Grade 8 Learning Module in Physical Education - Complete

Compilation by Ben: r_borres@yahoo.com

GRADE 8
Learning Module

PHYSICAL
EDUCATION
(Qtr 1 to 4)

1
Grade 8 Learning Materials
(Under K to 12 Curriculum)
MAPEH Grade 8
Physical Education
(First Quarter)
INTRODUCTION
This module is designed for you, as a Grade 8 learner, to explore knowledge
and skills that will help you and your family develop a lifelong habit of physical fitness and
wellness. This actvity will be a real challenge for you and your family.
Nowadays, people become less physically active because of various reasons and one
of those is brought by the advancement of science and technology. Many are no longer
participative in any fitness-relevant activities. We are aware of the health benefits and
importance derived from engaging in physical activities, yet we tend to take its significance
for granted. Unfortunately, many young people do not engage in worthwhile exercises or
physical activities anymore. This may be due to your youth and your ability to execute with
less effort, or your current health status.
Being physically fit and healthy can help you get through with the stresses and
demands 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 a
person. 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 the
lesson at hand, and they will equip you with various choices in selecting the most appropriate
exercises or activities that will help you and your family to achieve a level of physical
wellness. Expectations from these activities should be clear to you and questions are
encouraged for your better understanding.
You will be encouraged to design an HRF (Health Related Fitness) plan that
will cater to the needs of your family. An HRF plan is a set of fitness goals. These goals that
you 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 its
Health Related Fitness

2
success or failure. Accordingly, you then make certain revisions in order to encourage
yourself and your family to continue the HRF activity for life. There is also a need to
emphasize the importance of making the activity fun and enjoyable. In doing so, you’ll have
exercise as a habit for life.
At 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.
This Pre-test is given to find out how well you know and understand the importance
of physical movements in your daily life. These activities will assess your knowledge and
skills 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.
Objectives
Pre-Test

3
C.
1. 2. 3.
4. 5. 6.
7. 8. 9. 10.
The result of your pre-test will not be graded but will help
the teacher determine your knowledge of the lesson.

4
Provide 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 able
to 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 .
Learning
Goals and
Targets

5
Activity 1
Where Am I?
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 for
further clarifications. The following activities shall help you assess your knowledge about
health-related fitness exercises. This will give you opportunities to identify and clarify any
misconceptions you have about the lesson.
Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangled
letters that would compose the components associated with Health-Related Fitness. The
words could be in any directions as long as the letters are all inter-connected. In you activity
notebook, write these words and try to define each word identified.
S C E N T E R O W
B T E N D U R A E
O L R V I T A N C
D F L E X I B I L
Y C O M N D Y T I
I S O P O G F Y R
T I O N S P T A G
M A X I M U M H E
My answers:
1.________________________________
2.________________________________
3. ________________________________
4. ________________________________
Part I. WHAT TO KNOW
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.

6
Components of Health-Related Fitness
Fitness is defined as a condition in which an individual has enough energy to avoid fatigue
and enjoy life. Try to look back and reflect on your day’s activity. Do you have lots of
energy, 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 time
Health-related components focus on factors that promote optimum health and prevent the
onset of disease and problems associated with inactivity.
Four Components of Health-Related Fitness
• Cardiovascular fitness is the ability of the heart (cardio) and circulatory system (vascular)
to supply oxygen to muscles for an extended period of time.
Cardiovascular is also called cardiorespiratory (lungs) fitness. Usually the 1km run or some
other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to
assess cardiovascular fitness.
• Muscular strength and endurance is the muscle’s ability to produce effort or perform
work.
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.

7
• Muscular endurance refers to the ability of the muscle to work over an extended period of
time without fatigue. Performing push-ups and sit-ups or crunches for one minute is
commonly used in fitness testing of muscular endurance.
• Muscular strength refers to the maximum amount of force a muscle can exert against an
opposing 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 a
joint. 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 for
cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness
• increases muscle tone and strength;
• decreases susceptibility to injuries and illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood pressure;
• decreases risk of diabetes and some cancers;
• improves self-esteem and self-confidence;
• decreases body fat and improves metabolism; and
• increases energy level and academic achievement.
After 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.
___________________________________________________________________________
________________________________________________________________.

