Physical Education Grade 8

Physical Education Teacher's Guide Grade 8

Grade 8 Teaching Guide (Under K to 12 Curriculum)Learning Area: MAPEH Physical Education Quarter 1Defining the Learning OutcomeGrade Level Standard: The learner demonstrates understanding of how the family fitness helps insustaining an active lifestyle.Content Standard: Learning Competencies: The learner demonstrates Let your students know that at theunderstanding of the benefits of health – end of this particular learningrelated fitness (HRF) to the family materials/module, they are expected toPerformance Standard:  undertake fitness tests;  The learner produces a identify the physical activity habits ofcomprehensive and appropriate HRF the family in terms of health-relatedplan.  fitness components; assess the family’s strengths and  weaknesses in the components of  HRF; perform exercises to enhance  cardiovascular and muscular fitness; regularly demonstrate HRF for the  family to ensure its promotion of an active lifestyle; explain why the seriousness of purpose is critical in ensuring the conduct of activities in the family; and design physical activities that promote cardiovascular and muscular fitness activities to family member.1

Assessment PlanProduct/Performance Use formative and Assess the performanceTask: task using the following summative assessment criteria: A comprehensive andan appropriate HRF plan tools to assess the Assessment of HRF planfor the family for the family using the competencies: following criteria: • Differentiate the Health-  Appropriateness of the related fitness HRF activities for the family components and relate  Relevance to the their importance to family needs of the family members wellness • Relate HRF to daily  Completeness of the plan physical activities of the family • Assess the strengths and weaknesses of the family in relation to the HRF components •Provide different options/choices for family’s HRF activities •Create and perform physical enhancement activities for the family •Assess family’s performance in physical activities in relation to their level of wellness 2

Teaching-Learning Plan Introduction This quarter allows the Grade 8 learners to explore and to developtheir knowledge and skills that will help them and their family establish a lifelonghabit of physical wellness. Initiating these activites and motivating students will be areal challenge for you teachers! With the advancement of technology today, people are less physically activeand don’t participate much in fitness-relevant activities. Although we are well awareof the health benefits that can be derived from engaging in physical activities, we stilltend to take its significance for granted. Even young people, like your learners, donot anymore engage in worthwhile physical exercises on a daily basis. This may bebecause they rarely have health problems. It is possible that in the late stage of theiradult life they will tend to remember how important diet and exercise are to theirhealth. They need to be reminded that physical well-being is crucial to a long andhealthy life and this reduces the risk of hypertension, heart diseases, and otherhealth problems. Being physically fit can help them get through the stresses anddemands of life and this improves their self-esteem, develops their confidence, andself-concept. Health-related fitness plays a vital role in the holistic development of a person.Fitness activities, usually depend on individual’s choice, age, and ability. Health-related fitness ensures cardiovascular fitness and thus helps them in the process ofaging. Health-related fitness activities are provided for your students to have a bettergrasp on the lesson at hand and to help them choose and select the appropriateexercises or activities that will help them and their family achieve a level of physicalwellness. Expectations from these activities should be made clear to your learnersand questionsfrom them are encouraged to bridge differences of ideas. Encourage your students to design an HRF (Health-Related Fitness) plan thatwill cater to the needs of their family. Even after the implementation of the designedHRF plan, your students will still need to evaluate its success or failure and makerevisions, if needed, motivate them and their family to continue the HRF activity for3

life. There is also a need to emphasize the importance of making the activity fun andenjoyable for your students to make exercise a habit for life. Objectives At the end of this module, the students should be able to undertake fitness tests identify the physical activity habits of the family in terms of health-related fitness components assess the family’s strengths and weaknesses in the components of HRF perform exercises to enhance cardiovascular and muscular fitness regularly demonstrate HRF to the family to ensure its promotion of an active lifestyle explain the serious of purpose to ensure the conduct of activities in the family design physical activities that promote cardiovascular and muscular fitness activities to family members Pre-Test Assess the learner’s prior knowledge of Health-Related Fitness. Have them identify and classify the pictures shown to them. Instruct them to explain how these HRF activities can benefit their family in line with physical wellness. Inform them that the pre-test will not be graded but will help the teacher determine their prior knowledge about the lesson-at-hand. Learning Goals And Targets Encourage the learners to reflect on and write their expected learning goals and targets. Part I. WHAT TO KNOW In this stage your students will reflect on the effectiveness of doing dailyroutines. Be aware of their expectations about the topic and encourage them to askquestions for further clarifications. Make them do the following activities to assesstheir knowledge about health-related fitness exercises. Give them oppurtunities toidentify and clarify any misconceptions they have about the lesson. 4

Activity 1 Where Am I? Introduce to your students this brain teasing fun game called “WordScramble”. Instruct them to find from the untangled letters the componentsassociated with Health-Related Fitness. The words could be in any directions as longas the letters are all inter-connected. Let them write these words below and defineeach. SCE N T E ROW BTENDURA E OLRV I TANC DFL EX I B I L YCOMNDY T I I SOPOGF Y R T I ONSPTAG MAX I MUMH EMy answers: (in any order)1. Flexibility2. Body Composition3. Strength4. Endurance If they have found the words and were able to define each of their answers that would mean that they have the basic knowledge of HRF. Below is a discussion on the components of HRF. Let the students read and answer the questions found below the reading material. Have them use their worksheets for their answer.5

Components of Health-Related FitnessFitness is defined as a condition in which an individual has enough energy to avoidfatigue and enjoy life. Analyze your day. Do you have lots of energy, or do you gettired easily?Physical fitness is divided into four health- and six skill-related components.Skill-related fitness enhances one’s performance in athletic or sports events.Health-related fitness is the ability to become and stay physically healthy.Health Components Skill Components Cardio-respiratory fitness Agility Muscular strength and endurance Balance Flexibility Power Body composition Speed Coordination Reaction timeHealth-related components focus on factors that promote optimum health andprevent the onset of disease and problems associated with inactivity.Four Components of Health-Related Fitness• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system(vascular) to supply oxygen to muscles for an extended period of time.Cardiovascular is also called cardio-respiratory (lungs) fitness. Usually the 1km runor some other type of continuous fitness activity (12-minute run, cycling, step-test,etc.) is used to assess cardiovascular fitness.• Muscular strength and endurance is the muscle’s ability to produce effort orperform work.• Muscular endurance refers to the ability of the muscles to work over an extendedperiod of time without fatigue. Performing pushups and sit-ups or crunches for oneminute is commonly used in fitness testing of muscular endurance.• Muscular strength refers to the maximum amount of force a muscle can exertagainst an opposing force. Fitness testing usually consists of a one-time maximumlift using weights (bench press, leg press, etc.).• Flexibility is the ability to move a body part through a full range of motion (ROM) ata joint. The sit-and-reach is commonly used to determine flexibility. 6

