PE LM Gr8

8
Physical Education
and Health
Learner’s Module
This instructional material was collaboratively

developed and reviewed by educators from public and private
schools, colleges, and / or universities. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
i
Physical Education and Health - Grade 8
Learner’s Module
First Edition, 2013
ISBN: 978-971-9990-78-9
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,
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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.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Learner’s Module
Consultants: Prof. Larry A. Gabao and Prof. Francis Grace Duka-Pante

Authors: Renato P. Benavinte, Jr., Francis A. Domingo, Jose P. Doria, Jr., Hildo C.
Estabillo, Jr., Reynaldo G. Julian, Gerard L. Lappay, Nanette Kay D. Mercado, Naida
C. Pabelico, Mark S. Camiling, Salome S. Corpuz, Aiza Beatrice M. Gutierrez, Judith
L. Javier, Carolina L. Manalaysay, Bernadette B. Rosaroso, and Johannsen C. Yap
Editor: Liberty A. Mangaluz
Reviewers: Evangeline Aman, Arcie Mae A. Engaño, Raffy Mabiling, Alcar E.
Saraza, Mary Ann L. Catindig, Russel A. Mauhay, and Juvelyn P. Otero
Illustrator and Layout Artist: Aimee Kanoa and Marie T. Cortes
Subject Specialists: Jerry F. Crausus, Lillian N. Luna, Christine N. Graza-Magboo,

and Marivic B. Tolitol
Management Team: Lolita M. Andrada, Jocelyn DR. Andaya, Bella O. Mariñas, and
Jose D. Tuguinayo, Jr.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

