DepEd Health Optimizing Physical Education 2 PDF

Health Optimizing Physical Education 2 2nd Semester - Module 1 Individual/Dual and Team Sports This Photo by Unknown Author is licensed under CC BY-SA Health Optimizing Physical Education 2 – Grade 11 Alternative Delivery Mode 2nd Semester - Module 1: Individual/Dual and Team Sports Revise...

Health Optimizing Physical Education 2 2nd Semester - Module 1 Individual/Dual and Team Sports This Photo by Unknown Author is licensed under CC BY-SA Health Optimizing Physical Education 2 – Grade 11 Alternative Delivery Mode 2nd Semester - Module 1: Individual/Dual and Team Sports Revised Copy, 2021 Republic Act 8293, section 176 states that no copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writer / Compiler : Jonathan E. Olofernes, TIII, CC Don Carlos A. Gothong MNHS Editors : Cindy O. Perigo, Ed. D. Principal 2, City Central High School Egmedio Avendanio Jr., MT1, CC Don Carlos A. Gothong MNHS Wilson C. Gonzales, TIII, CC Don Carlos A. Gothong MNHS Reviewer : Renezar T. Ferolino Division MAPEH Coordinator Management Team : Rhea Mar A. Angtud, EdD Schools Division Superintendent Bernadette A. Susvilla, EdD Assistant Schools Division Superintendent Grecia F. Bataluna Chief, Curriculum Implementation Division Luis O. Derasin Jr., EdD EPSvr AP, Senior High School Coordinator Vanessa L. Harayo EPSvr, LRMDS Renezar T. Ferolino Division MAPEH Coordinator Printed in the Philippines by: DepEd Cebu City Division, RO7 Office Address: New Imus Road, Cebu City Telefax: (032) 2551516/328-2020 E-mail Address: [email protected] i  11 Health Optimizing Physical Education 2 2nd Semester - Module 1 Individual/Dual and Team Sports ii Introductory Message For the facilitator: Welcome to the Health Optimizing Physical Education (HOPE) 2 Alternative Delivery Mode (ADM) Module on Individual/Dual and Team Sports! This module was collaboratively designed, developed, and reviewed by teachers from public schools to assist you in meeting the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to the Health Optimizing Physical Education 2 First Quarter Lessons on Individual/Dual and Team Sports. The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and purpose. Through our hands we may learn, create, and accomplish. Hence, the hand in this learning resource signifies that you, as a learner, are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. iii This module has the following parts and corresponding icons: This part includes an activity that aims to What I Know check what you already know about the (Pretest) lesson to take. This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in (Objectives) the module. This is a brief drill or review to help you What’s In link the current lesson with the previous (Review/Springboard) one. In this portion, the new lesson will be introduced to you in various ways; a story, What’s New (Presentation of the Lesson) a song, a poem, a problem opener, an activity, or a situation. This section provides a brief discussion of What is It the lesson. This aims to help you discover (Discussion) and understand new concepts and skills. This section provides activities which will What’s More help you transfer your new knowledge or (Application) skill into real life situations or concerns. This includes questions or blank What I Have Learned sentence/paragraph to be filled in to (Generalization) process what you learned from the lesson. This section provides an activity which will What I Can Do help you transfer your new knowledge or (Enrichment Activities) skill into real life situations or concerns. This is a task which aims to evaluate your Assessment level of mastery in achieving the learning (Posttest) competency. This contains answers to the following: What I Know Answer Key What’s In What’s More iv At the end of this module you will also find: References This is the list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in this module. 3. Read the instructions carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! About the Module This module was designed and written with you, students, in mind. It is here to help you achieve optimum health through active engagement in dance. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the Most Essential Learning Competencies (MELCs) released by the Department of Education (DepEd) for this school year 2020 – 2021. __________________________________________________________________________________ The 1st Quarter is divided into 4 lessons, namely: Lesson 1- Categories of Sports and Their Nature (Managing Stress Through Sports) Lesson 2- Badminton Skills Lesson 3- FITT Principle Lesson 4- Strength Training for Sports v  Second Semester – Module 1 Lessons 1 - 4 Individual/Dual and Team Sports Quarter : First Quarter Content Standard : The learner demonstrates understanding of sports in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity. Performance Standard : The learner leads sports events with proficiency and confidence resulting in independent pursuit and in influencing others positively. Competencies : 1. Describes the role of physical activity assessments in managing one’s stress (PEH11FH-IIf-5) 2. Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet (PEH11FH-IIg-i-6) 3. Sets FITT goals based on training principles to achieve and/or maintain HRF (PEH11FH-IIi-j-7) 4. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in and out of school (PEH11FH- IIa-t-8) 1  What I Know Instructions: Read the items carefully. Write the letter of the correct answer on a separate sheet of paper. On your paper, write your complete name, grade, and section. 1. The following statements are correct about sports, EXCEPT: A. Sports improve physical ability and skills while providing enjoyment to participants, and in some cases, entertainment for spectators. B. Sports are activities that require nonphysical actions and skills performed under a set of rules. C. Sports include all forms of competitive activity or games. D. Sports improve cardio-respiratory function. 2. Choose a sport that is best played in singles or doubles category. A. football B. hockey C. soccer D. table tennis 3. Choose a sport that is best played in teams. A. arnis B. basketball C. boxing D. fencing 4. The following are individual sports, EXCEPT: A. sepak takraw B. judo C. kickboxing D. muay thai 5. Which of the following statements is correct about stress? A. When people have the resources to cope with a situation, they get stressed. B. Stress is a physical response experienced on encountering a threat. C. There are bodily signals that result from stress. D. All human beings have the same stressors. 