P.E Grade 8

8Physical Education

Grade 8 Learning Materials (Under K to 12 Curriculum) MAPEH Grade 8 Physical Education (First Quarter) Health Related FitnessINTRODUCTION This module is designed for you, as a Grade 8 learner, to explore knowledgeand skills that will help you and your family develop a lifelong habit of physical fitness andwellness. This actvity will be a real challenge for you and your family. Nowadays, people become less physically active because of various reasons and oneof those is brought by the advancement of science and technology. Many are no longerparticipative in any fitness-relevant activities. We are aware of the health benefits andimportance derived from engaging in physical activities, yet we tend to take its significancefor granted. Unfortunately, many young people do not engage in worthwhile exercises orphysical activities anymore. This may be due to your youth and your ability to execute withless effort, or your current health status. Being physically fit and healthy can help you get through with the stresses anddemands of life and this improves your self-esteem, develops your confidence and self-concept which can only be realized when are much older. Health-related fitness activities play a vital role in the holistic development of aperson. Fitness activities, usually depend on individual’s choice, age, and ability. Health-related fitness ensures cardiovascular fitness and thus helps you in the process of aging. Health–related fitness activities are provided for you to have a better grasp on thelesson at hand, and they will equip you with various choices in selecting the most appropriateexercises or activities that will help you and your family to achieve a level of physicalwellness. Expectations from these activities should be clear to you and questions areencouraged for your better understanding. You will be encouraged to design an HRF (Health Related Fitness) plan thatwill cater to the needs of your family. An HRF plan is a set of fitness goals. These goals thatyou establish should take into account your current as well as your desired fitness levels.Even after the implementation of the designed HRF plan, you will still need to evaluate its1

success or failure. Accordingly, you then make certain revisions in order to encourageyourself and your family to continue the HRF activity for life. There is also a need toemphasize the importance of making the activity fun and enjoyable. In doing so, you’ll haveexercise as a habit for life. ObjectivesAt the end of the lesson, you should be able to recognize the physical activity habits of the family in terms of health-related fitness components; undertake fitness tests; assess the family’s strengths and weaknesses in the components of HRF; perform exercises to enhance cardiovascular and muscular fitness; demonstrate HRF for the family regularly to ensure its promotion of an active lifestyle; explain why the purpose is critical in ensuring the conduct of activities in the family; design physical activities that promote cardiovascular and muscular fitness to family members. Pre-Test This Pre-test is given to find out how well you know and understand the importanceof physical movements in your daily life. These activities will assess your knowledge andskills on Health-Related Fitness. A. Identify and classify the pictures as shown based on the components of health-related fitness 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. B. Explain briefly how these HRF activities can benefit your family in terms of physical wellness. 2

C. 2. 3.1. 5. 6.4. 8. 9. 10.7. The result of your pre-test will not be graded but will help the teacher determine your knowledge of the lesson.3

Learning Goals and TargetsProvide below your expected personal learning goals and targets.Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be ableto identify the four components of HRF.  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________ Congratulations! You have identified your learning goals and this tme you are ready to explore the next learning steps . 4

Remember learners that in this quarter it is expected that you have enough understanding about physical fitness. Your Grade 7 experience has already given you an overview of physical fitness as both skill-related and health-related fitness. Part I. WHAT TO KNOW In this stage, you will reflect on how well you understand the concept of health-related fitness and your expectations about the topic. You are encouraged to ask questions forfurther clarifications. The following activities shall help you assess your knowledge abouthealth-related fitness exercises. This will give you opportunities to identify and clarify anymisconceptions you have about the lesson. Activity 1 Where Am I? Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangledletters that would compose the components associated with Health-Related Fitness. Thewords could be in any directions as long as the letters are all inter-connected. In you activitynotebook, write these words and try to define each word identified. S C E N T E ROW B T E N DURA E OLRV I TANC DFLEX I B I L YCOMNDYT I I SO P OG FYR T I ON S P TAG MAX I MUMH EMy answers:1.________________________________2.________________________________3. ________________________________4. ________________________________5

If you have found the words and were able to define each, that would mean that you have the basic knowledge of HRF. Below is a discussion on the components of HRF. Read it carefully. On your worksheet, answer the questions following the article.Components of Health-Related FitnessFitness is defined as a condition in which an individual has enough energy to avoid fatigueand enjoy life. Try to look back and reflect on your day’s activity. Do you have lots ofenergy, or do you get tired 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 Cardiorespiratory fitness Agility Muscular strength and endurance Balance Flexibility Power Body composition Speed Coordination Reaction timeHealth-related components focus on factors that promote optimum health and prevent theonset 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 cardiorespiratory (lungs) fitness. Usually the 1km run or someother type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used toassess cardiovascular fitness.• Muscular strength and endurance is the muscle’s ability to produce effort or performwork. 6