8
Reflect on your daily activities and write them down on the table below. Give special
attention 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.
2.
3.
4.
What are my daily
routines or tasks
associated to
health-related
fitness?
Do you know that doing household
chores helps a lot in maintaining physical
fitness? Think about this: for the whole day,
you have been sitting down in the classroom,
listening and writing down notes which make
you immovable. So find time doing household
chores as part of your daily routines.
The next
activity is a
reinforcement of
what you have
learned in part 1.
Activity 2
Quest for Fitness

9
In this activity, you are expected to bring pictures showing different activities of a
person. Display each picture and describe the action and how the person in the picture might
be 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 of
benefits associated with each activity in class. Allow your classmate to explain his/her
answer.
Variation: Create a collage or bulletin board display of cut-out pictures from newspapers or
magazines that will illustrate the benefits of being active.
In this activity, you are to identify the physical activity habits of the family in terms
of health-related fitness components. A table is provided for you to list down important
details of the family that would be of help later when you will be designing your family HRF
activity plan.
Family
Members
Age Occupation/
Work/Job
Activities involved in
relation to the
Occupation/Work/Job
HRF
component
involved
Household
Chores
HRF
component
involved
Example:
Father 54 PUJ Diver
Drives and sits for 8
hours
Feeds the
chicken,
Repair
damages in
the house . . .
Activity 3
Picture Parade
Activity 4
Family
Connection
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.

10
Mother 48 Housewife
Sister 25 None
Brother 1 22 Laborer
Brother
2
18 Student
Me 14 Student
(Just indicate those people you are living with.)
Activities are provided for you to have a deeper understanding on the
importance of exercise in building total fitness and family wellness. The activities will
also 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.
Part II. WHAT TO PROCESS
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!

11
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 Fitness
BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.
A. Body Mass Index (BMI)
WEIGHT [in Kilograms]
HEIGHT [in Meters]2
Example: 30 30 20.83 (NORMAL)
(1.2)2
1.44
CLASSIFICATION:
BELOW 18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30.0 – ABOVE Obese
A.1 Weight – the heaviness or lightness of a person.
Equipment:
Weighing Scale

12
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 kilograms
A.2 Height – it is the distance between the floor to the top of the head in standing
position.
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

13
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 Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5
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).

14
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.

15
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.

16
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.

17
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.
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.

18
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
AGE
STRENGTH FLEXIBILITY
ENDURANCE
Partial Curl-
Ups
90 degree
Push-Ups
Sit and Reach
(cm.)
Zipper
Test
3 min. Step
Test
1 Km.
Walk/Run
9 23 15 37 122
4:57
10 25 16 39 121
4:40
11 26 17 41 119
4:27
12 28 18 43 117
4:25
13 32 19 45 115
4:19
14 36 20 50 110
4:18
15 38 21 55 107
4:14
16 42 22 56 105
4:10
17 45 23 64 102
4:00
18 47 24 69 99
3:55
19 49 25 70 98
3:45
20 51 26 72 96
3:35
21 55 27 72 95
3:30

19
PERFORMANCE TARGETS FOR GIRLS
AGE
STRENGTH FLEXIBILITY
ENDURANCE
Partial Curl-
Ups
90 Degree
Push-Ups
Sit and Reach
(cm.)
Zipper
Test
3 min. Step
Test
1 Km.
Walk/Run
9 20 7 43 119
5:30
10 21 7 45 117
5:00
11 21 8 47 115
4:55
12 22 9 49 113
4:50
13 22 10 52 111
4:47
14 23 11 54 108
4:38
15 23 12 58 103
4:30
16 24 13 63 101
4:25
17 25 14 68 100
4:17
18 26 14 72 98
4:10
19 27 15 74 96
4:05
20 30 15 75 95
3:37
21 30 16 75 93
3:35
Pictures: 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!

20
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 movements
to be executed during the game. Relate those movements to the health-related
fitness. 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 is
represented by each sports material. Reflect on the health benefits derived from
engaging in these activities. Select the best and most appropriate activity for your
family as you design your HRF plan.
Activity 2
Tough Nut to Crack

21
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?
Whew! That
was quite fun. Activity 3 below can also be done with your
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