6. Which of the following statements about sports and stress is correct? A. Physical activity triggers brain chemicals that make you feel happier and more relaxed. B. There are no social benefits in joining team sports. C. Physical activities such as sports cause more stress. D. Physical activity triggers anxiety. 7. The following statements are correct about sports and concentration, EXCEPT: A. Engaging in sports three to five times a week for at least 30 minutes is beneficial to us. B. Regular physical activity helps keep your key mental skills sharp as you age. C. Sports can help improve critical thinking skills. D. Sports have no mental health benefits. 8. The following statements are true about sports and stress, EXCEPT: A. When you are physically active, your mind is focused on daily stressors. B. When you are physically active, your mind is distracted from daily stressors. C. Endorphins are natural mood lifters that are triggered by physical activities. D. Exercise reduces the levels of stress hormones in your body. 2  9. What FITT principle refers to the number of times an individual engages in a week? A. Frequency B. Intensity C. Time D. Type 10.The following statements are correct about sports, EXCEPT: A. People engage in sports both for health purposes and entertainment. B. Sports help in managing stress and depression. C. There are 3 sports categories. D. All sports are extreme physical activities. 11. Why is it important to observe proper etiquette in playing sport? A. So you won’t be given a warning and be expelled. B. To play effectively and avoid accidents and injuries. C. In order to become professional athletes. D. To prove you are educated. 12. Cardiorespiratory fitness development involves four FITT elements. What are these elements? A. Fitness, Inertia, Time, Technique C. Frequency, Intensity, Time, Type B. Fit, Individuals, Tough, Tempers D. Frequent, Intensified, Total, Type 13. “Doing more than normal” is a principle of physical activity that applies_____________. A. Principle of Progression C. Principle of Specificity B. Principle of Reversibility D. Overload Principle 14. In Badminton game, when your opponent hits a drop shot, what stroke will you apply to hit or return the shuttlecock? A. Underarm stroke C. Sidearm stroke B. Overhead stroke D. Forehand stroke 15. What type of stance will you apply when you make a drop shot? A. Attacking stance C. Net stance B. Defensive stance D. Side stance 3  Categories of Sports Lesson 1 and Their Nature Week 1 and 2 (Managing Stress Through Sports) What I Need to Know At the end of the session, you will be able to: describe the different types of sports under their categories and nature; create an awareness on how the different categories of sports are being played; and perform different types of physical activities such as sports in managing one’s stress. What’s In Activity 1: Say Whaaat?? Instructions: Answer the following questions by choosing your answer from the choices provided inside the box. Write your answer on a separate sheet. Label it as Activity 1. 1. What fitness component refers to the ability of the muscles to exert maximum force in a single effort? * Flexibility 2. What fitness component refers to the ability of * Body the heart, blood vessels, and the lungs to supply Composition oxygen to the working muscles? * Muscular 3. What fitness component refers to the amount Strength of body weight that is fat compared to muscles, bones, and other body tissues? * Muscular Endurance 4. What fitness component refers to the ability to move joints through its normal range of motion? * Cardiovascular Endurance 5. What fitness component refers to the ability of the working muscles to perform efficiently for a long period of time? 4  What’s New Stress is inevitable and eliminating it entirely from one’s life is impossible. Changes in daily events are beyond any person’s capacity. However, one’s reaction to stressful changes can be managed. Many of the physical symptoms of stress can be managed through physical activity like sports. In this lesson, you will learn about different types of sports and managing stress through sports. What Is It What is a Sport? Definition: Sport – an activity that requires physical actions and skills where individual or teams compete under a set of rules. Types of Sports Individual sport – played by one participant on each competing side. Dual sport – played by two competing pairs. Team sport – played by three (3) or more players on each opposing sides. There are some individual and dual sports that can be played in teams, depending on the tournament and sponsoring sports organizations. It is necessary to learn the basics of each sport in order to properly play the game. Nonetheless, understanding how the game is played is most essential. In whichever sports, the benefits of participating in a physical activity is the most significant. 5 Individual and Dual Sports These Photos by an Unknown Authors are licensed under CC BY-SA Individual and dual sports provide benefits that team sports do not. Aside from providing development in terms of motor skills, agility, hand-eye coordination and endurance, individual and dual sports combine physical fitness and mental development. Unlike with team sports, a player's success or failure in individual sports is totally dependent on his own ability. Individual sport athletes are completely responsible for every play and cannot rely on the help of other teammates. This builds coping skills and resilience while developing self-esteem and confidence. Team Sports These Photos by Unknown Authors are licensed under CC BY-SA The dynamic of team sports is even more different than individual or dual sports because of the cooperation and specialization of roles on teams. Being a part of a team can be one of the most rewarding things a person can do. The camaraderie, the character building, and of course, the teamwork, are just some of the positives to being a part of a team. In team sports, teams must work together to win the game; there's no single person who can carry the rest of the team themselves. And there is nothing like watching a team come together for a big victory. 