8

Quarter
Lesson 1 1
Lesson Exemplar Lesson

for PE and Health 5

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health 8
Quarter 1: Lesson 5 (Weeks 5-6)
SY 2025-2026

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2025-2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
PNU Development Team
Validator:
PNU Development Team

Management Team

Philippine Normal University

Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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PE AND HEALTH/QUARTER 1/ GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of healthy and positive sexuality, prevention of sexually transmitted
Standards infections, and striking/fielding games in promoting personal wellness for active and healthy living.

B. Performance The learners participate in striking/fielding games in promoting personal wellness for active and healthy living.
Standards

C. Learning Learning Competency

Competencies Perform physical activities by applying principles and concepts of striking/fielding games to solve tactical problems for
and Objectives active living.

Learning Objectives
1. Students will be able to demonstrate effective positioning strategies in striking/fielding games to enhance their
team’s performance and solve tactical problems.
2. Students will be able to apply principles of scoring and preventing scoring in various game scenarios, showcasing
their ability to transition between offensive and defensive roles seamlessly.
3. Students will be able to effectively communicate and collaborate with teammates, utilizing their understanding of
relationships with people and objects to execute game strategies and achieve common goals.

D. Content Physical Activity Participation: Striking/Fielding Games

Focus Game Skills:

Game Concepts (Positioning, Relationship with People, Relationship with Objects)
Games Principles (Scoring, Prevent Scoring, Restart, Play, and Transition)

E. Integration Understanding ball force, and energy transfer during striking and fielding games.
Energy Transfer: The Key to Ball Impact. (n.d.). Retrieved from https://ballscience.net/energy-transfer-the-key-to-ball-
impact/?fbclid=IwAR3wDfBKHtKAOvyquUBEOXSNjBxrMMZC-Hjq22Ouog10o4gJBRg2VAjKDU0

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II. LEARNING RESOURCES

● All Sports Fever. (n.d.). Softball player positions: Roles in softball. Retrieved from https://allsportsfever.com/softball-player-positions-
roles-in-softball-understanding-player-roles/
● California State University Channel Islands. (n.d.). Basic softball rules. Retrieved from
https://www.csuci.edu/recreation/basicsoftballrules.pdf
● Department of Education. (2022). PE8 Q3 Module 2. DepEd Tambayan. Retrieved from https://depedtambayan.net/wp-
content/uploads/2022/01/PE8-Q3-MODULE2.pdf
● Keep the Score. (n.d.). Softball scoring. Retrieved from https://keepthescore.com/blog/posts/softball-scoring/
● Mr.Animate. (2021, April 1). Softball rules : How to play softball : The rules of softball explained!. YouTube.
https://www.youtube.com/watch?v=YLU6W6AYQto&t=46s
● Racket Rampage. (n.d.). Positions in softball. Retrieved from https://racketrampage.com/positions-in-softball/
● Rookie Road. (n.d.). Softball position roles and responsibilities. Retrieved from https://www.rookieroad.com/softball-position-roles-and-
responsibilities-3511485/
● Rules of Sport. (n.d.). Softball. Retrieved from https://www.rulesofsport.com/sports/softball.html
● Skill Finery. (n.d.). Softball rules: A beginner's guide. Retrieved from https://www.skillfinery.com/sport-rules/softball-rules-a-
beginners-guide/
● Snap Softball. (n.d.). Softball positions. Retrieved from https://www.snapsoftball.com/softball-positions/
● Softball Point. (n.d.). Softball basic rules. Retrieved from https://softballpoint.com/softball-basic-rules/
● Sports Xplainer. (n.d.). Softball positions: Players and positions on the field explained. Retrieved from
https://sportsxplainer.com/softball-positions-players-and-positions-on-the-field-explained/
● WBSC. (2023, July 26). Highlights - philippines vs Italy – WBSC women’s softball world cup. YouTube.
https://www.youtube.com/watch?v=xRTsPiMptQ4
● wikiHow. (n.d.). How to keep score for a softball game. Retrieved from https://www.wikihow.com/Keep-Score-for-a-Softball-Game
● wikiHow. (2022, January 21). How to play softball. YouTube. https://www.youtube.com/watch?v=jzATZiXsjHc

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior (Week 5 Day 1) The teacher may provide

Knowledge 1. Short Review jumbled letters for a faster
Activity 1. Guess the Word guessing.
• The teacher will show a picture of striking/fielding games every round.
• After a set time, the students are tasked to guess the name of the game. Image sources:

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 • The student who correctly guessed the name of the game may receive a Round 1. Shatong - https://ph-
prize. static.z-
• The teacher facilitates a review of what the students know about the dn.net/files/d52/1ea54510d3f
game. 9a274c27a08f25bc48c77.jpg

Round 2. Pukpok Palayok -

https://encrypted-
2. Feedback (Optional) tbn0.gstatic.com/images?q=tbn
:ANd9GcTOtJ8V9kbfJj_70W1xx
_5Xo9NjqZad4U9eqg&s

B. Establishing 1. Lesson Purpose Sample video link:

Lesson Purpose • The teacher will play a video of great plays of softball or baseball in the https://www.youtube.com/wat
Philippines. ch?v=xRTsPiMptQ4
• The teacher may ask what makes great plays such as featured in the
video.