nd
Office Address: 2 Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
ii
Table of Contents
Physical Education
Unit I: Health-related Fitness
Introduction …………… …………………………………….. 2
Objectives…………… ……………………………………….. 3
Pre-assessment………………………………………………. 3
Learning Goals and Targets………………………………… 5
Part I: What to Know…………………………………………. 5
Part II: What to Process……………………………………… 9
Part III: What to Reflect and Understand…………………... 23
Part IV: What to Transfer……………………………………. 26
Summary………………………………………………………. 28
Glossary……………………………………………………..... 29
References……………………………………………………. 29
Unit II:Team Sports
Lesson 1: Basketball…………………………………………….. 31
Introduction …………………………………………………… 31
Objectives……………………………………………………... 31
Pre-assessment………………………………………………. 31
Learning Goals and Targets………………………………… 33
Part I: What to Know………………………………………. 34
Part IV: What to Transfer……………………………………. 50
Summary……………………………………….……………… 54
Glossary………………………………………..……………… 63
References………………………………..…………………... 65
Lesson 2: Baseball / Softball
Objectives……………………………………………………... 66
Pre-assessment………………………………………………. 66
Part II: What to Process…………………….……………….. 72
Part III: What to Reflect and Understand…………….…….. 83
Part IV: What to Transfer……………………….…………… 84
Appendix……………………………………...……………. 88
References……………………………….….………………... 99
Unit III: Indoor Recreational Activities
Lesson 1: Scrabble
Introduction …………………….….…………………………. 101
Objectives……………………………………………………... 101
Pre-assessment………………….…………………………… 102
Learning Goals and Targets ……………………………...… 104
Part IV: What to Transfer………………….………………… 111
Summary……………...………………………………………. 115
Glossary ………………………………………………………. 115
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References…………………………….……….……………... 116
Lesson 2: Chess
Introduction ………………………….……….………………. 117
Pre-assessment………………………………………………. 117
Learning Goals and Targets ………………………………... 118
Summary……………………………………….……………… 134
Glossary………………………………………..……………… 134
References…………………………….……….……………... 135
Lesson 3: Domino
Introduction ………………………….……….………………. 136
Pre-assessment………………………………………………. 136
Learning Goals and Targets ………………………………... 137
Summary……………………………………….……………… 147
Glossary………………………………………..……………… 148
References……………………………………………………. 148
Unit IV: Regional and National Dances
with Asian Influence
Introduction ………………………….……….………………. 149
Objectives……………………………………………………... 150
Pre-assessment………………………………………………. 150
Lesson 1: Philippine Folkdances with Asian Influence
Lesson 2: Rhythmic Patterns of Selected Regional and National
Dances with Asian Influence
Lesson 3: Basic Steps in Folk Dancing
Lesson 4: Hand Movements and Gestures
Part IV: What to Transfer…………………………................ 176
Lesson 5: Interpreting Dance Literature
Part I: What to Know………………………………………… 177
Part II: What to Process…………………………………….. 191
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Part III: What to Reflect and Understand…………………. 192
Part IV: What to Transfer………………….………………... 193
Lesson 6
Summary……………………………………………………. 195
Glossary…………………………………………………….... 196
References…………………………………………………. 197
Health
Unit I: Family Health
Introduction ……………. …………………………………… 200
Objectives …………………………………………………… 200
Pre-assessment…………………………………………….. 201
Learning Goals and Targets……………………………….. 202
Lesson 1: Gender and Human Sexuality
Part IV: What to Transfer………………….……………….. 221
Summary……………………………………….…………….. 224
Lesson 2: Issues and Problems Related to Human Sexuality
Introduction ……………. …………………………………… 224
Pre-assessment…………………………………………….. 225
Part II: What to Process…………………………………… 235
Part III: What to Reflect and Understand………………… 237
Part IV: What to Transfer………………….………………. 240
Summary……………………………………….…………….. 242
Unit II: Family Life
Lesson 1: Courtship, Dating, and Marriage
Introduction ……………. …………………………………… 245
Objectives …………………………………………………… 245
Pre-assessment…………………………………………….. 246
Summary……………………………………….…………….. 264
Lesson 2: Pregnancy-related Concerns and Pre-natal Care
Introduction ……………. …………………………………… 265
Objectives …………………………………………………… 265
Pre-assessment…………………………………………….. 265
Summary……………………………………….…………….. 288
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Lesson 3: Responsible Parenthood
Introduction ……………. …………………………………… 289
Objectives …………………………………………………… 289
Pre-assessment…………………………………………….. 289
Summary……………………………………….…………… 298
Glossary………………………………………..…………… 301
References…………………………….……….…………... 302
Unit III: Disease Prevention and Control (Communicable)
Introduction ……………. ………………………………….... 303
Objectives ………………………………………………….... 304
Pre-assessment……………………………………………... 304
Learning Goals and Targets……………………………...... 307
Part III: What to Reflect and Understand………………..... 330
Summary……………………………………….…………… 351
Glossary………………………………………..…………… 352
References…………………………….……….……………. 353
Unit IV: Prevention of Substance Use and Abuse
Introduction ……………. …………………………………… 355
Objectives …………………………………………………… 355
Pre-assessment…………………………………………….. 356
Lesson 1: The Dangers of Cigarette Smoking
Part I: What to Know………………………………………... 361
Part II: What to Process……………………………………. 367
Generalization……………………………………………… 382
Lesson 2: The Dangers of Alcohol
Part I: What to Know………………………………………... 383
Generalization……………………………………………….. 398
Glossary………………………………………..…………….. 399
References…………………………….……….……………. 402
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1
Unit I: Health-related Fitness
Introduction
This module is designed to explore knowledge and skills that will help
you and your family develop a lifelong habit of physical fitness and wellness.
Developing this lifelong habit poses a real challenge for many families.
Nowadays, people are less physically active because of various

reasons, one of which is the advancement of science and technology. Many
people no longer participate in any fitness-relevant activities. While we are
aware of the health benefits and importance of engaging in physical activities,
we tend to take its significance for granted. Unfortunately, many young people
do not engage in worthwhile physical activities anymore. This may be due to
your youth, your inability to execute them well, or your current health status.
Being physically fit and healthy can help you get through with the
stresses and demands of life. It improves your self-esteem, develops your
confidence, and clarifies your self-concept which can only be realized as you
get older.
Health-related fitness activities play a vital role in the holistic