22
Suggested Exercises:
FLEXIBILITY EXERCISES
Stretch #1: Shoulder and Chest
This can be performed kneeling or standing. Clasp your hands
behind your back and straighten your arms. Raise your hands as
high as possible and bend your body or trunk forward from the
waist and hold the position for ten seconds.
Stretch #2: Arm Across Chest
Place one of your arms straight across your chest. Place your other hand
on your elbow and pull your arm towards chest and hold. Repeat with
your other arm.
Stretch #3: Triceps Stretch
Place one hand behind your back with elbow in up. Place your other
hand on the elbow and gently pull towards your head. Hold and repeat
with your other arm.
Stretch #4: Gluteus Stretch
Sitting on the floor with your right leg bent, place your right
foot over your left leg. Place your left arm over your right leg
so your elbow can be used to push your right knee. Hold and
repeat for other side.
Stretch #5: Adductor Stretch
Stand with your feet as wide apart as is comfortable. Shift weight to
one side as your knee bends. Reach towards your extended foot and
hold. Repeat for other side.
Stretch #6: Single Leg Hamstring
Place your leg out straight and bend the other so your foot is flat into
your thigh. Bend forward from your waist keeping your back flat. Do the
same for the other leg.
Stretch #7: Standing Quadriceps
Standing 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 should
be perpendicular to the ground. Hold and repeat with the other leg.
Stretch #8: Standing Calf
Place your feet in front of each other about 18 inches apart. Keep your
back leg straight and your heel on the floor. Push against a wall to
increase the stretch. Hold and repeat with your other leg.

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

24
Family Health Assessment
Family
Members
Age Body Composition
(BMI)
Medical
history
HRF components
Weaknesses Strengths
Father
Mother
Sister
Brother 1
Brother 2
Me
Propose exercises for flexibility, strength and cardio-respiratory endurance (at
least 5 exercises for each component). Your output will be presented to your
teacher. 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.
So learner, what have you found out? Were you
surprised with the data you have gathered? Well, these
are data you have to remember when planning the HRF
activity of your family.
Activity 5
Work it Out
Now that you
have identified the
weaknesses and
strengths of each
family member, the
next activity will
help you plan
exercises for the
family.
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.

25
At this stage, you are given opportunities to reinforce and deepen your
understanding on the importance of HRF activities and exercises. You will also be
provided with activities that will assess the mastery of your understanding.
Activities 2-4 are provided for you to have a deeper understanding on the
importance of exercises in building total fitness and family wellness. The activities
will also allow you to develop, reflect on, rethink, validate, and revise your
understanding of fitness exercises.
You are provided with a reading article below, read it carefully and make a
reaction paper based on your readings. Your thoughts and opinion about this article
will help you reflect on your understanding of fitness exercise. Write your reaction
paper 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.
Part III. WHAT TO REFLECT
AND UNDERSTAND
Activity 1
Health and
Fitness Updates

26
Exergames are screen-based active video games in which individual players or
groups 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 the
Nintendo Wii. The video games track the players‟ movements onscreen as they
attempt to reach a goal.
Active Video Games Count as Exercise
In the study, researchers surveyed more than 1,200 10th- and 11th-grade
students in the Montreal area about their use of active video games.
The results show nearly one-quarter of the children said they played active video
games. Gamers played an average of two days per week for about 50 minutes
each session.
Nearly three-fourths (73%) said they played at a moderate or vigorous level of
physical intensity that would count toward meeting the recommended physical
activity guidelines.
Researchers also found that exercise video games like "Wii Fit" and "Dance
Dance Revolution," which require high amounts of energy, were among the most
popular active video games.
New Role for Active Video Games?
Researchers say the results suggest that active video games may have a unique
role in the battle against rising childhood obesity rates.
The study shows that boys are more likely to play non-active video games, and
girls were more likely to play active video games.
Researchers also found that most children who played active video games
played at home, but many also played at friends‟ homes.
“It is possible that some girls may be uncomfortable exercising at school or in
community settings because they feel scrutinized or judged and therefore prefer
exercising at home alone or with friends,” the researchers write.
“Lack of school-based exergaming may represent a „missed opportunity‟ to
introduce young people to another form of [physical activity],” they write. “The
feasibility of exergaming in community centers or at school needs to be tested,
and research on the sustainability of exergaming is warranted.”

27
You need to understand the health benefits derived from physical activity
before you can successfully design and implement an HRF (Health-Related Fitness)
plan.
Make a report or a powerpoint presentation on the health benefits derived
from involving oneself in the HRF activity. Tackle the 4 components: strength,
flexibility, endurance and body composition. Below is a sample:
After the presentation, it is expected that you will make a generalization on the
importance of engaging in exercises and the drawbacks or disadvantages of lack of
exercise.
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.
Body
Composition
• ideal body type prevent
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
Activity 2
Health Perks

28
Make a scrapbook with pictures of your family showing the progress or
regress of the family’s state of health. To be included in the scrapbook are pictures
of your family’s past HRF activities (sports, exercises, and recreational activities).
The scrapbook should tell a story about family wellness. This activity will help you
assess and understand the state of health of your family.
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
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.