• Muscular endurance refers to the ability of the muscle to work over an extended period oftime without fatigue. Performing push-ups and sit-ups or crunches for one minute iscommonly used in fitness testing of muscular endurance.• Muscular strength refers to the maximum amount of force a muscle can exert against anopposing force. Fitness testing usually consists of a one-time maximum lift using weights(bench press, leg press, etc.).• Flexibility is the ability to move a body part through a full range of motion (ROM) at ajoint. The sit-and-reach is commonly used to determine flexibility.• 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 factor forcardiovascular 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 reading this article, answer the following questions below on your worksheet:1. In your own words, define fitness.___________________________________________________________________________________________________________________________________________.2. Describe the difference between health-related and skill-related fitness components.___________________________________________________________________________________________________________________________________________.7

Activity 2Quest for Fitness What are my daily routines or tasks associated to health-related fitness? Reflect on your daily activities and write them down on the table below. Give specialattention to activities that will help improve your HRF and maximize your body potentials.After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group.Present your output in class. My daily routines/tasks HRF components 1. The next activity is a 2. reinforcement of what you have 3. learned in part 1. 4. Do you know that doing householdchores helps a lot in maintaining physicalfitness? Think about this: for the whole day,you have been sitting down in the classroom,listening and writing down notes which makeyou immovable. So find time doing householdchores as part of your daily routines. 8

Activity 3 Picture Parade In this activity, you are expected to bring pictures showing different activities of aperson. Display each picture and describe the action and how the person in the picture mightbe feeling. List down benefits associated with each activity.Examples of pictures might include:  A smiling child running (feeling free and happy)  A group of people engaged in a game or sport (having fun)  A figure skater, dancer, or gymnast performing (graceful, powerful) After displaying your picture parade, ask one of your classmates to report his/her list ofbenefits associated with each activity in class. Allow your classmate to explain his/heranswer.Variation: Create a collage or bulletin board display of cut-out pictures from newspapers ormagazines that will illustrate the benefits of being active. Wow, you have done a great job! Your presentation was indeed a work of art. It is now very clear that you have understood our lesson well. Activity 4 Family Connection In this activity, you are to identify the physical activity habits of the family in termsof health-related fitness components. A table is provided for you to list down importantdetails of the family that would be of help later when you will be designing your family HRFactivity plan.Family Age Occupation/ Activities involved in HRF Household HRF relation to the component Chores componentMembers Occupation/Work/Job involved Work/Job involvedExample: Feeds the chicken,Father 54 PUJ Diver Drives and sits for 8 Repair hours damages in the house . . .9

Mother 48 HousewifeSister 25 NoneBrother 1 22 LaborerBrother 18 Student 2Me 14 Student(Just indicate those people you are living with.) Great job! That wasn’t too hard, right? You are now ready to level up. The succeeding activities awaiting you will be more interesting and fun-filled . So, hold your breath and enjoy! Part II. WHAT TO PROCESS Activities are provided for you to have a deeper understanding on theimportance of exercise in building total fitness and family wellness. The activities willalso allow you to develop better understand HRF. Once again you must undertake the fitness test for comparative purposes in determining general fitness. This is a test given to you every year. So this would not be hard for you to perform. Make sure to follow the instructions to avoid accidents or injuries. 10

Activity 1 Physical Fitness Test (HRF) 1. Prepare for the test.  Review the procedures in conducting the Physical Fitness Test.  Wear appropriate attire.  Do the warm-up exercises on your own or with your partner.  Re-orient yourself on the proper execution of the tests and recording of test results.  Go through with the test without exerting maximum effort.  Observe safety. 2. Perform the test with a partner. 3. Record your 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) (1.2)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 you as 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 your 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 you: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with tape measure. For your 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 you: a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around waist. For your 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 you: 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 when cadence is broken. 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 you: a. Lie on your 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, sliding fingertips along the floor until they touch the second tapeline. 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 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 when cadence is broken. 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 – reach as far as possible without bending the hamstring Equipment: Tape Measure Procedure For you: 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 your 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 farthst distance reached. d. record the score in centimetesr. 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 you: 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 your 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 – did not touch fingers 1 – just touched fingers 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 you: 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 your 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/Run 9 10 23 15 37 4:57 11 122 12 13 25 16 39 4:40 14 121 15 16 26 17 41 4:27 17 119 18 19 28 18 43 4:25 20 117 21 32 19 45 4:19 115 36 20 50 4:18 110 38 21 55 4:14 107 42 22 56 4:10 105 45 23 64 4:00 102 47 24 69 3:55 99 49 25 70 3:45 98 51 26 72 3:35 96 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 10 20 7 43 5:30 11 119 12 13 21 7 45 5:00 14 117 15 16 21 8 47 4:55 17 115 18 19 22 9 49 4:50 20 113 21 22 10 52 4:47 111 23 11 54 4:38 108 23 12 58 4:30 103 24 13 63 4:25 101 25 14 68 4:17 100 26 14 72 4:10 98 27 15 74 4:05 96 30 15 75 3:37 95 30 16 75 3:35 93Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado You did it! So now, you can have a comparison of your previous fitness test result with your current test result. Have you improved? Well, that would mean you are doing well physically. The succeeding activities will assess your skills on HRF. A variety of activities, like sports and fitness exercises, are prepared for you to which will suit the needs of your family. Break a leg, buddy!19

