6

P.E.
Teacher’s Guide
This Teaching Guide is a work in progress. Despite several rounds of
revision and evaluation, this material may still contain some mistakes, errors,
duplications or omissions that can be revised and updated to correct learning.
DepEd Region VIII welcomes corrections, feedback and recommendations to
further improve this Teaching Guide.
We value your feedback and recommendations.

Department of Education – Regional Office No.8

Republic of the Philippines

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 MAPEH 6 (PHYSICAL EDUCATION)
LESSON 1
ST
1 QUARTER

I. OBJECTIVES :
To be able to describes the Philippine Physical Activity Pyramid. (PE6PF-Ia-16)
Value Focus: balance nutrition and proper exercises’

II. SUBJECT MATTER:

A. Skill : Describing the Philippine Physical Activity Pyramid
B. Reference : K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
C. Materials : Physical Activity Pyramid Chart, pictures , meta cards
III. INSTRUCTIONAL PROCEDURE :
A. Preliminary Activities :
1. Checking of attendance
2. Drill : Do the Guessing Game
(Group the pupils into two groups, teacher prepares metacards written the
different activities jumping rope, playing ball, playing video game, biking,
badminton, watching television, flying kite, and etc.,. The first group will be
the one to act the activities they pick from the metacards prepared by the
teacher and the other group will guess the activities they act.
Ask: Which activities do you do every day?

3. Review : Conduct review on Physical Activities

*How do you feel after the activity? Did you feel tired? What parts of your
body did you use for moving? (Moving around is an example of a physical activity)
You’ve learned from your past lesson about Physical activities,
Ask: What are physical activities? (Physical Activities are movements of the
body that use energy. They may also be walking, and washing clothes. They may
be activities like running, jogging dancing and swimming)
A physical activity tells how hard your body is working during physical
activity. An activity may begin from light going to moderate then vigorous
4. Motivation: Present a picture of pyramid.
Ask: Have you seen this picture? When was the
last time you saw this? (This is the pyramid of
Egypt)A pyramid is made up of triangles which
meet at the top with a base that is either
square, rectangle, or triangle. In Physical
Education, a pyramid can show many parts.
They are the base, the middle part, and the top.
As one goes up, the activities are to be done
moderately to vigorously. At the top of the
pyramid are activities that are once in a while.
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 B. Developmental Activities:
1. Presentation:
Do you still remember the triangle that you made in the last lesson? Which
physical activities are the top of the triangle? At the middle of the triangle? At
the base of the triangle? At the base of the triangle? Now you know what is a
pyramid is. You are now to see the Philippine Physical Activity Pyramid.

Look at the drawing below. Study the activities in each step

Physical Activity Pyramid

-is a visual representation demonstrating how to increase physical activity until it
becomes a part of daily routine. It is a visual representation with daily recommended activity at
the base and proceeding to less beneficial activity at the peak.

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 Based on the picture presented there are 4 types of activity in Physical
Activity Pyramid.
a. Moderate activities are found in step 1. It has activities like brisk walking.
This is also includes active play. They are at the base of the pyramid .They
are the most commonly done activities .They can be done more often. They
are activities that increase the heart rate. Jogging and biking for a short
time are some examples that belong to this step.
b. Step 2 is made up of vigorous activities. They are activities that make the
heart beat fast. Fasting jogging, fast biking, and swimming are some
examples that belong to this step. Vigorous sports and recreation such as
volleyball and basketball also belong to this step.
c. Step 3 is made up of exercises for muscle fitness. Climbing on a building,
push –ups, curl –ups, and dancing belong to this step.
d. Step 4 is the top of the pyramid. The minimal activity. It includes activities
that you should do once in a while Watching T.V., playing video games, and
working at the computer for a long periods of time.
(The teacher explains every details in the Physical Activity Pyramid)
2. After presenting the Physical Activity Pyramid chart, the teacher will present
pictures of the different activities and let them identify which step in the
pyramid it belong. Examples of activities :(watching TV, swimming, push- ups,
walk to the store, biking, aerobics, etc.,)

Ask: What activity do you usually done every day? Once a week? Twice A week?
Minimal activity? Is it good for our health?
(Infuse the values on how we take good care of our body by eating
nutritious food, exercise, good sleep and proper diet)
3. Post Activity: The Physical Pyramid Circuit Stations
There will be four zones. Each zones represent the 4 different types
of activity in the pyramid . Each group will pick a metacard with movements
written on it .The first group will execute the movement by pairs/groups. And
the other remaining group will determine the actions executed by the first and
let them identified which step it belong to the Physical Activity Pyramid by
stations they belong.