• Body composition is the ratio of body fat to lean body mass (including water,bones, muscles, and connective tissues). Having too much fat tissues is a risk factorfor cardiovascular diseases, diabetes, cancer, and arthritis.In addition to improving quality of life, health-related fitness• increases muscle tone and strength;• decreases susceptibility to injuries and illness;• improves bone mineral density;• reduces risk of osteoporosis;• improves posture;• increases efficiency of the respiratory and circulatory systems;• decreases risk of cardiovascular disease and stroke;• improves blood pressure;• decreases risk of diabetes and some cancers;• improves self-esteem and self-confidence;• decreases body fat and improves metabolism; and• increases energy level and academic achievement.After the students finish reading, let them answer the following questions. Tell themto use their worksheet for their answers:1. In your own words, define fitness.___________________________________________________________________________________________________________________________________________.2. Describe the difference between health-related and skill-related fitnesscomponents.___________________________________________________________________________________________________________________________________________.7

Activity 2 Quest for Fitness In this activity, let your students reflect on their daily activities and write themdown on the table below. Remind them to give special attention to activities that willhelp improve their HRF and maximize their body potentials. After a few minutes,group them into 5 or 8 and let them discuss their answers with the group. Give themtime to present their output in class. What are my daily routine or tasks associated with health- related fitness? My daily routines/tasks HRF components 1. 2. Activity on 3. the next page is a 4. reinforcement of what they have Motivate students by telling them learned in part 1.that doing household chores helps a lot inmaintaining physical fitness. Tell them thatthey have been sitting the greater part ofthe day, which reduced their regularphysical workload, so encourage them tomake time doing household chores as partof their daily routines. 8

Activity 3 Picture Parade In this activity, your students are required to bring pictures showing differentactivities of a person. Allow them to display their pictures and let them describe theactions and how the person in the picture might be feeling. Instruct them to list downbenefits associated with each activity.Examples of pictures might include the following:  A running smiling child (feeling free and happy)  A group of people engaged in a game or sport (having fun)  A performing figure skater, dancer, or gymnast (graceful, powerful) After displaying their picture parade, ask one of their classmates to report his/herlist of benefits associated with each activity in class. Allow each of them to explainhis/her answer.Variation: Create a collage or bulletin board display from the cut-out pictures ofnewspapers or magazines that will illustrate the benefits of being active. Congratulate them for doing a great job and for presenting a beautiful work of art. Based on their work, it is now very clear that they have understood their lesson well. Activity 4 Family Connection In this activity, tell your students to identify the physical activity habits of theirfamily in terms of health-related fitness components. A table is provided for them tolist down important details that are helpful for the when they design their family HRFactivity plan.9

Family Age Occupation/ Activities involved in HRF Household HRF Chores componentMembers relation to the component involved Work/Job Occupation/Work/Job involvedExample: 54 PUJ Diver Drives and sits for 8 Feeds theFather hours chicken repair damages in the house . . .Mother 48 HousewifeSister 25 NoneBrother 1 22 LaborerBrother 2 18 StudentMe 14 Student(If they are living with relatives or a working student just indicate those people theyare living with) Tell your students that they have done a great job! Your students are now ready to level up. The next activities that await them will be more interesting and fun-filled. So let them enjoy the experience! Part II. WHAT TO PROCESS For the students to have a deeper understanding on the importance ofexercise in building total fitness and family wellness, provide them with activities thatwill allow them to develop, reflect, rethink, validate, and revise their understanding offitness HRF. Once again the students must undertake the fitness test for comparative purposes in determining general fitness. This is a test given to them every year. So this would not be hard for them to perform. Tell the students to make sure they follow the instructions to avoid accidents. 10

Activity 1 Physical Fitness Test (HRF) 1. Tell your students to prepare for the test:  Review the procedures in conducting the Physical Fitness Test.  Wear appropriate attire.  Do the warm-up exercises on their own or with their partner.  Orient them on the proper execution of the tests and recording of test results.  Go through with the test without exerting maximum effort.  Observe safety. 2. Let them perform the test with a partner. 3. Record their test results. Physical Fitness Test Health Related FitnessBODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.A. Body Mass Index (BMI)WEIGHT [in Kilograms] HEIGHT [in Meters]2Example: 30 30 20.83 (NORMAL) (1.20)2 1.44CLASSIFICATION: Underweight Normal BELOW 18.5 Overweight 18.5 – 24.9 Obese 25 – 29.9 30.0 – ABOVEA.1 Weight – the heaviness or lightness of a person. Equipment: Weighing Scale11

Procedure: For the test taker: a. Wear light clothing. b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale. For the partner: a. Before the start of weighing, adjust the scale to zero point. b. Record the score in kilograms. Scoring – record body mass to the nearest 0.5 kilogramsA.2 Height – it is the distance between the floor to the top of the head in standingposition. Equipment: 1. An even and firm floor and flat wall. 2. L – square 3. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor. Procedure: For the student: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape measure. For the partner: a. Place the L-square against the wall with the base at the top of the head of the person being tested. b. Record the score in meters. Scoring – record standing height. * 1 meter = 100 centimeters B. Waist Circumference – waist circumference is a good predictor of visceral fat which contributes more risk of cardiovascular disease and diabetes than fat located in other areas of the body. Equipment: Tape Measure 12

Procedure: For the student: a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For the partner: a. Record the score in centimeters. Standard Men Inches Women Inches Risk Centimeter >47 Centimeter >43.5 Very High 39.5 – 47 35.5 – 43 High >120 >110 Normal 100 – 120 40 90 – 109 34.6 Low 31.5 – 39 28.3 – 35 Very Low 102 88 80 – 99 <31.5 70 – 89 <28.5 <80 <70 STRENGTH – refers to the muscle’s ability to generate force against physical objects. In the fitness world, this typically refers to how much weight you can lift for different strength training exercises. 1. 90 – Degree Push-up Purpose – to measure strength of upper extremities Equipment Exercise mats or any clean mats Procedure For the student: a. Lie down on the mat; face down in standard push-up position: palms on the mat under the shoulders, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting the feet. b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).13

FOR GIRLS: With knees in contact with the floor, straighten the arms, keeping the back straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor). c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute (2 seconds going down and 1 second going up). For the tester: a. As the student assumes the position of push-up, start counting as the student lowers his body on the ground until he reaches 90-degree angle at the elbow. b. Make sure that the student performs the push-ups in the correct form. c. The test is terminated when the subject can no longer perform the push- ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or breaks his/her cadence. Scoring – record the number of push-ups made.2. Curl-ups Purpose – to measure strength of abdominal muscles Equipment Exercise mats or any clean mats Procedure For the student a. Lie on back with the knees flexed and the feet 12 inches from the buttocks. b. Feet cannot be held or rested against an object. The arms are extended and are resting on the thighs. c. Complete a slow, controlled curl-up, until the student's shoulders come off the mat two inches, then back down again. d. The curl-up should be performed at a rate of one every 3 seconds or 20 curl-ups per minute (2 seconds going up and 1 second going down). e. There should be no rest at the bottom position, and students should perform as many curl-ups as possible without stopping. 14