Activity 2 Tough Nut to Crack Your teacher will provide you with sports equipment available in your school.Select among these sports equipment what you like. Think about how you’ll use it.Play for 10-15 minutes with your friends. Jot down notes on the different movementsto be executed during the game. Relate those movements to the health-relatedfitness. Write your observations on your activity sheet/notebook.What to observe:  What are the different movements you executed? (e.g. running, swinging the bat, throwing the ball . . . ) 1. Identify the parts of the body involved and uninvolved while using the sports equipment. 2. While performing the sports, what specific skills or movements do you think will help you build the four (4) components of HRF? 3. Reflect how this sports activity can help enhance your health-related fitness and achieve a balance and total fitness. 4. Among these activities, what would suit the needs of your family in terms of HRF?Alternative Activity: Target Zone In your activity notebook, copy the table as shown, and identify what activity isrepresented by each sports material. Reflect on the health benefits derived fromengaging in these activities. Select the best and most appropriate activity for yourfamily as you design your HRF plan. 20

Whew! That Activity 3 below can also be done with your was quite fun. family at home. This would be excellent if the family members are involved because the end product of this quarter is all about designing an HRF plan for them. Activity 3 Listen to your Heart 1. You are going to look for a partner (a friend, a relative, a neighbor) for this activity. 2. Review your knowledge on how to check the pulse rate before and after a physical activity. 3. You are to execute the exercises or activities for each component of the HRF. Choose from the suggested exercises below. 4. Observe carefully what exercises are mild or easy, average and intense or difficult. 5. Chart your pulse rate before and after the activity. Pulse Rate Before After Exercise A Example: mild Exercise B Exercise C 6. On your activity sheet, answer the following questions after performing the exercises. Assess the physical activity or exercises given to you. a. Do you think that these exercises or physical activities are appropriate for your family? b. If you are to design a fitness plan for the members of the family, what are the things to consider? c. What are the possible activities you can give? Cite examples. d. Are these activities suited for each of the member of the family?21

Suggested Exercises:FLEXIBILITY EXERCISESStretch #1: Shoulder and 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 or trunk forward from thewaist and 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 up. Place your otherhand on the elbow and gently pull towards your head. Hold and repeatwith your other arm.Stretch #4: Gluteus StretchSitting on the floor with your right leg bent, place your rightfoot over your left leg. Place your left arm over your right legso your elbow can be used to push your right knee. Hold andrepeat for 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. Do thesame for the other leg.Stretch #7: Standing QuadricepsStanding on one leg grab the bottom of your other leg (just above ankle).Pull your heel into your buttocks and push your hips out. Your thigh shouldbe perpendicular to the ground. Hold and repeat with the other leg.Stretch #8: Standing CalfPlace your feet in front of each other about 18 inches apart. Keep yourback leg straight and your heel on the floor. Push against a wall toincrease the stretch. Hold and repeat with your other leg. 22

STRENGTH EXERCISESCARDIOVASCULAR ENDURANCE EXERCISES These exercises would consist of jogging, cycling, stair climbing, and running. Activity 4 Because I Care Review and assess your output in “Family Connection” activity. Focus on thestrengths and weaknesses of each family member with regards to the health-relatedfitness. Give special attention to the aging members of the family and those withphysical disabilities. Copy the following table and do your own assessment:23

Family Health AssessmentFamily Age Body Composition Medical HRF componentsMembersFather (BMI) history Weaknesses StrengthsMotherSisterBrother 1Brother 2Me So learner, what have you found out? Were you Now that yousurprised with the data you have gathered? Well, these have identified theare data you have to remember when planning the HRF weaknesses andactivity of your family. strengths of each family member, the next activity will help you plan exercises for the family. Activity 5 Work it Out Propose exercises for flexibility, strength and cardio-respiratory endurance (atleast 5 exercises for each component). Your output will be presented to yourteacher. Provide your own music.Things to remember when performing your exercises: 1. Chosen exercises are aligned with your HRF goal. Timing and coordination blend well with the music; there is unified effort of the group members (if done in groups); and exercises are excellently executed. Fantastic learners! You were able to hurdle another challenge in this quarter. This proves you are doing fine and going to the right direction. Now that you have tackled Part II of this quarter, it is understood that you have fully grasped the essence of these activities. 24