29
At this stage you will plan for physical activities for your family which can be
considered as your lifetime engagement to achieve family wellness.
By this time, it is affirmed that Health-Related Fitness plays a very important role
in 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”.
In designing your HRF Plan it must be simple, enjoyable and suited to the
needs 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 to
include activities for the whole family. Your log should show complete thought and
effort and be as detailed as possible.
Part IV.
WHAT TO TRANSFER
Activity 1
Goal Setting
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

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

31
Supplementary activity: Family Day
You will submit a narrative report about the actual implementation of the HRF
Plan you have designed. You will also provide proof to support the narrative report
like pictures, video, signatures or thru other media technologies. It is expected that
this implementation will take a while, so you will be given enough time to submit this
narrative 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 Bushnell

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

33
Collage - 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; bonuses
Regress - 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/ 11-28-2012
GLOSSARY OF
TERMS

34
PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball)
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.
Introduction:
This learning material was made or you! For
sure you are now thinking o another textbook or a
ton of quizzes to do, right? This module is different.
It introduces you to the world of team sports. As you
go along, you will encounter activities that allow you
to demonstrate understanding of the benefits
derived from your engagement and participation in
basketball together with your family, which
eventually promote family fitness, health, and
wellness.
Now that you know where you‟re going, let‟s start activating your prior
knowledge about team sports.

35
Pre-Assessment:
Before you proceed any further, consider answering the pre-assessment items
below. This may help determine whether you already have prior knowledge on the
terms, skills and understandings in team sports. Read the directions carefully and write
your 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 SOFTBALL
3. 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.
BASIC SKILLS CORRESPONDING TEAM SPORT
1. Dribble
2. Chest Pass
3. Bounce Pass
4. Assist
5. Bat or Batting
6. Pitch
7. Shoot
8. Free Throw
9. Inning
10.Homerun
11.Strike
12.3-Seconds Violation
13.Home Base
14.Bunt
15.Short Stop

36
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?
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.
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.

37
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:
SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL
YES NO YES NO YES NO
1. Do you have experience in 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 sports
programs?
7. Do you enjoy participating in team sports?
8. Do you consider the benefits derived from
playing team sports?
9. Are there team sports enthusiasts in your
family?
10. Do you plan to make team sports as one of
your lifetime fitness activities?
“A journey of a thousand miles begins with a single step.” It‟s now time for you
to start achieving your goals and targets by accomplishing the given tasks , one at a time.
I know you can do it!
Example:
Personal Goal/Target: I will make team sports my lifetime fitness activity.
Family Goal/Target: I will share my knowledge and skills in team sports with my
siblings, father, and mother so we can enjoy the benefits of
playing/participating in it.
Community Goal/Target: I will actively particpate in community team sports activities.

38
PART I: WHAT TO KNOW
Activity 1: Fill-in the missing component
In this activity, your prior knowledge on specific team sports will be diagnosed and
pre-assessed.
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.
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.

39
Name: __________________________ Section:___________________________
TEAM SPORTS BASIC SKILLS Component of Physical Fitness Involved
Basketball: 1. Shooting
2. Passing
3. Dribbling
4. Rebounding
5. Running
Baseball/Softball 1. Throwing
2. Catching
3. Pitching
4. Batting
5. Base Running
3. 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
Activity 2. The team sport that I would like to know more
This activity allows you to share your knowledge about team sports which brings
out your expectations of the lesson, your prior knowledge and skills, and the specific
team sport you want to learn more.
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.

40
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 LEARNED
1. 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.
Activity 3. Can You Meet My Expectations?
This time, you need to clarify what is expected of you in terms of products and
performance, including how these shall be assessed and rated at the end of the lesson.
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.

41
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 the
skills and basic rules in playing basketball by your actual participation in a game. This
will 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
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.
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.