For the tester a. One curl-up is counted each time the student’s shoulder blade touches the floor. b. Make sure that the student performs the curl-ups in the correct form. c. The test is terminated when the subject can no longer perform the curl- ups in the correct form (three corrections are allowed), is in pain, voluntarily stops, or breaks his/her cadence. Scoring – record the number of curl-ups made. FLEXIBILITY – refers to the ability of the joints to move through a full range of motion. 1. Sit and Reach – a test of flexibility for the lower extremities particularly the hamstring. Purpose – to be able to reach as far as possible without bending the hamstring. Equipment: Tape Measure Procedure For the student: a. Sit on the floor with back flat on the wall, with feet approximately 12 inches apart. b. Without bending your back, knees, and elbows, place one hand on top of the other and position the hands on the floor. c. After the tester has positioned the zero point of the tape measure, start the test by slowly reaching the farthest point possible without bending the knees.15

For the partner: a. As the student assumes position (b) procedure, position the zero point of the tape measure at the tip of the finger farthest from the body. b. See to it that the knees are not bent as the test taker reaches the farthest that he/she could. c. Measure the farthest distance reached. d. Record the score in centimeter. Scoring - record sit and reach to the nearest 0.1 centimeter.2. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to parallel the strength / endurance assessment of the region. Purpose – to touch the fingertips together behind the back by reaching over the shoulder and under the elbow Equipment: Ruler Procedure: For the student: a. Stand erect. b. To test the right shoulder, raise your right arm, bend your elbow, and reach down across your back as far as possible. c. At the same time, extend your left arm down and behind your back, bend your elbow up across your back, and try to cross your fingers over those of your right hand. d. Reach with the right hand over the right shoulder and down the back as if to pull a zipper or scratch between the shoulder blades. e. To test the left shoulder, repeat procedures a – d with the left hand over the left shoulder. For the partner: a. Observe whether the fingers touched or overlapped each other. b. Measure the distance in which the fingers overlapped. c. Record the score in centimeters. 16

Scoring – record zipper test to the nearest 0.1 centimeter. Standard 0 – fingers did not touch 1 – fingers just touched 2 – fingers overlapped by 1-2 cms. 3 – fingers overlapped by 3-4 cms. 4 – fingers overlapped by 5-7 cms. 5 – fingers overlapped by 8 cms. or more. CARDIOVASCULAR ENDURANCE – is the ability of the heart, lungs, and blood vessels to deliver oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to utilize that oxygen. Endurance may also refer to the ability of the muscle to do repeated work without fatigue. 1. 3 – Minute Step Test Purpose - to measure cardiovascular endurance Equipment 1. Step with a height of 12 inches 2. Stopwatch Procedure For the student: a. Position in front of the step. b. At the signal go, step up and down on a bench for 3 minutes at a rate of 24 steps per minute. One step consists of 4 beats – that is, “up with the left foot, up with the right foot, down with the left foot, down with the right foot.” c. Immediately after the exercise, stand and relax. Don't talk.17

d. Right after the activity, locate your pulse. (the first beat is zero.)e. Count the pulse for 10 seconds. Multiply by 6.For the partner:a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test.b. After the test, let the student count his pulse for 10 seconds and multiply it by 6.Scoring – record the 60-second heart rate for the activity. PERFORMANCE TARGETS FOR BOYS STRENGTH FLEXIBILITY ENDURANCEAGE Partial Curl- 90 degree Sit and Reach Zipper 3 min. Step 1 Km. Ups Push-Ups (cm.) Test Test Walk/Run9 23 15 37 4:57 12210 25 16 39 4:40 12111 26 17 41 4:27 11912 28 18 43 4:25 11713 32 19 45 4:19 11514 36 20 50 4:18 11015 38 21 55 4:14 10716 42 22 56 4:10 10517 45 23 64 4:00 10218 47 24 69 3:55 9919 49 25 70 3:45 9820 51 26 72 3:35 9621 55 27 72 3:30 95 18

PERFORMANCE TARGETS FOR GIRLS STRENGTH FLEXIBILITY ENDURANCE AGE Partial Curl- 90 Degree Sit and Reach Zipper 3 min. Step 1 Km. Ups Push-Ups (cm.) Test Test Walk/Run 9 20 7 43 5:30 119 10 21 7 45 5:00 117 11 21 8 47 4:55 115 12 22 9 49 4:50 113 13 22 10 52 4:47 111 14 23 11 54 4:38 108 15 23 12 58 4:30 103 16 24 13 63 4:25 101 17 25 14 68 4:17 100 18 26 14 72 4:10 98 19 27 15 74 4:05 96 20 30 15 75 3:37 95 21 30 16 75 3:35 93Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado They’ve done it teacher! So now, they can have a comparison of their previous fitness test results with their current test results. Have they improved? Well, that would mean they are doing well physically. The succeeding activities on the next page will assess your students’ skills on HRF. A variety of activities like sports and fitness exercises are prepared for them to keenly select among these activities what will suit the needs of their family.19

Activity 2 Tough Nut to Crack Provide your students with sports equipment available in your school. Givethem freedom to select among these sports equipment what they like. Let them thinkof different ways to play or manipulate the equipment in such a way that the body willbe involved. Let them play for 10-15 minutes with their friends. Instruct them to jotdown notes on the different movements they have executed during the game. Letthem relate these movements to the health-related fitness. Tell them to write theirobservations on the activity sheet/notebook.Tell your students what to observe by asking the questions below:  What are the different movements you executed? (e.g. running, swinging the bat, throwing the ball . . . ) 1. Identify the parts of the body involved while playing with the sports equipment. 2. While performing the sports, what specific skills/movements do you think will help you build the 4 components of HRF? 3. Reflect how this sports activity can help enhance health related fitness and achieve a balanced and total fitness. 4. Among these activities, what would suit the needs of your family in terms of HRF?Alternative Activity: Target Zone On their activity notebook, tell them to copy the table as shown below and letthem identify what activity is represented by each sports material. Let them reflect onthe health benefits derived from engaging in these activities. Tell your student toselect the best and most appropriate activity for their family since they will design anHRF plan. 20

Whew! That Activity 3 below can also be done with their was quite fun family at home. This would be an excellent for them, opportunity for the family to get involved - right? promoting closer bonds with each other and most importantly designing an HRF plan for them. Activity 3 Listen to your Heart Tell your students to do the following: 1. Look for a partner (a friend, a relative, a neighbor) for this activity. 2. Review their knowledge on how to check the pulse rate before and after a physical activity. 3. Execute the exercises or activities for each component of the HRF. Choose from the suggested exercises below. 4. Observe carefully what exercises are mild/easy, average, and intense/difficult. 5. Chart their pulse rate before and after the activity. Pulse Rate Before: After: Exercise A Example: mild Exercise B Exercise C 6. Answer the following questions on their activity sheet after performing the exercises: a. Assess the physical activity or exercises given to them. b. Do they think that these exercises or physical activity are appropriate for their family? c. If they are to design a fitness plan for the members of the family, what are the things they need to consider? d. What are the possible activities they would they? Cite examples. e. Would these activities fit each member of their family?21

