to value the spirit of sportsmanship, friendship, and respect.
Like in the previous stage, Key Stage 3 continues to strengthen the fitness components learned and achieved by the learners in
Key Stage 1. Advance skills introduced in this key stage are striking, blocking, thrusting/stabbing, and slashing. It is in this stage
that the basic rules of the games, Anyo and Full Contact, are taught. Consequently, periodic training, competition, and recovery will
help the learners to be physically, physiologically, and psychologically prepared in the higher and more advanced level.
Having acquired the necessary knowledge and skills in the previous stages, the learners will now undergo training for competition
in Key Stage 4. Thus, they will learn different combinations of striking and blocking; slashing and twirling; parrying techniques
VI-A followed by a counter-strike; and disarming techniques. The learners will also be introduced to the formation of creative Anyo and
full contact. Consequently, school authorities need to ensure that proper equipment like mats and sticks for Anyo; and, mats, color
padded sticks, and gears such as head gear, body vest, arm guards, arnis gloves, groin guards (for male and female), shin guards
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and leg guards are acquired and ready for use of the learners. There should also be tables, chairs, and speakers with microphones,
stopwatch, flags (Red, Blue, and Yellow), printers, scoreboard and score sheets during the actual competition.
Character formation can therefore be made explicit in and through sports by developing both the 21st century skills and Filipino
values like respect (paggalang), friendship (pagkakaibigan), fair play (patas na paglalaro), tolerance (pagbibigayan), striving for
one’s best (pagsusumikap para sa ikahuhusay), and excellence (galing).
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SUMMARY OF CONTENT
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

(K-3) (4-6) (7-10) (11-12)
Skills 1. Performing 1. Understanding 1. Performing 1. Applying technical

locomotor skills the nature of the advance arnis skills arnis techniques
• Walking sport and how it is • Striking • Choreograph a
• Running played • Blocking Creative Anyo
• Hopping • Thrusting/
• Skipping 2. Performing basic Stabbing 2. Applying tactical
• Jumping sports specific • Slashing arnis techniques
• Leaping skills: • Full Contact
• Galloping • Stances 2. Understanding the
• Footwork basic rules of the 3. Developing VI-A
2. Performing • Gripping game psychosocial skill
Non-Locomotor • Twirling • Anyo (Form)
Skills • Striking • Full Contact 4. Appreciating the 3
• Standing • Blocking game
• Bending 3. Observing safety
• Twisting 3. Observing safety protocols 5. Understanding
• Lunging protocols optimal recovery,
• Swinging hydration, sports
nutrition and
3. Performing weight training
manipulative skills
• Gripping 6. Observing safety
• Catching protocols
• Throwing
4. Observing safety
protocols
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Focused Life Skills Communication and Communication and Lifelong Learning Innovation
Collaboration Collaboration
Focused Fitness • Agility • Agility • Agility • Agility

Component • Balance • Coordination • Coordination • Coordination
• Coordination • Balance • Balance • Balance
• Speed • Speed • Speed
• Strength • Power • Power
• Power • Flexibility • Flexibility
• Reaction Time • Endurance
• Endurance • Reaction Time
Focused Values/ Pagkakaibigan at Patas na Paglalaro at Pagsusumikap para sa Galing

Virtues Paggalang (Friendship Pagbibigayan (Fair Play Ikahuhusay ng sarili) (Excellence)
and Respect) and Tolerance) (Striving for One’s Best)
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WORK PLAN
SPORTS CLUB STANDARD:.PUPS4LJMMT

KEY STAGE I: (Kinder to Grade 3)
&YFDVUFUIFGVOEBNFOUBMNPWFNFOUTBOENPUPSTLJMMT
LIFE SKILL: Communication and Collaboration VALUES/VIRTUE: Pagkakaibigan (Friendship) at Paggalang

• Actively listens to others (Respect)
• Accepts others’ view • Shares equipment with others
• Expresses ideas in a respectful manner • Follows instruction and rules
• Takes turns
ARNIS
VI-A
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ARNIS
SKILL: 1. Locomotor Movements
a. Walking
FITNESS COMPONENTS: Coordination

Agility
Balance
ACTIVITIES OUTCOMES
Provide activities that involve walking to develop PERFORMANCE:

coordination, agility and balance of the pupils. Pupils must observe proper and correct walking while doing
the different suggested activities.
Suggested Activities:
• Ladder Walk PROCESS (Skill):
í Draw/Make a ladder on the ground. ࿢ Eyes are focused on the direction of travel.
VI-A í Pupils will step on the lines of the ladder. ࿢ Body is upright.
• Soldier Walk ࿢ Feet takes a step in a specific direction.
í Pupils will form a straight line. ࿢ Arms are bent and moving forward and back.
6 í The pupil in the first line will give the command, left or ࿢ Both feet are temporarily off the ground in a stride position
right, to the other pupils. as foot lands on heel to toe.
í Pupils should follow the command.

b. Running
FITNESS COMPONENTS: Agility

Coordination
Balance
ACTIVITIES OUTCOMES
Provide activities that involve running to develop the agility, PERFORMANCE:

body coordination, and balance of movements. Pupils must observe the proper way of running.
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Suggested Activities: PERFORMANCE:
1. Patintero Pupils must observe the proper way of running.
2. Tumbang Preso
3. Siyato PROCESS (Skill):
4. Solving a Puzzle ࿢ Eyes are focused on the direction of travel.
í A large floor puzzle containing about 40 pieces or so is ࿢ Body is upright and is slightly leaning forward.
put into several envelopes and placed at different ࿢ Knees are bent bringing heel up behind the body.
distances from the base. When the whistle is blown, the ࿢ Arms are bent and moving forward and back.
kids run to find and retrieve one envelope at a time and ࿢ Both feet are temporarily off the ground in a stride position
bring it back to the base. They need to run several trips to as foot lands on heel to toe.
different locations to collect all the envelopes. Finally, the
pieces are put together to complete the puzzle.
5. Taguan
6. Running Race
7. Ladder Linear Run
* Warm up and cool down exercises must be observed. VII-A
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c. Hopping

Coordination
Balance
ACTIVITIES OUTCOMES
Provide activities that involve hopping to develop balance, PERFORMANCE:

agility, and coordination of movements. Pupils must observe the proper way of hopping.
Suggested Activities: PROCESS (Skill):

1. Frog Leap ࿢ Eyes straight ahead and body is upright.
2. Chinese Garter ࿢ Body takes off and lands on same foot, knees bent.
3. Luksong Tinik ࿢ Knees are swung.
4. Stair Hop ࿢ Elbows are bent and are moved opposite of the swinging leg.
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5. Hopscotch ࿢ Body glides.
* Warm up and cool down exercises must be observed.

d. Skipping

Coordination
Balance
VI-A
ACTIVITIES OUTCOMES
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Provide activities that involve skipping to develop balance, PERFORMANCE:
agility, and body coordination. Pupils must observe the proper way of skipping.