Part III. WHAT TO REFLECT AND UNDERSTAND At this stage, you are given opportunities to reinforce and deepen yourunderstanding on the importance of HRF activities and exercises. You will also beprovided with activities that will assess the mastery of your understanding. Activities 2-4 are provided for you to have a deeper understanding on theimportance of exercises in building total fitness and family wellness. The activitieswill also allow you to develop, reflect on, rethink, validate, and revise yourunderstanding of fitness exercises. Activity 1 Health and Fitness Updates You are provided with a reading article below, read it carefully and make areaction paper based on your readings. Your thoughts and opinion about this articlewill help you reflect on your understanding of fitness exercise. Write your reactionpaper on your worksheet.(For additional reading materials browse on this address:http://www.webmd.com/fitness-exercise/features/exercise-and-music) Active Video Games Help Some Kids Get Active By Jennifer Warner WebMD Health News Reviewed by Louise Chang, MD Oct. 1, 2012 -- One type of TV time may actually play a valuable role in the battle against 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 or vigorous intensity levels that would help them meet the recommended 60 minutes of physical activity on most days. Researchers say so-called exergames may also help at-risk young people get moving. “Because exergames can be played in a variety of settings, including unsafe neighborhoods, they can increase opportunities for youth to engage in [physical activity] and decrease sedentary behavior,” researcher Erin O‟Loughlin of the University of Montreal, Canada, and colleagues write in Pediatrics.25

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 minuteseach 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.New Role for Active Video Games?Researchers say the results suggest that active video games may have a uniquerole in the battle against rising childhood obesity rates.The study shows that boys are more likely to play non-active video games, andgirls were more likely to play active video games.Researchers also found that most children who played active video gamesplayed at home, but many also played at friends‟ homes.“It is possible that some girls may be uncomfortable exercising at school or incommunity settings because they feel scrutinized or judged and therefore preferexercising at home alone or with friends,” the researchers write.“Lack of school-based exergaming may represent a „missed opportunity‟ tointroduce young people to another form of [physical activity],” they write. “Thefeasibility of exergaming in community centers or at school needs to be tested,and research on the sustainability of exergaming is warranted.” 26

Activity 2Health Perks You need to understand the health benefits derived from physical activitybefore you can successfully design and implement an HRF (Health-Related Fitness)plan. Make a report or a powerpoint presentation on the health benefits derivedfrom involving oneself in the HRF activity. Tackle the 4 components: strength,flexibility, endurance and body composition. Below is a sample: Body • ideal body type prevent Composition joint problems and diabetis • 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 supply Flexibility • improve posture • decrease risk of injury After the presentation, it is expected that you will make a generalization on theimportance of engaging in exercises and the drawbacks or disadvantages of lack ofexercise.Reflection / Realization: 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 ________________________________________.Here are your guides for the oral presentation: (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.27

Well learners, that wasn’t tough, right? This is going to be easy once you have answered all the questions. Try the next activity below. This has something to do with the lifestyle check of your family in terms of the HRF issues. This will help you understand and evaluate how far or how slow is your family’s involvement with fitness. Activity 3 Together in Fitness Make a scrapbook with pictures of your family showing the progress orregress of the family’s state of health. To be included in the scrapbook are picturesof your family’s past HRF activities (sports, exercises, and recreational activities).The scrapbook should tell a story about family wellness. This activity will help youassess and understand the state of health of your family. That was quite enjoyable making your scrapbook. Scanning over your scrapbook, reflect the health status of your family. If you have lots of pictures to show, that would mean your family is doing great physically. 28

Part IV. WHAT TO TRANSFER At this stage you will plan for physical activities for your family which can beconsidered as your lifetime engagement to achieve family wellness. Activity 1 Goal Setting By this time, it is affirmed that Health-Related Fitness plays a very important rolein your family wellness. Design an HRF plan for your family. 1. Review and assess the output in “Because I Care” by identifying what particular exercises or physical activities are needed by your family members to achieve family wellness and to enjoy lifelong good health. Focus on the HRF activities and exercises. You may choose exercises from the suggested exercises in “Listen to your Heart”. Now is the time for you to work on your HRF plan. Setting of your goals here is crucial to the development of your HRF plan. Look into the very needs of your family by referring to the outputs you have on the previous activities as basis for your plan. Activity 2 Hit the Target In designing your HRF Plan it must be simple, enjoyable and suited to theneeds your family in order to attain maximum level of physical wellness. Use the chart found on the next page to plan your activities. Make sure toinclude activities for the whole family. Your log should show complete thought andeffort and be as detailed as possible.29

