H.O.P.E.

2
HEALTH OPTIMIZING PHYSICAL EDUCATION 2
(INDIVIDUAL, DUAL AND TEAM SPORTS)
Lesson Objectives:
In this lesson, you are expected to:

Remembering
• Recognize sports participation as a channel for optimizing one’s health.
Understanding
• Equipping how the teachers should facilitate activities in line with
using sports to optimize one’s health.
Applying
• Design an appropriate sporting event that highlights the importance of
optimizing one’s holistic health.
 Overview of the Lesson:
The lesson covers the importance of planning, promoting and executing sports
events successfully.

Emphasizing key components such as setting goals, marketing strategies,

character building, logistical arrangements, event-day operations and post-
event evaluations.
 Pre-requisite Activity:
1. Get a partner and identify and describe the following concepts based on your own understanding (2-3 sentences
maximum).

2. Share and discuss to the class your answers.

3. Take note of the unanswered items and answer them based on the discussion.

- Physical Health
- Mental and Emotional Health
- Stressors
- Stress Management Techniques
- Prevention of Injuries
- Common Sports Injuries
- Basic First Aid
- Sports-based fitness program
- Technical skills in sports
- Tactical skills in sports
 Concept:
Conceptualizing is a critical first step in event planning where
you define the vision, purpose and key elements of the event.
 Concept:
Vision:

Purpose:
 Concept:

Why are you organizing this event?

What do you want to achieve?

 Concept:

What are your specific objectives?

Who are your target participants?

 Concept:

What are the scope of the event?

Coordination: The Backbone of Your
Sports Event
Coordination is the crucial second step in the 5C's of event
planning, where you translate your concept into a functioning
reality. It is all about bringing the various elements
Key Aspects of Coordination
• Location
• Date & Time
• Equipment
• Personnel
Location
This is your playing field!
 Size
 Facilities (showers,
changing rooms)
 Accessibility
 Cost.
Date & Time
Pick a date and time that works
for your target audience. Avoid
scheduling conflicts with other
events or holidays. Consider
factors like weather conditions
for outdoor sports.
Equipment
Identify everything needed for
the event. This could include
balls, nets, bats, mats, first-aid
kits, scoreboards, sound systems,
etc. Determine if you need to
rent, borrow, or purchase
equipment.
Personnel
Staffing is vital. You might need
referees, coaches, scorekeepers,
security personnel, medical staff
(depending on the sport's
intensity), and volunteers for
registration, set-up, and clean-
up.
 Control in Sports Event
Planning
Keeping the Game On
Point
It is like being the referee who keeps the
game fair, the coach who anticipates
plays, and the doctor who patches up any
bumps along the way.
 Operations Management
Monitoring the Flow
They ensure each activity adheres to the pre-determined schedule, keeping
the event on track. Imagine a well-oiled machine; operations management
ensures all the parts function seamlessly.

Communication is Key
Establish a communication plan beforehand, outlining how information
will flow between volunteers, staff, participants, and spectators. This
includes designating clear points of contact for each area and having
backup communication methods in case of technical difficulties.
 Issue Resolution
• Expect the Unexpected
The control aspect involves anticipating potential issues and formulating
solutions beforehand. This could be anything from bad weather to
equipment malfunctions to minor injuries.

But still despite your best efforts, unforeseen challenges might arise. The
control team should be composed of adaptable and quick-thinking
individuals who can assess the situation and implement solutions
effectively.
Health and Safety:
• Safety is paramount in any sports event. Your
control measures should prioritize the well-
being of participants, spectators, and staff.

What can we do to ensure the safety of

the participants?
This might involve having certified medical
personnel on-site, readily available first-aid kits,
and clear emergency protocols in place.
Health and Safety:
• Preventative Measures: Don't wait for accidents to
happen. Implement preventative measures like ensuring
proper equipment usage, having appropriate warm-up
sessions, and enforcing safety rules for spectators (e.g.,
staying out of designated player areas).
 Culminate:
Refers to the final or concluding part where you wrap up the main points,
provide a summary, and possibly engage in a concluding activity or discussion.

This phase is crucial as it reinforces learning, allows for reflection, and helps
learners see the bigger picture. It involves executing the event, ensuring
everything goes as planned, and creating a positive
experience for participants and spectators.
 Culminate: Key Points
Event Execution – Ensure all elements are in place and running
smoothly

Health Integration – Ensure health benefits are actively promoted

during the event

Participant Engagement – Keep participants

informed and engaged
 Culminate: Key Points
Checklist – write a checklist of task for the event day to
ensure success

Elements Converged – Make sure all elements are operational

 Culminate: Key Points
Peak Experience – Highlight the essence of the
event and all planning and coordination are
materialized.
 CLOSE
Refers to the final steps and activities involved in concluding the event
smoothly and effectively. This phase is crucial for wrapping up all aspects of
the event and ensuring that participants, spectators, and stakeholders have a
positive experience. It also involves cleaning up, thanking participants, and
evaluating the event’s success.
 CLOSE: Key Points
Clean Up – Endure the venue is cleaned and all equipment returned

Feedback Collection – Surveys and feedbacks form must be ready and

distributed to the involved party
 CLOSE: Key Points
Evaluation – Document and analyze the collected performance data against the
event objectives

Feedback Collection – Surveys and feedbacks form must be ready and

distributed to the involved party
 CLOSE: Key Points
Thank You Notes: Send a thank you note to all the party involved in the event
 CLOSE: Key Points
Thank You Notes: Send a thank you note to all the party involved in the event
 Exercise:
Addressing Misconceptions about Integrating Health in Sports Event Planning through the 5Cs

Objective:
To help participants understand and address common misconceptions about the integration of
health considerations in the planning and organization of sports events, using the 5Cs framework
(Concept, Coordination, Communication, Control, and Closeout).