42
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 team
sports, answer the following questions. Write your answers in your activity notebook.
What is your favorite
team sport? Why?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Who influenced or
motivated you to choose
such team sport to play?
How?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Do you think playing
team sports can promote
fitness, health, and
wellness among family
members? How?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Give your reaction or idea
regarding this quote: “ In sports, it’s not
winning that matters most, it’s how you
play the game.”
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
What other physical, emotional,
mental and social benefits can you
derive from playing team sports?
________________________________
________________________________
________________________________
________________________________
________________________________

43
Activity 5: Lecture-Discussion
A copy of the lecture on basketball is attached in Appendices A-D for your
reading. Read them carefully for you to be able to answer the questions which will be
given 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 EXECUTED
Nature and background Shuffle/Galop Group 4 Left/4 Right
Basic skills High Knees Group 8 Forward/8 Backward
Facilities, equipment, attire Back Pedal Group 8 In place/8 Backward
Basic rules and officiating Jumping Jack Group 4 Repetitions in place
Since you chose basketball along with the benefits you can derive from
participating in it, the next activity will share you more about this particular team sport.
This time, test your retention on the lecture given. Here‟s an activity you will
surely enjoy with your friends, classmates and/or family.

44
Activity 6: Pick-Shoot and Answer!
In this activity, you will be given strips of paper containing questions regarding
basketball. Read each question, think of the answer and write it in your activity
notebook.
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.
Activity 7: Assessment of Knowledge
Now, let’s see if you really read the lecture given in Appendices A-D. Your
knowledge will be assessed on matters of adequacy and relevance through the
questions 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?
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.

45
Part II: WHAT TO PROCESS
Activity 1: By-Station Drill Lessons
This activity will provide an opportunity for you to demonstrate the basic skills
you have learned previously. You will be given five skill stations for you to perform a
paticular 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
You passed the challenges!
You can now proceed to Part
II of your lessons...
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.
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.

46
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

47
Drill Illustration:
Station 2: Dribbling
Start Finish
---------------------------------------------------------------------------------------------------------------------
---------
Station 3: Passing (Chest and Bounce Pass)
Chest Pass
Station 1:
Shooting Area
Bounce Pass
Station 4:
Rebounding Area
-------------------------------------------------------------------------------------------------------------------------
Back Pedal Station 5:
Running Drills
Shuffle/Galop Carioca
High Knees
How well did you perform the tasks-at-hand?
You must be tired after the drill lessons! But before you proceed to your next
Basketball challenge, let’s check if you have done well with the given activities. Copy
the self-assessment tool table as shown, and perform the given instructions.
Just put a checkmark ( ∕ ) in the colum corresponding to your response to the
items 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 execution
of skills-40%, ability to follow instructions-30%, and behavior during the drill-30%).
SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL
Name: Section: Date:
STATION DRILLS Advanced Proficient Approaching
Proficiency
Developing Beginning
Station 1: Shooting
Station 2: Dribbling
Station 3: Passing
Station 4: Rebounding
Station 5: Running
Refer to the rubric indicated at the transfer part of this module for a more accurate self-
assessment.

48
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 the
next activity.
You will need
 ball
 partner/Group
 a good pair of playing shoes
Basic skills to be learned are
 shooting
 dribbling
 passing
 rebounding
 running
 basic rules and officiating
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.
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.

49
ASPECTS OF THE GAME THINGS TO CONSIDER
TEAM COMPOSITION 10 Players per team
5 Players to play per quarter
START OF PLAY Jump ball
DURATION OF THE GAME 8 minute quarter (32 minutes per game)
TIME-OUTS 2 time-outs per quarter except in the
last quarter which is 3
SUBSTITUTIONS 5 maximum substitutions per quarter
REGULAR FOULS Blocking foul
Charging/Offensive Foul
Illegal use of hands
Holding
REGULAR VIOLATIONS Goal-tending
Travelling violation
Backing violation
Stepping on the line
Loose ball
TIME VIOLATIONS 3-second violation
5-second violation
8-second violation
Shot clock violation (24-second violation)
SERIOUS OFFENSES/MISCONDUCTS Assault to an opposing player
Disrespect to officials
OVERTIME In case of tie, 5-minute overtime is given
OFFICIALS OF THE GAME Referee
Umpire
Time keeper
Scorer
3. 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.

50
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:
Activity 3: Ignorance of the rules excuses no one
In this activity, you will apply the basic rules in officiating a basketball game that
you have learned. It wil be a test of your sense of immediacy and decisiveness.
See?! It pays to listen to the relayed message! Same is true with playing Basketball.
It pays to observe the rules and regulations.

51
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 3
2. 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.
Activity 4: Skills Refinement
In this activity, you will be provided with lead-up activities to see how combined basic
skills can be applied efficiently and effectively in playing basketball.
You will need
 ball
 partner/Group
 a good pair of playing shoes
Basic skills to be refined are
 Shooting
 Dribbling
 Passing
 Rebounding
 Running
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.
So you passed the challenge! You can now proceed to the next level.

