Physical Education Q1 Lesson 1 PDF

 Most Essential Learning Competency (MELC) - Quarter 1 Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school. (PE10PF-lb-h-45)  Learning Objectives: Determine the level of fitness; Identify strength and weaknesses for developme...

 Most Essential Learning Competency (MELC) - Quarter 1 Engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school. (PE10PF-lb-h-45)  Learning Objectives: Determine the level of fitness; Identify strength and weaknesses for development and improvement; Provide baseline data for selection of one’s physical activities for enhancement of health and skill performance;  Learning Objectives: Gather data for the development of norms and standards; and Motivate in selecting sports for recreation, competition and lifetime participation. Are you aware that the things you do on a daily basis contribute a lot to your health? Yes, the things that you do like your daily routine, physical activities, and eating practices can make you either healthier or it can put you at risk even at young age. As a member of society, you should give importance to your health. The value you give to your health is of significance not only to you but to society as well. Remember, a healthy individual is a productive individual.  Activity: Match Me! Match Column A with the items in Column B and write your answer in the space provided in Column A. After which, match Column B with the items in Column C and write your answer on the space provided in Column C.  Column A Column B Column C _____ 8. It refers to the full range A. Muscular Strength of motion ______ 1. _____ 9. Equilibrium B. Cardiovascular Endurance _____ 2. _____ 3. _____ 10. The ability to move C. Agility quickly and shift directions _____ 4. _____ 11. The ability of the heart D. Balance to deliver adequate oxygen _____ 5. _____ 12. The time it takes to E. Flexibility respond to a stimulus  Column A Column B Column C F. Speed _____ 13. It refers to the maximal effort of the body in a brief duration ______6. G. Power _____ 14. It is the ability to move from one place to another in the shortest _____ 7. possible time H. Body Composition _____ 15. It refers to lean body mass to fat body mass I. Reaction Time J. Coordination 1. How often do you participate in the activities illustrated above? 2. How do you feel about participating in those physical activities? 3. Why is Physical Fitness important in our daily lives?  Let us all remember that before doing any Moderate or Vigorous Activities, we must do An effective first some A warm-up warm-up WARM - UP should consist increases both of light physical This helps increase the the body’s core temperature, activity for 5 to respiratory rate while also increasing the 10 minutes of and the heart body’s muscle exercise, such as rate. temperature through an walking and increase in the delivery of slow jogging. oxygen and nutrients to the working muscles. Jog-in-place High knees JUMPING JACK To give you more of the illustrations of these exercises use this link: Link: https://www.youtube.com/watch?v=sFD4XNVNAz4. Static stretches on the other hand are more appropriate in the cool down or every after strenuous activities as they help muscles to relax, realign muscle fibers and re-establish their normal range movement. These stretches should be held for at least 10 seconds  Static stretches A. Neck stretch B. Neck stretch C. Neck stretch D. Neck stretch (Left) (Right) (Back) (Front)  Static stretches E. Shoulder-roll F. Triceps stretch G. Triceps stretch (Right) (Left)  Static stretches H. Arm stretch I. Arm stretch J. Hip stretch K. Hip stretch (Left) (Right) (Left) (Right)  Static stretches M. Hip flexor stretch N. Hip flexor stretch L. Hip stretch (Front) (Front-Left (Back-Left)  Static stretches P. Hip flexor stretch N. Hip flexor stretch Q. Lunge stretch R. Lunge stretch (Back-Right) (Back-Left) (Front-Left) (Front-Right)  Static stretches S. Reverse lunge stretch T. Reverse lunge stretch U. Ankle rotation V. Ankle rotation (Right) (Left) (Right) (Right) Remember: Stretching is an integral but often overlooked part of fitness.  DISCUSSION 1 & ACTIVITY 1: PHYSICAL FITNESS TESTS Cardiovascular Endurance Cardiovascular Endurance – It is the heart, lungs, and blood vessels' ability to deliver to working muscles and tissues, as well as the strength of those muscles and tissues to utilize the oxygen. Endurance may also refer to the ability of the muscles to do repeated work without fatigue.  