P.E Grade 8

7. As soon as the first members hear the “go” signal, they shall immediately go to the group and relay the name of the hand signal shown. 8. As the message reaches the last member, he/she shall run to the front as fast as possible and lead the group in performing the group cheers and skill. He then goes to the teacher and tells the message. 9. The first group to perform their respective cheers and skill and get the correct message or name of the hand signal, gets the point for that round. 10. The last member to give the answer will then move in front. The process continues. 11. The group with most number of correctly relayed messages wins the game.Example of Referees Hand Signals: See?! It pays to listen to the relayed message! Same is true with playing Basketball. It pays to observe the rules and regulations.Activity 3: Ignorance of the rules excuses no one In this activity, you will apply the basic rules in officiating a basketball game thatyou have learned. It wil be a test of your sense of immediacy and decisiveness. 50

Here are your tasks:1. Your class will be grouped into three. Groups 1 and 2 will play first while group 3 will manage and officiate the game. Make sure that participation among your teammates is maximized. You may consider a quarter of 8 minutes only to allow rotation of roles among all groups in your class. For example:Game 1 Group 1 vs. Group 2 Officials: Group 3Game 2 Group 2 vs. Group 3 Officials: Group 1Game 3 Group 3 vs. Group 1 Officials: Group 22. You are encouraged to give the best out of your performance in this activity because you will be rated based on the criteria set in the rubrics at the traser part o this guide. So you passed the challenge! You can now proceed to the next level.Activity 4: Skills Refinement In this activity, you will be provided with lead-up activities to see how combined basicskills can be applied efficiently and effectively in playing basketball.You will need  ball  playing area with a ring and board  partner/Group  a good pair of playing shoesBasic skills to be refined are  Shooting  Dribbling  Passing  Rebounding  RunningHere are your tasks: 1. With the same three groups as the previous activity, groups 1 and 2 will participate in the drill lessons. The third group will manage the drills and retrieve the balls. 51

2. Observe carefully the mechanics of the activity to guide your group on what to do during the activity, and on the role of the third group in managing it. Be reminded that the performance of the third group determines the success of the drill. 3. Rotation shall follow after each group finishes the drill so that every group is able to experience both the drill and management. Your performance will be rated according to the criteria set in the rubric indicated at the Transfer part of this module. 4. Be reminded that before starting the activity, you are al in proper attire, you have done warm-up exercises, are reviewed safety precautions.Drill Matrix: Pass-Dribble-Shoot!PHASES Group I GROUP ACTIVITY Group III Group II Drill managers andI Dribble and shoot Drill managers and Guards ball retrieversII ball retrievers Dribble and shoot Guards Drill managers andIII Guards Dribble and shoot ball retrieversDrill Illustration:Ball RetrieversPass-Dribble-Shoot Guards/ Defense 52

Your basketball skills are improving! This time let‟s see how much you understood from your participation in the preliminary activities. Here‟s an activity for you to accomplish.Activity 5: Check Your Understanding In this activity, your understanding of the essence and benefits of participating inteam sports will be assessed. You can present your responses in any form you arecomfortable with. Providing entries into the graphic organizer can be one. You can alsoconsider other forms of representing your understanding. Do this activity in a separatesheet of paper or in your notebook. TEAM SPORTSPHYSICAL BENEFITS EMOTIONAL BENEFITS MENTAL BENEFITS SOCIAL BENEFITS__________________ ____________________ _____________________________________ ___________________ ____________________ _____________________________________ ___________________ ____________________ _____________________________________ ___________________ ____________________ ___________________ ___________________ Your Basketball skills are improving! This time let‟s see how much understandingyou have developed from participating in the preliminary activities. Here‟s an activity foryou to accomplish... You are great! I believe you can make it through the next challenges! 53

Part III. WHAT TO REFLECT AND UNDERSTAND Let’s go deeper this time! In this phase, you are provided with other learning resources and learning experiences for you to enrich, broaden, and refine your understanding of the lesson.Activity 1a: Learn from the experts! In this activity, you will be given opportunities to rethink and refine yourunderstanding of team sports by listening to invited resource persons. They shall speakon how team sports influenced them as an individual and as a member of their family.Here are your tasks: 1. Group yourselves into three. 2. Each group shall determine and decide as to who among the home-grown team sports enthusiasts in your community interests and inspires you most and could share to your class meaningful insights on his/her participation in team sports. Name at least three persons whom you could invite. 3. Draft an invitation letter requesting them to speak before your class on the following topics: a. Persons who influenced them to engage in team sports b. How team sports contributed to their success in life c. The role of the family in their active participation in team sports d. Their achievements (winnings, awards, recognitions) in team sports e. How team sports influenced them as individuals and as members of their family. 4. Upon confirmation of the resource persons’ approval of your invitation, prepare your class for their visit. 5. After the sharing of the resource persons in your class, answer the following questions: a. Who among the three resource persons inspired you most? Why? b. How did their sharings reinforce or enhance your understanding, belief or view of team sports? c. What role did the family play in their success in team sports and in life? d. Based on the insights shared by the resource persons, what benefits can one derive from participating in team sports? 54

6. Answer the foregoing questions above using any of the six facets of understanding (explanation, interpretation, application, perspective, empathy, and self-knowledge). Write your answers in your activity notebook.Alternative Activity: Drawing Inspiration (Alternative activity to Activity 1a) This activity can be an alternative to Activity 1 in case there will be difficulty ininviting resource speakers. Here you will be shown inspirational video clips to react onusing the given guide questions below. Ind the video clips using the links hereunderlisted.Video weblinks:  http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related or  http://www.youtube.com/watch?v=BzFCU7hN2yk  http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with disability)  http://www.youtube.com/watch?v=kZlXWp6vFdE (Video of an athlete)Guide Questions: Copy and answer the questions in your activity notebook. 1. How do you think did team sports influence and change the lives of those in the video clips you watched? 2. If you were one of the characters in the video clips viewed, would the influence of team sports in your life be the same with them? How? 3. After watching the video clips, how do you perceive team sports now, in relation to your life and your family’s fitness and wellness? You might have been very much inspired by the stories you‟ve heard. I guess those inpirations may help you in setting your goals for youself, family, and community as regards your participation in team sports.Activity 2: Team Sport Goal-Setting Quite impressive! With this, a “thumbs up” for everyone. Hope you can do thesame in this next activity. 55

List down your goals as regards your personal, family, and communityinvolvement in basketball and team sports in general. This activity aims to reaffirm yourcommitment in making team sports your lifetime fitness endeavor. The following is anexample of an output on this activity. You are encouraged to have other modes ofpresentation employing your creativity and resourcefulness in this challenge. Useanother paper for your output in this activity. PERSONAL GOALS FAMILY GOALS COMMUNITY GOALS1._________________ 1._________________ 1._________________2. _________________ 2. _________________ 2. _________________3._________________ 3._________________ 3._________________Example of Team Sports Goal-Setting Format (Refer to the example of goals or targetsgiven in page 37 of this guide):Activity 3: Strips and Dunks! Here’s your final challenge in this part of the lesson. You will accomplish theK-W-L chart you have started in Part I of the learning sequence. You will be tasked toshare three things you have learned from participating in basketball and in team sportsin general. After accomplishing this, share what you have written with your class,friends, or relatives then dunk your paper on the basket provided by your teacher. Sounds exciting? Let’s do this!Name: W-What you WANT to know Section: K-What you KNOW 1. L-What you’ve LEARNED 2.1. 3. 1.2. 2.3. 3. 56