Suggested Exercises:FLEXIBILITY EXERCISESStretch #1: Shoulder & ChestThis can be performed kneeling or standing. Clasp your handsbehind your back and straighten your arms. Raise your hands ashigh as possible and bend your body/trunk forward from the waistand hold the position for ten seconds.Stretch #2: Arm Across ChestPlace one of your arms straight across your chest. Place your other handon your elbow and pull your arm towards chest and hold. Repeat withyour other arm.Stretch #3: Triceps StretchPlace one hand behind your back with elbow in air. Place your otherhand on elbow and gently pull towards your head. Hold and repeat withyour other arm.Stretch #4: Gluteus StretchSitting on the floor with your right leg bent, place your rightfoot over your stretched left leg. Place your left arm over yourright leg so your elbow can be used to push your right knee.Hold and repeat with the other side.Stretch #5: Adductor StretchStand with your feet as wide apart as is comfortable. Shift weight toone side as your knee bends. Reach towards your extended foot andhold. Repeat for other side.Stretch #6: Single Leg HamstringPlace your leg out straight and bend the other so your foot is flat intoyour thigh. Bend forward from your waist keeping your back flat. Holdand repeat with the other leg.Stretch #7: Standing QuadricepsStanding on one leg grab the bottom of your other leg (just above theankle). Pull your heel into your buttocks and push your hips out. Yourthigh should be perpendicular to the ground. Hold and repeat with theother leg. 22

Stretch #8: Standing Calf Place your feet in front of each other about 18 inches apart. Keep your back leg straight and your heels on the floor. Push against a wall to increase the stretch. Hold and repeat with your other leg.STRENGTH EXERCISESCARDIOVASCULAR ENDURANCE EXERCISES These exercises would consist of jogging, cycling, stair climbing, and running.23

Activity 4 Because I Care Tell your students to review and assess their output in “Family Connection”activity, focus on the strengths and weaknesses of each family member with regardto health-related fitness. Tell them to take special attention with regard to age andphysical capacity of their family members. Let them copy the following table and dotheir own assessment: Family Health AssessmentFamily Age Body Composition Medical HRF componentsMembers Weaknesses Strengths (BMI) historyFatherMotherSisterBrother 1Brother 2Me By now your students should have gathered the Now that they necessary information and data of each family member. have identified the Well these are the important things they have to weaknesses and remember when planning for the HRF activity of their strengths of each family. So let them keep that in mind! family member, the next activity below will help them plan exercises for the family. Activity 5 Work it Out Tell the students to propose exercises for flexibility, strength, and cardio-respiratory endurance (at least 5 exercises for each component). Their output will bepresented to the class. Instruct them to provide their own music. When they are performing their exercises tell them criteria below: 1. Exercises chosen fit well with the HRF goal; Timing and coordination blends well with the music; There is unified effort of the group members (if done in groups) and exercises are excellently executed. 24

Congratulate your students, they have hurdled another challenge in this quarter. This proves they are doing fine and going on the right track. Now that they have tackled Part II of this quarter, it is understood that they have now fully grasped the essence of these activities. Part III. WHAT TO REFLECT AND UNDERSTAND In this stage, the students are given opportunities to reinforce and deepentheir understanding on the importance of HRF activities and exercises. Your studentsare provided with activities that will assess the mastery of their understanding. Activities 1-3 are provided for them to have a deeper understanding on theimportance of exercise in building total fitness and family wellness. The activities willalso allow them to develop, reflect, rethink, validate and revise, their understandingof fitness exercises. Activity 1 Health and Fitness Updates Tell your students to read the article on the next page. Instruct them to read itcarefully and make a reaction paper based on their readings. Their thoughts andopinion about this article will help them reflect on their understanding of fitnessexercise. Instruct them to write their reaction paper on their worksheet. - For additional reading materials browse on this address: http://www.webmd.com/fitness-exercise/features/exercise-and-music)25

Active Video Games Help Some Kids Get ActiveBy Jennifer WarnerWebMD Health News Reviewed by Louise Chang, MDOct. 1, 2012 -- One type of TV time may actually play a valuable role in the battleagainst childhood obesity.A new study suggests active video games may help children, especially girls,raise physical activity levels.The results show most teens who play active video games play at moderate orvigorous intensity levels that would help them meet the recommended 60 minutesof physical activity on most days.Researchers say so-called exergames may also help at-risk young people getmoving.“Because exergames can be played in a variety of settings, including unsafeneighborhoods, they can increase opportunities for youth to engage in [physicalactivity] and decrease sedentary behavior,” researcher Erin O’Loughlin of theUniversity of Montreal, Canada, and colleagues write in Pediatrics.Exergames are screen-based active video games in which individual players orgroups interact in a physically active way. They include rhythmic dancing games,virtual bicycles, balance board simulators, and virtual sport simulators.They require a screen, like a TV or computer, and a gaming console, such as theNintendo Wii. The video games track the players’ movements onscreen as theyattempt to reach a goal.Active Video Games Count as ExerciseIn the study, researchers surveyed more than 1,200 10th- and 11th-gradestudents in the Montreal area about their use of active video games.The results show nearly one-quarter of the children said they played active videogames. Gamers played an average of two days per week for about 50 minutes ateach session.Nearly three-fourths (73%) said they played at a moderate or vigorous level ofphysical intensity that would count toward meeting the recommended physicalactivity guidelines.Researchers also found that exercise video games like \"Wii Fit\" and \"DanceDance Revolution,\" which require high amounts of energy, were among the mostpopular active video games. 26

New Role for Active Video Games? Researchers say the results suggest that active video games may have a unique role in the battle against rising childhood obesity rates. The study shows that boys are more likely to play non-active video games, and girls were more likely to play active video games. Researchers also found that most children who played active video games played at home, but many also played at friends’ homes. “It is possible that some girls may be uncomfortable exercising at school or in community settings because they feel scrutinized or judged and therefore prefer exercising at home alone or with friends,” the researchers write. “Lack of school-based exergaming may represent a ‘missed opportunity’ to introduce young people to another form of [physical activity],” they write. “The feasibility of exergaming in community centers or at school needs to be tested, and research on the sustainability of exergaming is warranted.” Activity 2 Health Perks In order for the students to successfully design and implement a HRF (HealthRelated Fitness) plan for their family they need to make additional research. Informthem to make a report or a power point presentation on the health benefits derivedfrom involving oneself in the HRF activity. Let them tackle on the four (4)components: strength, flexibility, endurance, and body composition. Below is asample:27