2. Unlocking Content Vocabulary

1. Inning - A segment of the game consisting of two halves, where each team
gets a turn to bat and a turn to field. A standard softball game has seven
innings.
2. Strike Zone - The area over home plate between the batter's knees and
shoulders where a pitch must pass to be called a strike if the batter does not
swing.
3. Bunt - A batting technique where the batter lightly taps the ball into play
without swinging the bat fully, often to advance a runner.
4. Double Play - A defensive play in which two offensive players are put out
because of continuous action.
5. Steal - When a base runner advances to the next base while the pitcher is
delivering the ball to home plate.

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C. Developing and SUB-TOPIC 1: Positioning, Relationship with People, Relationship with 1. softball - The ball used in the
Deepening Objects game, typically larger and softer
Understanding 1. Explicitation than a baseball.
Activity 2. Double Matching Type 2. glove - Each player uses a
• Using Learning Activity Sheet 1, the teacher will ask the students to (a) glove to catch the ball. Gloves
match the image of the equipment with its description, and (b) match vary in size and design
the role with its description. depending on the player’s
• Remind the students that these are just some of equipment used, and position
that there are other accessories that can be worn depending on the role 3. bat - Bats can be made of
of the player. aluminum, composite materials,
• History: The name “softball” dates to 1926. The name was coined by or wood. They come in different
Walter Hakanson of the YMCA at a meeting of the National Recreation lengths and weights to suit the
Congress. Other name for softball are “indoor baseball,” “kitten ball,” player’s preference and league
“diamond ball,” “mush ball,” and “pumpkin ball.” The name softball had regulations.
spread across the United States by 1930, similar sports with different 4. cleats - Specialized shoes
rules and name were being played all over the United States and with cleats provide traction on
Canada. The formation of the Joint Rules committee on Softball in 1934 the field. They can be metal,
standardized the rules and naming throughout the United States. The TPU, or rubber molded,
117th meeting of the International Olympics Committee held in depending on the league rules.
Singapore in July 2005, voted to drop softball and baseball as Olympics 5. helmet - Helmets protect
sports for the 2012 Summer Olympics Games. batters from head injuries.
Many helmets also include face
guards for additional protection.
6. uniform - Includes a jersey,
(Week 5 Day 2) pants, and often a cap or visor.
The uniform is designed for
2. Worked Example comfort and durability.
• The teacher will play a video of the basic rules of softball.
• Video link: https://www.youtube.com/watch?v=jzATZiXsjHc
• For each role, the teacher may ask the students what skills are needed.

Role Description Skills

Pitcher Throws the ball to the batter, aiming to Strong arm, accuracy, mental
get strikes and prevent hits. Also fields toughness, and quick reflexes.
balls hit near the pitcher’s mound.

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 Catcher Catches pitches, prevents stolen bases, Strong arm, quick reflexes,
and fields bunts. Communicates with good communication, and
the pitcher to call pitches. ability to handle physical
contact.
First Fields balls hit near first base, catches Good catching ability, quick
Baseman throws from other infielders to get outs reflexes, and strong defensive
at first base. skills.
Second Fields balls hit between first and Quick reflexes, agility, and good
Baseman second base, covers second base on throwing accuracy.
steal attempts, and turns double plays.
Shortstop Fields balls hit between second and Strong arm, quick reflexes,
third base, covers second base on steal agility, and good defensive
attempts, and turns double plays. instincts.
Third Fields balls hit near third base, covers Strong arm, quick reflexes, and
Baseman third base on steal attempts, and good defensive skills.
makes long throws to first base.
Left Fielder Fields balls hit to the left side of the Speed, strong arm, and good
outfield, backs up third base, and catching ability.
makes throws to the infield.
Center Covers the most ground in the outfield, Speed, strong arm, and
Fielder fields balls hit to center field, and backs excellent catching ability.
up other outfielders.
Right Fielder Fields balls hit to the right side of the Strong arm, speed, and good
outfield, backs up first base, and makes catching ability.
long throws to third base.
Batter/ Hits the ball pitched by the pitcher, Good hand-eye coordination,
Baserunner aiming to get on base or drive in runs. batting technique, and
/ Runs the bases after hitting the ball strategic thinking. / Speed,
or getting on base through a walk or awareness, and good decision-
hit-by-pitch. making.

3. Lesson Activity
Activity 3. Player Positions
• Using Learning Activity Sheet 2, ask the students to write the name and
mark the approximate location coordinates of each of the ten player
positions.
• After the activity, the teacher may ask the class to imitate the correct
positioning in a field.

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(Week 6 Day 1)
SUB-TOPIC 2: Scoring, Prevent Scoring, Restart, Play, and Transition
1. Explicitation
• The teacher will play a video of the scoring rules of softball.
• Video link: https://www.youtube.com/watch?v=YLU6W6AYQto&t=46s
• The teacher may ask some questions for comprehension.