Now that you know that participating and engaging in team sports may enhance not just your personal fitness, health and wellness but also that of your family. It„s high time for you to grab a ball, call your friends or family and play basketball! You are unbelievable! But you will impress me more if you can make it through the next level. Part IV. WHAT TO TRANSFER Finally, you’ve made it! This is now your chance to show everyone that you can proiciently demonstrate the different skills in basketball as you play with your classmates. After playing, your task of accomplishing your final product is up next! Don’t waste this opportunity because there are no second chances! Your performance and product will be graded according to the criteria for assessment as shown given in this activity.Activity 1: Team sports family journal This activity will encourage you to involve your family in playing team sports. This isa form of fitness activity that requires preparing a documentary of your family’sengagement in team sports. 57

You will need  photographs of you and your family engaging in team sports  coloring materials  folders or card boards and other similar materials  Writing or printing materials  adhesives or glues  anything good for collage like recyclable materials as in old magazines  computer (with any of these software applications: movie-maker, photoshop, powerpoint, nero, etc.)  camera  blank CD/sCriteria for Assessment:  Uniqueness and originality This includes the family’s unique way of scheduling or programming team sports activities including the kind of team sport they play and how they are captured in pictures or videos.  Creativity and resourcefulness This involves the use of less expensive materials such as indigenous or recyclable ones with a touch of the learner’s creativity and craftmanship in putting together the artistic elements like color, line, texture, harmony, balance, and proportion.  Deep understanding of the benefits derived from participating in team sports This defines the learner’s understanding of the essence of team sports as shown through pictures and/or videos relative to the team sport/s participated by the learner.  Involving the family in team sports endeavors Strong evidence that the learner’s family is really involved in any fitness endeavor related to team sports.Here’s how you will accomplish the activity: 1. Gather some pictures or videos of your family’s team sports activities. Prepare a documentary by organizing them in a portfolio or scrapbook or any other presentation you wish to do. You are also encouraged to have it digitally presented (videograph, powerpoint presentation, movie-maker presentation and other similar media). 2. Put descriptions or captions for each documented activity. Your descriptions or captions may include the team sport played, date and place it was taken, and the like. 58

3. The last page or final slide, in case you prefer digital presentation, should include your insights gained from participating in basketball and team sports in general. Mention also the benefits that you and your family as a whole have gained from engaging in it. 4. Your uniqueness, imagination, creativity, and resourcefulness will be challenged through this activity so don’t waste your chance. Go and start your masterpiece! 5. In case you have difficulty in finding or gathering your family’s pictures in their engagement in team sports, look for pictures of families engaging and participating in team sports in magazines, newspapers or pamphlets. Cut them out, organize, and paste them on a clean bondpaper or colored paper. Put captions on these pictures which may include the benefits that your family derives from participating in team sports. You did well in the team sports family journal! Good job! The next activity will reveal your deeper understanding of what team sports are all about as you play, observing the rules and regulations of the game.Activity 2: Mini-Team Sport Tournament This activity aims to let you synthesize and apply what you have theoreticallyand practically learned in the previous phases of the learning sequence. Decisionmaking, critical thinking, and sportsmanship will be revealed and developed. Yourperformance during this activity will be rated according to the following criteria:appropriateness of skills, execution of skills and behavior during performance.You will need  ball  playing area with a ring and board  partner or group  proper playing outfit  whistle, score sheet, stop watch, score board, chalk, buzzer/bellSkills to be demonstrated are  Offensive skills  Defensive skills  Proper interpretation of the rules  Proper behavior while playing 59

Here are your tasks:1. Group yourselves into three. Groups 1 and 2 will play first; group 3 officiates the game. Rotation will be made so that all groups will be able to play and officiate. Make sure that participation among your teammates is maximized. You may consider a quarter of 8 minutes only to allow rotation of roles among all groups in your class. Here is the schedule of games and officials: Game 1 Group 1 vs. Group 2 Officials: Group 3 Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSEDWeight Proficiency in the Execution Ability to Adapt a Skill to a Behavior in Playing Team Sport of Skills Certain Sport Situation 30% 40% 30%MASTERFUL: Able to use SKILLFUL: Demonstrates MATURE: Highly disciplined and5 knowledge and skills powerful and skillful execution able to demonstrate appropriateautomatically, effectively, and of the game skills with high behavior towards the game,efficiently in diverse game level of confidence players, and game officialssituationsSKILLED: Able to use COMPETENT: Demonstrates SENSITIVE: Disciplined and able to4 knowledge and skills competently the game skills demonstrate appropriate behaviorcompetently in diverse game with confidence towards the game, players, andsituations game officialsABLE: Has limited but growing PRACTITIONER: Demonstrates AWARE: Generally demonstratesability to use knowledge and general level of coordination proper behavior towards the game,3 skills in diverse game and competence in the players, and game officialssituations execution of game skills with limited but growing confidenceAPPRENTICE: Relies on a APPRENTICE: Demonstrates DECENTERING: Has some capacity2 limited repertoire of limited coordination and for self-discipline but is still limitedknowledge and skills; has competence in the execution of to own reactions and attitudeslimited use of judgment and game skills with low level of towards the game, players, andresponsiveness to game confidence game officialssituationsNOVICE: Can perform only NOVICE: Has very low or no EGOCENTRIC: Has little or no1 with coaching and relies on coordination in demonstrating consideration to the rules of thehighly directed skill execution, game skills; has very low level game; behaves untowardly and hasprocedures and game or no confidence at all no respect for other players, andapproaches game officials 60

You are not just a future basketball star! You‟re also an artist as seen in your teamsports family journal. You have fostered high level of creativity, resourcefulness, andappreciation of the value of team sports. All of which are essential in becoming a fit andhealthy member of the family. Keep it up! You can be the next basketball superstar!!! 61

SYNTHESIS Your generation has gone a long way in terms of advancements in science andtechnology. Machines, computers, cellphones, and other advanced gadgets are allaround you now. The classroom has been having difficulties in competing with thesemodern technologies that, in one way or another, always find oppportunities to divertyour attention from improving yourself, your studies and your family. Admit it or not, you tend to spend more time with your friends. You try to do whatthey do, be what they are and go where they are headed. As your parents struggleeveryday to earn for your daily bread and prepare for your future through sending you toschool, you always find yourself busy with your classmates and friends doing what theyoung generation of today do. In fact, you even spend more time with them than withyour family! No matter how difficult it is for our present educational system to regain yourinterest and refocus your attention back to the basics, it still tries its best to come upwith an interactive and engaging way to make you realize that you really need tomaximize your stay in school and prepare you for whatever lies ahead. This module is one of those ways with which efforts were combined to let youlearn at the same time enjoy playing. As you worked on with the given activities in eachof the four parts of the learning sequence, you were provided with opportunities toreflect and understand that there’s more in team sports. Through these activities, you were gradually introduced with the essentialknowledge and skills you needed to learn about team sports. And as expected, youenjoyed them that much! But those activities did not end up in themselves. Enjoymentwas just the beginning of a bigger and better picture. You were provided withopportunities to express and demonstrate your understanding of the benefits that youand your family can derive from engaging and participating in team sports by answeringthe mind-extracting and thought-provoking questions given. You were made to realize that in team sports, individual expertise is highlyappreciated but not at the expense of sacrificing the whole team. You might have beengood or even the best, but you still need the team to back you up and make thingshappen together. That’s why it’s called team sports after all. Each member plays animportant role in the game. Winning might have been important to you and your team,but how you played the games was even more essential. Your family with all itsmembers, including you, is a perfect analogy of team sports. Each is essentially uniqueconsidering their repective roles and areas of expertise but also equally necessary incarrying out a fit and healthy family. Each is contributory to the attainment of thefamily’s goals and objectives. As you go out of your class, it is expected that you impart what you have learnedabout the essentials of team sports with your friends and more importantly, with yourfamily. Team sports strengthens your bond as friends and as members of a family.Cherish every moment as you enjoy playing with those whom you love. Just alwaysremember, a family that plays together, stays forever and lives longer. 62