52
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 ACTIVITY
Group I Group II Group III
I Dribble and shoot Guards
Drill managers and
ball retrievers
II
Drill managers and
ball retrievers Dribble and shoot Guards
III Guards
Drill managers and
ball retrievers Dribble and shoot
Drill Illustration:
Ball Retrievers
Guards/
Defense
Pass-Dribble-Shoot

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

54
Part III. WHAT TO REFLECT AND UNDERSTAND
Activity 1a: Learn from the experts!
In this activity, you will be given opportunities to rethink and refine your
understanding of team sports by listening to invited resource persons. They shall speak
on how team sports influenced them as an individual and as a member of their family.
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?
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.

55
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 in
inviting resource speakers. Here you will be shown inspirational video clips to react on
using the given guide questions below. Ind the video clips using the links hereunder
listed.
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?
Activity 2: Team Sport Goal-Setting
Quite impressive! With this, a “thumbs up” for everyone. Hope you can do the
same in this next activity.
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.

56
List down your goals as regards your personal, family, and community
involvement in basketball and team sports in general. This activity aims to reaffirm your
commitment in making team sports your lifetime fitness endeavor. The following is an
example of an output on this activity. You are encouraged to have other modes of
presentation employing your creativity and resourcefulness in this challenge. Use
another paper for your output in this activity.
Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets
given 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 the
K-W-L chart you have started in Part I of the learning sequence. You will be tasked to
share three things you have learned from participating in basketball and in team sports
in 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: Section:
K-What you KNOW W-What you WANT to know L-What you’ve LEARNED
1. 1. 1.
2. 2. 2.
3. 3. 3.
PERSONAL GOALS
1._________________
2. _________________
3._________________
FAMILY GOALS
1._________________
2. _________________
3._________________
COMMUNITY GOALS
1._________________
2. _________________
3._________________

57
Part IV. WHAT TO TRANSFER
Activity 1: Team sports family journal
This activity will encourage you to involve your family in playing team sports. This is
a form of fitness activity that requires preparing a documentary of your family’s
engagement in team sports.
You are unbelievable! But
you will impress me more if
you can make it through
the next level.
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.
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!

58
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/s
Criteria 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.

59
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.
Activity 2: Mini-Team Sport Tournament
This activity aims to let you synthesize and apply what you have theoretically
and practically learned in the previous phases of the learning sequence. Decision
making, critical thinking, and sportsmanship will be revealed and developed. Your
performance 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
 partner or group
 proper playing outfit
 whistle, score sheet, stop watch, score board, chalk, buzzer/bell
Skills to be demonstrated are
 Offensive skills
 Defensive skills
 Proper interpretation of the rules
 Proper behavior while playing
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.

60
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:
HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED
Weight Proficiency in the Execution
of Skills
Ability to Adapt a Skill to a
Certain Sport Situation
Behavior in Playing Team Sport
30% 40% 30%
5
MASTERFUL: Able to use
knowledge and skills
automatically, effectively, and
efficiently in diverse game
situations
SKILLFUL: Demonstrates
powerful and skillful execution
of the game skills with high
level of confidence
MATURE: Highly disciplined and
able to demonstrate appropriate
behavior towards the game,
players, and game officials
4
SKILLED: Able to use
knowledge and skills
competently in diverse game
situations
COMPETENT: Demonstrates
competently the game skills
with confidence
SENSITIVE: Disciplined and able to
demonstrate appropriate behavior
towards the game, players, and
game officials
3
ABLE: Has limited but growing
ability to use knowledge and
skills in diverse game
situations
PRACTITIONER: Demonstrates
general level of coordination
and competence in the
execution of game skills with
limited but growing confidence
AWARE: Generally demonstrates
proper behavior towards the game,
players, and game officials
2
APPRENTICE: Relies on a
limited repertoire of
knowledge and skills; has
limited use of judgment and
responsiveness to game
situations
APPRENTICE: Demonstrates
limited coordination and
competence in the execution of
game skills with low level of
confidence
DECENTERING: Has some capacity
for self-discipline but is still limited
to own reactions and attitudes
towards the game, players, and
game officials
1
NOVICE: Can perform only
with coaching and relies on
highly directed skill execution,
procedures and game
approaches
NOVICE: Has very low or no
coordination in demonstrating
game skills; has very low level
or no confidence at all
EGOCENTRIC: Has little or no
consideration to the rules of the
game; behaves untowardly and has
no respect for other players, and
game officials