Below is an example of a fitness plan for your basis.Suggested plan: Join community Fun Runs, ballroom dancing; assign householdchores and others. 30

Supplementary activity: Family Day You will submit a narrative report about the actual implementation of the HRFPlan you have designed. You will also provide proof to support the narrative reportlike pictures, video, signatures or thru other media technologies. It is expected thatthis implementation will take a while, so you will be given enough time to submit thisnarrative report and evidences before the end of the first quarter period.Assessment of HRF plan for the family using the following criteria:  Appropriateness of the HRF activities for the family  Relevance to the needs of the family members  Completeness of the plan Bravo, you made it! Things did turn out well. Did you know that working on this activity brings you closer to your family? Remember, family bonding creates harmony and understanding at home. So, this is a great opportunity for you to experience. Maybe at some point you have encountered difficulties but keep in mind, “The more difficulties one has to encounter, within and without, the more significant and the higher in inspiration his life will be.” - Horace Bushnell31

SUMMARY It is expected that by this time you have already understood the essentials ofhealth-related fitness and its relation to family wellness. This module has providedyou discussions on the importance of HRF and supplied you with different activitiesfor you to assess yourself and your family in terms of health-related fitness andthereby guiding you to design an appropriate HRF plan for your family that willsustain for life. Furthermore, this module is focused on a wide range of activities thatwill help you develop appropriate skills, enables you to understand fitness conceptsand their application, as well as fosters confidence and appreciation of physicalactivity as a means to wellness. Part I gives you a brief recall on the HRF components. It also provides youwith activities to help you strengthen your knowledge on the lesson at hand. A briefassessment of your family’s daily physical activity habits is also asked of you to laterplan the appropriate activities and exercises that will suit each family member. Part II enables you to perform and demonstrate the HRF test. The result ofthe fitness test is your basis for self-assessment. A table is also provided for you tolist down and assess your family health status that is crucial in designing your familyHRF plan. Part III provides you with different activities and discussion that can help youreflect and think deeply on the essentials of health-related fitness. It also talks aboutthe health benefits of engaging in physical activities and exercises. The activities,exercises and sports introduced in Part III are carefully selected for you to chooseand decide the appropriate HRF activities for you and your family. Part IV is the final phase of Quarter 1. You are expected to design anappropriate HRF plan for your family that will sustain a lifelong active lifestyle. Takinginto consideration what you have learned from this chapter and from the activitiesprovided in Part I-III, you are now equipped to propose an HRF plan. 32

GLOSSARY OF TERMSCollage - form of art in which various materials such as photographs and pieces of paper or fabric are arranged and stuck to a backing.Fitness – 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.Perks – Benefits; privileges; bonusesRegress - returning to a former state; get worse or fall back to a previous condition.SRF (Skill-Related Fitness) - focuses on the performance in a sport.Wellness – the quality or state of being healthy in body and mind, especially as the result of deliberate effort.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/ 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_skill_re lated_itness/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/ 11-28-201233

PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball) Introduction: This learning material was made or you! Forsure you are now thinking o another textbook or aton of quizzes to do, right? This module is different.It introduces you to the world of team sports. As yougo along, you will encounter activities that allow youto demonstrate understanding of the benefitsderived from your engagement and participation inbasketball together with your family, whicheventually promote family fitness, health, andwellness. Objectives: At the end of the lesson, you should be able to discuss the nature/background of basketball; practice proper and acceptable behavior (e.g. fairness, 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 basketball; explain the health and fitness benefits derived from playing basketball. Now that you know where you‟re going, let‟s start activating your priorknowledge about team sports. 34

Pre-Assessment: Before you proceed any further, consider answering the pre-assessment itemsbelow. This may help determine whether you already have prior knowledge on theterms, skills and understandings in team sports. Read the directions carefully and writeyour answers in your activity notebook. 1. Below is a table indicating the basic skills in playing basketball, baseball and softball. Your task is to identify which sport is appropriate for each of the skills indicated in the table below.2. Write the corresponding team sport in the space provided at the right side of the column for basic skills.BASKETBALL BASEBALL SOFTBALLBASIC SKILLS CORRESPONDING TEAM SPORT1. Dribble2. Chest Pass3. Bounce Pass4. Assist5. Bat or Batting6. Pitch7. Shoot8. Free Throw9. Inning10. Homerun11. Strike12. 3-Seconds Violation13. Home Base14. Bunt15. Short Stop3. Let’s find out whether your answers are correct or not. (refer to the answer key to be given by your teacher).4. Group yourselves into three, then choose one team sport to describe creatively (e. g. demonstration of the basic skills, dramatization of a certain team sport scene, performing the selected team sport skills with an action song, etc.) You will be given five minutes to do that. 35