Appendix A (Nature, background and history of Basketball)NATURE AND BACKGROUND OF BASKETBALL Basketball is a team sport, wherein the objective is to shoot a ball through abasket horizontally positioned to score points while following a set of rules. Usually, twoteams of five players play on a marked rectangular court with a basket at each widthend. Basketball is one of the world's most popular and widely viewed sports.A regulation basketball hoop consists of a rim 18 inches in diameter and 10 feet highmounted to a backboard. A team can score a field goal by shooting the ball through thebasket during regular play. A field goal scores two points for the shooting team if aplayer is touching or closer to the basket than the three-point line, and three points(known commonly as a 3-pointer or three) if the player is behind the three-point line.The team with the most points at the end of the game wins, but additional time(overtime) may be issued when the game ends with a draw. The ball can be advancedon the court by bouncing it while walking or running (dribbling) or throwing (passing) it toa team mate. It is a violation to move without dribbling the ball (travelling), to carry it, orto hold the ball with both hands then resume dribbling (double dribble). Various violations are generally called \"fouls\". Disruptive physical contact(a personal foul) is penalized, and a free throw is usually awarded to an offensive playerif he is fouled while shooting the ball. A technical foul may also be issued when certaininfractions occur, most commonly for unsportsmanlike conduct on the part of a playeror coach. A technical foul gives the opposing team a free throw, and the opposing teamis also retained possession of the ball.Basketball has evolved many commonly used techniques of shooting, passing,dribbling, and rebounding, as well as specialized player positions and offensive anddefensive structures (player positioning) and techniques. Typically, the tallest membersof a team will play \"center\", \"power forward\" or \"small forward\" positions, while shorterplayers or those who possess the best ball handling skills and speed play \"point guard\"or \"shooting guard\".While competitive basketball is carefully regulated, numerous variations ofbasketball have developed for casual play. Competitive basketball is primarily an indoorsport played on a carefully marked and maintained basketball court, but less regulatedvariations are often played outdoors in both inner city and remote areas.Source: http://en.wikipedia.org/wiki/BasketballHISTORY Basketball was invented in December 1891 by the Canadian clergyman,educator, and physician James Naismith. Naismith introduced the game when he wasan instructor at the Young Men's Christian Association Training School (now SpringfieldCollege) in Springfield, Massachusetts. At the request of his superior, Dr. Luther H.Gulick, he organized a vigorous recreation suitable for indoor winter play. The game 63

involved elements of American football, soccer, and hockey, and the first ball used wasa soccer ball. Teams had nine players, and the goals were wooden peach basketsaffixed to the walls. By 1897-1898, teams of five became standard. The game rapidlyspread nationwide and to Canada and other parts of the world, played by both womenand men; it also became a popular informal outdoor game. U.S. servicemen in WorldWar II (1939-1945) popularized the sport in many other countries. A number of U.S. colleges adopted the game between about 1893 and 1895. In1934 the first college games were staged in New York City's Madison Square Garden,and college basketball began to attract heightened interest. By the 1950s basketballhad become a major college sport, thus paving the way for a growth of interest inprofessional basketball. The first pro league, the National Basketball League, was formed in 1898 toprotect players from exploitation and to promote a less rough game. This league onlylasted five years before disbanding; its demise spawned a number of loosely organizedleagues throughout the northeastern United States. One of the first and greatest proteams was the Original Celtics, organized about 1915 in New York City. They played asmany as 150 games a season and dominated basketball until 1936. The HarlemGlobetrotters, founded in 1927, a notable exhibition team, specializes in amusing courtantics and expert ball handling. In 1949 two subsequent professional leagues, the National Basketball League(formed in 1937) and the Basketball Association of America (1946) merged to create theNational Basketball Association (NBA). The Boston Celtics, led by their center BillRussell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, proteams from coast to coast played before crowds of many millions annually. WiltChamberlain, a center for the Los Angeles Lakers, was another leading player duringthe era, and his battles with Russell were eagerly anticipated. Kareem Abdul-Jabbar,also a center, came to prominence during the 1970s. Jabbar perfected his famed \"skyhook\" shot while playing for the Los Angeles Lakers and dominated the opposition. The NBA suffered a drop in popularity during the late 1970s, but wasresuscitated, principally through the growing popularity of its most prominent players.Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers arecredited with injecting excitement into the league in the 1980s through their superiorskills and decade-long rivalry. During the late 1980s Michael Jordan of the ChicagoBulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. Anew generation of basketball stars, including Shaquille O'Neal of the Orlando Magic andLarry Johnson of the Charlotte Hornets, have sustained the NBA's growth in popularity. In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts. Itsrosters include the names of great players, coaches, referees, and people who havecontributed significantly to the development of the game.Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html 64

Appendix B. Basic skills in Basketball (How they are properly executed)Shooting The 1st basic skill to be learned is shooting. Every basketball player loves to shootthe ball! The most practiced skill in the game is shooting. Players spend a good deal oftheir practice time on shooting drills to improve their skill level. After all, if you can'tshoot - you can't score! So, here’s how you can improve your shooting skills inbasketball: Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting theball. Be relaxed and concentrate on the basket. Know when you have a good shot and then take it. Be in proper balance when shooting the ball. Follow through on every shot you take. Jump naturally. “Up, hang, shoot!” is an easy way to remember this. Make sure you have an arc on every shot you take. Be relaxed when shooting free throws. Source: The Form Trainer Arm Band Practice all of your shots. The UltimateBasketball Shooting Device @ yhst-Dribbling 12654132427.stores.yahoo.net Dribbling in basketball is a skill that you should master. It allows you to movearound the court while you’re in possession of the ball. It is a legal method that allowsyou to advance with the ball and make a score as opposed to that of passing it to ateammate to shoot it for the basket. This move involves bouncing the ball off the floorwith your hands as you cover the floor. This is how it’s done: Dribble the ball with hand and use only the tipsof your finger in dribbling it. Employ the wrist and the forearm to pushthe ball while covering the court. Don’t involve the whole hand to avoid losingcontrol of the ball. Don’t keep your fingers in touch witheach other while dribbling. Spread your fingers to allow full controlof the ball as it dribbles. Dribble the ball in one side of your bodyand not right in front. While dribbling in one hand, use the other Source: Vector Clip Art Picture of hand to drive your defender away from a Basketball Player Dribbling the Ball in the ball. Front ...@ chumpysclipart.com 65