6  Managing Stress Through Sports What is Stress? Stress is a biological and psychological response experienced on encountering a threat, which we feel we do not have the resources to cope with. A stressor is a stimulus that causes stress, e.g. exam, death of a loved one, defeats, losses, etc. Sudden and severe stress manifests through bodily signals such as an increase in heart rate, difficulty in breathing, loss of appetite, excessive sweating, shaking and sometimes even disorientation and weakness. Our body judges a situation and decides whether it is stressful. Therefore, stressors and stress levels vary from person to person. How can sports help you manage your stress? Stress can be managed in a lot of ways. By having a positive outlook in life and by seeking the help of the people around you, overcoming stress will be a little bit easier for you. Engaging into sports can also be a good way to overcome stress. Here is how: 1. Sports can improve your mood. Getting involved in a physical activity whether playing sports, working out at a gym, or taking a brisk walk, physical activity triggers brain chemicals that make you feel happier and more relaxed. Team sports provide a chance to unwind and engage in a satisfying challenge that improves your fitness. They also provide social benefits by allowing you to connect with teammates and friends in a recreational setting. 2. Sports can improve your concentration. Regular physical activity helps keep your key mental skills sharp as you age. This includes critical thinking, learning, and using good judgment. Participating in this kind of activity three to five times a week for at least 30 minutes can provide these mental health benefits. 3. Sports can reduce stress and depression. When you are physically active, your mind is distracted from daily stressors. This can help you avoid getting bogged down by negative thoughts. Exercise reduces the levels of stress hormones in your body. At the same time, it stimulates production of endorphins. Endorphins may even leave you feeling more relaxed and optimistic after a hard workout. 7 4. Sports can improve your sleep habit. Sports and other forms of physical activity improve the quality of sleep. They do this by helping you fall asleep faster, deepening your sleep. Sleeping better can improve your mental outlook the next day, as well as improve your mood. Just be careful not to engage in sports too late in the day. Evening practices within a few hours of bedtime may leave you too energized to sleep. What’s More Activity 2: My Sport Engagement Plan Instructions: Create your own sport engagement plan by filling in the table below. Write your answers on a separate sheet of paper. Label it as Activity 2. (10 pts.) Sport that Health-related Exercise improves and Skill- Benefits of the chosen sport schedule your chosen related (Suggested fitness components exercise per components to improve week is 3x.) Health-related 1. __________________________ Day 1: __________________________ Date: ________ _______________ Time: ________ 2. __________________________ Name of sport __________________________ Day 2: Date: ________ _____________ Time: ________ Skill-related 1. __________________________ __________________________ Day 3: _______________ Date: ________ 2. __________________________ Time: ________ __________________________ 8  What I Have Learned Activity 3: Let’s Reflect Instructions: Take time to remember the things you learned from the lesson and use them to complete the following statements. Label it as Activity 3. In this lesson, I learned that: 1. Sport is ____________________________________________________________. 2. One thing that I need to consider in choosing a sport is ________________________________________________________________________. 3. The 3 types of sports are _______________________________________________. 4. I learned that stress is _________________________________________________. 5. I will manage my stress by _____________________________________________. What I Can Do Activity 4: Fill It In! Instructions: Fill in each box with Advantages and Disadvantages of playing each of the Types of Sports. Write your answer in a long size bond paper. Share this to any member of the family. Label it as Activity 4. INDIVIDUAL AND DUAL SPORTS Advantages Disadvantages TEAM SPORTS Advantages Disadvantages 9  Activity 5: Play Your Stressors Out! Instructions: Choose one individual, dual, or team sport. Then write down how playing your chosen sport can help you manage your stress. Label it as Activity 5. Sport How it helps me manage stress 1. 2. 3. 4. 5. 10  Lesson 2 Week 3 and 4 Badminton Skills What I Need to Know At the end of the session, you will be able to: identify the basic skills in badminton; perform the basic skills through shadow play; assess the fitness level and performance after performing the basic skills; and create a list of possible barriers that hinder you to perform physical activities and find solutions on each of the barriers. What’s In Activity 1: Individual/Dual Sports vs. Team Sports Instructions: Using the Venn diagram, classify the following sports listed inside the box. Write your answer on a separate sheet of paper with your complete name, grade level and section. Label it as Activity 1. chess badminton boxing basketball pole vault bowling table tennis volleyball wrestling softball baseball fencing taekwondo sepak takraw football ice hockey Individual/ Team Dual Sports Sports Types of Sports 11  What’s New Activity 2: Tell Me What You Know! Instructions: Observe the picture shown below and answer the given questions. Write your answer on a separate sheet of paper. Label it as Activity 2. This Photo by Unknown Author is licensed under CC BY-NC-ND Questions: 1. What sport does the picture show? 2. Do you know how to play this sport? Share you experience in five (5) sentences. 3. What are the movements applied or performed when you play this sport? Write at least five (5). What Is It In sports, the movements that you are doing inside the court or in the playing area are skills. Skills are the basic movements like striking, running, jumping, hopping, and catching. These movement skills will be applied to a sport situation. It is necessary to know first the basic skills before you play a particular sport to minimize injury. In this lesson, you will learn the different badminton skills and how to perform them properly. Badminton is a racket sport played by either two opposing players (singles) or two opposing pairs (doubles), who take positions on opposite halves of a rectangular court that is divided by a net. It is also a technical sport, requiring good motor coordination and the development of sophisticated racket movements. 