• ideal body type prevent s Body joint problems and diabetisComposition • that certain amount of fat is needed by the body to function well Strength • strengthen immunity • protection against injury Endurance • improved Heart-Lungs functioning • increase oxygen supplyFlexibility • improve posture • decrease risk of injury Tell your students that after the presentation they are expected to make ageneralization on the importance of engaging in exercise and the drawbacks ordisadvantages of lack of exercise.Reflection / Realization: Let your students complete the sentences below. 1. Cardio-respiratory endurance can help me ______________________________. 2. ____________________________________ can help me achieve an ideal BMI. 3. Bending and stretching allow me to __________________________________. 4. _______________________________________________ strengthen my body. 5. Therefore I have learned that ________________________________________.Present to the students the guides for the oral presentation below: (Criteria) 1. Presentation of the HRF health benefits should be addressed clearly. 2. Visual and audio presentation should be well-organized and well-explained. 3. Effective communication skills should be evident. That wasn’t tough for your students, right? This is going to be easy for them once they have answered all the questions. Let them try the next activity below, this has something to do with the lifestyle check of their family in terms of the HRF issues. This will help them understand and evaluate how far or how slow is their family’s involvement in fitness. 28

Activity 3 Together in Fitness Ask the students to make a scrapbook with pictures of their family showingthe progress or regress of the family’s state of health. Included in the scrapbook arepictures of their family’s past HRF activities (sports, exercises and recreationalactivities). The scrapbook should tell a story about family wellness. This activity willhelp them assess and understand the state of health of their family. That was quite enjoyable for your students, making their own family scrapbook. Allow them time to scan over their scrapbook so that they can reflect the health status of their family. If they have lots of pictures to show that would mean their family is doing great physically. Part IV. WHAT TO TRANSFER At this stage your students will plan physical activities for their family which canbe considered as their lifetime engagement to achieve family wellness. Activity 1 Goal Setting By this time, it is affirmed that Health-Related Fitness plays a very importantrole in family wellness. Tell your students to design an HRF plan for their family. 1. Let your students review and assess the output in “Because I Care” by identifying what particular exercises or physical activities are needed by their family members to achieve family wellness and enjoy a lifelong good health. Let them focus on the HRF activities and exercises. They may choose exercises from the suggested exercises in “Listen to your Heart”.29

Now is the time for your students to work on their HRF Plan. Setting of their goals here is crucial to the development of their HRF plan. Remind them to look into the very needs of their family referring to the outputs they have on the previous activities as their bases for their plan. Activity 2 Hit the Target Inform them that in designing their HRF Plan it must be simple, enjoyable andsuited to the needs of their family in order to attain maximum level of physicalwellness. Tell the students to use the following chart to plan their activities. Make surethey include activities for the whole family. Their log should show complete thoughtand effort and be as detailed as possible. Below is an example of a fitness plan for their basis.Suggested plan: Join community Fun Runs, ballroom dancing, assign householdchores and others. 30

Supplementary activity: Family Day Tell your students to submit a narrative report about the actual implementationof the HRF Plan they have designed. They will also provide proof to support thenarrative report like pictures, videos, signatures or through other media technologies.It is expected that this implementation will take a while, so allow the students enoughtime to submit this narrative report and evidences before the end of the first quarterperiod.Assess the HRF plan for the family using the following criteria:  Appropriateness of the HRF activities for the family  Relevance to the needs of the family member  Completeness of the plan Bravo, your students made it! Things did turn out well. Don’t forget to tell your students that working on this activity brings them closer to their family. Remember, family bonding creates harmony and understanding at home. So, this is a great opportunity for them to experience. Maybe at some point they have encountered difficulties but let them keep in mind that “The more difficulties one has to encounter, within and without, the more significant and the higher in inspiration his life will be.” - Horace Bushnell31

SUMMATIVE TESTI. Modified True or False. Direction: Write T if the statement is true and if the statement is false change the underlined word or phrase to make it true on the space provided. ______1. Physical movement is a condition in which an individual has enough energy to avoid fatigue and enjoy life. ______2. Health-related fitness is the ability of the heart and circulatory system to supply oxygen to muscles for an extended period of time. ______3. Jogging and swimming are good forms of exercise for people with asthma. ______4. Weight training is a good example of cardio-vascular endurance. ______5. 900 push-up is a test for muscular strength of upper extremities.II. Multiple Choice:Direction: Encircle the letter of the correct answer.1. Defined as the ability to become and stay physically healthy.A. aerobics B. dancing C. health-related fitness D. skill-related fitness2. The ratio of body fat to lean body massA. body composition B. fitness C. force D. wellness3. Refers to the maximum amount of force a muscle exerts against an opposingforceA. agility B. balance C. speed D. strength4. The following are health-related fitness except one:A. body composition B. flexibility C. speed D. strength5. Heaviness and lightness of a personA. age B. height C. waist circumference D. weight6. The distance between the floor to the top of the head in standing positionA. arms span B. height C. leg length D. sitting height7. Flexibility exercise-A. bicycle exercises B. cardio work out C. gluteus stretch D. Pilatesroutine8. The following are strength exercises exceptA. Ab crunch B. Alternate hammer curl C. dumbbell press D. shoulderstretch9. Exercises for cardio-respiratory enduranceA. basketball pass B. jogging C. shuttle run D. zipper test10. A test of upper arm and shoulder girdle flexibility intended to parallel thestrength/endurance assessment of the region. A. B. C. D.11. Interpret the HRF battery test based on the procedure given below and identify the test. 11a. Sit on the floor with back flat on the wall with feet are approximately 12 inches apart. 11b. Without bending your back, knees and elbows, place one hand on top of the other and position the hands on the floor. 32

11c. After the tester has positioned the zero point of the tape measure, start the test by slowly reaching the farthest point possible without bending the knees. Choices: A. Arms span B. Basketball pass C. Flex arm hang D. Sit and ReachIII. Matching Type: Direction: Match the appropriate activity for each of the family members. Select the best choice by connecting a line from column A to B. AB 1. Toddler age 3 a. ballroom dancing 2. Father age 57 b. soccer 3. Sister age 14 c. drag racing 4. Brother age 16 d. ballet 5. Mother age 55 e. jogging f. playing catch ballIV. Problem Solving: Direction: Show your solution 1. Chloe’s weight is 50 kilos and 1.52 meters. Aedre has a weight of 40 kilos and a height of 1.60 meters while Gianna weighs 67 kilos and 1.62 meters tall. Solve for the BMI of each girl and identify which among the girls are classified under obese, overweight, normal, and underweight.V. Create at least 5 physical exercises for a family of 5 with ages ranging from 6-50.Key Answer I. Modified True or False 1. Fitness 2. Cardio-respiratory endurance 3. T 4. Strength exercise 5. T II. Multiple Choice 1. C 2. A 3. D 4. C 5. D 6. B 7. C 8. D 9. B 10. C 11. D33

III. Matching type B A a b 1. Toddler c 2. Father d 3. Sister e 4. Brother f 5. MotherIV. Problem Solving BMI Formula = weight Height2 Solution:Chloe = 50 = 50 = 21.64 Normal 2.31(1.52)2Aedre = 40 = 40 = 15.62 Underweight 2.56(1.60)2Gianna = 67 = 67 = 25.53 Overweight 2.62(1.62)2 34