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 Examples of Activities:
1. Running
2. Playing tennis
3. Playing video games
4. Walk to the store
5. Push- ups ………………( give more examples based on the Physical
Activity Pyramid )
4. Generalization :
What is a Physical Activity Pyramid?
What are the four different types of activity? Ans. (Moderate activity,
vigorous activity, Exercise activity and the minimal activity)
5. Application:
What are the aims of the Physical Activity in the Pyramid?
Ans. 1. Cut down watching TV and playing computers for more than 30 mins.
2. Do playtime and strength /flexibility activities 2-3 days a week
3. Exercise 4 or 5 times a week
4. Do healthful daily activities
Why is it important to follow the Physical Activity Pyramid? (By doing
so, you will have a balance of physical activities for improved fitness and
health)

IV. ASSESMENT:
A. Based on the Physical Activity Pyramid, Identify whether the movement is in light,
moderate activity, vigorous activity, and the minimal activity and explain why, give a short
description/reason for that specific group of movements.
Skate boarding
1. Rope climbing
2. Help around the house or yard
3. Sitting for than 1 hour
4. Martial arts
5. Playing volleyball
6. Play outside
7. Take the stairs instead of elevator
8. Skate boarding
B. Define what is Physical Activity Pyramid?

V. ASSIGNMENT:
Give 10 or more examples of movements / activities and identify whether light
activity, moderate, vigorous and minimal activity.

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 MAPEH 6 (PHYSICAL EDUCATION)
1ST QUARTER
Lesson 2

I. OBJECTIVES:
1. To be able to explain the indicators for fitness (PE6PF-Ia-17)

Values Focus: healthy living and to be physically fit

II. SUBJECT MATTER:

A. Skill: To be able to explain the indicators for fitness.
B. Reference: K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
C. Materials: Physical Activity Pyramid Chart, pictures, meta cards
III. INSTRUCTIONAL PROCEDURE:
A. Preliminary Activities:
1. Checking of attendance
2 Conduct warm-up exercise (daily Exercise with a lively music)
 Stretching activities:
1. leg lift forward and backward ,sideward left and right
2. wall pushing
3. To reach in long sitting position
 Aerobics Activity
- 15 sec. jumping jack
- 15 seconds set- up
- 15 seconds jogging on the spot bringing knees high up
- 15 second bend knee forward
(Repeat the cycle at least 2-3 times)
3. Conduct Review on the Physical activity Pyramid.
Select the word from the box below, the diff. activity found in the Physical
activity pyramid then Put the words in the specific step where it belong in the
physical Activity Pyramid

Running watching TV Tumbling

Dancing playing Soccer pick your toys

Push-ups Play outside playing Video games

(Ask the pupil why that activity belong in that area in the Physical Activity Pyramid)

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 B. DEVELOPMENTAL ACTIVITY :
1. Teacher will present pictures to the class. ( obese child , healthy and active child ,
thin sickly child )

Based on the presented pictures the teachers asked:

 Which picture indicates that a child is fit and healthy? (Let the pupils
explain to the class his answer).
 Which picture indicates that a child is not fit for activities or
considered not physically fit? (explain why she /he consider not
physically fit)
Based on the responses of the pupils, the teacher will explain to the meaning of Physical
Fitness. The teacher will give emphasis on the indicators for fitness.
Note: Being physically fit is defined as the ability to carry out daily task without getting tired
What are the indicators or sign of physical Fitness?
By answering the following Questions, you can tell that you have the signs of fitness
1. Do you like doing physical activities?
2. Can you stretch your muscle without feeling discomfort or pain?
3. Can you move your body with little or no difficulty?
4. Can you run 1.6 kilometer in eight minutes with ease? (Cite an example of a distance estimated
to 1.6 km.)
5. Is the amount of your fat less than your weight of lean, bones, and body organs?
If your answer is yes, you are physical fit. If your answer is no, you have to work out for
your physical fitness.
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 What are the indicators of Physical of fitness?
1. Endurance –is the ability to continue an activity without getting too tired. This can be muscular
endurance or cardio (heart) endurance. It increases blood and heart activity.
2. Flexibility – is the ability of the muscles to stretch without discomfort or injury.
3. Strength – is the ability of muscles to exert force. Muscles get stronger when force when force
than normal.
4. Body Composition – is the weight of a person .One must have more weight from lean muscles
and bones than fat weight.
- Going to the park is always a recipe for a physical fitness. The playground is an
opportunity to become physically fit. You experience the fun to climb, to crawl, to run,
to walk, and to play with friends. Instead of playing video games or watching TV, walk
and experience the beginning of physical fitness in the park or playground.
5. Speed –the rate which someone or something happens or is done. The quality of being quick
6. Balance – is the ability to control your body so that you would not fall
7. Agility- is the skill you need to change and control your direction and position of your body.
8. Coordination – is using your five senses with body parts involved in the physical fitness
9. Power – is the ability to move your body parts quickly while applying the greatest force of your
muscle.
Note: the teachers must emphasize that nutrients are substances found in food that makes the
body strong and healthy. Including regular exercise or physical activity in your daily routine will
improve your health and well-being.

2. Group Activity :
Let the pupils group into 5. Each group will perform the following activities
GROUP PHYSICAL COMPONENT MEASURED

Group 1: Shoulder and chest stretch Flexibility

Kiss your knee

Group 2: Curl – Ups strength and endurance of the

abdominal muscle
Jumping rope

Group 3 : Sit and Reach Flexibility of hamstring muscles

and lower back

Group 4 : Right Angle Push- Ups Strength and endurance of the

upper body muscles

Group 5 : 40 meter Sprint Speed

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 Based on the result of the tests, check what items show your strength and weaknesses on
specific activities?
How well did you perform in the following activities? Rate yourself by putting a check in
the appropriate column

Activities Excellent Very good Good Needs practice

1. Shoulder and chest stretch

2. Kiss your knee

3. Curl -ups

4. Sit and reach

5. Right angle Push- ups

6. 40 meter Sprint

To know the level of your physical fitness, you have to take a set of physical fitness test. The
result of the fitness identifies the strengths and areas of improvement of your level of physical
fitness.
You can use your- skill and health –related fitness to improve your performance in other
activities
or sports. Your long jump performance will increase your muscular strength as well as.
Greater coordination and agility will help you improve kicking. More power and muscular
strength will help you sprint faster and up and down. Greater muscular endurance will help you
perform better in a long- distance running from one goal to the other.
Greater muscular strength, endurance and speed will make you better in running up
stairs.
Greater balance, coordination, and muscle strength means the ability and confidence in
recreational activities like rock or mountain climbing.
Ask: In doing such activities, what are the effects / benefits of being physically fit?
3. Generalization: What are the indicators of fitness?
4. Post activity - After presenting the different indicators, the teacher will present another
set of pictures showing the different indicators of physical fitness and let pupils identify
what indicator is being shown on the pictures.

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 Guide Question: In each pictures teacher ask, what part of the body involved in the activity?
If you’re going to perform the activity, what indicators of physical fitness they
belong?
Note: In doing the exercise / activity, teachers must emphasize the safety measures in order to
prevent injury, cramps, and stiffness.

IV. ASSESTMENT: A test of physical Fitness

Identify what part of Indicates the

the body involve in physical fitness
Activities Explain the indicators
the activity indicators

1. Zipper test

2. Shuttle run

3. Weave through
cones
4. One leg stand

5. running

6. Skip with Knee

lift

V. ASSIGNMENT:
Explain: In which activity did you find difficulty? What would you do to improve it?

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 MAPEH 6 (PHYSICAL EDUCATION)
1ST QUARTER
LESSON 3

I. OBJECTIVES:
To be able to assess regular participation in Physical Activities based on the
Philippine Physical Activity Pyramid.