Passing Basketball is a team game. By definition, that means all players are involved with theprocess of playing the game and should function as one. One of the primary skillscreated to accomplish this is passing. It is a skill that maximizes the involvement of allplayer in setting up a play to earn successful shots and earn points for the whole team.To learn more about passing, read and practice as instructed below: Basically, there are two types of pass: air pass and bounce pass.Air pass travels between players without hitting the floor.Bounce pass is thrown to the floor so thatit bounces to the intended receiver. Air passes include chest pass-a pass that originates from the chest to the receiver’s chest level;and overhead pass-a pass that originates Source: \"Extract\" 2.7.2 Zone Defence (This is a Member's Onlyfrom the forehead.With this pass, aim for your Section). Basketball ...teammate's chin. Don’t bring the ball behind basketballcrazy.fortix.com.auyour head, because it can get stolen and it takesa split-second longer to throw the pass. In executing bounce passes, calculate about3/3 distance from the receiver as the hitting pointso that the ball bounces right to your receiver. Source: basketball bounce pass.But for better accuracy, you have to experiment Bounce Pass – Video Clip.by yourself because the bounce is directlyproportional with how strong the ball hits the floor. The Chest Pass: The chest ... avcssbasketball.com A good pass is a pass a teammate can catch. Source: overhead basketball When passing, step toward your receiver. pass. Overhead Pass – Video Clip. When catching, step toward the pass. Like shooting, the ball should have a backspin to it. The Step Around Pass: This is accomplished by following through on every avcssbasketball.com pass.Rebounding Rebounding is one of the major aspects of the game. It is your ability to jump withpower to gain possession of the ball as it bounces to the rim after a failed shot before ittouches the floor. Just how important is rebounding? Whenever you grab a rebound,your team gains a chance to shoot again while the other team actually loses it. Thedifference is double. So, how to make a good rebound, here’s how... Practice good footwork and vertical leap or jumps. Anticipate where the ball will land. The longer the shot or the harder the rim, the farther the bounces. Source: Vector Illustration: Basketball 66 rebound blue @ dreamstime.com

 When a shooter is a soft shooter, this means he always takes time to put an arc on his shots, the ball bounces near the ring. When a shooter is a hard shooter, this means there’s a little or no arc on his shots, then the ball bounces far from the ring. Leg power and strong body are needed in rebounding that’s why it is essential that strength and power exercises should be considered to conditioning your body.Running Running is one of the basic skills that a basketball player should possess. Becausein this sport, speed defines the best. Whether you’re on the offensive or defensive sideof the game, passing, receiving, shooting or rebounding a ball, you always have to runin any way possible. Here are some tips for you to improve your running skills: Always have a good pair of playing shoes. Always do a combination of dynamic stretching and warm-up activities across the court before going out to play a game. These exercises have already been introduced to you when you were in Grade 7 but in case you have forgotten them already, here they are:  Dynamic StretchingToe Walk ShuffleHeel Walk Back PedalInch Walk JoggingHigh Knees CariocaButt Kicks Jumping jacks Source: Basic Conditioning Drills for BasketballPlayers @ stack.com 67

Appendix C. Facilities and Equipment in Basketball A. BASKETBALL COURTSource: High School / College Basketball Court Dimensions @ apollostemplates.com 68

Court DimensionsThe size of the court depends on the playing level. The size of the court for NBA andCollege games is 94 feet long and 50 feet wide. It is smaller for High School and JuniorHigh.The Backboard and RimThe regulation height above the ground for the rim (hoop) is 10 feet, and the rim is 18inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall, with theinner square being 24 inches wide by 18 inches tall.The Foul LineFor all size courts the 'foul line' is 15 feet in front of the backboard.The KeyThe key is 12 feet wide, and is the same for all basketball courts. The backboardextends four feet out over the baseline into the key. A half circle of diameter 6 footextends from the foul line away from the basket to complete the key.The 3-Point Line (Arc)For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the sideswith a straight line extending out 16 feet 9 inches from the baseline. Past those pointsthe line extends out 23 feet 9 inches from the center of the rim.Line MarkingsAll line markings on the floor are two inches wide and can vary in color.B. BALL The basket ball is an inflated sphere with an outer covering. It is 75 to 78 cm in circumference and weighs 600-650 grams. It must be made of leather in the official FIBA competitions.C. BASKET Also called goal. It is made up of horizontal circular metal rim With a net hanging from it. It is mounted 3.05 m above floor level.D. BACKBOARD The rigid rectangular board behind the rim. Standard widths are 24”-42”, 44:-48”, 60”-72”. E. SHOES High-topped shoesSources:  http://www.topendsports.com/sport/basketball/equipment.htm  http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball backboard/#ixzz2AHUW4eMI 69

Appendix D. Officiating Officials/Rules and Regulations of BasketballTHE OFFICIATING STAFFThe makeup of the officiating corps is strictly a matter of choice. The minimum number isfive: a referee, an umpire, a scorer, a timer and a shot-clock operator. In some cases, eightofficials are used in a lineup comprising a referee, two umpires, a shot-clock operator, twoscorers and two timers.REFEREE IS OFFICIAL IN CHARGEThe reeree is the official that controls the game. He is the one who tosses the ball up for thecenter jump at the start of the game and each overtime period. He duties range frominspecting and approving all equipment before the game's starting time to approving thefinal score. In between, the referee is responsible for the notification of each team threeminutes before each half is to begin and deciding matters of disagreement among theofficials. The referee has the power to make decisions on any point not specifically coveredin the rules and even to forfeit the game if necessary.OFFICIALS CONDUCT GAMEDuring actual play, there is no practical difference between the referee and umpire(s). Theyare equally responsible for the conduct of the game; and, because of the speed of play,their duties are dictated essentially by their respective positions on the court from momentto moment. For this reason, the rules specify that no official has the authority to questiondecisions made by another official. The officials' control, which begins 30 minutes beforestarting time for men and 15 minutes for women and concludes with the referee's approvalof the final score, includes the power to eject from the court any player, coach or teamfollower who is guilty of flagrant unsporting conduct. When the referee leaves the confinesof the playing area at the end of the game, the score is final and may not be changed.As we pointed out earlier, jump balls occur only at the start of the game and all overtimes;but officials still must concentrate upon throwing the ball up straight. At other times, playresumes with a throw-in. The team that fails to get the ball after the first center jump willbegin the alternating process.OFFICIALS' SIGNALSWhen a foul occurs, the official is required by the rules to (a) signal the timer to stop theclock, (b) designate the offender to the scorer and © use his or her fingers to indicate thenumber of free throws. When a team is entitled to a throw-in, an official must (a) signalwhat caused the ball to become dead, (b) indicate the throw-in spot (except after a goal)and (c) designate the team entitled to the throw-in.DUTIES OF SCORERS AND TIMERSScorers must (a) record, in numerical order, names and numbers of all players, (b) recordfield goals made and free throws made and missed, (c) keep a running summary of pointsscored, (d) record fouls called on each player and notify officials when a player-disqualification or bonus-free-throw situation arises, (e) record timeouts and report when ateam' s allotted number has been used, and (f) record when a squad member has beenejected for fighting. It is the game-clock and shot-clock operators' responsibility to keepeveryone abreast of key factors while carrying out the timing regulations.Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rules-officials--their-duties 70