1. Piko ࿢ Eyes are focused on the direction of travel.
2. Obstacle Relay ࿢ Body is upright.
3. Follow the Leader ࿢ Same foot takes a step and a hop at the same time.
4. Skipping Rope ࿢ Both feet are temporarily off the ground.
5. Ladder Linear (Skip) ࿢ Body glides.

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e. Jumping

Coordination
Balance
ACTIVITIES OUTCOMES
Provide activities that involve jumping to develop balance, PERFORMANCE:

agility, and body coordination. Pupils must observe the proper way of jumping.

1. Jumping Rope ࿢ Feet are apart.
2. Sack Race ࿢ Knees are bent; arms are at the back.
3. Luksong Baka ࿢ Arms swing forward and up. VI-A
࿢ Feet jumps upward.
* Warm up and cool down exercises must be observed. ࿢ Feet land with knees bent and feet upward.
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f. Leaping

Coordination
Balance
ACTIVITIES OUTCOMES
Provide activities that involve leaping to develop balance, PERFORMANCE:

agility, and body coordination. Pupils must observe the proper way of leaping.

1. Leap Frog ࿢ Arms swing in opposition to the legs.
2. Animal Mimicking ࿢ Body is straightened at take-off with both legs fully
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í Ask your pupils to mimic animals they know such as stretched when off the ground.
horses, cheetahs, frogs, leopards, gazelles and kangaroos. ࿢ Body is leaned forward.
࿢ Distance and height was achieved.
* Routinary Activities
> Beginning of the Game/Session
í Pupils should clean the playing area and prepare the
equipment needed.
í They should also greet their teacher/trainer and
classmates in their Mother Tongue.
í An assigned prayer leader for the day will lead a short
prayer before the game/session starts.
VI-A > End of the Game/Training/Session

í The teacher/coach will wrap up the day’s session through
any of the following:
10 a. Insights
b. Feedback
c. Assignments
d. Announcements
í An assigned prayer leader for the day will still lead the
closing prayer and will assign the next prayer leader.
í Leave-taking (in Mother Tongue) will be given and the
assigned cleaners will clean and return the materials/
equipment used with the assistance of the teacher.
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g. (BMMPQJOH

Coordination
Balance
ACTIVITIES OUTCOMES
Provide activities that involve galloping to develop balance, PERFORMANCE:

agility, and body coordination. Pupils must observe the proper way of HBMMPQJOH

1. Freeze Gallop ࿢ &ZFTMPPLJOUIFEJSFDUJPOPGUSBWFMXJUICPEZ
í Let the pupils gallop while playing the music. When the TMJHIUMZCFOUGPSXBSE
music stops, the pupils will freeze. The teacher should ࿢ 'PPUMFBQTGPSXBSEBOEDMPTFTXJUIPUIFS VI-A
remove the pupil/s who moved when the music stopped. GPPU CPUIGFFUUFNQPSBSJMZPGGUIFHSPVOE
2. Red Light Green Light ࿢ Arms BSFCFOUBOEBSFTXJOHJOHXJUIUIF
í This can be played outside or indoors that have a lot CPEZ 11
of space. Select one pupil to be the “Traffic Controller”, ࿢ #PEZHMJEFT
while the rest will gallop like a horse. They will line up at
least thirty to fifty yards away from the traffic controller.
The traffic controller will say “Green Light!” to allow the
horses to gallop forward and “Red Light” to let the horses
stop. This activity will let the pupils develop the ability to
gallop and to stop.
References:
https://www.brighthubeducation.com/preschool-crafts-activities/123737-
galloping-for-gross-motor-skill-development-activity-ideas/
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SKILL: 2. Non-Locomotor Movements
a. Standing
FITNESS COMPONENTS: Balance

Coordination
ACTIVITIES OUTCOMES
Provide activities that involve standing to develop balance and PERFORMANCE:

body coordination. Pupils must observe the proper way of standing.

࿢ Keep the head at the center and in line with the shoulders.
1. Book Balance Lead Up Games ࿢ The chin should be tucked in.
í The teacher will set a specific duration while the pupil put ࿢ Chest out.
VI-A books on their head. ࿢ Shoulders are relaxed and are moved back.
í As the time increases, the number of books put on the head ࿢ Back should be straight.
increases. ࿢ The buttocks should also be tuck in.
12 ࿢ Feet are slightly apart to maintain balance.
Reference:
https://www.mstrust.org.uk/a-z/understanding-and-improving-your-pos
ture/good-and-bad-posture

b. Bending

Coordination
ACTIVITIES OUTCOMES
Provide activities that involve bending to develop balance and PERFORMANCE:

body coordination. Pupils must observe the proper way of bending.
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1. Sit and Reach
1. Sit and Reach (Can give more examples of sit and reach depending on the
2. Dance capability of the pupils.)
VI-A
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Reference:
http://www.bodytrainer.tv/en/page/2/35-37-V-Sit+Flexibiilty+Test
https://www.pinterest.ph/pin/109493834662838780/
https://www.topendsports.com/testing/tests/home-sit-and-reach.htm
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2. Dance
a. Show balance of movements.
b. There is coordination of all the body parts.
c. The steps or movements encompasses with the rhythm
of the song.
Reference:
https://www.nof.org/patients/fracturesfall-prevention/exercisesafe-
movement/proper-body-alignment/

c. Twisting

VI-A Body Coordination
14 ACTIVITIES OUTCOMES
Provide activities that involve twisting to develop balance and PERFORMANCE:

body coordination. Pupils must observe the proper way of twisting.