Value Focus: Safety measures / Cooperation

II. SUBJECT MATTER:

A. Skill : Assessment of regular participation in Physical Activities based on the
Philippine Physical Activity Pyramid
B. Reference : K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
C. Materials : charts , pictures ,tape measures , charts, meta card

III. INSTRUCTIONAL PROCEDURE:

A. Introductory Activity:
1. Checking of attendance and appropriate P.E. uniform / comfortable
clothing.
2. Conduct Warm –up exercise
3. Conduct Review on Physical Activity Pyramid Guide. Let pupils the pupils
identify and give an examples of the activities that belong to the
recommended step like in
- Step 1: Daily Activities (walking to school, doing household chores, like
cleaning and washing the dishes)
- Step 2: Always Activities (riding a bike, playing balls, and jogging)
- Step 3: Sometimes Activities (dancing, swimming, rowing, tumbling, and
activities that develop flexibility?
- Step 4: Minimal / Limit these Activity (watching TV, playing video games
using computers, and all activities that are in active)
Also review the indicators of Fitness (past lesson 2)
B. Developmental Activity:
1. Motivation : Sing Mag tanim ay Biro
2. Presentation :
Teacher will present a sample of a Test Paper and ask what
is the object I am holding? (Test Paper)
Ask: How do you feel before a test? Of course there is a feel of anxiety
and nervous. The test that you will experience may also bring the
anxiety on your part. But this kind of test is a non – graded test, the
result of which is a goal for you to plan.

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Topic: Assessment of regular participation in Physical Activities based on the Philippine Physical Activity
Pyramid

3. The teacher Ask: What activities may be given to measure regular

participation activities? Present different pictures to the class and let the
pupils answer what did the picture is all about.

Base on the picture presented, which movement is a loco-motor movements and Non
loco-motor movements? Explain Why?
Regular participation to physical activities improves ones physical fitness. Such can be
assessed by self – testing exercises.
Self -testing exercises are activities that one does repeatedly to achieve a goal: to improve
one’s own fitness level. They consist of exercises that improve one’s endurance, strength, and
flexibility.
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 Self – testing activities help you achieve your level of physical fitness .You are taught to
make goals for yourself .Try your hardest to attain them.
Self- testing activities may be done individually by pairs, or even by groups .All major
muscles found in the legs, trunk, arms and shoulders should be exercised in the level of difficulty,
duration, and intensity.

Here are examples of self-testing activities:

1. Non- Locomotors movements like stretching, bending, twisting, and turning, swinging, pushing
and pulling improve flexibility.
2. Loco-motor movements - like walking, jogging, running jumping and landing.

4.

Teacher will show/demonstrate to the pupils the skills in loco- motor movements and in
Non Loco-motor movements.
Note: Emphasize to the pupils that safety measures is very important in performing the activity.
He/she must be careful in doing the activities to avoid injury.
4. Group Activity: Game
Divide the class in two group. Each group will choose leader.
The mechanics of the game is each group will choose one movement
it’s either in loco-motor or non-loco-motor movements, the other
group will guess the movement they act. The group who will got the
highest score will declare the winner
5. Generalization:
Teacher Ask: What activities may be given to measure regular
participation in physical activities?
What are the two types of self-testing Activities? Describe each
type and give examples.

