Republic of the Philippines

Department of Education
BUREAU OF LEARNING DELIVERY

LESSON EXEMPLAR IN PE 7
Target Games
Quarter 1 (Learning Competency 4)

I. Curriculum Content, Standards, and Lesson Competencies

Content Standards: The learners demonstrate understanding of mental health and target
games in promoting personal wellness for active and healthy living.

Performance Standards: The learners participate in target games and other physical
activities in promoting personal wellness for active and healthy living.

Learning Competency: Perform physical activities by applying principles and concepts of

target games to solve tactical problems for active living.

(Note: This lesson is good for 2 to 3 days depending on how the teacher approaches the
activities and on his/her understanding of his/her learners.)

Lesson Objectives: At the end of the lesson, the students are expected to:
1. determine the principles and concepts of target games in game play situations;
2. apply the principles and concepts of target games in gameplay situations; and
3. analyze the weaknesses and strategies of opponents in gameplay situations.

(Note: These lesson objectives were derived from the unpacking of learning competency.)

Content: Target Games: Bowling

Integration: Fitness, health, and wellness

(Note: The teacher has the freedom to choose what target game is best to use in his/her
context and interests of his/her learners. Bowling is just one of it. The procedures in this
lesson exemplar can be used to whatever target game is identified by the teacher.)

II. Learning Resources

MATATAG PE and Health Curriculum Guide

Teaching Games for Understanding (https://tgfu.weebly.com the TGfU Model

III. Teaching and Learning Procedure

1. Activating Prior Knowledge (Mind and Mood):

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Dynamic Stretching
- Begin the class with a dynamic stretching that can students be prepared for physical
activity.
- Perform each exercise for 16 counts
a. Neck Release f. Forearm stretches
b. Cross Arm Stretch g. Shoulder rolls
c. Shoulder Squeeze h. Side lunges
d. Low Back Stretch i. Hip Circles
e. Side Bends j. Jumping jack

Game Appreciation: Bowling Exploration

- Divide students into small groups and provide each group with a set of bowling-related
equipment (PET bottles as bowling pins, and a rubber ball as a bowling ball).
- Encourage students to explore the equipment and space without specific instructions.
- Facilitate a discussion using guiding questions:
a. "What do you notice about the shape and arrangement of the pins?"
b. "How do you think the ball interacts with the pins?"
c. "Are there any patterns or strategies you can identify without formal
instructions?"

2. Establishing Lesson Purpose (Aims)

Lesson Introduction: Bowling Principles and Strategic Thinking

- Based on the exploration, transition into a discussion on the basic principles of
bowling, including pin arrangement, scoring, and strategies.
- Clearly state the lesson's purpose: "Today, we will delve into the principles of bowling
and apply strategic thinking to enhance our gameplay."

Note: Teacher may present the purpose of the lesson while utilizing the Game
Appreciation level (When students are engaging with the bowling exploration activity.)

3. Developing and Deepening Understanding (Tasks and Thought):

Game Modification (Part 1): Activity: "Pin Recognition Challenge"

- In pairs, students will examine different pin configurations placed at various spots on
the bowling lane.
- Discuss with your partner the possible strategic advantages or challenges posed by each
pin arrangement.
- Use a rubric to evaluate each pair's ability to recognize different pin configurations and
provide insightful observations.

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 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Game Modification (Part 2): Activity: "Targeted Bowling Distances"

- Set up multiple bowling lanes with varying distances between the player and the pins.
- Students will rotate through each lane, adjusting their approach and technique
accordingly.
- Use rubrics to assess how well students adapt to changes in distance and apply
appropriate bowling techniques.

Game Modification (Part 3): Activity: "Obstacle Bowling"

- Place obstacles (e.g., cones, hurdles) on the bowling lanes.
- Students will bowl while navigating around the obstacles, adjusting their approach as
needed.
- Assess students' ability to adapt to obstacles and maintain effective bowling techniques
using rubrics.

Note: Teacher may choose one activity as soon as students have already executed the
concepts of the game.

Game Analysis (Part 1): Activity: "Opponent Weakness Identification"

- Record bowling gameplay footage featuring different students.
- In small groups, analyze the footage to identify weaknesses and areas for improvement.
- Use the Sports Performance Assessment tool to guide the analysis and evaluation of
opponents' techniques.

Game Analysis (Part 2): Activity: "Strategy Formulation Session"

- In small groups, discuss weaknesses identified in opponents and formulate strategies to
exploit those weaknesses.
- Each group will present their strategies, explaining how they plan to capitalize on
identified weaknesses.
- Use the Sports Performance Assessment tool to assess the depth and viability of the
strategies.

