1

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

All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means –
electronics
or mechanical including photocopying without written permission from DepEd Regional
Office VIII.
MAPEH 6 (PHYSICAL
EDUCATION) LESSON 1 1ST
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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4 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means –
 electronics
or mechanical including photocopying without written permission from DepEd Regional
Office VIII.
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.
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.
OBJECTIVE
S:

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
muscl
e.

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

Ups
Group 1: Shoulder and chest
stretch Jumping
rope
Kiss your strength and endurance of
knee the abdominal muscle
Flexibilit
y

Group 2: Curl –

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
Activities
Identify what part of the body involve in the activity
Indicates the physical fitness
Explain the indicators
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
Pyrami
d

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
Components
Result
Comments
(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

Syat
o

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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 Office VIII.
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.
locomotor,manipulative
)

1.
Name of the Baseball
Game
Target ga 2. dart
or field
3. tatsing
Describes the skills
involved in the game 4. bowling
(loco-motor,Non

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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.