School: Grade Level:
GRADES 1 to 12 Teacher: . Learning Area:
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Pamantayang Pangnilalaman
(Content Standards)
Pamantayan sa Pagganap
(Perfomance Standards)
Pamantayan sa Pagkatuto 4. Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust participation or effort.
(Learning Competencies) Weeks 1 to 10 PEH11FH-Ik-t-9
Layunin
Lesson Objective
- Students will be able to - Students will be able to
analyze physiological indicators integrate physiological
- Students will be able to apply
such as heart rate, rate of monitoring techniques into
knowledge of physiological
perceived exertion (RPE), and fitness assessment protocols to
indicators to design and adjust
pacing associated with moderate evaluate physical fitness levels
physical activity programs for
to vigorous physical activities and progress.
individuals or groups.
(MVPAs) to monitor and adjust
participation or effort.
Paksang Aralin - Physiological indicators in Integrating Physiological
Applying Physiological
(Subject Matter) physical activity, monitoring Monitoring into Fitness
Monitoring in Physical Activity
effort and participation. Assessment
Programming
Kagamitang Panturo - Heart rate monitors (optional) - Whiteboard and markers Fitness assessment protocols
(Learning Resources) - RPE scale posters - Sample training plans - Heart rate monitors
- Stopwatch or timer - Heart rate monitors (optional) - Stopwatch or timer
- Sample MVPA activities - RPE scale posters - RPE scale posters
Pamamaraan
(Procedure)
a. Reviewing Previous - Recap the importance of - Recap the concept of - Recap the concept of
Lesson or Presenting the engaging in MVPAs for health physiological indicators and physiological monitoring and its
New Lesson importance in physical activity
programming.
their role in monitoring physical
and well-being.
activity.
b. Establishing purpose for - Explain how understanding - Explain how physiological
the lesson - Introduce the concept of physiological responses can monitoring can enhance the
physiological indicators and inform the design and accuracy and effectiveness of
their role in monitoring physical adjustment of physical activity fitness assessments.
activity intensity and effort programs.
c. Presenting c. **Presenting
example/instances of Example/Instances of the New
- Present sample training plans
the new lesson - Demonstrate how to measure Lesson:**
and discuss how physiological
and interpret heart rate and RPE - Demonstrate how to
monitoring can be incorporated
during different MVPA incorporate heart rate monitoring
to optimize performance and
activities. and RPE assessments into fitness
progress.
tests such as the beep test or 1-
mile run.
d. Discussing new concepts - Discuss the advantages of
using physiological indicators in
fitness assessments, such as
providing real-time feedback and
tracking progress over time.
- Explain how changes in heart Introduce principles of
rate and perceived exertion individualized training,
indicate varying levels of including the importance of
intensity during physical tailoring intensity and volume
activity. based on physiological
responses.
e. Continuation of the - Discuss pacing strategies and - Discuss how to adjust training - Introduce strategies for
discussion of new the importance of adjusting standardizing and interpreting
plans based on changes in
concepts effort based on physiological physiological data collected
physiological indicators over
feedback. during fitness assessments.
time.
f. Developing Mastery - Divide students into pairs or - In pairs, students conduct
- In small groups, students
small groups and have them fitness assessments on each
design a 4-week training plan for
engage in different MVPA other, incorporating
a hypothetical client or group,
activities while monitoring their physiological monitoring
incorporating strategies for
heart rate and RPE. They can techniques and analyzing the
monitoring and adjusting
then discuss how they adjusted results.
intensity based on physiological
their effort based on these
feedback.
indicators.
g. Finding practical - Group discussion: Students
applications of concepts - Role-playing activity: brainstorm how physiological
- Group discussion: Students
and skills in daily living Students simulate coaching monitoring can be used in
brainstorm real-life scenarios
sessions where they discuss various fitness settings, such as
where monitoring physiological
training plans and adjustments personal training, sports
indicators could help optimize
with hypothetical clients, coaching, or physical education
physical activity performance
considering their individual classes.
and prevent overexertion.
physiological responses.
h. Making generalizations - Discuss how understanding - Discuss how integrating
- Discuss how the principles of
and abstractions about physiological indicators can help physiological monitoring into
physiological monitoring can be
the lesson individuals make informed fitness assessments can provide
applied not only in structured
decisions about their physical a more comprehensive picture of
training programs but also in
activity levels and avoid injury an individual's fitness levels and
everyday physical activity.
or burnout. progress.
i. Evaluating learning - Assess student-designed - Assess students' ability to
- Assess students'
training plans and coaching apply physiological monitoring
understanding through
interactions for their alignment techniques during fitness
observation during the MVPA
with physiological monitoring assessments and interpret the
activities and discussion of
principles and effectiveness in results effectively.
monitoring strategies.
achieving fitness goals.
j. Additional activities for
application or
remediation
REMARKS
REFLECTION
a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
f. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