1. Twisting Pair Activity (Can give more other examples of twisting exercise
• Tie a pair of socks on your waist using a string. depending on the capability of the pupils.)
• Make sure that socks are on both sides of the waist.
• The socks should hang away from the waist.
• Do the same for the other pupil.
• Then, twist and turn to swing the socks to hit each other
as many as possible with the socks.
2. Simon Says
í The pupil will take turns being the leader.
í The leader will instruct or tell an action that involves
twisting the body.
í Whoever does not follow will leave the game and be a
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watcher.
1. Follow the Leader
í One pupil will act as a leader and will execute any twisting
activity while the rest of the pupils follow.
Reference:
fms_kitforparents_stability_skills_twisting.pdf
VI-A
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VI-A
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References:
https://www.learntomuller.com/workout-routines/4-slow-trunk-twisting
-with-sideways-bending/
https://www.spotebi.com/exercise-guide/bent-over-twist/
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d. Lunging

Coordination
ACTIVITIES OUTCOMES
Provide activities that involve lunging to develop balance and PERFORMANCE:

body coordination. Pupils must observe the proper way of lunging.

1. Station Lunging Activity > May give more examples of lunging activity aside from
• Each station is assigned a lunging activity. the given examples.
• The pupils will execute each lunge in order to move to the
next station. 1. Body weight lunge VI-A

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2. Reverse lunge and kick
3. Lateral Lunge
VI-A
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Reference:
https://greatist.com/move/lunge-variations-you-need-to-know#towel
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e. Swinging

Coordination
ACTIVITIES OUTCOMES
Provide activities that involve swinging to develop balance and PERFORMANCE:

body coordination. Pupils must observe the proper way of swinging.

1. Dance 1. Dance
(Kinder – Grade 1) a. Steps or movements should involve swinging of arms,
í The teacher will lead an exercise or a dance involving shoulders, legs, and feet.
swinging movements and let the pupils follow. b. There is a coordination of all body parts. VI-A
í The teacher will do this until all of them have memorized c. Balance is maintained in all the movements being
the movements. The teacher will let the pupils perform executed.
the dance in front individually, by pairs, or by group. d. Steps or movements are in sync with the rhythm of the 19
(Grade 2 – Grade 3) music.
í After introducing all examples of swinging movements,
the teacher will group the pupils and instruct them to 2. Follow the Leader and Station Swinging Game
create a simple dance routine that involves the swinging (Can also look/find for more other examples of swinging
movements being taught. movements.)
2. Follow the Leader
í The leader will execute any swinging movement while the 1. Arm Swinging
rest will follow. The pupil who will be not able to follow
the movement will be the next leader. A.
3. Station Swinging Game
í Each station is assigned a swinging movement to be
executed properly with specific number of repetition.
í Failure to perform the said swinging will mean a
repetition of the act.
í The group who will finish first will be the winner.

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B.
C.
VI-A
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2. Shoulder Swing
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SKILL: 3. Manipulative
a. Gripping
FITNESS COMPONENT: Coordination
ACTIVITIES OUTCOMES
Provide activities that involve gripping to body coordination. PERFORMANCE:

Pupils must observe the proper way of gripping objects.
PROCESS (Skill):
1. Group Water Squeeze
í Form groups.
í The teacher will prepare two pails (same size) and sponges
(same size) enough for each participant. Fill one pail with
water and leave the other pail empty. VI-A
í Let the pails have a one-meter distance from each other.
í The teacher will instruct the pupils to transfer the water
from the pail to the other pail using the sponges given to 21
them.
í The teacher should demonstrate how to squeeze the
sponge correctly and should instruct them to squeeze
using one hand only. Failure to follow the instruction will
be given a point deduction (or any form of punishment).
í They will only be given two minutes to transfer the water
and after the allotted time, the teacher will measure the
water through observation, ruler stick, or weighing scale.
í Winners will be given a prize or any sort of reward.
2. Make Slime
í The teacher will ask the pupils to bring slime.
í The teacher will demonstrate how to create something
using slime.
í The teacher will ask the pupils to create their own designs
using slime.
3. Tug of War
í Teachers can have their own version of tug of war for the
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gripping activity of the pupils.
> Kinder- Grade 1
í Play tug of war with a small dish towel.
The teacher will get a piece of towel.
í He/She will ask each pupil to pull the towel from him/her
for a few seconds.
> Grade 2- Grade 3
í The teacher will group the pupils.
í The teacher will design a simple elimination match for the
groups.
í The group who has the greatest number of wins will be
declared as the winner and will be given an award by the
teacher.
4. Pulling Forward in an Elevated Bench
í The teacher will prepare any flat surface (e.g. bench or
plywood) which is strong enough to hold or carry a child’s
VI-A weight.
í The teacher will elevate the bench or plywood in a
certain height and instruct pupils to lie straight on it.
22 í The pupil will hold the elevated bench and will pull himself/
herself forward reaching the top of the bench/plywood.
Reference:
https://www.yourtherapysource.com/blog1/2018/03/11/10-simple-
activities-grip-strength-children/
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b. Catching

Agility
Balance
ACTIVITIES OUTCOMES
Provide activities that involve catching to develop agility, PERFORMANCE:

balance, and body coordination. Pupils must observe the proper way of catching.