3-MINUTE STEP TEST Purpose- to measure cardiovascular endurance Equipment 1. Step – Height of step: * Elementary – 8 inches * Secondary – 12 inches 2. Stopwatch 3. Drum, clapper, clicker, metronome with speaker or any similar device Procedure For Tester: a. Stand at least one foot away from the step or bench with trunk erect and eyes looking straight ahead. Procedure - For Tester: b. The first step of the sequence should be alternative. At the signal “Go”, step up and down the step/bench for 3 minutes at a rate of 96 beats per minute. One step consists of 4 beats – up with left foot (ct. 1), up with the right foot (ct. 2), down with left foot (ct.3), down with right foot (ct. 4) for the first sequence. Then up with right foot (ct.1), up with the left foot (ct.2) down with right foot (ct. 3), down with the left foot (ct. 4) for the second sequence. Observe proper breathing (inhale through the nose, exhale through the mouth).  c. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a signal, start to get the heart rate. d. Don’t talk while taking the pulse beat. e. Count the pulse beat for 10 seconds and multiply it by 6. For the Partner: a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the stopwatch for the 3-minute step test. b. After the test, allow the performer to locate his/her pulse in 5 seconds. c. Give the signal to count the pulse beat. For the Partner: d. Let the performer count his/her pulse beat for 10 seconds and multiply it by 6. Scoring – record the 60- second heart rate after the activity.  Kent | 6-year-old with 6-pack abs from The Philippines Strength  https://www.youtube.com/watch?v=WRuaiL5cZoc Strength – is the ability of the muscles to generate force against physical objects.  Push-up Procedure - For the Tester: a. Lie down on the mat: face down in standard push-up position: palms on the mat about shoulder width, fingers pointing forward, and legs straight, parallel, and slightly apart, with the toes supporting 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). FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back straight, then lowers 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 pushups per minute. (2 seconds going down and 1 second going up. d. A maximum of 50 push-ups for boys and 25 push-ups for girls. For the Partner: a. As the tester assumes the position of push-up, start counting as the tester lowers his/her body until he/she reaches 90-degree angle at the elbow. The partner should stand in front of the tester and his/her eyes should be close to elbow level to accurately judge the 90 degrees bend. b. Make sure that the performer executes the push-ups in the correct form. c. The test is determined when the performer can no longer execute the push ups in the correct form, is in pain, voluntarily stops, or cadence is broken. Scoring – record the number of push-ups made.  Push-up Boys Elementary SCORE STANDARD INTERPRETATIONS 5 21 and above Excellent 4 16 – 20 Very Good 3 11 – 15 Good 2 6 – 10 Fair 1 1–5 Needs Improvement 0 Cannot execute Poor  Push-up Boys Secondary SCORE STANDARD INTERPRETATIONS 5 33 and above Excellent 4 25 – 32 Very Good 3 17 – 24 Good 2 9–6 Fair 1 1–8 Needs Improvement 0 Cannot execute Poor  Push-up Girls Elementary SCORE STANDARD INTERPRETATIONS 5 21 and above Excellent 4 16 – 20 Very Good 3 11 – 15 Good 2 6 – 10 Fair 1 1–5 Needs Improvement 0 Cannot Execute Poor  Push-up Girls Secondary SCORE STANDARD INTERPRETATIONS 5 33 and above Excellent 4 25 – 32 Very Good 3 17 – 24 Good 2 9–6 Fair 1 1–8 Needs Improvement 0 Cannot execute Poor  Basic Plank Purpose – to measure strength/stability of the core muscles Equipment – exercise mats, or any clean mat, stop watch/time piece  Procedure For the Tester: a. Assume a push-up position. Rest body on forearms with palms and fingers flat on the floor. Elbows are aligned with shoulders. b. Legs are straight with ankles, knees and thighs touching together. c. Support weight on forearms and toes; make sure that your back is flat. Head, neck and spine are in straight line. d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise.  For the Partner: a. Ensure the availability of a mat/smooth flooring or anything that can protect the forearms. b. Give the signal “Start/Go” and start/press the time piece. c. Make sure that the back of the head, neck, spine and ankles are in straight line. d. Give two (2) warnings e. Stop the time when the performer can no longer hold the required position, or when the performer has held the position for at least 90 seconds. Holding the plank position beyond 90 seconds is considered unnecessary. Scoring – record the time in the nearest seconds/ minute. Maximum of 90 seconds for Boys and Girls  For Boys and Girls SCORE STANDARD INTERPRETATIONS 5 51 seconds and Excellent above 4 46 – 50 seconds Very Good 3 31 – 45 seconds Good 2 16 – 30 seconds Fair 1 1 – 15 seconds Needs Improvement To give you more of the illustrations of this test use this direct link: https://www.youtube.com/watch?v=gbR6sxubQ5I&t=39s  – is the ability of the joints and Flexibility muscles to move through its full range of motion.  Zipper Test Purpose – to test the flexibility of the shoulder girdle Equipment – Ruler  Procedure - For the Tester: a. Stand erect. b. Raise your left arm, bend your elbow, and reach down across your back as far as possible to test the left shoulder; extend your right arm down and behind your back, bend your elbow up across your back, and try to reach/across your fingers over those of your left hand as if to pull a zipper or scratch between the shoulder blades.  