2. Worked Example
• In softball, the basic scoring rules are straightforward and essential for
understanding how the game is played. Here are the key points:

1. Scoring Runs
- A run is scored when a player successfully advances around all four
bases (first, second, third, and home plate) and touches home plate.
- Players can advance bases by hitting the ball, being walked (receiving
four balls), or as a result of an error by the opposing team.

2. Home Runs
- If a batter hits the ball over the outfield fence in fair territory, it is
considered a home run. The batter and any runners on base can round all
the bases and score runs.

3. Innings
- A standard softball game consists of seven innings. Each inning is divided
into two halves: the top (where the visiting team bats) and the bottom (where
the home team bats).
- The team with the most runs at the end of the seven innings wins the
game. If the game is tied after seven innings, extra innings are played until
a winner is determined.

4. Outs:
- Each team gets three outs per half-inning. An out can occur in several
ways, such as a strikeout, a flyout (catching a hit ball before it touches the
ground), or a tag out (tagging a runner with the ball while they are not on a
base).

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 5. Walks and Hits:
- A batter can reach first base by being walked (receiving four balls) or by
hitting the ball and safely reaching a base without being put out.

6. Errors:
- Defensive errors can allow batters or runners to advance additional
bases. Errors occur when a fielder misplays a ball, allowing a runner to reach
a base they otherwise would not have.

3. Lesson Activity
Activity 4. Situational Scrimmage
• Objective: To practice and apply scoring strategies in various game situations.
• Materials Needed: softball equipment (bats, balls, gloves, bases), cones or
markers to set up bases, scorecards or a whiteboard to keep track of runs and
outs
• Setup:
1. Split the students into two teams. Assign positions to each player.
2. Briefly go over the rules of softball, focusing on scoring and base running.
3. Prepare a list of different game scenarios. For example:
a. Bases loaded with two outs.
b. Runner on second base with one out.
c. No runners on base with no outs.
• Procedure:
1. Present a scenario to the teams. For example, "There are runners on first and
third with one out."
2. Have the teams play out the scenario. The defensive team tries to prevent scoring,
while the offensive team tries to score runs.
3. After each scenario, rotate the teams so that everyone gets a chance to play both
offense and defense.
4. After each scenario, discuss what strategies worked and what could be
improved. Encourage students to share their thoughts and ask questions.

• Discussion points:
1. Emphasize the importance of smart base running and knowing when to take
risks.

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 2. Discuss different hitting techniques and when to use them (e.g., bunting to
advance runners).
3. Highlight the importance of positioning and communication in preventing
runs.

D. Making (Week 6 Day 2) For this part, the teacher may

Generalizations 1. Learners’ Takeaways: allow the students to present
Activity 5. Player Positions their work and discuss.
• Using Learning Activity Sheet 3, ask the students to draw themselves in
a role they have chosen.
• Ensure that the drawing includes proper attire or pose.

2. Reflection on Learning
Activity 6: Journal Writing The teacher should allow the
• The teacher will ask the students to reflect on their learning using the learners to document their
following prompts: ways on how they think about
a. How did I learn the concepts that I now know? their learning (metacognition).
b. What should I do to learn the concepts I am having trouble learning?
c. If I am going to be a professional player, what is the perfect role for
me, and what should I do to be good at it?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key:

Learning Activity 7. Short Quiz 1. A
• Ask the students to choose the letter of the correct answer. 2. D
1. Who are the key players in baseball/softball who stay at the center of the 3. D
playing field? 4. B
A. batter C. pitcher 5. B
B. catcher D. thrower 6. C
7. D
2.When the batter swings and misses pitched ball, it is called? 8. B
A. foul C. legal 9. D
B. illegal D. strike 10.D

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3. How many innings are there in baseball/softball game?
A. five C. nine
B. four D. seven

4. What defensive skill used to receive a thrown ball and hold a base runner or
batter to prevent the opponent from earning a point or a run?
A. batting C. pitching
B. catching D. throwing

5. Which of the following is the fundamental skill in playing baseball/softball?

A. blocking C. serving
B. catching D. shooting

6. Who will throw the ball in which the other player on the offensive team tries to
hit with a bat?
A. catcher C. pitcher
B. hitter D. runner

7. How many players are there in baseball/softball game?

A. 6 players C. 8 players
B. 7 players D. 9 players

8. What is a basic skill in baseball/softball which is related to throwing?

A. catching C. hitting
B. gripping D. running

9. What do you call the referee in baseball/softball game?

A. coach C. timekeeper
B. tournament manager D. umpire

10. Which of the following is the element of throwing?

A. catching C. shooting
B. hitting D. wind-up

2. Homework (Optional)

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B. Teacher’s Note observations on any The teacher may take note of some
Effective Practices Problems Encountered observations related to the effective
Remarks of the following areas:
practices and problems
strategies explored encountered after utilizing the
different strategies, materials used,
materials used learner engagement and other
related stuff.
learner engagement/
interaction Teachers may also suggest ways to
improve the different activities
explored/ lesson exemplar.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ principles behind the teaching conducted/ facilitated is essential
What principles and beliefs informed my lesson? and necessary to improve practice.
Why did I teach the lesson the way I did? You may also consider this as an
input for the LAC/Collab sessions.
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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