1. Balloon Catch START
(Can be done in any version.) ࿢ Eyes are focused on the target.
1.1. Individual Activity ࿢ Feet is shoulder-width apart, knees bent. VI-A
1.1.1. The teacher will give each pupil a ball. ࿢ Object is in front of the body.
1.1.2. The pupils will throw the ball upwards, the
measure of which would be judged as LOW, ACTION 23
MEDIUM, and HIGH. They should also catch the ࿢ Step toward the thrower, arms extended ready to adjust to
ball. They will repeat this as instructed by the meet the ball.
teacher. ࿢ Use fingers and thumbs to catch the ball.
1.1.3. Each set is composed of 3 throws upward for ࿢ Ball should not be trapped against the body.
Kinder-Grade 1 and 5 throws upward for Grades 2 ࿢ Absorb the force of the object by bringing the arms to the
and 3. body.
1.1.4. Failure to catch the ball would mean another try
until the pupil is able to catch the ball perfectly.
1.2. Pair Activity
1.2.1. The teacher will pair the pupils. Each pair will be
given a ball.
1.2.2. The teacher will instruct the pupils to throw and
catch the ball.
1.2.3. If the pupil manages to catch the ball, he/she will
take two steps backward before throwing the ball
again. This step will be repeated every time they
are able to catch it.
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1.2.4. Failure to catch the balloon would mean being
eliminated from the game. The pair who manages
to stay in the game until all other pairs have been
eliminated wins the game.
1.3. Group Activity
1.3.1. Each group will assign a “thrower” whose role is
to throw the ball to the other members. The rest
of the group mates are lined up facing their
respective throwers.
1.3.2. The teacher will draw a one-meter distance for
kindergartens and a two-meter distance for
Grades 1-3 between the thrower and the catchers.
He/She can use chalk or a masking tape for this.
1.3.3. The teacher will signal the start of the activity. The
thrower will start throwing the ball to each of the
catchers. If the catcher manages to catch the ball,
VI-A he/she should throw it back to the thrower, then
run to the back of the queue.
1.3.4. If the pupil fails to catch the ball, the thrower
24 should run after the ball; return to his/her
position; and, throw it again to the same catcher
until the catcher manages to catch the ball.
1.3.5. The first group whose catchers were able to
perform the task successfully wins the game.
2. Beanbag Catch
> Beanbags are made at home with just some fabric and
dried beans or rice.
(The teacher can make it or can let the pupils bring it
individually.)
࿢ It can be played in different variations depending on the
creativity of the teacher and capability of the pupils.
2.1. Individual Activity
2.1.1. Throw, action, and catch
í Give each pupil a bean bag. Instruct them to throw the
beanbag in the air and to do any kind of action (e.g.,
clap once, jump once, stomp each foot once, or turn
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í around once) before catching the beanbag as it
drops.
2.2. Pair Activity
í The teacher will measure the distance of each pair.
There will be five levels.
Level 1 – 1-meter distance
í The pupils will throw and catch the beanbag following the
different levels.
í Each pair will be given only one chance to do the activity.
Once they fail to catch the beanbag, they will be removed
from the game.
3. Trick catch VI-A

í Each pair of pupils will be given a ball.
í Pupil 1 will toss the ball and will do an action (e.g. 25
stomping feet, clapping, jumping, etc.) before catching
the plummeting ball.
í Pupil 2 will imitate the action done by pupil 1. But before
he/she passes the ball to pupil 1, he/she tosses the ball
again and performs his/her own action (different from
what pupil 1 just did) before catching the ball again.
í It is pupil 1’s turn to imitate what pupil 2 just did.
í The teacher will then signal the pupils to find a new
partner and start again.
• Extra fun: The teacher will assign a leader to do a trick and ask
all the other pupils to imitate it, or the assigned leader can
pick another pupil to do a trick for the entire group to imitate
after him/her.
4. Triangle toss and catch

í The teacher will group the pupils.
í The pupils will spread out around the playing area and
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form a triangle with their group.
í Each group will be given a ball.
í The pupils will begin by tossing the ball clockwise and
practicing their catching.
• The teacher will instruct the groups to do the following:

» Change the direction
(i.e., counterclockwise).
» Toss to either partner.
» Toss and catch below the waist.
» Toss and catch above the waist.
» Toss with your other hand.
Reference:
VI-A https://activeforlife.com/lesson-plans-and-resources/
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c. Throwing

Agility
Balance
ACTIVITIES OUTCOMES
Provide activities that involve throwing to develop body PERFORMANCE:

coordination, agility, and balance. Pupils must observe the proper way of throwing.

START
1. Take Down ࿢ Eyes are focused on the target.
• Divide the group into two teams. ࿢ Feet in shoulder-width apart, knees bent.
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• Each team stands at opposite ends of the playground. ࿢ Object is in front of the body.
• Players cannot cross the center line of the playground.
• Each player has a box or anything that will serve as a target ACTION
for the other team and places it along their team’s end line. ࿢ Arms are extended, releasing the ball toward a target with
• Players should spread out along their end line, and they a wrist snap action.
should stand in front of their box target to protect it. ࿢ One foot is stepped forward.
• To start the game, the leader dumps out 10-15 tennis ࿢ Hip and shoulder is turned to target; hand points in the
balls or any small balls available into the playing space. direction of the throw.
• Players must try to protect their target while ࿢ Throwing arm follows through toward target and across
retrieving the tennis balls and rolling the balls body.
to the other end to knock down their opponents.
• The first team to knock down all their opponents wins.
2. Beanbag Throw
(The same mechanics on the Beanbag Catch but the main
focus or target is on the development of the throwing
skill.)
3. Chant Ball VI-A
• Pupils may bring their own ball. If ever some pupils forgot
to bring their own ball, they may have a pair activity or a
group activity. 27
• For individual activity, throw the ball in the air and keep it
there by clasping your hands and batting it back into the
air before it reaches the ground.
• As they hit the ball upward, the pupils should keep count.
This is a good opportunity for the pupils to practice their
counting skills.
• For the pair and group activities, they will pass the ball to
each other by batting it towards other pupils.
4. Playing Spud
• This is a group game.
• The teacher will assign an “it”. He/she will also give
numbers to each of the pupils.
• The “it” stays at the center while the other pupils surround
him.
• The “it” throws the ball in the air and calls out a number
while the pupils around him/her start running.
• The pupil whose number was called by the “it” must catch
ARNIS
the ball and shout “SPUD”.
• Upon hearing“SPUD”, the other pupils should stop running.
The pupil holding the ball throws it toward another player.
• If the pupil hits his/her target, the targeted pupil will get
a letter in the word “SPUD” and becomes the new “it”.
• If the pupil who throws the ball misses his/her target, the
thrower will get a letter from the word “SPUD” and
becomes “it”.
• Every pupil who completes the word “SPUD” is considered
eliminated from the game.
• The last pupil/player standing wins.
Reference:
https://www.sportsrec.com/345579-throwing-games-for-children.html
https://activeforlife.com/lesson-plans-and-resources/
VI-A
28
WORK PLAN
SPORTS CLUB STANDARD:

KEY STAGE II: (Grade 4 to Grade 6)
Execute mature movement skill patterns in sports.
LIFE SKILL: Communication VALUES/VIRTUE: Patas na Paglalaro (Fair Play) at Pagbibigayan