12  Fundamental Skills in Badminton Basic grip – is a way of holding the racket in order to hit shots during a match. Two (2) types of badminton grips: Forehand grip – is used to hit forehand shots. Backhand grip – is used to hit backhand shots. http://www.badminton-information.com/badminton_grip.html Stance - is the way you stand when retrieving certain shots from your opponent. Three (3) types of badminton stances: 1. Offensive Stance - You’ll need to use this stance whenever you hit an overhead forehand stroke. To get into the attacking stance, Turn your body facing the side of the court. Place your racket leg behind, your non-racket leg forward. Both legs should be shoulder width apart. Raise your racket and non-racket arm. 2. Defensive Stance - The key to strong defense is to retrieve your opponent’s smash via the defensive stance. To get into the defensive stance, Face your body to the front of the court. Place your racket in front of you, around waist height, and pointing slightly forward. Raise your non-racket arm for better balance. 13  3. Net Stance - The net stance enables you to take the shuttle at the highest point when you are at the net. This stance is also used when you make a drop shot. To get into the net stance, Place your racket foot forward, non-racket foot at the back. Place your racket in front of your body, slightly above waist height. Raise your non-racket arm for body balance. Place your body weight slightly forward and get ready to pounce forward. Basic stroke – is the swing motion of your racket arm. It is not a badminton shot. However, you will need to perform some strokes to hit certain shots. Two (2) types of badminton strokes: 1. Underarm Strokes - These strokes are usually performed when your opponent hits a badminton drop shot to your forehand and backhand area at the front of the court. Forehand lift Backhand lift https://www.masterbadminton.com/badminton-underarm-clear.html 2. Overhead Strokes Forehand - The overhead badminton forehand stroke is very common and is used most often in badminton. The key to generate power in any badminton shot is to make a complete swing in your strokes. This stroke is also used when you do a smash. 14  Steps: A. Preparation Phase B. Aiming Phase C. Preloading Phase https://www.masterbadminton.com/badminton-forehand-stroke.html Backhand - Like the forehand, you make a complete backhand swing to generate the power to hit strong backhand shots. Steps: A. Preparation Phase B. Preloading Phase C. Execution https://www.masterbadminton.com/badminton-backhand-stroke.html Serve - is how you start the rally. There are two types of serve, the forehand and backhand serve. 1. Forehand serve - The badminton forehand serve is typically executed in a singles game. Thus, you should practice by standing in the position on the court as shown below, at about 2 meters away from the net. 2. Backhand serve - The backhand low serve is the main serve used in doubles and men’s singles. Forehand serve Backhand serve Photo credit: www.badmintonworldfederation.com 15 Other terminologies ▪ Clear - a shot hit deep to the opponent’s back court. ▪ Court - area of play, as defined by the outer boundary lines. ▪ Drive - a fast and low shot that makes a horizontal flight over the net. ▪ Drop - a shot hit softly to fall rapidly and close to the net on the opponent’s side. ▪ Half-court Shot - a shot hit low and to midcourt, used effectively in doubles against the up-and-back formation. ▪ Kill - fast, downward shot that cannot be returned; a "put away." ▪ Net Shot – a shot hit from the forecourt that just clears the net and drops sharply. ▪ Push Shot – a gentle shot played by pushing the shuttle with little wrist motion, usually from net or midcourt to the opponent’s midcourt. ▪ Racket - instrument used by player to hit shuttlecock (Weight: About 3 ounces. Length: 27 inches. Made of: Ceramic, graphite, or boron frame; beef- gut string). ▪ Rally – occurs when the players hit the shuttlecock back and forth several times before one side scores a point. ▪ Service Court – an area into which the serve must be delivered; different for singles and doubles play. ▪ Shuttlecock - the name for the object that players hit, made of a ball of cork or rubber with a crown of feathers in an open conical shape. ▪ Smash – the shot that can see you take control of the game in that particular point. It's a quick, powerful shot, hit from high up downwards and aimed at the opponent's court. ▪ Match - a series of games. ▪ Shadow Play – a practice of the badminton basic skills without hitting a shuttlecock. What’s More Activity 3: Name That Skill! Instructions: Identify what type of badminton skill is being asked. Write your answer on a separate sheet. Label this as Activity 3. ________________1. A type of stroke commonly used when you do a smash. ________________2. A type of stance you will apply to prepare for the next shot when you do a drop shot. ________________3. A type of stance you will apply in retrieving the opponent’s smash. ________________4. A type of badminton stroke used to hit the shuttlecock above your head. ________________5. A kind of serve commonly used in badminton doubles event. ________________6. A type of stroke you will apply to hit or return the shuttlecock when your opponent hits a drop shot. ________________7. A type of stance you will apply when you are going to hit a shuttlecock over your head. ________________8. A phase of movement in forehand overhead stroke wherein “Racket is on contact with the shuttlecock.” ________________9. A type of serve commonly used in badminton singles game. ________________10. A way of holding the racket to hit shots during a match. 16  What I Have Learned Activity 4: Fill Me In! Instructions: Take time to remember the things you learned from the lesson and use them to complete the following statements. Label this as Activity 4. In this lesson, I have learned that: 1. Sports skill is ________________________________________________________________. 2. The important basic skills in badminton are __________________________________. 3. It is necessary to learn the important skills before playing this sport because ______________________________________________________________________________. What I Can Do Activity 5: It’s Shadow Play Time! Instructions: 1. Create a short video clip of yourself explaining and demonstrating at least 5 badminton skills. 