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K To 12 Curriculum Guide and Melcs Comparative Matrix Grade: 11 Core Subject Title: Physical Education and Health

This document compares the K to 12 Learning Competencies and MELCs (Most Essential Learning Competencies) for Physical Education and Health for grade 11. Several competencies are merged or clustered between the two frameworks, while others are retained unchanged or dropped from the MELCs. The frameworks address identifying health resources, recognizing the value of physical activity, organizing fitness events, setting fitness goals, participating in physical activity, and demonstrating safety.

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527 views3 pages

K To 12 Curriculum Guide and Melcs Comparative Matrix Grade: 11 Core Subject Title: Physical Education and Health

This document compares the K to 12 Learning Competencies and MELCs (Most Essential Learning Competencies) for Physical Education and Health for grade 11. Several competencies are merged or clustered between the two frameworks, while others are retained unchanged or dropped from the MELCs. The frameworks address identifying health resources, recognizing the value of physical activity, organizing fitness events, setting fitness goals, participating in physical activity, and demonstrating safety.

Uploaded by

Coy Jaca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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K to 12 Curriculum Guide and MELCs

Comparative Matrix

Grade: 11
Core Subject Title: Physical Education and Health

K to 12 Learning
MELCs
Competencies
Identifies school and Observes personal safety
community resources in case of protocol to avoid dehydration,
an injury or emergency overexertion, hypo- and
hyperthermia during MVPA
Observes personal safety participation
protocol to avoid dehydration,
overexertion, hypo- and
hyperthermia during MVPA
participation

Recognizes the role of physical Recognizes the value of


activity assessments in optimizing one’s health through
Merged/Clustered
managing one’s stress participation in physical activity
assessments
Recognizes the value of
optimizing one’s health through
participation in physical activity
assessments
Displays initiative, responsibility Organizes fitness event for a
and leadership in fitness target health issue or concern
activities

Organizes fitness event for a


target health issue or concern
Retained Self-assesses health-related Self-assesses health-related
fitness (HRF). status, barriers to fitness (HRF). status, barriers to
physical activity assessment physical activity assessment
participation and one’s diet participation and one’s diet

Sets Frequency Intensity Time Sets Frequency Intensity Time


Type (FITT) goals based on Type (FITT) goals based on
training principles to achieve training principles to achieve
and/or maintain health-related and/or maintain health-related
fitness (HRF) fitness (HRF)

Engages in moderate to Engages in moderate to


vigorous physical activities vigorous physical activities
(MVPAs) for at least 60 minutes (MVPAs) for at least 60 minutes
most days of the week in a most days of the week in a
variety of settings in- and out-of variety of settings in- and out-of
school school

Analyzes physiological Analyzes physiological


indicators such as heart rate, indicators such as heart rate,
rate of perceived exertion and rate of perceived exertion and
pacing associated with MVPAs pacing associated with MVPAs
to monitor and/or adjust to monitor and/or adjust
participation or effort. participation or effort.

Observes personal safety Observes personal safety


protocol to avoid dehydration, protocol to avoid dehydration,
overexertion, hypo- and overexertion, hypo- and
hyperthermia during MVPA hyperthermia during MVPA
participation participation

Demonstrates proper etiquette Demonstrates proper etiquette


and safety in the use of facilities and safety in the use of facilities
and equipment and equipment

Participates in an organized Participates in an organized


event that addresses event that addresses
health/fitness issues and health/fitness issues and
concerns concerns

Recognizes the value of Recognizes the value of


optimizing one’s health through optimizing one’s health through
participation in physical activity participation in physical activity
assessments assessments

Organizes fitness event for a Organizes fitness event for a


target health issue or concern target health issue or concern

Dropped 1. Distinguishes aerobic from


muscle-and bone strengthening
activities

2. Explains how to optimize the


energy systems for safe and
improved performance

3. Relates health behaviors


(eating habits, sleep and stress
management) to health risks
factors and physical activity
assessment performance

4. Differentiates types of eating


(fueling for performance,
emotional eating, social eating,
eating while watching tv or
sports events)

16. Realizes one’s potential for


health-and fitness related
career opportunities

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