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 C. Culminating / Post Activity : The class will be divided into 4 Stations
Station 1: Three minute Step Test for Cardio- vascular Endurance
Station 2: Abdominal Strength Curl ups Test foe strength and Endurance
Station 3: The Zipper Test for Flexibility
Station 4: Push- ups for strength and Flexibility
(Individual / Pair activity) – Pupils will execute and perform the assigned self-assessment.
Look for a partner to record the result. Do the following physical fitness tests. . Record
your result in your notebook.
The following Fitness Tests to may be undertaken to measure participation in physical fitness
A. Three minute Step Test for Cardio- vascular Endurance
1. Go to a step (8 inches in height) of a stairs. Position in front of the step. At the signal “go”,
Step –up and down at the rate of 24 steps per minute.
2. Go up the step starting with left foot followed by the right foot. Go down with the left
foot followed by the right foot.
3. Record the number of pulse and multiply it by 6.
B. Abdominal Strength Curl ups Test foe strength and Endurance
A complete curl should take 3 seconds. To curl ups, use your abdominal muscles.
1. Lie down on an exercise mat with your knees bent and feet flat on the floor. Extend your
arms straight forward .Place your palms flat on the ground.
2. Next, Curl Up slowly using your abdominal muscles. Your hands should slide forward a few
inches toward your heels. Be sure to keep your head up at all times.
3. Slowly return to the starting position and repeat the exercise.
4. Record your number Curl-ups.
C. The Zipper Test for Flexibility
1. Stand Straight
2. Raise your right arm and bend your elbow to reach down across your back as far as
possible.
3. Do the same with your left hand. Try to cross your finger over those at your right hand.
4. Observe whether your fingers touched each other.
5. Ask your classmates to measure the distance in which the fingers overlapped in
centimeters.
D. Push- ups for strength and Flexibility
1. Lie down on the floor facing down.
2. Put your palms down on the floor under your shoulders with fingers pointing forward.
3. Straighten your legs slightly apart. Use your toes to support your feet
4. Push down until your chest reaches the floor two seconds and push- ups your body in one
second.
5. Count the number of push – ups and down.

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IV. ASSESMENT:
Record the result of your physical fitness activity. Answer the following

Activities Health Result Comments

Components
(if executes the
skill correctly )

1. running

2. curl ups

3. zipper test

4. push ups

5. Step test

V. ASSIGNMENT :
Reflect on the following: Which skills / areas do you need to improve?
What is your plan to improve it?

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 MAPEH 6 (PHYSICAL EDUCATION)
1ST QUARTER
LESSON 4

I. OBJECTIVES:
1. To be able to explain the nature/background of target games and striking/
fielding games.
2. To be able to describes the skills involved in the game
3. Observes safety precaution

II. SUBJECT MATTER:

A. Skill: 1.Explain the nature/background of target games and striking or
fielding games.
2. Describes the skills involved in the game.
B. Reference: K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
DLHTM compilation
C. Materials: charts, pictures

III. INTRUCTIONAL PROCEDURE:

A. PRELIMINARY ACTIVITY
1. Checking of attendance
2. Conduct warm- up exercise accompany with a lively music.
 Stretching- shoulder stretch,
- leg lift forward and backward, sideward left and right
- Toe reach in a long position
- Wall pushing
 Jumping in place
 Arms circling
 Inhale and exhale
(Repeat the routine 2-3 times)
3. Conduct a review of the past lesson / checking of assignments
B. DEVELOPMENTAL ACTIVITY:
1. The teacher will present pictures to the class (pictures of Laro ng lahi)
Let the pupils identify the picture of what kind of game, if they can still remember
our Larong Lahi like tamaang tao, sipa ,luksong tinik , luksong baka ,syato ,palo
sebo,kadang , sack race, basagang palayok, tumbang preso,tatsing and etc.
(present more pictures if possible)

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 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.

Base on the pictures presented let the pupils identify the games that are belong in
 Target games (tamaang tao ,tatsing, tumbang preso )
 Fielding / striking games (syato, basagang palayok)

Note: infuse the localized games found in the DLHTM

2. After identifying the pictures, based on the responses of the pupils the teacher will
explain the nature/background of the games or the difference of a target games and
striking/fielding games.
ASK: What are Games?
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.
Note: The teacher will only emphasized the striking / fielding games and the Target games
What is the difference between the target games and the fielding games?
TARGET GAMES
Target Games are activities in which players send an object toward a target while
avoiding any obstacles. By playing these games, participants will learn the key skills and
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 strategies for games such as Croquet, Golf, Archery, Curling and Bowling. Our localized
game like tamaang tao, tatsing, tumbang preso.

TARGET FLATFORM
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.
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.
Teacher asks: WHAT SKILL DESCRIBES 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

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

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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.
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.

3. Group Activity: Matching Games

Create 5 groups, each group will select a representative to do the tasks.