5. Present your work to the class. 6. Below are three critical questions prepared for you to answer. Express your answer in your 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? I can see that you know something about team sports. This time let‟s draw your goals and targets as regards team sports by accomplishing the task ahead.Goals and Targets: This time, focus your attention on the team sports engagement survey form. This will assess your engagement in team sports which will serve as your reference in identifying your personal goals and targets.Here are your tasks: 1. Copy the survey form in your activity notebook and reflect on your participation in team sports by honestly responding to the survey questionnaire below. 2. Just put a checkmark (  ) in the corresponding column below the sport for your responses. It’s quite easy, right? So go on, grab a pen and accomplish the questionnaire. 36

SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL YES NO YES NO YES NO1. Do you have experience in playing teamsports?2. Do you play team sports often?3. Do you play team sports with friends?4. Do you play team sports with your family?5. Are you a member of the school varsity team?6. Do you participate in community sportsprograms?7. Do you enjoy participating in team sports?8. Do you consider the benefits derived fromplaying team sports?9. Are there team sports enthusiasts in yourfamily?10. Do you plan to make team sports as one ofyour lifetime fitness activities?3. When you’re done with the preceding task, state in your activity notebook your targets/goals on involving yourself, your family and community in team sports programs. After accomplishing the activity, share your goals to the class. An example is hereby given: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:Community Goal/Target: siblings, father, and mother so we can enjoy the benefits of playing/participating in it. I will actively particpate in community team sports activities. “A journey of a thousand miles begins with a single step.” It‟s now time for youto start achieving your goals and targets by accomplishing the given tasks , one at a time.I know you can do it! 37

PART I: WHAT TO KNOW Welcome to Part I of your lessons in Basketball! In this phase of the learning sequence, you will be given activities to activate your prior knowledge and to know the key concepts of the lesson at hand. You will also exhibit tentative responses through provocative and critical questions; identify misconceptions and alternative conceptions about the lesson based on your responses; be informed of the assessment techniques corresponding to your tasks; be provided with the necessary information you need to learn about team sports, specifically Basketball. You can assess your knowledge by answering the given focus questions at the end of this part of the lesson.Activity 1: Fill-in the missing component In this activity, your prior knowledge on specific team sports will be diagnosed andpre-assessed.Here are your tasks: 1. Below is a table indicating three columns namely: team sports, basic skills and components of physical fitness involved in performing the basic skills. Copy the table in your activity notebook. 2. The team sports at the first column have already been provided together with the respective basic skills. All you have to do is to identify the component of physical fitness involved in performing the respective skills. Write your answers in the given column. 38

Name: __________________________ Section:___________________________TEAM SPORTS BASIC SKILLS Component of Physical Fitness InvolvedBasketball: 1. Shooting 2. Passing 3. Dribbling 4. Rebounding 5. RunningBaseball/Softball 1. Throwing 2. Catching 3. Pitching 4. Batting 5. Base Running3. After accomplishing this, meet with your group, friends or relatives and share your answers. Consolidate all your answers in another sheet.4. Identify three most frequent components of physical fitness based on your group’s, relatives’ or friends’ responses and come up with an exercise of four repetitions each. Make sure that it promotes any of the identified fitness components. Do this in five minutes.5. Let your group present your work to the class Always bear in mind that improving your physical fitness together with your family is the main goal of participating in team sports. Keep it up as you go to the specific team sport that you intend to master in this next activity.Activity 2. The team sport that I would like to know more This activity allows you to share your knowledge about team sports which bringsout your expectations of the lesson, your prior knowledge and skills, and the specificteam sport you want to learn more. 39

Here are your tasks: 1. Below is a K-W-L chart. Under K column, write three things that you already know about your chosen team sport. Under W column, write three things that you want to know more about. Don’t write anything yet on the L column. Do this in your activity notebook.Name: _______________________________ Chosen Team Sport:______________K-What you KNOW W-What you WANT to know L-What you’ve LEARNED1. 1. 1.2. 2. 2.3. 3. 3.2. After accomplishing this task, share the things you KNOW and the things you WANT to KNOW to the class, friends, relatives and members of your family.3. After sharing the things you KNOW and WANT to KNOW, submit your paper to the teacher and execute the following skills: a. Do four jumping jacks. b. Catch a passed ball in the 3-point line. c. Dribble the ball in a zigzag pattern as you approach the ring. d. Do a lay-up or jump shot.4. In case you have a whole court, form two groups. Designate groups to do the activity on one half of the court, the other group will do the same on the other half court. So much to expect and do, yet so little time. After sharing your expectations and things you want to know, you also need to know what is expected of you at the end of your lessons.Activity 3. Can You Meet My Expectations? This time, you need to clarify what is expected of you in terms of products andperformance, including how these shall be assessed and rated at the end of the lesson. 40