• Interacts with others to explore ideas (Tolerance)
• Shows appropriate ways of handling conflicts and • Puts others’ needs first
disagreements • Takes the initiative of helping others
• Refrains from trash talk, taunting, and abusive language • Tells the truth
• Values the contribution of others
• Shows consideration and empathy for others
• Interacts with others of different beliefs and abilities
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VI-A
29
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SKILL: Understanding the nature of the sport and how it is played
ACTIVITIES OUTCOMES
Provide the activities and/or materials used in presenting the PERFORMANCE:

nature of the sport and how it is played. The learner understands the nature of the sport and how it is
played.
Learners will participate attentively in achieving the skills.
PROCESS: (Skills)
Suggested Activities: 1. They should listen attentively.
1. Video presentation on the Brief History of Arnis starting 2. They should ask questions to clarify information which they
before the Colonization of Spaniards have not understood.
2. Slideshow presentation on the values of the events
3. Storytelling of the important events and people in Arnis
evolution
VI-A 4. Role Play/Dramatization of the pupils on the important
events discussed by the teacher/coach
5. Demonstration of the important values, characteristic and
30 salutation through role playing or practice
6. Question and answer activity
SKILL: Stances

Body Coordination
ACTIVITIES OUTCOMES
Provide the activities in performing stances to develop balance PERFORMANCE:

and body coordination. The learner executes the proper stances with balance, and
body coordination.
Learners will do a group activity to give them opportunity to
work with others in achieving the skills. PROCESS (Skills):
• Proper execution of Stances:
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Suggested Activities: 1. Normal Stance:
Introduction of basic stances: í Feet apart aligned with the shoulder
• Normal stance 2. Close Stance
• Close stance í Feet together
• Diagonal stance 3. Diagonal Stance
• Forward stance (R&L Foot)
• Straddle stance í Foot is stepped diagonally forming a 45-degree angle.
• Back stance The forwarded foot should form a 90-degree angle from
• Cat stance the ground.
í The upper body should face in front.
* Warm up and cool down exercises must be observed. í Hands are bent in front of the chest with palm facing
each other.
Resources/Reference/Links: 4. Forward Stance
https://www.slideshare.net/RendellApalin/arnis-ppt (R&L Foot)
í Foot is stepped in front.
í The knee is bent 90 degrees from the ground.
í Hands are bent in front of the chest with palm facing each VI-A
other.
5. Straddle Stance or Horse Stance (R&L Foot)
í Starting from the normal stance, the right or left foot will 31
step sideward forming a wider space.
í Both feet are facing in front.
í Back is kept straight.
í Knees are bent forming a 90 degrees from the ground.
í Hands are bent in front of the chest with palm facing each
other.
6. Back Stance
(R&L Foot)
í Starting from the ready stance, move one foot backward,
45 degrees away from the body.
í The heels of the foot should form an imaginary “L” shape
while the legs are in a straddle position.
í The total weight of the body is at the rear foot.
í The upper body is facing forward.
other.
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7. Cat Stance (R&L Foot)
í Starting from the normal stance, execute the preliminary
stance of the back stance.
í Move the ball of the front foot near the rear foot.
í The upper body is facing forward.
other.
SKILL: Footwork
FITNESS COMPONENTS: Agility Balance

Speed
Coordination
VI-A
ACTIVITIES OUTCOMES
32 To prepare the pupils in engaging in footwork skills and PERFORMANCE:

techniques, the teacher should provide proper mechanics The learner delivers the proper footwork with agility, speed,
in footwork execution to develop agility, speed, body body coordination, and balance.
coordination, and balance.
The learner can execute the random footwork step through
Suggested Activities: his/her physical ability (agility).
• Ladder Training
1. Ladder one step PROCESS (Skills)
2. Ladder side step ż Proper footwork
3. Ladder 5 hops and run ż Proper balance and coordination
4. Ladder Crossover ż Mastery of the skill
5. Ladder side straddle hop
6. Ladder Carioca
7. Ladder in and out
8. Ladder Centipede
9. Ladder Icky shuffle
10. Ladder River dance
11. Ladder back and forth
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12.Ladder single leg scuffle
13. Ladder double trouble
Resources/References/Links:
https://www/youtube.com/watch?v=VE9K9w6rOmM
SKILL: Gripping
FITNESS COMPONENTS: Coordination Strength VI-A

Balance
Speed
33
ACTIVITIES OUTCOMES
To prepare pupils in engaging in hand gripping skills and PERFORMANCE:

techniques, the teacher should provide proper mechanics The learner executes the proper mechanics in hand gripping
in hand gripping.This will develop his/her pupils’ body with speed, body coordination, balance, and strength.
coordination, speed, balance, and strength.
The learner can demonstrate the different hand grips in the
Suggested Activities: suggested activities.
• Tug of war
• Monkey Bar PROCESS (Skills)
• Jumping Rope ż Proper hand gripping
ż Proper balance and coordination while executing the hand
* Warm up and cool down exercises must be observed. grip
ż Mastery of the skill
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SKILL: Twirling
FITNESS COMPONENTS: Speed Strength

Coordination
Balance
ACTIVITIES OUTCOMES
• Provide the proper technique in executing simple twirling PERFORMANCE:

using single and double sticks to develop speed, body The learners deliver the proper twirling skills with speed, body
coordination, balance, and strength. coordination, balance, and shows strength in every execution.
Suggested Activities: PROCESS:

• Twirling Downward and Upward (L&R) ż Proper gripping and releasing of the sticks
• Twirling Diagonal Downward (L&R) ż Correct execution of the required skills
VI-A • Twirling Diagonal Upward (L&R) ż Good coordination between hand and body
• Twirling Diagonal Downward and Upward (L&R) ż Mastery of the skills
• Twirling in front (L&R) ż Correct direction of hand, stick and lower extremities
34 • Twirling above head (L&R) ż Demonstration of speed and reaction time
• Simultaneous execution of twirling downward and upward ż Observation of physical recovery conditioning after the
• Alternate execution of twirling downward and upward performance
• Alternate execution of twirling diagonal downward
• Alternate execution of twirling diagonal upward
• Alternate execution of twirling in front
• Simultaneous execution of twirling above the head
* Can be done in a stationary position and while moving

forward and backward
Resource/Reference/Link:
https://www.wikihow.com/Twirl-a-Baton

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SKILL: Striking
FITNESS COMPONENTS: Agility Balance