Glossary of Terms:Air pass-a pass that travels between players without hitting the floor.Assist-a pass that subsequently results in a goal being scored.Back Court-the defensive zone for each team.Back Pedal-a dynamic stretching exercise which is executed by running backwardwherein the heels are almost touching the buttocks.Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so thatit bounces to the intended receiver.Carioca-a dynamic stretching exercise which is the same with that of grapevine step indancing. It is executed through a step sideward followed by a cross-step in front, stepsideward and cross-step in rear. It may be done repeatedly. The difference with that ofgrapevine is that it is executed with a bounce to achieve the stretching effect.Chest pass-a pass that originates from the chest to the receiver’s chest level.Defensive Play-a type of play in team sports particularly in basketball wherein the teamaims at preventing the opponents from shooting the ball or gaining possession of theball.Defensive rebound-a rebound caught by defenders.Double Team-when two defenders mark one attacker, usually their best player.Dribbling-a Basketball basic skill that allows you to move around the court while you’rein possession of the ball. It is a legal method that allows you to advance with the balland make a score as opposed to that of passing it to a teammate to shoot it for thebasket. This move involves bouncing the ball off the floor with your hands as you coverthe floor.Drive-an attacking move at full speed.Dunk Shot-a spectacular scoring maneuver when a player jumps high, reaches abovethe ring, and stuffs the ball down through the hoop.Foul-an infraction or violation of the rules of a game.Goal-Tending-an illegal play in which a player deflects a ball that is on the downwardpath to the basket or that is already on the rim of the basket, carrying the penalty of anautomatic score when committed by the defense or nullifying the field goal whencommitted by the offense.High Knees-a dynamic stretching exercise which is executed by running forward, liftingthe knees until the upper leg is parallel to the ground, toes pointed downward. 71

Misconduct-an unbecoming behavior of a player contributing to the disturbance orunusual flow of a game.Offensive Play-a type of play in team sports particularly in basketball wherein the teamplays in possession of the ball aiming at earning points through shooting.Overhead pass-a pass that originates from the forehead. With this pass, aim for yourteammate's chin, don’t bring the ball behind your head, because it can get stolen and ittakes a split-second longer to throw the pass.Passing-Basketball is a team game. By definition, that means all players are involvedwith the process of playing the game and should function as one. One of the primaryskills created to accomplish this, is passing. It is a skill that maximizes the involvementof all player in setting up a play to earn successful shots and earn points for the wholeteam.Rebounding -one of the major aspects of the game. It is your ability to jump withpower to gain possession of the ball as it bounces to the rim after a failed shotbefore it touches the floor. Just how important is rebounding? Whenever you grab arebound, your team gains a chance to shoot again while the other teamactually loses it.Referee-the term used to refer to the officiating official in Basketball.Running-one of the most basic skills that a basketball player should possess. Becausein this sport, speed defines the best. Whether you’re on the offensive or defensive sideof the game, you always have to run in any way possible.Shooting-this is the act o throwing the ball with an intention of getting into the ring orbasket to earn points. An offensive skill that every basketball player should master towin a game Though it is the most practiced skill in the game, players should spend agood deal of their practice time on shooting drills to improve their skill level.Shuffle-a dynamic stretching exercise which is also called galop. A combination of stepand cut (displace) in one count. It may be done forward, backward and most commonlysideward with one foot always leading.Warm-Up Exercises-these are exercises which are composed of static and dynamicmovements intended to gradually increase heart rate at the same time prepare andcondition the body to more strenuous physical activities thereby preventing injuries fromhappening. 72

Web Sources:  www.youth-baketball-tips.com/how-to-shoot-a-basketball.html  www.youth-baketball-tips.com/how-to-dribble-a-basketball.html  www.youth-baketball-tips.com/how-to-rebound-a-basketball.html  www.buzzle.com/articles/how-to-dribble-a-basketball.html  www.buzzle.com/articles/how-to-pass-a-basketball.html  www.buzzle.com/articles/how-to-shoot-a-basketball.html  www.buzzle.com/articles/how-to-run-a-basketball.html  www.wikihow.com/Become-a-better-Basketball-Shooter  http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu  http://www.youtube.com/watch?v=ZNM8e4qReno  http://www.youtube.com/watch?v=3JS9e06FjmI  http://www.youtube.com/watch?v=QIxrXFHfGMc 73

PHYSICAL EDUCATION Grade 8 Quarter IILESSON 2Objectives:At the end of the lesson you should be able to discuss the nature and background of baseball/softball; explain the health and fitness benefits derived from playing baseball and softball; practice proper and acceptable behavior (e.g. fairness, respect for authority) when participating baseball/softball;. execute proficiently the basic skills and tactics in baseball/softball; interprets rules and regulations of baseball/softball; exhibit enjoyment in playing baseball/softball.Pre-Assessment Before you proceed any further, you have to pass through the pre-assessment itemsbelow in order to find out whether you already have prior knowledge on the terms, skillsand understanding in team sports. Read the directions carefully and write your answerin your activity sheet/notebook. 74

Modified TRUE-FALSE TEST Write TRUE if the statement is correct. Write FALSE if the statement is incorrectthen change the underlined word or group of words into the right one to make thestatement true. 1. Gripping is a basic skill in baseball/softball which is related to throwing. 2. Catching is an offensive skill in baseball/softball. 3. Nine(9) players compose a team in baseball/softball. 4. Fielding and throwing drills develop throwing accuracy in baseball/softball. 5. An inning is finished after both teams commit two outs in baseball/softball. 6. A batter is out when he/she misses four( 4) pitched balls in baseball/softball. 7. Foul ball is a batted fly or ground ball that lands outside the foul line. 8. A free walk is awarded to a batter on the fourth ball. 9. Lead is a term in baseball/softball which is related to running on base. 10. The official in baseball/softball is called referee. Welcome to Part I. In this phase of the lesson, you will be given activities to assess your prior knowledge and communicate your expectations; what you want to know, understand, produce or perform by asking questions and clarifying misconceptions. You will be taught the necessary rudiments of baseball/softball and be informed of the assessment techniques which will be used to rate your output and performance at the end of the lesson.www.fotosearche.comActivity 1: How much do you know about Team Sports? In this activity, your prior knowledge on specific team sports will be assessed.Procedure: BASEBALL SOFTBALL BASKETBALL1. Below is a table indicating the basic skills in playing team sports. Your task is to identify which of the sports enumerated above does each of the skills indicated in the table below. 75

2. Write the corresponding team sport in the space provided in the right side of the column for basic skills.BASIC SKILLS CORRESPONDING TEAM SPORT1. Dribble2. Chest Pass3. Bounce Pass4. Assist5. Bat/Batting6. Pitch7. Shoot8. Throw9. Catch10. Homerun11. Strike12. Balls13. Home Base14. Initial Sack15. Key Stone3. This time, let‟s find out whether your answers are correct or not. (Refer to the answer key to be given by your teacher .4. Choose one team sport indicated above describe it 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.)5. Present your work to the class6. It is possible that you have already participated in team sports competitions or even qualified in inter-school athletic meets. You may share the insights you gained from participating in such activities. Write your responses in your activity notebook.7. Below are critical questions for you to strike! Give your ideas as briefly and concisely as possible in your activity notebook. 76