1. At the end of all your lessons, the following are the expected outputs for you to accomplish: a. Product: Create a journal containing pictures of your family showing your engagement in team sports. Indicate dates, places and short description (caption) of each picture including a final essay talking about the benefits that your family derived from engaging in team sports. If you find it difficult to gather said pictures, you may come up with a collection of cut-out magazine pictures of families engaged in team sports. As you include these these pictures or cut-outs on your journal, you may include captions or essays that clarify your ideas about the quote: “The family that plays together, lives longer!” Criteria for Assessment: Content/relevance of pictures presented Creativity and resourcefulness of presentation Understanding (benefits of team sports to family fitness and wellness) b. Performance: Demonstrate your understanding of team sports by executing proficiently theskills and basic rules in playing basketball by your actual participation in a game. Thiswill be done through a mini-tournament within your class.. 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 sport Now that you know what to produce and perform as evidence d by your learning at the end of your lessons, here‟s another challenge for you to think about.Activity 4: Points to Ponder This activity will help you form tentative understandings of the succeeding lessons.You will be shown video clips and be given questions to answer. 41

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)Questions to answer: Based on the video clips you’ve seen and from your experiences regarding teamsports, answer the following questions. Write your answers in your activity notebook. What is your favorite Who influenced or Do you think playingteam sport? Why? motivated you to choose team sports can promote such team sport to play? fitness, health, and____________________ How? wellness among family____________________ ____________________ members? How?____________________ ____________________ ________________________________________ ____________________ ________________________________________ ____________________ ________________________________________ ____________________ ________________________________________ ____________________ ____________________ ____________________ ____________________ Give your reaction or idea ____________________regarding this quote: “ In sports, it’s not What othe_r___p_h_ys_i_c_a_l,__e_m__o_ti_o_n_a_l,winning that matters most, it’s how you mental and so_c_i_a_l __b_e_n_e_fi_ts__c_a_n___y_o_uplay the game.” derive from playing team sports?_______________________________ ________________________________ _______________________________________________________________ ________________________________ _______________________________________________________________ ______________________________________________________________________________________________ 42

Since you chose basketball along with the benefits you can derive fromparticipating in it, the next activity will share you more about this particular team sport.Activity 5: Lecture-Discussion A copy of the lecture on basketball is attached in Appendices A-D for yourreading. Read them carefully for you to be able to answer the questions which will begiven later to assess your knowledge on the following contents: - Nature and background of basketball - Basic skills - Facilities, equipment and playing attire ans shoes - Basic rules and officiating (Violations and misconduct)After reading the lecture, do the following activities:1. Group your 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 of paper about basketball.3. This time, all first members will draw one strip each. Each member then shall give a description or idea about th term he/she drawn.4. After giving the description, identify the content classification of each term, then the group performs the warm-up exercise corresponding to the classification of the term.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 place This time, test your retention on the lecture given. Here‟s an activity you willsurely enjoy with your friends, classmates and/or family. 43

Activity 6: Pick-Shoot and Answer! In this activity, you will be given strips of paper containing questions regardingbasketball. Read each question, think of the answer and write it in your activitynotebook. 1. Your class will be grouped into four. 2. Each group will be provided with a bowl containing numbered paper strips with written questions related to basketball. The groups will assemble in columns facing the blackboard about three meters away. The bowl of questions in front and a basket near the board about three meters away. 3. As the “go” signal is given, the first member of each group picks up a strip of question to answer. Within 10 seconds, he/she answers the question , then crumples the strip and shoot it in the basket provided per group. 4. After shooting, the first members go to the board and write their answers on it. 5. The group with the most number of correct answers and successful shots combined, wins the game. So much for enjoyment! You now proceed to a more challenging activity. Your knowledge on basketball and team sports in general will be assessed and rated.Activity 7: Assessment of Knowledge Now, let’s see if you really read the lecture given in Appendices A-D. Yourknowledge will be assessed on matters of adequacy and relevance through thequestions hereunder listed. Your score in this activity will be graded and recorded.Write your answers in your activity notebook. 1. What are the basic skills in playing basketball? 2. How does playing basketball develop specific fitness components? 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 a team sport such as basketball? 44