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

62
SYNTHESIS
Your generation has gone a long way in terms of advancements in science and
technology. Machines, computers, cellphones, and other advanced gadgets are all
around you now. The classroom has been having difficulties in competing with these
modern technologies that, in one way or another, always find oppportunities to divert
your 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 what
they do, be what they are and go where they are headed. As your parents struggle
everyday to earn for your daily bread and prepare for your future through sending you to
school, you always find yourself busy with your classmates and friends doing what the
young generation of today do. In fact, you even spend more time with them than with
your family!
No matter how difficult it is for our present educational system to regain your
interest and refocus your attention back to the basics, it still tries its best to come up
with an interactive and engaging way to make you realize that you really need to
maximize 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 you
learn at the same time enjoy playing. As you worked on with the given activities in each
of the four parts of the learning sequence, you were provided with opportunities to
reflect and understand that there’s more in team sports.
Through these activities, you were gradually introduced with the essential
knowledge and skills you needed to learn about team sports. And as expected, you
enjoyed them that much! But those activities did not end up in themselves. Enjoyment
was just the beginning of a bigger and better picture. You were provided with
opportunities to express and demonstrate your understanding of the benefits that you
and your family can derive from engaging and participating in team sports by answering
the mind-extracting and thought-provoking questions given.
You were made to realize that in team sports, individual expertise is highly
appreciated but not at the expense of sacrificing the whole team. You might have been
good or even the best, but you still need the team to back you up and make things
happen together. That’s why it’s called team sports after all. Each member plays an
important 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 its
members, including you, is a perfect analogy of team sports. Each is essentially unique
considering their repective roles and areas of expertise but also equally necessary in
carrying out a fit and healthy family. Each is contributory to the attainment of the
family’s goals and objectives.
As you go out of your class, it is expected that you impart what you have learned
about the essentials of team sports with your friends and more importantly, with your
family. 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 always
remember, a family that plays together, stays forever and lives longer.

63
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 a
basket horizontally positioned to score points while following a set of rules. Usually, two
teams of five players play on a marked rectangular court with a basket at each width
end. 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 high
mounted to a backboard. A team can score a field goal by shooting the ball through the
basket during regular play. A field goal scores two points for the shooting team if a
player 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 advanced
on the court by bouncing it while walking or running (dribbling) or throwing (passing) it to
a team mate. It is a violation to move without dribbling the ball (travelling), to carry it, or
to 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 player
if he is fouled while shooting the ball. A technical foul may also be issued when certain
infractions occur, most commonly for unsportsmanlike conduct on the part of a player
or coach. A technical foul gives the opposing team a free throw, and the opposing team
is 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 and
defensive structures (player positioning) and techniques. Typically, the tallest members
of a team will play "center", "power forward" or "small forward" positions, while shorter
players 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 of
basketball have developed for casual play. Competitive basketball is primarily an indoor
sport played on a carefully marked and maintained basketball court, but less regulated
variations are often played outdoors in both inner city and remote areas.
Source: http://en.wikipedia.org/wiki/Basketball
HISTORY
Basketball was invented in December 1891 by the Canadian clergyman,
educator, and physician James Naismith. Naismith introduced the game when he was
an instructor at the Young Men's Christian Association Training School (now Springfield
College) 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

64
involved elements of American football, soccer, and hockey, and the first ball used was
a soccer ball. Teams had nine players, and the goals were wooden peach baskets
affixed to the walls. By 1897-1898, teams of five became standard. The game rapidly
spread nationwide and to Canada and other parts of the world, played by both women
and men; it also became a popular informal outdoor game. U.S. servicemen in World
War II (1939-1945) popularized the sport in many other countries.
A number of U.S. colleges adopted the game between about 1893 and 1895. In
1934 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 basketball
had become a major college sport, thus paving the way for a growth of interest in
professional basketball.
The first pro league, the National Basketball League, was formed in 1898 to
protect players from exploitation and to promote a less rough game. This league only
lasted five years before disbanding; its demise spawned a number of loosely organized
leagues throughout the northeastern United States. One of the first and greatest pro
teams was the Original Celtics, organized about 1915 in New York City. They played as
many as 150 games a season and dominated basketball until 1936. The Harlem
Globetrotters, founded in 1927, a notable exhibition team, specializes in amusing court
antics 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 the
National Basketball Association (NBA). The Boston Celtics, led by their center Bill
Russell, dominated the NBA from the late 1950s through the 1960s. By the 1960s, pro
teams from coast to coast played before crowds of many millions annually. Wilt
Chamberlain, a center for the Los Angeles Lakers, was another leading player during
the 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 "sky
hook" shot while playing for the Los Angeles Lakers and dominated the opposition.
The NBA suffered a drop in popularity during the late 1970s, but was
resuscitated, principally through the growing popularity of its most prominent players.
Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers are
credited with injecting excitement into the league in the 1980s through their superior
skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago
Bulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s. A
new generation of basketball stars, including Shaquille O'Neal of the Orlando Magic and
Larry 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. Its
rosters include the names of great players, coaches, referees, and people who have
contributed significantly to the development of the game.
Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html