2. Each of the demonstrated skills will be graded using the rubric given below. 3. The length of your video must be two to four (2-4) minutes only. 4. Send the video to your subject teacher. 5. You can use improvised material as your racket. Application of Skills: 5 – Masters (The student performs individual skill consistently with good form all the time.) 4 – Applies (The student performs individual skill consistently with good form most of the time.) 3 – Performs (The student performs individual skill inconsistently, beginning to perform correctly.) 2 – Attempts (The student performs individual skill ineffectively with many form breaks.) 1 – Needs improvement (The student is unable to perform individual skill.) Note: Please refer to your teacher for an alternative submission of output. 17  Activity 6: Let’s Reflect! Instructions: Answer the following questions/statements below. Write your answer on a separate sheet. Label this as Activity 6. 1. How well did you perform the badminton skills? Assess your performance based on the rubric given in the previous activity. 2. How do you feel after performing the skills? Did you encounter any difficulties while performing these skills? 3. What are the possible barriers that you may encounter and hinder you to play badminton? In the table below, enumerate three (3) major barriers/problems that you may encounter and write your solution in the second column. Barriers to Physical Your Solutions Activity 1. 2. 3. 18  Lesson 3 Weeks 5 and 6 FITT Principle What I Need to Know At the end of the session, you will be able to: explain the components of FITT principle; apply these principles during your training exercises; and design a training plan based on FITT principle to improve performance in playing sports. What’s In Activity 1: Let’s Recall! Instructions: Recall our previous lesson by answering the items below. Write your answer in a separate sheet of paper with your complete name, grade level and section. Label this as Activity 1. 1. List down your five (5) chosen badminton skills that you had performed in the previous lesson. 2. Did you find it hard performing those skills? Support your answer. 3. Give at least three (3) possible ways to improve your performance in sports. What’s New Numerous Filipino athletes nowadays excel in their field of event locally and internationally. We have Mary Joy Tabal who made history for the Philippines, ending the country's SEA GAMES 2019 medal drought by securing a silver medal in the women's marathon. Just recently, men’s artistic gymnast Carlos Edriel Yulo has won bronze and gold at the World Artistic Gymnastics Championships. And the greatest of them all, boxer Senator Emmanuel “PACMAN” Pacquiao made history for holding a record of eight division boxing champion. 19  Do you think that these athletes will excel in their field of event without passing hard and vigorous training? This module will help you explore how to be with these excellent athletes. But before you engage in any strength training it is important for you to know the guidelines for a safe and effective training design to achieve your fitness goal. What Is It? When you approach your FITT fitness plan, the best way is to have a better understanding of the principles of physical activity and FITT principle. This will help improve your strength training performance and serve as your guide to achieve your goal in sports. The Principles of Physical Activity: 1. Overload Principle - This is the most basic principle that indicates “doing more than normal” for improvement to happen. For the skeletal muscles to get stronger, additional load must be added and greater load exerted than what was used to. 2. Principle of Progression - It is a gradual increase in exerting effort or load that is done not too slowly, nor too rapidly. This principle aids safe and effective results. 3. Principle of Specificity - This suggests that overloading must specifically train a desired body part for it to improve. For example, cardiovascular fitness may only improve flexibility to a small degree, and so jogging and running will not be a part of the exercise program for developing flexibility. Instead, select exercises with emphasis on stretching out the muscles and joints. Use the appropriate type of exercise that directly improves your target muscles. 4. Principle of Reversibility/Disuse - Development of muscles will take place if regular movement and execution is done, and if activity ceases, it will be reversed. This shows that benefit and changes achieved from overload will last only if training is continuous. The effect of training is lost if the training is discontinued. The FITT Principle Understanding the F.I.T.T. Principle helps you create a workout plan that will be more effective in reaching your fitness goals. F.I.T.T. stands for frequency, intensity, time, and type of exercise. These are the four elements you need to think about to create workouts that fit your goals and fitness level. (https://www.verywellfit.com/) 20 1. Frequency The frequency of exercise refers to number of times a physical activity is done in each week. According to the American College of Sports Medicine guidelines, it is recommended to exercise 3-5 days per week and for more optimal results, exercise can be done in most days of the week with a combination of light-moderate-vigorous activity. 2. Intensity The rate at which the activity is performed is called Intensity. It is also referred to as the magnitude of the effort required to perform an activity or exercise. It describes how easy or how hard a person must work in a certain activity, and it varies from one person to another. The determination of intensity depends on some individual factors such as exercise experience, relative level of fitness, and needs of fitness. The intensity level target may be determined by computing the target heart rate (THR) range based on the results of an exercise stress test, considering the resting and exercise heart rate, with 60% to 80% intensity level. 3. Type The type of activity is determined by following the principle of progression and specificity. To attain a higher level of fitness, select the type of physical activity that challenges the body to accept an increase of work and that answers your need. 4. Time Time is the duration or the length of session of a physical activity. It is inversely related to Intensity for the more intense a work is done, the shorter time it is performed. 