Speed Power
Coordination Strength
ACTIVITIES OUTCOMES
Provide the proper sequence in performing basic striking skills PERFORMANCE:

to develop the learner’s agility, speed, body coordination, The learner delivers the proper strikes with agility, speed,
balance, and strength. coordination, and balance.
Ensure the learners’ interest in performing the basic skills PROCESS:

through games. ż Properly execute the forward and backward stance.
ż Properly hold the stick.
Suggested Activities: ż Swing the arms forward with full extension. VI-A
Demonstration of proper handling of stick/s. ż Powerfully hit the target with a combination of speed and
strength.
Perform the 7 strikes with and without sticks. ż Achieve mastery of the sequence. 35
• Strike 1 - Left temple ż Observe the physical recovery conditioning after the
• Strike 2 - Right temple performance.
• Strike 3 - Left side of the body or torso
• Strike 4 - Right side of the body or torso
• Strike 5 - Left knee
• Strike 6 - Right knee
• Strike 7 - Strike to the crown /top of the head.
* Can be done in a stationary position or while moving

forward and backward

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SKILL: Blocking
FITNESS COMPONENTS: Coordination Speed

Balance Strength
Agility Power
ACTIVITIES OUTCOMES
Provide activities that involve blocking skills to develop body PERFORMANCE:

coordination, balance, agility, speed, strength, and power. The learner delivers the specific blocks with speed, agility,
balance, and correct body coordination.
Conduct pair execution to pique the learners’ interest in
displaying blocking skills. Strength and power must be observed at all times in
executing the blocking techniques.
VI-A Perform 5 blockings with and without sticks. PROCESS (Skills):
• Step 1 - Outside block ż Proper execution of forward and backward stance
• Step 2 - Inside block ż Proper holding of the stick
36
• Step 3 - Downward Outside Block ż Correct execution of blocking skill
• Step 4 - Downward Inside block ż Correct target and positioning of the block
• Step 5 – Rising block ż Show power, speed and body coordination in the execution
of the specified skills.
* Can be done in a stationary position or while moving for- ż Mastery of the skills
ward and backward

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SKILL: Observing Safety Protocols
ACTIVITIES OUTCOMES
Provide learners a safe and conducive place to perform such PERFORMANCE:

activities with the teacher’s supervision. The learners observe and follow safety protocols with the
proper guidance of the teacher.
PROCESS:
1. Wear proper attire (T-shirt, jogging pants,rubber shoes)
during the activities.
2. Properly use the sport facilities and equipment.
3. Observe warm up and cool down exercises.
4. Follow the instructions given by the teacher.
VI-A
37
ARNIS
WORK PLAN

KEY STAGE III: (Grade 7 to Grade 10)
Focus on sports but still engage in multiple physical activities.
LIFE SKILL: Lifelong Learning VALUES/VIRTUE: Pagsusumikap para sa Ikahuhusay (Striving

• Identifies essential elements of a complex task for One’s Best)
• Stays focused • Specializes in a sport and performs competitively
• Prepared and eager to learn • Identifies own strengths and weaknesses
• Assumes leadership roles in managing sports–related events
based on their skills and interest
VI-A
38
ARNIS
VI-A
39
ARNIS
SKILL: Striking
FITNESS COMPONENTS: Speed Body Coordination

Reaction Time Power
Strength
ACTIVITIES OUTCOMES
• Provide activities that involve striking to develop speed, PERFORMANCE:

reaction time, strength and body coordination, and power. Students deliver a specific block with speed, correct timing,
and correct body coordination.
Perform the 7 strikes with sticks. (Individual and with partner) Strength must be observed at all times in executing the
• Strike 1 - Left temple striking techniques.
• Strike 2 - Right temple
VI-A • Strike 3 - Left side of the body or torso PROCESS (Skill):
• Strike 4 - Right side of the body or torso ż Properly position the arms and stick in striking.
• Strike 5 - Left knee ż Show proper stances.
40
• Strike 6 - Right knee ż Use correct defense technique.
• Strike 7 - Strike to the crown /top of the head ż Arm must be in fully extended.
ż Deliver strikes in legitimate body parts of your opponent
* Warm up and cool down exercises must be observed. (partner).
https://martialartskills.com>blocking
ARNIS
SKILL: Blocking
FITNESS COMPONENTS: Speed Body Coordination

Reaction Time Power
Strength
ACTIVITIES OUTCOMES
• Provide activities that involve blocking to develop speed, PERFORMANCE:

reaction time, strength, body coordination, and power. Students deliver the specific block with speed, correct timing,
and correct body coordination.
1. 6 Angles of Blocks Strength and power must be observed at all times in
a. Inside Block executing the blocking techniques.
b. Outside Block
c. Downward Outside Block PROCESS (Skill): VI-A
d. Downward Inside Block ż Properly position the arms and stick in blocking.
e. Rising Block ż Show proper stances.
f. Diagonal Block ż Use correct defense techniques. 41
í Moving forward and backward every block ż Extend arm fully when blocking.
í Moving forward and backward while executing all the ż Show correct reaction time in blocking the strike of the
six angles of attacks. opponent (partner).
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SKILL: Thrusting/Stabbing
FITNESS COMPONENTS: Speed

Power
Body Coordination
ACTIVITIES OUTCOMES
• Provide activities that involve thrusting/stabbing to develop PERFORMANCE:

speed, power and body coordination. Students deliver the specific thrust/stab with speed and body
coordination.
1. 5 Basic Thrusting/Stabbing Power must be observed at all times in executing the
a. Stomach thrusting/stabbing techniques.
b. Left chest
VI-A c. Right chest PROCESS (Skill):
d. Left eye ż Show proper stances
e. Right eye ż Hits the correct target
42
í Moving forward and backward executing all the 5 ż Delivers the basic thrusting/stabbing skills with power
basic thrusting/stabbing moves within a short period of time
https://www.youtube.com/watch?v=YEienqFCyg0
ARNIS
SKILL: Slashing
FITNESS COMPONENTS: Speed Flexibility