65
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 shoot
the ball! The most practiced skill in the game is shooting. Players spend a good deal of
their practice time on shooting drills to improve their skill level. After all, if you can't
shoot - you can't score! So, here’s how you can improve your shooting skills in
basketball:
 Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting the
ball.
 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.
 Practice all of your shots.
Dribbling
Dribbling in basketball is a skill that you should master. It allows you to move
around the court while you’re in possession of the ball. It is a legal method that allows
you to advance with the ball and make a score as opposed to that of passing it to a
teammate to shoot it for the basket. This move involves bouncing the ball off the floor
with your hands as you cover the floor. This is how it’s done:
 Dribble the ball with hand and use only the tips
of your finger in dribbling it.
 Employ the wrist and the forearm to push
the ball while covering the court.
 Don’t involve the whole hand to avoid losing
control of the ball.
 Don’t keep your fingers in touch with
each other while dribbling.
 Spread your fingers to allow full control
of the ball as it dribbles.
 Dribble the ball in one side of your body
and not right in front.
 While dribbling in one hand, use the other
hand to drive your defender away from
the ball.
Source: Vector Clip Art Picture of
a Basketball Player Dribbling the Ball in
Front ...@ chumpysclipart.com
Source: The Form Trainer Arm Band
The UltimateBasketball
Shooting Device @ yhst-
12654132427.stores.yahoo.net

66
Passing
Basketball is a team game. By definition, that means all players are involved with the
process of playing the game and should function as one. One of the primary skills
created to accomplish this is passing. It is a skill that maximizes the involvement of all
player 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 that
it 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
from the forehead.With this pass, aim for your
teammate's chin. Don’t bring the ball behind
your head, because it can get stolen and it takes
a split-second longer to throw the pass.
 In executing bounce passes, calculate about
3/3 distance from the receiver as the hitting point
so that the ball bounces right to your receiver.
But for better accuracy, you have to experiment
by yourself because the bounce is directly
proportional with how strong the ball hits the floor.
 A good pass is a pass a teammate can catch.
 When passing, step toward your receiver.
 When catching, step toward the pass.
 Like shooting, the ball should have a backspin to it.
This is accomplished by following through on every
pass.
Rebounding
Rebounding is one of the major aspects of the game. It is your ability to jump with
power to gain possession of the ball as it bounces to the rim after a failed shot before it
touches 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. The
difference 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: "Extract" 2.7.2 Zone Defence
(This is a Member's Only
Section). Basketball ...
basketballcrazy.fortix.com.au
Source: basketball bounce pass.
Bounce Pass – Video Clip.
The Chest Pass: The chest ...
avcssbasketball.com
Source: overhead basketball
pass. Overhead Pass – Video Clip.
The Step Around Pass:
avcssbasketball.com
Source: Vector Illustration: Basketball
rebound blue @ dreamstime.com

67
 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. Because
in this sport, speed defines the best. Whether you’re on the offensive or defensive side
of the game, passing, receiving, shooting or rebounding a ball, you always have to run
in 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 Stretching
Toe Walk Shuffle
Heel Walk Back Pedal
Inch Walk Jogging
High Knees Carioca
Butt Kicks Jumping jacks
Source: Basic Conditioning Drills
for BasketballPlayers @ stack.com

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

Grade 8 Learning Module in Physical Education - Complete

Grade 8 Learning Module in Physical Education - Complete

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a Grade 8 Learning Module in Physical Education - Complete

Similar a Grade 8 Learning Module in Physical Education - Complete (20)

Último

Último (20)

Grade 8 Learning Module in Physical Education - Complete