21  What’s More Activity 2: You Must Be Right! Instructions: Choose the letter of the correct answer. Write your answer on a separate sheet of paper. Label this as Activity 2. 1. “Doing more than normal” is a principle of physical activity that applies_____. A. Principle of Specificity C. Principle of Progression B. Principle of Reversibility D. Overload Principle 2. Target heart rate relates to which part of the FITT Principle? A. Frequency B. Intensity C. Type D. Time 3. He’s the first Filipino artistic gymnast who won bronze and gold medal at the World Artistic Gymnastics Championships. A. Carlos Edriel Yulo C. Daniel Ledermann B. EJ Obiena D. Jeordan Dominguez 4. The Target Heart Rate (THR) of an individual is set at range of__________. A. 50% - 75% B. 60% - 90% C. 50%- 80% D. 60% - 80% 5. What FITT principle refers to the number of times an individual engages in a week? A. Frequency B. Intensity C. Time D. Type 6. The principle of physical activity which states, “The effect of training is lost if the training is discontinued.” A. Principle of Specificity C. Principle of Progression B. Principle of Reversibility D. Overload Principle 7. The principle of physical activity that states, “For an individual to achieve his or her fitness goal he or she must do fitness activities intended for what specific part to be developed.” A. Principle of Specificity C. Principle of Progression B. Principle of Reversibility D. Overload Principle 8. If you are walking at a pace that causes your heart to beat less than 50% of its maximum heart rate, which FITT principle do you need to change to improve your cardiorespiratory endurance? A. Frequency B. Intensity C. Type D. Time 9. The principle of progression suggests that for the individual to achieve his or her fitness goal he or she should do it ____________. A. very slowly, nor too rapidly C. rapidly B. not too slow, nor too rapidly D. slowly 10. Which of the following is a key to achieve your training goal? A. gym workout C. physical exercise B. daily diet D. fitness plan 22  What I Have Learned Activity 3: Fill It In! In this lesson, I have learned that: 1. FITT Principle means _________________________________________________________. 2. I can incorporate the FITT principle in my _____________ because _______________. 3. In designing a FITT fitness plan, it is better to apply ___________________________, in order to ___________________________________________________________________. What I Can Do Activity 4: My FITTness Plan Instructions: 1. Inside the box are the list of strength and training exercises applicable for any kinds of sport. Choose at least five (5) and include them in your strength training program. 2. Using the FITT principle of exercise, create your own training program plan by filling in the given table below. List of sports strength training exercises: - lunges - pull-ups - planking - squats - jump ropes - leg raises - push-ups - jogging in place - crunches - jumping jacks - heel raises - chair dips - running in place - curl-ups - leg deadlifts FITT Goals Frequency Intensity Type Time Parts of the Indicate Light, Form of exercises, Total fitness training days of the Moderate, selected physical plan not more plan week (e.g. Vigorous activities than 60 mins. M-W-F.) Warm-up 1. Workout 2. proper 3. 4. 5. Cool down 23  Lesson 4 Strength Training for Sports Weeks 7, 8, 9, and 10 What I Need to Know At the end of the session, you will be able to: define strength training for sports; classify different strength training activities according to their intensity; perform the moderate to vigorous strength training exercises based on the designed training plan; and display enthusiasm in performing different physical activities. Good day, learner! Today is the start of your very perspiring week. Since, we are still in pandemic and we cannot do outside activities like sports, just stay at home and be engaged in a sports-related strength training exercise. In this lesson, you will learn healthy activities that will engage you to have at least 60-minute workout routine most days of the week. You are expected to classify some of the activities according to the level of intensity. You are also reminded to observe personal safety and health protocol. Before you start the lesson, have you done any warm-up exercise? What’s In Activity 1: Where Do I Belong? Instructions: Draw the table and classify the following physical activities in the word pool according to health-related fitness component achieved in performing them. Make sure to write your complete name, grade level and section. Label this as Activity 1. stair walking yoga lunges walking swimming brisk walking sit-ups planks stretching running bike riding push-ups sit and reach jogging dancing Cardiovascular Fitness Flexibility Muscular Strength and Endurance 24  What’s New Activity 2: Moderate vs. Vigorous Instructions: Identify the following activities as moderate or vigorous activity. Put a check mark ( ) for your answer. Write your answer in a separate sheet of paper. Label this as Activity 2. Physical Activities Moderate Vigorous 1. Flutter kicks _________ _________ 2. Mountain climbers _________ _________ 3. Muscle stretching _________ _________ 4. Burpees _________ _________ 5. Brisk walking _________ _________ Essential Questions: 1. Have you tried performing some of the activities mentioned above? How does it feel? 2. Did you find those activities engaging and interesting? Why? What Is It? Let’s talk about some important points! Strength training – is also known as weight resistance. It is important to stimulate sport skills. Involves the performance of physical exercises which are designed to improve strength and endurance. It is often associated with the use of weights but can take a variety of different forms. This Photo by Unknown Author is licensed under CC BY-NC Benefits of Strength Training When properly performed, strength training can provide significant functional benefits and improvement in overall health and well-being, including increased bone, muscle, tendon, and ligament strength and toughness, improved joint function, reduced potential for injury, increased bone density, increased metabolism, increased fitness, and improved cardiac function. 