Stand erect Raise Left Reach down across your back Extend Right Try to Arm reach/touc down h fingers c. To test the right shoulder, repeat procedures a and b with right hand over the left shoulder. For the Partner: a. Observe whether the fingers touched or overlapped each other, if not, measure the gap between the middle fingers of both hands. b. Record the distance in centimeter. Scoring – record zipper test to the nearest 0.1 SCORE STANDARD INTERPRETATIONS 5 Fingers overlapped Excellent by 6 cm. and above 4 Fingers overlapped Very Good by 4 – 5.9 cm. 3 Fingers overlapped Good by 2 – 3.9 cm. 2 Fingers overlapped Fair by 0.1 – 1.9 cm 1 Just touched the Needs Improvement fingers 0 Gap of 0.1 or wider Poor  Sit–and-Reach Purpose – to test the flexibility of the lower extremities (particularly the trunk). Equipment – Tape measure or meter stick Procedure - For the Tester: a. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12 inches apart. b. Interlock thumbs and position the tip of the finger on the floor without bending the elbows.  d. After the partner has positioned the zero point of the tape measure/meter stick, (at the top of the middle fingers), the tester starts the test by sliding the hands slowly forward without jerking, trying to reach the farthest distance possible without bending the knees. e. Bouncing or jerking movement is not allowed. f. Do it twice.  Sit and lay flat on the wall position the meter stick Start to slide hands and reach far without bending knees For the Partner: a. As the tester assumes the (b) procedure, position the zero point of the tape measure at the tip of the middle fingers of the tester. b. See to it that the kneed are not bent as the performers slides the farthest distance that he could. c. Record the farthest distance reached in centimeters. Scoring – record the farthest distance between the two trials to the nearest 0.1 centimeters. SCORE STANDARD INTERPRETATIONS 5 61 cm. and Excellent above 4 46 – 60.9 cm. Very Good 3 31 – 45.9 cm. Good 2 16 – 30.9 cm. Fair 1 0 -15.9 cm. Needs Improvement  PART II: SKILL RELATED FITNESS  Coordination – The ability to use the senses with the body parts to perform motor tasks smoothly and accurately.  Juggling Purpose – to measure the coordination of the eye and hand Equipment 1. Sipa (washer weighing 4 gms. With 5 inches straw) or 20 pcs. Bundled rubber bands/any similar local materials weighing 4 gms.  Juggling Procedure: - For Tester: a. Hit the sipa/rubber band/similar local material alternately with the right and left palm upward. The height of the material being tossed should be at least above the head. For the Partner: a. Count how many times the performer has hit the material with the right and left hand. b. Stop the test if the material drops or after two (2) minutes. c. There shall be three (3) trials. Scoring – Record the highest number of hits the performer has done. SCORE STANDARD INTERPRETATIONS 5 41 and above Excellent 4 31 – 40 Very Good 3 21 – 30 Good 2 11 – 20 Fair 1 1 – 10 Needs Improvement  Agility – is the ability of the body to move directions quickly using a combination of balance, coordination, speed, strength, and endurance.  Hexagon Agility Test Purpose – to measure the ability of the body to move in different directions quickly. Equipment 1. Tape measure 2. Stopwatch 3. Chalk or masking tape Hexagon Size a. Length of each sides is 18 inches for high school and 12 inches for elementary b. Each angle is 120 degrees. Procedure - For Tester: a. Stand with both feet together inside the hexagon facing the marked starting side. Procedure - For Tester: b. At the signal “GO’, using the ball of the feet with arms bent in front, jump clockwise over the line, then back over the same line inside the hexagon. Continue the pattern with all the sides of the hexagon. c. Rest for (1) minute. d. Repeat the test counter clockwise d. Repeat the test counter clockwise. d. Repeat the test counter clockwise. For the Partner: a. Start the time sat the signal go and stop once the performer reached the side before the side where he/she started. b. Record the time of each revolution. c. Restart the test if the performer jumps on the wrong side or steps on the line. Scoring – Add the time of the two revolutions and divide by 2 to get the average. Record the time in the nearest minutes and seconds. SCORE STANDARD INTERPRETATIONS 5 5 seconds and below Excellent 4 6 – 10 seconds Very Good 3 11 – 15 seconds Good 2 16 – 20 seconds Fair 1 21 – 25 seconds Needs Improvement 0 Over 25 seconds Poor  Speed – is the ability to perform a movement in one direction in the shortest period of time.  40-METER SPRINT Purpose – to measure running speed Equipment 1. Stopwatch 2. Running area with known measurement (40 meters) Procedure: - For Tester: a. At the signal “Ready”, stand behind the take- off line, the tips of the shoes should not go beyond the line and assume a crouch position. b. At the signal “Get set”. Assume an un-crouch position (buttocks up) with both hands on the starting time. c. At the signal “GO’, run to the finish line as fast as you can.  “GO” Run “Get set” Signal “GO” “Ready” Un-crouch position Crouch position For the Partner: a. Set the stopwatch to zero (0) point. b. At the signal “GO” start the watch and stop it as the performer crossed the finish line. c. Record time in the nearest 0:00:01 seconds Scoring – Record the time in nearest minutes and seconds.  STANDARD NORMS IN SECONDS BOYS GIRLS Age 9-12 13-14 15-16 17 and 9-12 13-14 15-16 17 and above above Excellen 8.2 Improve ment  Power – is the ability to perform one maximum effort in the shortest possible time  Standing Long Jump Purpose – To measure the explosive strength and power of the leg muscles. Equipment 1. Tape measure/meter stick/any measuring device Procedure - For Tester: a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes should not go beyond the line.  b. Bend knees and swing arms backward once, then swing arms forward as you jump landing on both feet. Try to jump as far as you can. c. Do not control the momentum of the jump (continuously move forward). Must land on both feet. d. Perform the test twice in succession.  Land on both feet Jump Bend Knees Stand behind mark For Partner: a. Place zero (0) point of the tape measure at the take-off line. b. After the jump, spot the mark where the back of the heel of either foot of the tester has landed nearest to the take-off line. c. Record the distance of the two trials. Scoring – Record the best distance in meters to the nearest 0.1 centimeters. Spot the mark Then measure Read the measurement SCORE STANDARD INTERPRETATIONS 5 201 cm. and above Excellent 4 151 cm. – 200 cm. Very Good 3 126 cm. – 150 cm. Good 2 101 cm. – 125 cm. Fair 1 55 cm. – 100 cm. Needs Improvement Balance – is the maintenance of equilibrium while stationary or while moving.  Stork Balance Stand Test Purpose – to assess one’s ability to maintain equilibrium. Equipment: 1. Flat, non-slip surface 2. Stopwatch Procedure - For the Tester: a. Remove the shoes and place hands on the hips. b. Position the right foot on the side of the knee of the left foot. c. Raise the left heel to balance on the ball of the foot. d. Do the same procedure with the opposite foot. For the Partner: a. Start the time as the heel of the performer is raised off the floor. b. Stop the time if any of the following occurs: * The hand(s) come off the hips * The supporting foot swivels or moves (hops) in any direction * The non-supporting foot loses contact with the knee. * The heel of the supporting foot touches the floor. c. There shall be three (3) trials. 1 2 3 4 Scoring – Record the time taken on both feet in nearest seconds and divide the score to two (2) to get the average percentage score. Score 9 – 12 13 - 14 15 - 16 17 - Interpret Age above ation 5 41 – 60 sec. 81 – 100 sec. 121 – 150 161 – 180 Excellent sec. sec. 4 31 – 40 sec. 61 – 80 sec. 91 – 120 sec. 121 – 160 Very Good sec. 3 21 – 30 sec. 41 – 60 sec. 61 – 90 sec. 81 – 120 sec. Good 2 11 – 2 sec. 21 – 40 sec. 31 – 60 sec. 41 – 80 sec. Fair 1 1 – 10 sec. 1 – 20 sec. 1 – 30 sec. 1 – 40 sec. Needs Improvement Reaction Time – The amount of time it takes to respond to a stimulus.  Stick Drop Test Purpose – to measure the time to respond to a stimulus. Equipment 1. 12-inch ruler or stick 2. Arm chair or table and chair Procedure: - For Tester: a. Sit on an armchair or chair next to the table so that the elbow and the lower arm rests on the desk/table comfortably.  b. Place the heel of the hand on the desk/table so that only the fingers and thumb extend beyond. Fingers and thumb should at least one (1) inch apart. c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from the desk/table as the partner drops the stick. Hold the stick while the partner reads the measurement. d. Do this thrice. For Partner: a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and fingers of the performer. b. Hold the ruler/stick so that the 12-inch mark is even between the thumb and the index finger. No part of the hand of the performer should touch the ruler/stick. c. Drop the ruler/stick without warning and let the tester catch it with his/her thumb and index finger. Scoring – Record the middle of the three scores (for example: if the scores are 21, 18, 19, the middle score is 19). In case where the two (2) scores are the same (for example 18, 18, 25), the repeated score shall be recorded. SCORE STANDARD INTERPRETATIONS 5 0 – 2.4 cm. Excellent 4 5.08 cm – 10.16 cm. Very Good 3 12.70 cm – 17.78 cm. Good 2 20.32 cm. – 25.40 cm. Fair 1 27.94 cm – 30.48 cm. Needs Improvement 0 Did not catch Poor