Muscular Strength
Body Coordination
ACTIVITIES OUTCOMES
• Provide activities that involve slashing to develop speed, PERFORMANCE:
muscular strength, body coordination, and flexibility. Students deliver the specific slash with speed and body
Suggested Activities: coordination.
1. Slashing Techniques: Muscular strength is being developed and observed in
• Downward-vertical slash, upward-vertical slash delivering a series of slashing techniques.
• Side to side slashing in a horizontal manner
• Figure of 8 PROCESS (skill):
• Reverse Figure of 8 ż Show proper stances VI-A
• Ekis ż Correctly delivers the slashing techniques
• Downward - diagonal – thrusting motion/technique ż Accurately hits the correct target areas
• Single/Double stick techniques using round slashing 43
• Downward diagonal and upward diagonal slash
• Fanning Motion (Fanning Vertical and Horizontal motions)
í Abaniko Corto
í Abaniko Largo
í Abaniko Overhead
• Upper slashing block strike
• Double strikes-repetition of the first slash in a round
manner
• Striking (Tires, striking pad)
í Can be done in One Set - One Set, Simultaneous and
Alternate Manner
í Moving forward and backward for every slash
í Moving forward and backward executing all the
slashing techniques
ARNIS
SKILL: Understanding the basic rules of the game
Understanding Anyo as Arnis Event
FITNESS COMPONENTS: Speed Body Coordination Endurance

Power Reaction Time
Strength Flexibility
ACTIVITIES OUTCOMES
Provide activities that involve striking, blocking, slashing, PERFORMANCE:

twirling to develop speed, muscular strength, body Students deliver the striking, blocking, slashing and twirling
coordination, reaction time, flexibility, and endurance. moves with speed and body coordination. Muscular strength,
reaction time, flexibility, and endurance must also be
Suggested Activities: observed in the delivery of the different skills.
1. Introduce the rules and guidelines of the game.
VI-A 2. Present video clips. PROCESS (Skill):
3. Perform demonstrations. 1. Coordination and Synchronization of Movement
4. Choreograph a Creative Individual and Synchronized (Team) í Anyo must be performed with competence.
44
Anyo. í Precise timing and identical rhythmic movement is
5. Conduct individual and synchronized (Team) Anyo displayed.
presentations. í Sense of balance evident in the action of steps/stances.
í Harmonized rhythm of movement is shown.
* Warm up and cool down exercises must be observed. 2. Artistic Execution
í Proper/good form execution
í Gracefulness
í Elegant/Stylish
í Refined martial art movements
3. Bearing and Stage Presence
í Demonstration of strength, power, and balance
í Correct focus of attention and concentration
í Composure
í Attitude
4. Application of Techniques/Degree of Difficulty
í Level of complicatedness
í Complexity of the art and techniques
í Intricacy of movement of the body
ARNIS
í Execution of the art/style
5. Creativity and Authenticity
í Originality
í Inventiveness
í Imaginativeness of forms
í Fluency of the executions of skills and techniques
SKILL: Understanding the basic rules of the game

Understanding of Full Contact

Power Reaction Time
VI-A
ACTIVITIES OUTCOMES
45
Provide activities that involve striking, blocking, parrying, and PERFORMANCE:
disarming skills to develop speed, power, strength, body Students deliver striking and blocking skills with
coordination, reaction time, flexibility, and endurance. speed, power, strength and reaction time. Body
coordination, flexibility, and endurance are also being
Suggested Activities: observed in parrying and disarming techniques.
2. Show video presentations. PROCESS (Skills):
3. Perform demonstrations. 1. Mastery of the rules and guidelines
4. Conduct drills. 2. Point is awarded thru a legitimate strike to a specific
5. Conduct sparring. body point (head, face, chest, abdomen, back, side of
6. Stage actual competitions. the body, upper and lower body except neck, groin and
the back part of the upper body) in:
* Warm up and cool down exercises must be observed. a. Correct form
b. Power
c. Timing
d. Art
e. Distance
f. Intent
ARNIS
3. Application of different techniques
a. Blocking and striking
b. Striking and parrying
c. Blocking, parrying striking
d. Quick strike
VI-A SKILL: Observing Safety Protocols
46 ACTIVITIES OUTCOMES
Provide learners a safe and conducive place to perform PERFORMANCE:

activities with the teacher’s supervision. The learners observe and follow safety protocols with proper
guidance.
PROCESS (Skills):
1. Wear proper attire (T-shirt, jogging pants, rubber shoes)
during the activities.
2. P roperly use sport facilities and equipment.
3. Observe warm up and cool down exercises.
4. Follow the instructions given by the teacher.
ARNIS
WORK PLAN

KEY STAGE IV: (Grades 11 and 12)
Achieve sport proficiency.
LIFE SKILL: Innovation VALUES/VIRTUE: Friendship and Respect

í Acquiring new techniques and skills in executing the í Should be able to persevere farther in the delivery of the
activities advance skills acquired
• Corrects own execution and performance • Specializes in a sport and performs competitively
• Adjusts goals to address fitness and performance needs • Identifies own strengths and weaknesses
• Shows independence when fulfilling responsibilities
• Assumes leadership roles in managing sports-related
events based on their skills and interest
VI-A
47
ARNIS
VI-A
48
ARNIS
SKILL: 1. Application of Technical Techniques
a. Choreograph a Creative Anyo
FITNESS COMPONENTS: Speed Reaction Time

Muscular Strength Flexibility
Body Coordination Endurance
ACTIVITIES OUTCOMES
Provide activities that involve striking, blocking, slashing, PERFORMANCE:

twirling skills to develop speed, muscular strength, body Students deliver the striking, blocking, slashing, and twirling
coordination, reaction time,flexibility,and endurance. skills with speed and body coordination. Muscular strength,
reaction time, flexibility, and endurance must also be
SUGGESTED ACTIVITIES: observed in the execution of the different skills.
2. Show video presentations. PROCESS (Skill): VI-A
3. Perform demonstrations. 1. Coordination and Synchronization of Movement
4. Choreograph a Creative Individual and Synchronized (Team) í Anyo must be performed with competence.
49
Anyo. í Precise/timing and identical rhythmic movement
5. Conduct Individual and Synchronized (Team) Anyo í Sense of balance action of steps/stances.
Presentations. í Harmonization/rhythm of movement
6. Join invitational tournaments or competitions. 2. Artistic Execution
í Proper/good form execution
* Warm up and cool down exercises must be observed. í Gracefulness
í Elegant/Stylish
í Refined martial art movements
3. Bearing and Stage Presence
í Demonstration of strength, power, and balance
í Correct focus of attention and concentration
í Composure
í Attitude
4. Application of Techniques/Degree of Difficulty
í Level of complexity
í Complexity of the art and techniques
í Intricacy of movements of the body
í Execution of the art/style
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5. Creativity and Authenticity
í Originality
í Inventiveness
í Imaginativeness of forms
í Fluency of the execution of skills and techniques
SKILL: 2. Application of Tactical Techniques

a. Understanding of Full Contact

Power Reaction Time
VI-A ACTIVITIES OUTCOMES
• Provide activities that involve striking, blocking, parrying, PERFORMANCE:

50 and disarming skills to develop speed, power, strength, Students deliver striking and blocking skills with speed,
body coordination, reaction time, flexibility, and endurance. power, strength, and fast reaction time. Body coordination,
flexibility, and endurance are also being observed in parrying
Suggested Activities: and disarming techniques.
2. Show video presentations. PROCESS (Skills):
3. Perform demonstrations. 1. Mastery of the rules and guidelines
4. Conduct drills. 2. Point is awarded thru a legitimate strike to a specific
5. Conduct sparring. body point (head, face, chest, abdomen, back, side of
6. Stage actual competitions. the body, upper and lower body except neck, groin and
7. Join invitational tournaments/competitions. the back part of the upper body) in:
a. Correct form
* Warm up and cool down exercises must be observed. b. Power
c. Timing
d. Art
e. Distance
f. Intent
3. Application of different techniques
a. Blocking and striking
ARNIS
b. Striking and parrying
c. Blocking, parrying, striking
d. Quick strike
SKILL: 3. Psychosocial Skill
ACTIVITIES OUTCOMES
• Provide activities that develop and enhance psychosocial PERFORMANCE:

skill. The students actively participate and cooperate during the
activities.
1. Open Forum PROCESS (Skills):
í The teacher will instruct the students to tell positive and 1. Enjoys and gives insights and inputs
negative comments to other students. 2. Shows empathy to other students VI-A
í After all the students have given their comments, the 3. Communicates with others about his thoughts and feelings
teacher will let each student express their feelings,
thoughts, and reactions to the comments they have References: 51
https://learningscoop.fi/wp-content/uploads/2015/11/Sabah-Lameche-
received. Activities-to-develop-psychosocial-skills.pdf
í The teacher will then wrap up the activity by https://www.parentingscience.com/social-skills-activities.html
giving pieces of advice and encouragement as well as
reminders to further improve their psychosocial ability.
2. Team Building/Outing/Socialization Activities
3. Inviting Guidance Counselors as speakers to motivate
and uplift the students
4. Bible/Koran Study or sharing of religious beliefs
5. Conduct tune up games with other schools
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SKILL: 4. Appreciation of the Sport
ACTIVITIES OUTCOMES
Students should be able to appreciate the sport and inculcate PERFORMANCE:

the values of it. The students show appreciation of the game.
Suggested Activities: PROCESS (Skills):

1. Regularly check attendance. 1. Attends training on time
2. Conduct an interview with the students on what did they 2. Listens attentively during giving of directions
learn from the sport and how do they apply it in their life. 3. Shows focus and is not easily being distracted during the
3. The teacher/coach observes the behavior of the students training
before, during, and after the training or session. The 4. Adheres to the principles of the game: respect, humility,
teacher/coach will give insights and reminders to them hardwork, and sportsmanship
whenever possible. 5. Shows initiative and familiarity with the training/activity
4. Students act, talk, and adheres with the principles and routine
VI-A
values of the game.
52
SKILL: Observing Safety Protocol
ACTIVITIES OUTCOMES
Provide activities that would make students understand the PERFORMANCE:

concept of safety protocol. The students should understand and observe safety protocols.
Suggested Activities: PROCESS (Skills):

1. Hold discussions on safety protocols. 1. Knows the DOs and DON’Ts to maintain safety.
2. Show video presentations. 2. Ensures the application of the skills/knowledge.
3. Use slideshow presentations. 3. Have self-discipline.
4. Conduct a seminar by inviting a speaker (e.g., school nurse 4. Can do self-assessment and self-adjustment.
or nutritionist) from the local area.

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ARNIS

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

Skills 1. Performing 1. Understanding 1. Performing 1. Applying technical

Focused Fitness • Agility • Agility • Agility • Agility

Focused Values/ Pagkakaibigan at Patas na Paglalaro at Pagsusumikap para sa Galing

SPORTS CLUB STANDARD:.PUPS4LJMMT

LIFE SKILL: Communication and Collaboration VALUES/VIRTUE: Pagkakaibigan (Friendship) at Paggalang

FITNESS COMPONENTS: Coordination

Provide activities that involve walking to develop PERFORMANCE:

SKILL: 1. Locomotor Movements

FITNESS COMPONENTS: Agility

Provide activities that involve running to develop the agility, PERFORMANCE:

* Warm up and cool down exercises must be observed. VII-A

FITNESS COMPONENTS: Agility

Provide activities that involve hopping to develop balance, PERFORMANCE:

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

SKILL: 1. Locomotor Movements

FITNESS COMPONENTS: Agility

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

FITNESS COMPONENTS: Agility

Provide activities that involve jumping to develop balance, PERFORMANCE:

Suggested Activities: PROCESS (Skill):

SKILL: 1. Locomotor Movements

FITNESS COMPONENTS: Agility

Provide activities that involve leaping to develop balance, PERFORMANCE:

Suggested Activities: PROCESS (Skill):

VI-A > End of the Game/Training/Session

FITNESS COMPONENTS: Agility

Provide activities that involve galloping to develop balance, PERFORMANCE:

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

FITNESS COMPONENTS: Balance

Provide activities that involve standing to develop balance and PERFORMANCE:

Suggested Activities: PROCESS (Skill):

SKILL: 2. Non-Locomotor Movements

FITNESS COMPONENTS: Balance

Provide activities that involve bending to develop balance and PERFORMANCE:

* Warm up and cool down exercises must be observed.

SKILL: 2. Non-Locomotor Movements

FITNESS COMPONENTS: Balance

Provide activities that involve twisting to develop balance and PERFORMANCE:

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

FITNESS COMPONENTS: Balance

Provide activities that involve lunging to develop balance and PERFORMANCE:

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

FITNESS COMPONENTS: Balance

Provide activities that involve swinging to develop balance and PERFORMANCE:

Suggested Activities: PROCESS (Skill):

* Warm up and cool down exercises must be observed.

FITNESS COMPONENT: Coordination

Provide activities that involve gripping to body coordination. PERFORMANCE:

* Warm up and cool down exercises must be observed.

FITNESS COMPONENTS: Coordination

Provide activities that involve catching to develop agility, PERFORMANCE:

Suggested Activities: PROCESS (Skill):