25 The Three (3) Levels of Intensity for Strength Training: 1. Light intensity exercises require the least effort compared to moderate and vigorous activities. These are activities classified as < 3 METS. Some examples of light physical activities include: walking around the house eating cooking washing dishes preparing food ironing and dusting hanging out the laundry 2. Moderate intensity exercises require moderate amount of effort and noticeably accelerate the heart rate. These are activities that are approximately 3-6 METS. Example: Chest Upper back Back of upper arms Calf Front of thighs Back of thighs Inner thighs Torso Front of thighs Back of thighs Inner thighs Lower back Lower back Lower back https://thewholeu.uw.edu/2015/02/09/week-five-dare-to-do/ 26 3. Vigorous intensity exercises require a great deal of effort that caused rapid respiration and a significant increase in heart rate. These are activities of around > 6 METS. Example: Arm circles Push-ups Side leg raises Jumping jacks Plank hold Shoulder taps Side plank Plank rotation Flutter kicks Heel taps Crunches Mountain climbers Squats Butt kicks Alternating lunges High knees https://darebee.com/workouts/cronus-workout.html 27 The Three (3) Phases of Exercise: Each of the phases plays an important role in helping you reach your fitness goals while maintaining your health and safety. A warm-up will warm your body and get you ready to work out. It raises the temperature of your body, loosens your muscles, and warms up your joints to get you ready for work. Workout is an exercise or practice session aimed at improving fitness, as in athletic competition. A cool down is a vital part of your workout. It may last 5-10 minutes, including stretches or gentle variations of the movement you've made during your workout. What’s More Activity 3: Boost Your Strength! Instructions: Identify the following exercises below as light, moderate, or vigorous physical activities. Write your answer in a separate sheet of paper. Label this as Activity 3. __________ 1. plank rotation __________ 6. ironing and dusting __________ 2. calf stretching __________ 7. torso twist stretching __________ 3. washing dishes __________ 8. shoulder taps __________ 4. outer thigh stretching __________ 9. cooking __________ 5. alternating lunges __________ 10. mountain climbers What I Have Learned Activity 4: Why Do You Fill Me Up! In this lesson, I have learned that: 1. Strength training is __________________________________________________________. 2. Light intensity exercises are __________________________________________________. 3. Moderate exercises are ________________while vigorous exercises are ___________. 4. Strength training is important especially in playing sports because ____________. 28  What I Can Do Activity 3: My Strength Training Plan Instructions: 1. Using the sample table below (Table 1), make your own Strength Training Plan for at least 30 minutes in 3 sessions a week. 2. Fill in Table 1 with appropriate physical exercises. 3. Implement your Strength Training Plan. Be sure to take pictures or videos of your workout per session as documentation and submit this to your subject teacher. 4. To monitor your heart rate in every session, fill in your Workout Log (Table 2) before, during, and after your workout. 5. Write your Strength Training Plan in a long sized bond paper. Name: __________________________ Grade & Section: ________________ Training schedule: ______________ Table 1 (Sample only) Phases of Exercise Levels of Intensity/Types of Exercise Time Stretching exercises: - chest - front of thigh - upper back - back of thigh Warm-up - back of upper arms - inner thigh 5 - lower back - calf minutes - torso Note: Suggested counting in holding the stretch is 10 seconds. Strengthening exercises for sports: - arm circles (20 seconds for 3 sets) - butt kicks (20 seconds for 3 sets) - high knees (20 seconds for 3 sets) Workout - squats (20 seconds for 3 sets) 15-20 - alternating lunges (20 seconds for 3 sets) minutes - push-ups (20 seconds for 3 sets) - shoulder taps (20 seconds for 3 sets) - plank hold (20-seconds for 3 sets) Note: There will be rest in every set. (e.g. 30 sec.) Cool down exercises: - chest - front of thigh - upper back - back of thigh Cool down - back of upper arms - inner thigh 5 - lower back - calf minutes - torso Breathing exercises: - inhale and exhale Note: You may vary your training routine according to your level of capacity as long as the physical activities or exercises are classified as moderate to vigorous intensity. 29  Workout Log Table 2 Schedule (Week 1,2,3) Resting Exercise Recovery Remarks (e.g. Mon., Wed., Fri.) Heart Rate Heart Rate Heart Rate Week 1 (Day 1) _______________ Week1 (Day 2) _______________ Week 1 (Day 3) _______________ Week 2 (Day 1) _______________ Week 2 (Day 2) _______________ Week 2 (Day 3) _______________ Week 3 (Day 1) ______________ Week 3 (Day 2) ______________ Week 3 (Day 3) ______________ 30 Rubric for Rating: Performance Level Needs Improvement Fair Competent Excellent (1 point) (2 points) (3 points) (4 points) Goals Goals are non-existent Goals are too general Goals are clear and Goals are clear, or too vague and and not measurable. realistic, but no measurable, and unclear. Goals are not based identification of ways realistic. Goals based on interpretation of to measure them. on interpretation of any pretest data. pretest data. Program Program not related to Program does not Program clearly Program clearly related Design- goals. FITT Principles relate to goals but relates to goals but to goals. Identifies FITT Planning not applied in training does include FITT does not relate to Principles in training plan. Principles in training FITT Principles in plan. Demonstrates plan. Demonstrates training plan. appropriate choice of use of sets, reps, Demonstrates exercises, sets, reps rests, but incorrect appropriate choice and rest. exercises chosen. of exercises but the order, sets, reps and rest between exercises is not accurate. Workout Log Does not monitor Sometimes monitors Regularly monitors Always monitors and exercise. Training log is and follows original and follows original followed original plan. incomplete. fitness plan. Training fitness plan. Made modifications log completed to some Completed training if/when necessary. degree. log. Completed training log. Implementation Participates with Participates with some Regularly Always on task and minimal effort and encouragement, demonstrates strives for personal requires constant Completed at least consistent effort and best during selected encouragement. 50+% of the days. stays on task. activities. Completed Completed >50% of the Completed 80+% of 100% of the days. days. the days. https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=C75643& 31  Assessment Instructions: Write the letter of the correct answer on a separate sheet of paper. On your paper, write your complete name, grade level and section. 