What do Team what benefits canSports mean to you derived fromyou? partcipating in team sports?How do you think canteam sports help youbecome a better memberof your family? Great idea! Because of that, you can now proceed to the next activity...Activity 2: The team sport that I would like to know more about This activity will allow you to share what you know about team sports at the sametime bring out your expectations on the lesson, your prior knowledge and skills, and thespecific team sport you want to learn more about.Procedure: 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. 77

Name: ___________________________ Chosen Team Sport:______________K-What you KNOW W-What you WANT to L-What you‟ve LEARNED know1. 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 with the class, friends, relative and neighbors.Activity 3: Team Sport Engagement Survey This time you need to fill up a team sport engagement survey form. This will helpassess your engagement in team sports which will serve as a reference for yourplanning the sequence of learning activities about team sports.Procedure: 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.SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL YES NO YES NO YES NO1.Have you experience playing team sports?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 one of yourlifetime fitness activities? 78

2. Just put a checkmark (  ) on the colunm of your corresponding response to the items indicated in the survey questions. It‟s quite easy, right? So go on, grab a pen and accomplish the questionnaire. 3. Now that you‟re done, submit the questionnaire to your teacher during the face-to-face encouter. The result of the survey may help your teacher in designing your succeeding activities in team sportActivity 4. This activity will give you an idea as to what is expected of you at theend of this lesson. At the end of all the lesson, the following is the expected output for you to accomplish:Indicators: Output: Presented pictures Create a journal containing pictures of your family showing your engagement in team sports.which are aligned to the Indicate dates, places, and short description (caption) of each picture including a final essaycontent and of great talking about the benefits that your family derived from engaging in team sports.relevance to the lesson In case you have a problem of producing Showed creativity and pictures where your family is engaging in team resourcefulness in the sports, you may have a collection of pictures of presentation of their family(s) engaging in sports and wellness, and work or output from there, draw your insights or conclusions as to the benefits of a family playing together. Showed a very . Example : Alvin Patrimonio‟s Family, Robert Jaworsky Familycomprehensive anddeep understanding onthe benefits of teamsports to family fitnessand wellness 79

At the end of all the lessons, you are expected to play an actual baseball/softball game in a mini tournament. Performance: Demonstrate your understanding of team sports by executing proficiently the skills and basic rules in playing . Indicators:  Can perform or execute the skills proficiently/properly  Can adapt to other sports discipline and situations by using these skills  Can maintain his positive manners and behavior while playing team sportActivity 5: Lecture/Discussion A copy of the lecture on baseball and softball is hereby attached throughAppendix A for your reading. Carefully read the lecture for you to be able to answer thequestions which will later be given to assess your knowledge on the following contents: - Nature and background of baseball/softball - Facilities and equipment needed - Proper playing attire/shoes - Conduct of the game - Rules and regulationsActivity 6: Pick-pass n’ throw (Assessment of Knowledge) This activity will assess your knowledge on baseball/softball. It will be easier foryou to answer the given questions below if you have read carefully the lecture attachedin Appendix A.Directions: 1. Form five groups. Each group will be given a manila paper and pentel pen. 2. Each group shall be in circular formation and will be assigned an initial question to answer for two minutes. 80

3. After answering the first question, rotation follows. Pass your question clockwise to the next group and wait for the next question to be passed to your group. Passing and receiving of questions shall be done every two minutes.4. All answers shall be written in the manila paper given to your group.5. Now, let‟s see if you really studied the attached lecture in Appendix A. Your knowledge will be assessed on matters of adequacy and relevance. Your score in this activity will be graded and recorded. Why are rules What are the and strategies necessary things to important in team be considered in sports? playing team sports like Baseball/Softball?How can a specific What makesteam sport like Baseball/Softball anBaseball/Softball excellent means ofdevelop teamwork enhancing familyamong the fitness andplayers? wellness? Why is playing Baseball/Softball necessary in the promotion of family fitness and wellness? 81

Kudos for passing the task and challenge. You can proceed to the next part of the lesson.. Congratulations again! You made it to this phase! Prepare yourself for you will be provided with various learning resources and experiences to enable you to understand and perform better in team sports.Activity 1: Baseball/Softball Basics This activity aims to introduce you to the the basic skills in baseball/softball andthe mechanics on how each skill is properly executed. Read the instructions carefully sothat you will know how the skills are being executed. You will be given a chance toperform them later. These skills will make you a better baseball/softball plahyer, so whatare you waiting for? Let‟s go and play baseball/softball!In this activity, you will need baseball/softball ball and gloves baseball/softball playing area or diamond partner or group a good pair of playing shoes body and knee protector masks and helmetsBasic skills to be learned throwing pitching catching batting running or base running 82

A. Throwing Throwing is the most basic skill in baseball and softball. It allows the team to prevent their opponents from touching bases or even earning points or runs. Style and technique in doing it differ from player to player. To have a good throw in baseball/softball, you should consider the elements of grip, fragmentwind-up, delivery and follow-through...Here’s how the elements of throwing are being executed... Grip Grip the ball across the seams with your index and middle finger. The thumb is under the top fingers. .Wind-up Raise the throwing arm up and turn theshoulder in the direction of the throw. The glovedhand points toward the target. Raise left foot andplace all the weight of the body on the right foot. Delivery Make a backward swing with bent elbows; lean forward in transferring wieght to the left foot and release the ball. 83

Follow-through Point the throwing arm down-forward,putting the feet parallel in a ready position.B. Pitching It is important for you to focus on your target before you execute the l throw. Pitching is a skill that puts the game to play. It is performed by a pitcher, one of the key players in baseball/softball who stays at the center of the playing field called diamond. To have a good pitch you have to consider the elements of grip, wind-up, pivot delivery and follow- through... 84

Here’s how the elements of pitching are being executed... Wind-up Keep the front part of the right foot in contact with the side of the plate. Shift the weight to the back leg and take a backward step. Pivot Pivot on the ball of the front foot to turn parallel to the plate. Lift the left foot. Stride Take a stride or wide step with your left foot. Release Follow-through After the relase of the ball, continue the forward motion, with the throwing arm pointing to the target. It is important for you to focus your pitch on your target before you execute thel pitch. 85

C. Catching This is a defensive skill used to receive a thrown ball and hold a base runner or batter from proceeding or preventing them from earning a point or a run. In performing this skill, you must consider the following mechanics: Hold your glove open and keep a visual on the ball at all times; Keep your free hand in front of you and bring it on top of the glove as the ball approaches; and Close your hand over the ball the moment it hits inside your glove.D. Hitting/Batting This is an offensive skill used to strike the pitched ball using a bat done to advance to the bases and eventually leading to earning a run or point. In doing this skill, you must consider the following: Grip, stance, stride and swing.Gripping-use your fingers in gripping the bat andtighten your grip as ball approaches.Stance-proper stance includes slightly bending yourknees, feet parallel to the plates in shoulder widthdistance and bat tilted at 45 degrees and notpositioned over the shoulder.Stride-as the ball approaches, stride right foot alittle backward to gain momentumSwing-after a little stride backward, transfer thestrength generated by the body towards the arms tobat as it swings parallel to the ground aiming a theball and directing it to the intended destination. 86