Game Play: Activity: "Strategic Bowling Game"

- Implement a full-fledged bowling game where students apply the principles learned in
the previous activities.
- Emphasize strategic decision-making, effective use of bowling techniques, and tactical
adjustments based on opponents.
- Use rubrics to assess overall gameplay, strategic decision-making, and the application
of bowling principles.

4. Making Generalizations (Abstractions)

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BUREAU OF LEARNING DELIVERY

Group Reflection: “Generalizing Insights"

- Divide students into small groups to discuss and reflect on the connections between
bowling principles, tactical problem-solving, and strategic thinking.
- Instruct each group to formulate generalizations about how understanding bowling
concepts contributes to strategic decision-making.

5. Evaluating Learning (Test)

Activity Participation through Rubrics: Principles Application

- Assess students' understanding and application of bowling principles during the
activities using rubrics. (See Annex A)
- Focus on their ability to recognize, modify, analyze, and apply strategic principles in
various gameplay situations.

6. Teacher’s Remarks (Annotations)

Individual Feedback and Annotations: "Teacher Observations"

- During the activities, provide individual feedback on students' performances.
- Highlight specific strengths demonstrated by each student and areas for improvement.
- Annotate observations related to their application of bowling principles, tactical
decision-making, and strategic thinking.

7. Reflection (Gains)
- Reflect on your own practice as a teacher discussing the lesson for the week.

Additional Considerations:
 To effectively implement the Teaching Games for Understanding (TGfU) model, the teacher
or facilitator needs to possess a comprehensive understanding of each level of the model.
Experienced teachers may adeptly incorporate two to three levels per activity, while those less
experienced or with non-physical education backgrounds should aim to utilize one level per
activity.
 Equipment: Ensure that all necessary bowling equipment is available, including bowling pins,
balls, and safety gear. (Contextualization and improvisation are highly advised)
 Differentiation: Consider individual skill levels when planning activities, providing
adaptations as needed.
 Safety: Remind students of safety measures during bowling activities, ensuring they are aware
of proper techniques and precautions.

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Direct Line: (632) 8636-6540/8637-4347 E-mail: [email protected]
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Annex A:
Activity Participation Rubric
"Principles Application"

Criteria Excellent (4) Proficient (3) Basic (2) Limited (1)

Recognition of Clearly identifies Identifies and Identifies some Struggles to
Bowling and explains explains most bowling principles identify and
Principles multiple bowling bowling principles but with minor explain basic
principles with accurately. inaccuracies. bowling
precision. principles.
Modification and Successfully Modifies gameplay Attempts to modify Unable to
Adaptation modifies gameplay effectively based gameplay but effectively modify
based on identified on principles with struggles to gameplay based
principles, occasional consistently apply on principles.
showcasing adjustments. principles.
adaptability.
Strategic Analysis Analyzes gameplay Analyzes gameplay Attempts strategic Limited or no
situations situations analysis but lacks strategic analysis
strategically, strategically, depth and evident.
demonstrating a showing a solid consistency.
deep understanding understanding of
of principles. principles.
Application of Applies strategic Applies strategic Attempts to apply Unable to apply
Strategic principles principles with strategic principles, strategic principles
Principles consistently, success but may with noticeable effectively.
leading to effective experience difficulty and
gameplay. occasional lapses. inconsistency.

Instructions for Teachers on the Use of the Rubric:

1. Introduction
a. Introduce the rubric criteria to students before the activities.
b. Emphasize the importance of recognizing, modifying, analyzing, and applying
strategic principles.
2. Activity Participation
a. Observe students during the activities, paying attention to their application of bowling
principles.
b. Use the rubric to assess each student's performance immediately after the activity.
3. Assessment and Feedback
a. Provide constructive feedback based on the rubric criteria.
b. Highlight specific strengths and areas for improvement.
4. Post-Activity Discussion
a. Discuss the rubric with the entire class to clarify expectations.

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Direct Line: (632) 8636-6540/8637-4347 E-mail: [email protected]
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

b. Encourage students to reflect on their performance in relation to the rubric.

Developed by:

DEAN OWEN J. DONCILLO

Senior Education Program Specialist
BLD – Teaching and Learning Division

Evaluated by:

ROSALINA J. VILLANEZA
Chief Education Program Specialist
BLD – Teaching and Learning Division

4/F Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City

Direct Line: (632) 8636-6540/8637-4347 E-mail: [email protected]