1. Choose a sport that is best played in teams. A. arnis B. basketball C. boxing D. fencing 2. Choose a sport that is best played in singles or doubles category. A. football B. hockey C. soccer D. table tennis 3. The following are individual sports, EXCEPT: A. sepak takraw B. judo C. kickboxing D. muay thai 4. Which of the following statements is correct about stress? A. When people have the resources to cope with a situation, they get stressed. B. Stress is a physical response experienced on encountering a threat. C. There are bodily signals that result from stress. D. All human beings have the same stressors. 5. The following statements are correct about sports, EXCEPT: A. Sports improve physical ability and skills while providing enjoyment to participants, and in some cases, entertainment for spectators. B. Sports are activities that require nonphysical actions and skills performed under a set of rules. C. Sports include all forms of competitive activity or games. D. Sports improve cardio-respiratory function. 6. Which of the following statements about sports and stress is correct? A. Physical activity triggers brain chemicals that make you feel happier and more relaxed. B. There are no social benefits in joining team sports. C. Physical activities such as sports cause more stress. D. Physical activity triggers anxiety. 7. The following statements are true about sports and stress, EXCEPT: A. When you are physically active, your mind is focused on daily stressors. B. When you are physically active, your mind is distracted from daily stressors. C. Endorphins are natural mood lifters that are triggered by physical activities. D. Exercise reduces the levels of stress hormones in your body. 8. The following statements are correct about sports and concentration, EXCEPT: A. Engaging in sports three to five times a week for at least 30 minutes is beneficial to us. B. Regular physical activity helps keep your key mental skills sharp as you age. C. Sports can help improve critical thinking skills. D. Sports have no mental health benefits. 32  9. What FITT principle refers to the number of times an individual engages in a week? A. Frequency B. Intensity C. Time D. Type 10. “Doing more than normal” is a principle of physical activity that applies_____________. A. Principle of Progression C. Principle of Specificity B. Principle of Reversibility D. Overload Principle 11. Why is it important to observe proper etiquette in playing sport? A. So you won’t be given a warning and be expelled. B. To play effectively and avoid accidents and injuries. C. In order to become professional athletes. D. To prove you are educated. 12.The following statements are correct about sports, EXCEPT: A. People engage in sports both for health purposes and entertainment. B. Sports help in managing stress and depression. C. There are 3 sports categories. D. All sports are extreme physical activities. 13. Cardiorespiratory fitness development involves four FITT elements. What are these elements? A. Fitness, Inertia, Time, Technique C. Frequency, Intensity, Time, Type B. Fit, Individuals, Tough, Tempers D. Frequent, Intensified, Total, Type 14. In Badminton game, when your opponent hits a drop shot, what stroke will you apply to hit or return the shuttlecock? A. Underarm stroke C. Sidearm stroke B. Overhead stroke D. Forehand stroke 15. What type of stance will you apply when you make a drop shot? A. Attacking stance C. Net stance B. Defensive stance D. Side stance 33  34 Lesson 4 Activity 1 Cardiovascular Flexibility Muscular Strength & Lesson 3 Fitness Endurance Activity 2 - stair walking - stretching - sit-ups - brisk walking - sit and reach - lunges 1. D - bike riding - yoga - push-ups 2. B - walking - planks 3. A - jogging 4. D - swimming 5. A - running 6. B - dancing 7. A Activity 2 8. B 1. Vigorous 4. Vigorous 9. B 2. Vigorous 5. Moderate 10. D 3. Moderate Lesson 2 Activity 1 Activity 3 Individual/Dual sport Team sports 1. Forehand stroke - chess - softball 2. Net stance - pole vault - sepak takraw 3. Defensive stance - wrestling - baseball 4. Overhead stroke - taekwondo - football 5. Backhand serve - badminton - basketball 6. Underarm stroke - bowling - volleyball 7. Offensive stance - boxing - ice hockey 8. Forehand preloading phase - table tennis 9. Forehand serve - fencing 10. Basic grip Lesson 1 Activity 1 1. Muscular strength 2. Cardiovascular endurance 3. Body composition 4. Flexibility 5. Muscular endurance Answer Key References: Books: Department of Education, Central Office, Learner’s Material, Physical Education and Health, First Edition, 2016, pp. 30-36. Jerome A. Oporto, Aida A. Vargas, and Mia Elaine P. Callao, Health Optimizing Physical Education for Senior High School, C & E Publishing, Inc., 2016, pp. 72-85. Lualhati Fernando-Callo and Peter Fermin Dajime, Physical Education and Health, Volume 1, First Edition, REX Book Store, Inc., 2016, pp. 98-104. Online Sources: Retrieved from: http://www.topendsports.com/fitness/karvonen- formula.html, Retrieved on July 10, 2020 Retrieved from: https://www.verywell.com/f-i-t-t-principle-what-you-need- for-great-workouts-1231593 Retrieved on July 10, 2020 Retrieved from: https://en.wikipedia.org/wiki/Strength_training Retrieved on July 28, 2020 Retrieved from: http://www.badmintoninformation.com Retrieved on August 4, 2020 Retrieved from: https://www.masterbadminton.com Retrieved on August 4, 2020 Retrieved from: https://www.rcampus.com/ Retrieved on July 16, 2020 Retrieved from: https://fitkidshealthykids.ca/basic-skills Retrieved on September 12, 2020 Retrieved from: https://www.everydayhealth.com/ Retrieved on September 15, 2020 Images: Retrieved from: https://www.topendsports.com/sport/badminton/terms.html Retrieved on July 28, 2020 Retrieved from: www.badmintonworldfederation.com Retrieved on August 4, 2020 Retrieved from: https://thewholeu.uw.edu/2015/02/09/week-five-dare-to- do/ Retrieved on August 4, 2020 Retrieved from: https://darebee.com/workouts/cronus-workout.html Retrieved on August 4, 2020 Retrieved from: https://www.masterbadminton.com Retrieved on August 4, 2020 35  For inquiries and feedback, please write or call: Department of Education – Cebu City Division, Curriculum Implementation Division 3rd Floor, DepEd Bldg., Imus Avenue, Cebu City, Philippines 6000 Telefax: (632) (032) 255 1516 Email Address: [email protected] 36