E. Running/Base-Running This is a very important skill you need to master because it allows you to advance from one base to the other with full speed and agility safely. To condition the body for efficient and effective running, you must take into consideration the following: Speed Running-running with speed from one point to a definite distance. Try getting your time as you run and improve your speed everytime you do it. Agility Running-running with a change in position and direction in the fastest possible speed you can. To master this, you might as well consider running through the bases of the diamond. Improve your speed everytime you do it. Before the start of any baseball/softball drill lessons, lead-up or actual game, consider doing a combination of the following exercises that may help you improve your running: Shuffle, Back Pedal, Jogging, High Knees, Carioca, Butt Kicks, Jumping Jacks.Activity 2: Skill development activities This activity provides an opportunity for you to demonstrate the basic skillsyou have learned previously. You will be given five skill stations for you to actuallydemonstrate a paticular skill based on the demonstration given in the activityYou will need baseball/softball balls playing area (a baseball/softball diamond/improvised diamond/gym) gloves bat protective gears (mask, sheen guards, body protectors) proper playing outfit with a good pair of playing shoes 87

Basic skills to be learned  throwing  pitching  catching  batting  base runningProcedure: 1. Consider the following before starting the activity: warm-up exercises, safety precautions. 2. You now proceed to the playing area designated by your teacher five stations corresponding to each basic skill to perform will be provided for you. 3. You should pass through each station of 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. 4. You should do well in this activity because your performance will be rated according to the following criteria:Indicators for Assessment: Can perform or execute the skills Can follow instructions efficiently and effectively Can exemplify positive behavior troughout the drill 5. At the end of the drill lessons, gather yourselves together with your classmates and report to your teacher in a circle formation. This time, share your drill experiences to the class. As you share your experiences, expect for reactions from your classmates. As this happens, be ready to openly accept their reactions, be it positive or negative. Consider it a room for you to improve your Baseball/Softball performance more.Drill Sequence: TEAM SPORT Station I Station II Station III Station IV Station VBaseball/Softball Throwing Catching Running Pitching Batting 88

Drill Illustration: O O Station 1 And 2: Throwing and Catching O O Throw-catch Catch-Throw X X X X Station 3: Pitching Station 4: Batting Station 5: RunningBase on Balls  How well have you performed in the drill lessons? You must be tired after the drill lessons but before you proceed to your nextbaseball/softballl challenge, let‟s check if you have done well with the activities. Just puta checkmark ( ∕ ) on the column of your corresponding response to the items indicatedbelow based on how well you did in each drill station. You might as well consider thecriteria given before you started the activity (proficiency in the execution of skills - 40%,ability to follow instructions - 30%, behavior during the drill - 30%).Copy and accomplishthe table in your activity notebook. 89

SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASEBALL/SOFTBALLName: Section: Date:STATION DRILLS Advanced Proficient Approaching Developing Beginning ProficiencyStation 1: ThrowingStation 2: CatchingStation 3: PitchingStation 4: BattingStation 5: RunningPlease refer to the following for a more accurate self-assessment:Advanced: 90% and aboveProficient: 85-89%Approaching Proficiency: 80-84%Developing: 75-79%Beginning: 74% and bbelowActivity 3: Rules do count! Let‟s level-up! You now proceed with the introduction to the basic rules andregulations of baseball/softball. Study them carefully because you will need them toovercome the challenges of the next activity.You will need: baseball/softball balls playing area (official or improvised diamond) gloves bat protective gears (mask, sheen guards, body protectors) proper playing outfit with a good pair of playing shoesSkills to be refined: throwing catching pitching batting running basic rules officiatingProcedure: 90

1. The table below shows the most crucial aspects of baseball/softball when it comes to rules and regulations. Be guided accordingly as to how you should play baseball/softball. Remember, we‟re talking of amateur baseball/softball, not of professional baseball/softball yet, because in professional baseball/softball like in International Baseball Federation (IBF) or Little League Baseball rules and regulations are highly technical. ASPECTS OF THE GAME THINGS TO CONSIDERTEAM COMPOSITION Nine Players per team (Pitcher, Catcher, 1st Baseman, 2ndSTART OF PLAY Baseman, 3rd Baseman, Short Stopper, Right Fielder, Left Fielder, Center Fielder)DURATION OF THE GAME As the Chief Umpire anonuncesBall “In” And “Out” of play “PLAY”/Toss-coin (whichever team wins the toss-coin, that team decides whether theyTIME-OUTS start with offense or defense play)SUBSTITUTIONS Seven InningsREGULAR FOULS/VIOLATIONS The ball is “ in play” if it batted and lands on safe zone or within the 90-degree foul line;SERIOUS OFFENSES/MISCONDUCTS it‟s out of play if it lands outside the safeOVERTIME zone or outside the foul lineOFFICIALS OF THE GAME Two substitutions per inning (in case of injuries or upon decision of the coach in case substitution is needed for a better play) Batter unable to strike pitched ball in strike zone (strike is awarded); three strikes results to an “out”, next batter resumes; three outs results to change of play/inning; Base-runner/s unable to reach base and tagged; batted ball is caught before it hits the ground Assault to an opposing player Disrespect to officials One inning is given to each team in case of tie Chief umpire 1st base umpire 2nd base umpire 3rd base umpire Scorer Time-keeper (in case innings are timed)2. Your teacher will discuss more about the aspects of playing baseball/softball indicated in the table above. You might as well do some research on this matter 91

to enrich your knowledge on baseball/softball rules and regulations. Remembersome of the amateur rules indicated and discussed by your teacher may varydepending on the tournament or league agreements like for intance number ofinnings in a game, substitution, number of time-outs per inning, and others.Reminder: You have to consider the following before starting the activity:proper attire, warm-up exercises, safety precautions.3. This time, your class will be grouped into three. Groups 1 and 2 will play first while group 3 will manage and officiate the game. Make sure that participation among your teammates is maximized. In the meantime, you may consider a game of 3-5 innings as your class time allows you to. Below is the schedule of games and officiating officials:Game 1 Group 1 Vs. Group 2 Officials: Group 3Game 2 Group 2 Vs. Group 3 Officials: Group 1Game 3 Group 3 Vs. Group 1 Officials: Group 2Criteria for Assessement: On Skill Criteria for Assessement: OnExecution while playing OfficiatingProficiency in the execution of skills 30%Ability to adapt or use skills to certain Appropriateness of 30% calls and signalbaseball/softball situations 40% Fairness and Equality 40%Behavior in playing baseball/ 30% Coordination with other officialssoftball 100% and behavior in officiating 30% 100% You are encouraged to make the best of your performance in this activities because your performance will be rated and recorded.Activity 4: Baseball/Softball Developmental Activities (Bass-on-balls/Zigzag throw-catch/Throw Baseball/Softball) 92