SUMMARY It is expected that by this time the learners have already understood theessentials of health-related fitness and its relation to family wellness. This quarterprovides them discussions on the importance of HRF and supplies them withdifferent activities to help them assess themselves and their family in terms of health-related fitness and thereby guides them to design an appropriate HRF plan for theirfamily that will sustain for life. Furthermore, this module focuses on a wide range ofactivities that will help the learners develop appropriate skills, enables them tounderstand fitness concepts and their application, as well as, fosters confidence andappreciation of physical activity as a means to wellness. Part I gives the learners a brief recall on the HRF components. It alsoprovides them with activities to help strengthen their knowledge on the lesson athand. A brief assessment of their family’s daily physical activity habits is also askedfor them to plan out later the appropriate activities and exercises that will suit each ofthe family member. Part II enables the learners to perform and demonstrate the HRF test. Theresult of the fitness test is their basis for self-assessment. A table is also provided forthem to list down and assess their family’s health status that is crucial in designingtheir family HRF plan. Part III provides the learners with different activities and discussions thathelps them reflect and think deeper on the essentials of health-related fitness. It alsotalks about the health benefits of engaging in physical activities and exercises. Theactivities, exercises and sports introduced in Part III were carefully selected for thelearners to choose and decide the appropriate HRF activities for them and theirfamily. Part IV is the final phase of Quarter 1. The learners are expected to design anappropriate HRF plan for their family that will sustain a lifelong active lifestyle. Takinginto consideration what they have learned in this chapter, the activities provided inParts I-III will help and guide the learners in their proposed HRF plan.35

GLOSSARY OF TERMSFitness – the condition of being physically fit and healthy, especially as a result of exercise and proper nutrition.HRF (Health-Related Fitness) - ability to become and stay physically healthy.SRL (Skill-Related Fitness) - focuses on the performance in a sport.Perks – benefits; privileges; bonusesRegress - returning to a former state; get worse or fall back to a previous condition.Wellness – the quality or state of being healthy in body and mind, especially as the result of deliberate effort.Collage - form of art in which various materials such as photographs and pieces of paper or fabric are arranged and stuck to a backing.SOURCES: http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012 http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012 http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf 11-28-2012 http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012 http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ 11-28-2012 http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012 http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf http://www.jumpusa.com/agility_slats.html 11-28-2012 http://www.muscleandfitness.com/features/athletes-and-celebrities/your-cheat-sheet-london-2012-summer-olympics?page=6 http://www.bittersweetfitness.com/cardiovascular-exercise/ 11-28-2012 http://www.hygenicblog.com/2011/07/01/systematic-review-supports-balance-training/ 11-28-2012 http://health.howstuffworks.com/wellness/diet-fitness/exercise/back-strengthening-exercises7.htm 11-28-2012 http://www.stayfitbuzz.com/tag/eat-clean-train-dirty/ 11-28-2012 http://www.amazingfitnesstips.com/easy-muscular-strength-exercises 11-28-2012 http://blog.isowhey.com.au/2012/02/09/how-fit-are-you-test-yourself/ 11-28-2012 http://www.thehealthybackblog.com/wp-content/uploads/2011/06/flexibility-exercises-like-pilates-and-yoga-could-prevent-treat-stiff- arteries1.jpg 11-28-2012 http://blogs.plos.org/obesitypanacea/2012/02/10/why-the-body-mass-index-bmi-is-a-poor-measure-of-your-health/11-28-2012 http://dwellingintheword.files.wordpress.com/2010/04/27-teacher.gif 11-28-2012 http://www.kamogatanishi-e.ed.jp/english/clipart/People.htm 11-28-2012 http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_sk ill_related_itn ess/health_skill_related_fitness_activity_3.pdf, 11-08-12 http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 10 -24-12 http://www.sport-fitness-advisor.com/flexibility-exercises.html 11-28-2012 http://www.amazingfitnesstips.com/fitness-for-life http://www.webmd.com/fitness-exercise/news/20121001/active-video-games-help-some-kids-get-active 11-28-2012 http://www.summitmedicalgroup.com/library/sports_health/strength_training_lower_body/ 11-28-2012 http://www.summitmedicalgroup.com/library/sports_health/strength_training/ 11-28-2012 36

PHYSICAL EDUCATION Grade 8 Quarter II TEAM SPORTS-BASKETBALLGrade Level Standard:The learner demonstrates understanding of family fitness in sustaining an activelifestyle.Content Standard: Competencies:The learner The learners demonstrates understanding of the  discuss the nature and background ofbenefits that the family can derive from basketballparticipating in team sports.  explain the health and fitness benefits derived from playing basketballPerformance Standard:  practice proper and acceptable behavior (e.g. fairness, respect forThe learner authority) when participating in basketball engages in team sports to promotefitness, health, and wellness amongfamily members.  execute proficiently basic skills and tactics in basketball  interpret rules and regulations of basketball  exhibit enjoyment in playing basketball 37

Assessment PlanProduct/Performance Use formative and summative Assess theTask: tools to assess these performance using the competencies: following criteria:The learners 1. Express understanding  Proficiency in of the nature and the execution of  execute background and other skills in team proficiently the relevant topics in sports skills and basic basketball. rules in playing basketball through 2. Demonstrate techniques  Ability to adapt actual in executing basic skills or use skills to participation in the of basketball. certain sport game. situations 3. Exhibit acceptable  Behavior in behavior while playing playing team basketball guided by the sports rules and regulations of the game. 4. Explain the benefits derived from participating and engaging in team sports. 5. Interpret rules and regulations of the game and using them in exhibiting decision- making skills and acceptable behavior while playing team sports. 6. Assess one’s performance in team sports. 38

TEACHING-LEARNING PLANIntroduction: The module introduces learners to the world of team sports. As learnerscontinue with the lesson, they will encounter activities that allow them to demonstrateunderstanding of the benefits that can be derived from their engagement andparticipation in team sports together with their family, which eventually, promotesfamily fitness, health and wellness.Objectives: At the end of the lesson, learners should be able to discuss the nature and background of basketball explain the health and fitness benefits derived from playing basketball practice proper and acceptable behavior (e.g. fairness and respect for authority) when participating in basketball proficiently execute basic skills and tactics in basketball interpret rules and regulations of basketball exhibit enjoyment in playing basketballPre-Assessment: Before learners proceed any further, let them work on the items below. This is for the purpose of knowing their prior knowledge on the terms, skills, and level of understanding of team sports. Let learners read the directions carefully and write their answers in their activity notebook. 1. On page 2 of the Learning Material is a table indicating the basic skills in playing basketball, baseball and softball. The learners’ task is to identify which of the sport is appropriate for each of the skills indicated in the table below is appropriately used. 2. Ask learners to write the corresponding team sport in the space provided at the right side of the column for basic skills. 3. This time, find out whether the learners’ answers are correct or not. Refer to the following answer key: 39