Activity Overview:
Participants will engage in a group activity that highlights the importance of health integration in
sports event planning and how the 5Cs can be applied to overcome common misconceptions. Each
group will focus on one of the 5Cs and present their findings and solutions.
Materials Needed:
• Flip charts, whiteboards, Manila paper or Bond paper
• Markers or Sticky notes (if available)
• Handouts on the 5Cs framework
• List of common misconceptions about health integration in sports event planning

Common Misconceptions:
1. Health considerations are not necessary for short-term sports events.
2. Only professional athletes need health-focused planning.
3. Health integration increases the complexity and cost of event planning.
4. Physical safety is the only health concern in sports events.
5. Health-related communication is the sole responsibility of medical staff.
SAMPLE RUBRICS

Link: https://docs.google.com/document/d/13lzuSQLriIvXMIjGGyHBlkxGSDHoJrwm/edit?
usp=sharing&ouid=108742606059654452036&rtpof=true&sd=true
SAMPLE EVALUATION

Link:
https://docs.google.com/document/d/19965VFzd2cWVI5
fTssKUhD4ZHbsvJ6M6/edit?
usp=drive_link&ouid=108742606059654452036&rtpof=
true&sd=true
SAMPLE QUESTIONNAIRE

Link:
https://docs.google.com/document/d/1lzHD4R
LKiC9ekXAcbbRfnR8pS2ed_1B1/edit?
usp=sharing&ouid=108742606059654452036
&rtpof=true&sd=true
 RUA for Teachers
Teacher participants are expected to demonstrate proficiency
in crafting Teaching-Learning Plan for MET 6: Planning and
Organizing a Sporting event through the five Cs principle for
the event planning process. The output will be assessed
through the Rubric for Teacher-Participant’s Performance in
the 2024 In Service Training (INSET) for SHS Teachers.
 H.O.P.E. 2
HEALTH OPTIMIZING PHYSICAL EDUCATION 2
(INDIVIDUAL, DUAL AND TEAM SPORTS)
08/09/2024 Day 1 37
08/09/2024 Day 2 38
We teach the teacher-trainees …
the content for them to correctly teach the subject

The integration of
based on the nature of the subject’s discipline Approach:
Misconceptions health benefits into
sports activity Health Optimizing Physical Education (HOPE) is expertly Collaborative Learning Approach
participation designed with a strong focus on student-centered and
holistic education. It effectively integrates both content Method:
and skill-based learning, ensuring students not only grasp
Sport Program Cooperative Learning: Group
Not understood Career Path
Assessment
theoretical concepts but also acquire practical skills for
real-world application. The curriculum's emphasis on
Work

individualized learning experiences caters to the diverse

The concept of needs and interests of students, fostering a personalized
ladderrized educational journey. The curriculum strikes a harmonious
Less understood progression in skill-
acquisition for sports
balance between content and skills, providing students
with a comprehensive foundation for lifelong commitment
programs. to health and active living.

Training
based on the role of the subject by its nature as a
discipline in facilitating students to attain the SHS PLOs
Never studied methodologies in
teaching Sports

08/09/2024 ToT 2, Day 1 39

 Drawing attention to
Meaning & prompting
Connections to Prior
Knowledge

Drawing attention to Meaning + Prompting Connections

to Prior Knowledge + Using Examples &Non-examples
+ Prompting to Effortful Thinking

Drawing attention to
Meaning & prompting
08/09/2024 Connections to Prior
Knowledge
 Adaptive Teaching Guide
MET # _______________ Lesson # _____________ (Name of the Lesson/topic) ______________________________________________________________

Prerequisite Content-knowledge: __________________________________________________________________

Prerequisite Skill: ______________________________________________________________________________

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): __________________
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): ______________

Introduction:
1. time frame a student is expected to finish learning the lesson (and where to contact the teacher when concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?) – (Drawing Attention to Meaning & Prompting Connections to Prior Knowledge)
4. Overview of the Lesson - Drawing Attention to Meaning & Prompting Connections to Prior Knowledge)

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Chunk 1
Formative question
Chunk 2
Formative question Drawing Attention to Meaning + Prompting Connections to Prior Knowledge + Using Examples and Non-examples + Prompting Effortful Thinking
Chunk n
Formative question
Synthesis

RUA of a Student’s Learning: Drawing Attention to Meaning & Prompting Connections to Prior Knowledge

Post-lesson Remediation Activity:

 Adaptive Teaching Guide
MET # _______________ Lesson # _____________ (Name of the Lesson/topic) ______________________________________________________________

Prerequisite Content-knowledge: __________________________________________________________________

Prerequisite Skill: ______________________________________________________________________________

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): __________________
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): ______________

Introduction:
1. time frame a student is expected to finish learning the lesson (and where to contact the teacher when concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?) – (Drawing Attention to Meaning)
4. Overview of the Lesson - Prompting Connections to Prior Knowledge)

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Chunk 1
Formative question
Chunk 2
Formative question Using Examples and Non-examples + Prompting Effortful Thinking
Chunk n
Formative question
Synthesis

RUA of a Student’s Learning: Drawing Attention to Meaning + Prompting Connections to Prior Knowledge

Post-lesson Remediation Activity:

Adaptive Teaching Guide
THANK YOU!