In this activity, you will be provided with lead-up activities for you to see howbasic skills, when combined together, can be applied efficiently and effectively in playingbaseball/softballYou will need  baseball/softball balls  playing area (Official/Improvised diamond)  gloves  bat  protective gears (mask, sheen guards, body protectors)  proper playing outfit with a good pair of playing shoesSkills to be learned:  throwing  catching  pitching  batting  running  basic rules and basic officiatingProcedure: 1. With same three groups as the previous activity, group 1 will start with “base on balls”, group 2 will proceed with zigzag throw-catch drill, and group 3 will start with throw baseball 2. Carefully observe carefully the mechanics of the activity to guide your group on what to do at the course of the activity. You have to be reminded that the performance of the group determines the success of the drill. 3. Rotation shall follow after each group finishes the drill so that every group will also experience the playing in the other drill/lead-up stations.Reminder: Consider orienting learners on the following before starting theactivity: proper attire, warm-up exercises, safety precautionsDrill Matrix: 93

PHASES Group I GROUP ACTIVITY Group III I Base on balls Group II Throw baseball/softball II Throw baseball/softball Zigzag throw-catch drill III Zigzag throw-catch drill Zigzag throw-catch drill Base on balls Base on balls Throw baseball/softballDrill illustration:Station 1: Base on Balls Pitcher/CatchersBatter-RunnerMechanics:  Players: 6-8 players in a team  Equipment: baseballs/softbalsl, gloves, bat  Area: Playground or gymnasium (with official or improvised bases)  Skills:Throwing catching, batting and base-running  Procedure: The objective is for the batter to hit the ball into fair territory and run the bases without stopping, before the catcher gains possession of the ball and calls “STOP!” The fielders, instead of playing regular baseball/softball rules, throws the ball directly at home to the catcher. There are no outs. A caught fly ball would mean no score. A fly ball would count as a turn at bat. After each batter has had turn to bat, side changes.  Scoring: One point is scored for each base touched before the catcher receives the ball at home. A home run counts for four points. The team that earn higher score after 2 side changes or innings wins.  Variations: (1) Use batting tee. (2) Have the batter throw the ball into the field instead of batting it. (3) Use a pitcher. (4) Instead of having the fielders throw the ball to the catcher, let them throw it to the pitcher who must pitch a “strike” to stop the batter from running. Use a different pitcher for each batter. (5) specify the number of throws per relayStation 2: Zigzag Throw-Catch Drill 94

Throw-Catch SideX XX X X Catch-Throw SideMechanics: Players: 6-8 per side; 12-14 per team Equipment Needed: Gloves, baseball/softball balls/improvised balls Area: Playground or any open space (30 feet or more between lines) Skills: Throwing, catching, ;pitching Procedure: The objective is for the team to throw or pitch the ball through a zigzag pattern in the shortest time. Each team is divided evenly into two lines facing each other. The first person in one line throws the ball across to the first person in the other line who throws the ball to the second in line, and so on down the line. When the person at the end of the line receives the ball, he or she throws diagonally to the first person in the other line and then goes to the head of his/her own line This continues until everyone is back in his original position. Scoring: the team which records the shortest time upon accomplishing the activity wins the game. Variations: Use underhand or overhead and side throwing 95

Station 3: Throw Baseball/SoftballCatcher/FielderCatcher-thrower-runnerMechanics:  Players: 6-8 per team.  Equipment Needed: Gloves, baseball/softball balls/improvised balls  Area: Playground or any open space with an official or improvised baseball/softball diamond  Skills: Throwing, catching, fielding and base-running  Procedure: The objective is for the batter to run the bases without being out. The game is played like baseball/softball except that the batter, instead of batting the ball, catches the pitched ball and immediately throws it into the field. The ball is, then played as in regular baseball/softball. The batter is allowed only one throw per time at- bat. If he/she drops a ball in the strike zone, he/she is out. A foul ball is an out. There‟s no stealing. Upon reaching three outs, the game changes sides. The game ends after 2-3 game changes or innings.  Scoring: One point is scorred for each run. The team that earns higher points wins the game  Variations: (1) Have the batter use an under-the-leg throw. (2) Use an underhand throw. (3) Use a batting t 96

Assess for process in this activity.Criteria for Assessement: On Skill ExecutionProficient execution of the skills 40% 40%Can follow /understand instructions 30% 30%Can/manifest positive /behaviorwhile playing team sports 40% ____ 100%Activity 5: Checking Your Understanding In this activity, your understanding of the essence and benefits of participating inteam sports will be assessed. You can present your responses in any form you arecomfortable with. Do this activity in a separate sheet of paper or even in your activitynotebook.Examples:  Reaction or position paper  poster and slogan  essay Let‟s go deeper and deeper this time! In this phase, you are provided with other learning resources and learning experiences for you to enrich/broaden your understanding of the lesson.Activity 1: Living Legends In this activity, you will be given an opportunity to rethink and refine yourundersdtandings on team sports by listening to invited resource persons as they speakon how team sports influenced them as an individual and as a member of the family. 97

NOTE : In the absence of an invited guest, you can utilize available resources in theirplace like recorded interviews or written materials like autobigraphy and features thathas something to do with team sports.Procedure: 1. Form three groups .. 2. With each group you determine and decide who among the home-grown team sports enthusiasts in your immediate community interests and inspires you most and could share meaningful insights to your class as regards his/her participation in team sports. 3. Draft an invitation letter requesting him/her to speak to the class on the following topics: a. Persons who influenced him/her to engage in team sports b. How team sports contributed to his success in life c. The role of his/her family in his active participation in team sports d. His/her team sports achievements (winnings, awards, recognitions) e. How team sports influenced him/her as an individual and as a member of the family. 4. Upon confirmation of the resource persons‟ approval to your request, invite them to deliver their inspirational message to your class. 5. After the sharing of the resource persons answer the following questions: a. Who among the three resource persons inspired you most? Why? b. How did their sharings reinforce or enhance your understanding, belief or view on team sports? c. What role did his/her family play in his/her success in team sports and in life? d. Based from the insights shared by the resource persons, what benefits can one derive from participating in team sports? 6. You may answer the questions above using any of the six facets of understanding (explanation, interpretation, application, perspective, empathy and self-knowledge). You refect your answer to the questions in your activity notebook.NOTE: If you choose or use other means aside from inviting a guest, you cangive your reactions and insights by using any of the six facets too . 98

That was impressive so with that, I‟ll give you a “thums up!” Kudos!!! Hope you can dothe same in this next activity.Activity 2.: How Good is your Aim if you wont pull the Trigger “ You will list down your goals as regards your personal, family, and communityinvolve basetball/softball) or team sports in general. This aims to reaffirm yourcommitment in making team sports your lifetime fitness endeavor. The following is anexample of an output on this activity. You are encouraged to have other modes ofpresentation employing your creativity and resourcefulness in this challenge. PERSONAL GOALS: FAMILY GOALS: ________________ ______________________ ________________ ______________________ ________________ _____________________ COMMUNITY GOALS: ______________________ ______________________ _____________________Activity 3: What have I learned? Here‟s your final challnge in this part of the lesson, you will accomplish the K-W-Lchart you have started accomplishing in Part I of the learning sequence. You will betasked to share three things you have learned from participating inbaseball and softballand in team sports in general.K-What you KNOW W-What you WANT to know L-What you’ve LEARNED1. 1. 1.2. 2. 2.3. 3. 3. 99