Terms in Team Sports CORRESPONDING TEAM SPORT1. Dribble Basketball2. Chest Pass Basketball3. Bounce Pass Basketball4. Assist Basketball5. Bat/Batting6. Pitch Baseball/Softball7. Shoot Baseball/Softball8. Free Throw9. Inning Basketball10. Homerun Basketball11. Strike Baseball/Softball12. 3 Seconds Violation Baseball/Softball13. Home Base Baseball/Softball14. Bunt Basketball15. Short Stop Baseball/Softball Baseball/Softball Baseball/Softball4. After checking learners’ answers, group them into three.5. Let each group choose one team sport to creatively describe.Descriptions may come in different forms, such as demonstration of the basic skills, dramatization of a certain team sport scene, performing the selected team sport skills with an action song and others. Give learners five minutes to do the activity.6. Allow group presentation of their work. Show affirmation or acknowledgement after every presentation.7. After the group presentation, ask learners to answer the following critical questions in their activity notebook: a. What do team sports mean to you? b. What values or virtues can team sports develop in you? c. What benefits can you derive from participating in team sports?Learning Goals and Targets: This time, ask learners to focus their attention to the team sportengagement survey form found in page 3 of the Learning Material.This questionnaire will assess their engagement in team sports whichwill later serve as a reference in identifying their personal goals andtargets as regards their engagement and participation in team sports.Let learners  copy the survey form in their activity notebook and reflect on their participation in team sports by honestly responding to the questions given. 40

 put a checkmark (  ) on the corresponding column of the particular team sport corresponding to their responses. copy the target and goal prompts on page 4 of the Learning Material in their activity notebook. Let them state their goals and targets on involving themselves, their family, and community in team sports. Herewith is an example is given below for learners to refer to.Example: I will make team sports my lifetime fitness activity.Personal Goal/Target: I will share my knowledge and skills in team sports with myFamily Goal/Target: siblings, father and mother so we can enjoy the benefits ofCommunity Goal/Target: playing participating in it. I will actively particpate in community team sports activities.  share their goals and targets with the class.PART I: WHAT TO KNOW In this phase of the learning sequence, learners will be given activities toactivate their prior knowledge and to know the key concepts of the lesson. Theywill also give tentative responses to questions given; identify misconceptions andalternative concepts about the lesson based on their responses; be informed ofthe assessment technique to be used; be provided with information they need tolearn about team sports, specifically basketball; and assess their knowledge byanswering the given focus questions at the end of this part of the lesson.Invite learners to do Activity 1: Fill-in the missing component In this activity, learners’ prior knowledge on specific team sports will be diagnosedand pre-assessed.Let learners  copy the table in page 6 of the Learning Material comprising three columns identified as team sports, basic skills and components of physical fitness involved in performing the basic skills.  identify the component of physical fitness involved in performing the skills in each team sport included. Let them write their answers in column 3. 41

 Meet and share with the group, or with their friends or relatives, and consolidate their answers in another sheet.  identify three most frequent components of physical fitness based on their group’s or friends’ responses and come up with an exercise of four repetitions each.  present their output to the class.  provide affirmation and acknowledgement to learners’ outputs.Have them do Activity 2: The team sport that I would like to know more This activity will allow learners to share what they know about team sports,their expectations of the lesson, their prior knowledge and skills, and the specificteam sport they want to learn more about.Let learners  copy the K-W-L chart on page 7 of their Learning Material in their activity notebook.  write three things that they already know about your chosen team sport in column “K” (what you KNOW).  write three things that they want to know more about under column “W” (what you WANT to KNOW. Don’t let them write anything yet on the L column.  do this in their activity notebook.  share the things they KNOW and the things they WANT to KNOW to the class, friends, relatives, or members of their family.  Collect their papers and execute the following skills: (activity may vary depending on the team sport chosen by the learners). a. Do four jumping jacks; b. Catch a passed ball in the three point line; c. Dribble the ball in a zigzag pattern as you approach the ring; and d. Do a lay-up or jump shot.Note: In case a whole court is available, divide the class into two. One group will dothe activity in half of the court, the other will do the same in the other half court (forthose who chose basketball) 42

Let them do Activity 3: Can You Meet My Expectations? This time, learners need to clarify what are expected of them in terms of productsand performances, including how these shall be assessed and rated at the end ofthe lesson. 1. At the end of all lessons, the following are the expected outputs for learners to accomplish: a. Product: Create a journal containing pictures of learners’ family showing their engagement in team sports. Indicate dates, places and short description (caption) for each picture, including an essay talking about the benefits that their family derived from engaging in team sports. If learners find it difficult to gather said pictures of their family’s engagement in team sports, they may collect cut-out pictures from magazines depicting families engaged in team sports. As they include these cut-outs in their team sports journal, they may include captions or essays that clarify their ideas about the qoute: “The family that plays together, lives longer!” Criteria for Assessment: Content and relevance of pictures presented Creativity and resourcefulness of presentation Understanding (benefits of team sports to family fitness and wellness) b. Performance: Learners demonstrate understanding of team sports by proficiently executingthe skills and basic rules in playing any team sport. Criteria for Assessment: Proficiency in the execution of skills in the team sport Ability to adapt or use skills to certain sport situations Behavior in playing team sportEngage learners in Activity 4: Points to ponder This activity allows learners to form tentative understanding of the succeedinglessons. They will be shown video clips and be given critical questions to answer.Provide them with the following videos to watch:  http://www.youtube.com/watch?v=fxLxPyTcWSg (youtube-Milo Commercial-Annie)  http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen (Milo Kids Mondial 90s hires)  http://www.youtube.com/watch?v=mWJs2Gof538 (Remember the Titans-Inspirational Moments)  http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related (Space Jam UNRATED) 43

NOTE: In the event that the foregoing video clips are unavailable, other related videoclips may be used for these activity.Questions to answer: Process learners’ understanding of the video clips watched by asking them toanswer the questions hereunder listed, also found in page 9 of the Learning Material.Let them write their answers in their activity notebook.  What is your favorite team sport? Why?  Who influenced or motivated you to choose such team sport to play? How?  Do you think playing team sports can promote fitness, health and wellness among family members? How?  Give your reaction or idea regarding this quote: “ In sports, it’s not winning that matters most, it’s how you play the game.”  What other physical, emotional, mental, and social benefits can you derive from playing team sports?Direct their attention to Activity 5: Lecture-Discussion (Multi-Media-AidedPresentation is Encouraged) A copy of the lecture on basketball is giveen in Appendices A-D for learners toread. You may also consider coming up with a digital copy of the lecture forefficiency purposes. The lecture-discussion shall contain the following topics in basketball: - Nature and background of basketball - Basic skills - Facilities, equipment, and playing attire and shoes - Basic rules and officiating (violations and misconduct) Assess learners’ knowledge based on the lecture given through the tasksgiven at hand.After delivering the lecture, do the following activities: 1. Group the class into four. Each shall form two columns with each member respectively numbered. 2. Each group will be given a set of 10 terms written on strips regarding basketball. 3. This time, all first members will draw one strip each. Upon drawing the strip with the basketball term, each shall give a description or idea describing the drawn term. 44