Great job! It‟s good that you pay attention to details. Congratulations for passing the test! I know you can do it again in the next phase of your lessons. You passed the challenges! You can now proceed to Part II of your lessons... Part II: WHAT TO PROCESS Congratulations! You’ve made it to this phase! Prepare yourself, for you will be provided with various learning resources and learning experiences to enable you to make sense of the information, develop, rethink, validate, and revise your understanding of team sports.Activity 1: By-Station Drill Lessons This activity will provide an opportunity for you to demonstrate the basic skillsyou have learned previously. You will be given five skill stations for you to perform apaticular skill based on the demonstration given in Activity 1.You will need  ball  playing area with a ring and board  partner or group aA good pair of playing shoes 45

Basic skills to be learned are  shooting  dribbling  passing  rebounding  running Here’s how: 1. Form five groups. Select a leader of your group who can proficiently demonstrate the skills during the drill. He/she must be someone who can assist the group in properly executing the basic skills. 2. Consider the following before starting the activity: proper basketball attire, warm- up exercises, safety precautions. 3. Proceed to the open ground or basketball court designated by your teacher, five stations corresponding to each basic skill will be provided for you. Refer to the drill illustration for guidance. 4. You should pass through each station following the drill lessons on basic skills. After undergoing the drill lesson in one station, move to the next station so that you will experience all drill lessons provided. 5. You should do well in this activity because your performance will be rated based on the criteria set in the rubrics. 6. At the end of the drill lessons, report to your teacher in a circular formation. This time, share your drill experiences with the class. 7. As you share your experiences, expect and accept reactions from your classmates, be it positive or negative, consider it as a room for you to improve more your basketball performance. Drill Sequence:TEAM SPORT Station I Station II Station III Station IV Station V Basketball Shooting Dribbling Passing Rebounding Running 46

Drill Illustration: FinishStation 2: Dribbling 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 you perform the tasks-at-hand? You must be tired after the drill lessons! But before you proceed to your nextBasketball challenge, let’s check if you have done well with the given activities. Copythe self-assessment tool table as shown, and perform the given instructions. Just put a checkmark ( ∕ ) in the colum corresponding to your response to theitems indicated in the following table based on how well you did in each drill station.Reflect on the criteria given before you start rating yourself (proficiency in the executionof skills-40%, ability to follow 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: RunningRefer to the rubric indicated at the transfer part of this module for a more accurate self-assessment. 47

You must be so tired in doing the drill lessons on basketball basics! Anyway, you did great back there. This time while resting, here‟s another activity.Activity 2: Message Relay Let’s proceed with the introduction of the basic rules and regulations in basketball.Study them carefully because you will need them to overcome the challenges in thenext activity.You will need  ball  playing area with a ring and board  partner/Group  a good pair of playing shoesBasic skills to be learned are  shooting  dribbling  passing  rebounding  running  basic rules and officiatingHere are your tasks: 1. The following table shows the most crucial aspects of basketball when it comes to rules and regulations. Be guided accordingly as to how you should play basketball. Remember, 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. 2. Your teacher will discuss more about the aspects of playing basketball indicated in the table below. You might as well do some research on this matter to enrich your knowledge on basketball rules and regulations. Remember some of the amateur rules indicated and discussed by your teacher may vary depending on the tournament or league agreements like for instance game duration, substitution, and others. 48

ASPECTS OF THE GAME THINGS TO CONSIDERTEAM COMPOSITION 10 Players per team 5 Players to play per quarterSTART OF PLAY Jump ballDURATION OF THE GAME 8 minute quarter (32 minutes per game)TIME-OUTS 2 time-outs per quarter except in the last quarter which is 3SUBSTITUTIONS 5 maximum substitutions per quarterREGULAR FOULS Blocking foul Charging/Offensive Foul Illegal use of hands HoldingREGULAR VIOLATIONS Goal-tending Travelling violationTIME VIOLATIONS Backing violation Stepping on the lineSERIOUS OFFENSES/MISCONDUCTS Loose ballOVERTIMEOFFICIALS OF THE GAME 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 Scorer3. This time a game called “Message Relay” will be played. It may sound familiar with it but a little twist is made. The content of the messages will be the referee’s hand signals or calls corresponding to fouls, violations, or misconduct committed by a player.4. You will be divided into five groups. Each group shall be named after a basic skill in Basketball (e. g. shoot, pass, dribble, rebound, or run). There should be no duplication of group name. Create your group’s cheers with a demonstration of the skill with which you named yourselves after.5. Each group shall be in column formation about a meter away from each member.6. As your teacher calls the first members from each group to move in front and show an image of a referee’s hand signal or call, think of the name of the hand signal. Refer to the sample illustrations given in this page. Then wait for the “go” signal. 49