Teacher prepares picture of the materials needed in each game like picture of a small and
long stick, metal caps, palayok , milk can and a ball. Then it will be match to the name of the
game written in the meta cards .

Target Games (tamaang tao, tatsing, tumbang preso. Striking Game (syato, basagang
palayok)
Based on the responses of the pupils, the teacher will explain the nature of the game and
the skill involves in each sample game in each category or types of games.
The teacher will prepare the Rules of each game in a metacards, then the group will be
the one to interpret the game in each group.

Target Games
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.
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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". Each player located before the toe line will try to hit the bottle caps out of the square
without leaving the pamato inside the square. Player 1 continuously hits the bottle caps until he
loses his turn by leaving his pamato inside the playing area. The player with the most bottle caps
at the end of the game, wins. The players will decide on how big the square would be based on
how many pamato they have. In the pre-game, each player throws his pamato on/near the toe
line. The player whose pamato lands on/nearest the toe line plays first and so on.

Tumbang Preso-
Is a popular Filipino street game,these games promote healthful style .They may also develop
coordination and active outdoor play among children .Furthermore ,they promote patriotism,
Bonding,and sportsmanship. The game needs 3 or more players.Each player is provided with a
large throw away object called “pamato ”t is usually a slipper
or a shoe. Place a semi- flattened empty tall can in upright
position 6 or 8 meters from the throwing line . The” taya”will
guardthe empty tin.The other player stand at the throwing
line.they take turns their throwing “pamato”at the empty milk
tin ,to knock it down. the After each throw , the player must
recover his or her “pamato”.When tagged,he or she becomes
the “prisoner”in the next game .Winners of the game are the
players who are not tagged to become the “it”.

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STRIKING /FIELDING GAMES
Syato

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. And two pieces of stick about an inch in
diameter one long, about a foot and the other short,
about half feet. Player A becomes the hitter and Player B
as the catcher. It is played outside on the ground where
one digs a small square hole (which is slanted), where
they put the small wood so that it sticks out. Player A hits
the wood with the stick so that it catches air enough to
be hit by the stick. The further the wood gets hit the
more points one gets (usually counted by the number of stick length). Player B on the other hand
has to anticipate and catch the small piece of wood to nullify the points and become his
turn or looks forward to Player A to miss hitting the wood.
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. The players of the game will then form a line. The smallest player will be
the first one to hit the pot. The player's eyes is covered with handkerchief and then the facilitator
will turn him in his position three times. This is to make the player confused with the location of
the pot. When the player missed the pot the next player will have his turn. When the player hits
the pot, the players will jump and tries to grab as many prizes as they can.
Note: Always remind the pupils the safety precautions while playing the games.
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
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 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.
4. Generalization:
Teacher Ask: What is a target Games?
What is striking / fielding Games
What are the skills needed in each game? Enumerate
What are some safety precautions while playing the game

C .CULMINATING ACTIVITY/ POST ACTIVITY

Group Activity: Divide the class into 5 groups, each group leader will pick one
Meta cards faced down on the table written the localized game and then the group will
act the game they’ve pick while the other group will guess what game they are portraying
categorized the two basic types of game which is the target and striking /fielding games.
Green 1: tumbang preso/lata (target games)
Blue 2: tatsing(target games )
Red 3: basagang palayok (Striking games)
Yellow4: tamaang tao (target games)
Orange5: syato (Striking games
Those group who can get the highest score will be the winner
IV. ASSESTMENT:
Answer the following by filling up the table, identify if the game a target game or striking /fielding
game then describe the skills involve in the game.

Target games /striking or Describes the skills involved in

fielding game the game
(loco-motor,Non
Name of the Game
locomotor,manipulative )

1. Baseball

2. dart

3. tatsing

4. bowling

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 5. tumbang preso

6. Archery

7. Tamaang tao

8. syato

9. golf

10. basagang palayok

V. ASSIGNMENT:
Bring the following materials
1. clean empty milk can
2. pair of small and long sticks
3. used soft drinks caps
4. small, light ball

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or mechanical including photocopying without written permission from DepEd Regional Office VIII.