4. After giving the description, identify which of the content classifications indicated on the first column does the term belong, then let learners perform with the group the assigned warm-um exercise corresponding to the classification of the term drawn:CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE EXECUTEDNature and background Shuffle/Galop Group 4 Left/4 RightBasic skills High Knees Group 8 Forward/8 BackwardFacilities, equipment, attire Back Pedal Group 8 In place/8 BackwardBasic rules and officiating Jumping Jack Group 4 Repetitions in placeEncourage them to do Activity 6: Pick-Shoot and Answer! In this activity, learners will be given strips of papers containing questionsregarding basketball. All they need to do is read each question, think of the answerand write their answers in their activity notebook. 1. Group class into four.2. Provide each group with a bowl containing strips of paper with numbered questions related to basketball.3. Assemble each group in columns facing the blackboard about three meters away; place the bowl of questions in front and a basket near the board about three meters away.4. Give the “go” signal and allow the first member of each group to pick his/her strip of question to answer. Within 10 seconds, each of them shall think of the corresponding answer then crumple the strip of paper and shoot it in the basket provided per group.5. Have the first set of members go to the board and write their answers on the corresponding number.6. Make sure that the questions given per group vary in numbers to prevent copying of answers.7. Declare the group with the most number of correct answers and successful shots combined, winner of the game.Make them do Activity 7: Assessment of Knowledge This time, assess learners’ knowledge based on the lecture-discussion givenpreviously. Learners’ responses to the given questions shall be adequate andrelevant. Let them copy the assessment questions below and write their answers intheir activity notebook. Learners’ scores in this activity will be graded and recorded.1. What are the basic skills in playing basketball?2. How can playing basketball develop specific fitness components? 45

3. Why are rules and regulations essential in playing basketball? 4. What makes basketball an excellent means of enhancing family fitness and wellness? 5. What values can be fostered as you and your family engage and participate in team sports such as basketball?Part II: WHAT TO PROCESS In this phase, learners are provided with various learning resources and learning experiences to enable them to understand and perorm better in team sports.Let them experience Activity 1: By-Station Drill Lessons This activity provides an opportunity for learners to demonstrate the basicskills they have learned previously. Five skill stations will be provided for them todemonstrate the basic skills they need to perform.Remind them that they will need  ball  playing area with a ring and board  partner/goup  a good pair of playing shoesBasic skills to be taught include  shooting  dribbling  passing  rebounding  running 1. Remind them to consider the following before starting the activity: proper basketball attire, warm-up exercises, and safety precautions. 2. Also, let each group choose their leader; probably the one who can demonstrate the skills proficiently. 3. Instruct learners to proceed to the open ground or basketball court designated for this activity. The five stations corresponding to each basic skill will be provided for them. Refer to the Drill Illustration as your guide. 4. Have learners pass through each station of drill lessons on basic skills. After undergoing the drill lesson in one station, let learners move to the next station so that they will experience all drill lessons. Refer to the chart on Drill Sequence. 46

5. Encourage learners to do well in this activity because their performance will be rated according to the criteria indicated in the rubrics. 6. At the end of the lesson, gather learners in circle. This time, ask learners to share to the class their gained insights and other experiences. 7. As they share their experiences, expect reactions from them. As this happens, encourage learners to openly accept their classmates’ reactions, be it positive or negative. Let it be a room for them to improve more on their basketball performance.Drill Sequence:TEAM Station I Station II Station III Station IV Station VSPORTBasketball Shooting Dribbling Passing Rebounding RunningDrill Illustration:Station 2: Dribbling Finish Start------------------------------------------------------------------------------------------------------------------------------ Station 3: Passing (Chest and Bounce Pass) Station 1: Chest Pass Shooting Area Bounce PassStation 4:Rebounding Area------------------------------------------------------------------------------------------------------------------------- Station 5: Back Pedal Running DrillsShuffle/Galop Carioca High KneesHow well did learners perform the tasks-at-hand? Before proceeding to the next basketball challenge, check if learners havedone well in the activities given. Let them copy the table on self-assessment tool andperform the given instructions. 47

Let learners put a checkmark ( ∕ ) on the column corresponding to theirresponse to the items in the table. The learners should consider well the criteriabefore they start the activity: proficiency in the execution of skills - 40%, ability tofollow instructions - 30%, and behavior during the drill - 30%). SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALLName: Section: Date:STATION DRILLS Advanced Proficient Approaching Developing Beginning ProficiencyStation 1: ShootingStation 2: DribblingStation 3: PassingStation 4: ReboundingStation 5: RunningFor a more accurate self-assessment, refer to the rubric given in Part IV of thismodule.Invite them to do Activity 2: Message Relay Let learners proceed with the introduction to basic rules and regulations ofbasketball. Ask learners to study them carefully because they will need them toovercome the challenges of the next activity.Remind them that they will need  ball  playing area with a ring and board  partner or goup  a good pair of playing shoesBasic skills to be taught include  shooting  dribbling  passing  rebounding  running  basic rules and officiatingHere’s how: 1. Draw learners’ attention to the following table that shows the crucial aspects of basketball rules and regulations. 2. Remind them that we’re talking of amateur basketball, not of professional Basketball yet, because in professional basketball like in the Philippine Basketball Association (PBA) or in the National Basketball Association (NBA), rules and regulations are highly technical. 48

3. Discuss thoroughly about the aspects of playing basketball as indicated in the table given.4. Encourage learners to do some research on this matter to enrich their knowledge of basketball rules and regulations.5. Orient learners that amateur rules discussed may vary depending on tournament or league agreements, like for instance game duration, substitution and others. ASPECTS OF THE GAME THINGS TO CONSIDERTEAM COMPOSITION 10 Players per teamSTART OF PLAY 5 Players to play per quarterDURATION OF THE GAME Jump ballTIME-OUTS 8-minute quarter (32 minutes per game)SUBSTITUTIONS 2 time-outs per quarter except for theREGULAR FOULS last quarter which is 3 5 maximum substitutions per quarterREGULAR VIOLATIONS Blocking foul Charging/Offensive foulTIME VIOLATIONS Illegal use of hands HoldingSERIOUS OFFENSES/MISCONDUCTSOVERTIME Goal-tendingOFFICIALS OF THE GAME Travelling violation Backing violation Stepping on the line Loose ball 3-second violation 5-second violation 8-second violation Shot Clock violation (24-second violation) Assault to an opposing player Disrespect to officials In case of tie, 5-minute overtime is given Referee Umpire Time keeper Scorer6. This time, let learners play a game called “Message Relay”. Assure them you know they’re familiar with it, but you will put a little twist on it. Content of the messages will be the referee’s hand signals or calls to corresponding fouls, violations, or misconduct committed by a player.7. Divide the class into five groups. Name each group after a basic skill in basketball. For example: shoot, pass, dribble, rebound or run. There should be no duplication of group name. 49