development of a person. The choice of fitness activities usually depend on
an individual’s interests, age, and ability. Health-related activities ensure
cardiovascular fitness; thus, help you achieve a state of wellness.
Health–related fitness activities are provided for you to have a better

grasp on the lessons at hand. You will have various options 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. Ask questions for better understanding.
You will be required to design a Health-related Fitness (HRF) plan that

will cater to the needs of your family. An HRF plan is a set of fitness goals.
These goals should consider your current as well as your desired fitness
levels. Even implementng the designed HRF plan, you need to evaluate its
success or failure. You may need to make certain revisions to encourage
yourself and your family to continue the HRF activity for life. It is important to
make the activities fun and enjoyable to make exercise a habit for life.
2
Objectives
At the end of this unit, 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 promote an active
lifestyle;
 explain why the purpose is critical in ensuring the conduct of activities
in the family; and
 design physical activities that promote cardiovascular and muscular
fitness of family members.
Pre-assessment
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 shown on the following page based on
the components of health-related fitness.
B. Explain briefly how these HRF activities can benefit your family in terms of
physical wellness.
3
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
Fitness-related Activities
4
Learning Goals and Targets
Learning goals and targets are lessons you expect to learn from this
learning material.
Provide below your expected personal learning goals and targets.
Example: I will be able to identify the four components of HRF.

 _____________________________________________
 _____________________________________________
 _____________________________________________
Part I: What to Know
In this stage, you will reflect on how well you understand the concept of
health-related fitness and your expectations about the topic. You are
encouraged to ask questions for further clarifications.
The following activities will assess your knowledge about health-

related fitness exercises. This will give you opportunities to identify and clarify
misconceptions you may have about the lesson.
Activity 1: Where Am I?
Let’s play a brain teasing fun game called “Word Scramble.” Find
words from the jumbled letters that refer to components associated with
Health-related Fitness. The words are interconnected and placed either
vertically, horizontally, or diagonally. Write these words in your activity
notebook and try to define each.
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
5
Components of Health-related Fitness
Fitness is defined as a condition in which an individual has enough

energy to avoid fatigue and enjoy life. Look back and reflect on your day’s
activities. Do you have lots of energy or do you get tired easily?
Physical fitness is divided into four health- and six skill-related

components. Health-related fitness is the ability to become and stay
physically healthy. Skill-related fitness enhances one’s performance in athletic
or sports events.
Health Components Skill Components

Cardiovascular 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 an
activity. The four components are described as follows:
1. 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 1 km run or some other
type of continuous fitness activity (12-minute run, cycling, step-test,
etc.) is used to assess cardiovascular fitness.
2. Muscular strength and endurance is the muscle’s ability to produce

effort or perform work. 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.). 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.
3. 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.
4. Body composition is the ratio of body fat to lean body mass

(including water, bones, muscles, and connective tissues). Having too
6
many fat tissues is a risk factor for cardiovascular diseases, diabetes,
cancer, and arthritis.
In addition to improving quality of life, health-related fitness also

• 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
Answer the following questions in your worksheet:

1. In your own words, define fitness.
2. Describe the difference between health-related and skill-related fitness
components.
Activity 2: Quest for Fitness
Reflect on your daily activities and write them on the table below.
Focus your attention on activities that will help improve your HRF and
maximize your body potential. After a few minutes, group yourselves into 5 or
8 and discuss your answers with the group. Present your output in class.
My Daily Routine / Tasks HRF Components
1.
2.
3.
4.
7
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 in the classroom,
listening, and writing notes which
does not require you to move too
much. So find time doing household
chores as part of your daily routine.
The next activity is a

reinforcement of what
you have learned in
Part 1.
Activity 3: Picture Parade
Bring pictures showing people doing different activities. Display each

picture. Describe the action shown and how the person doing it might be
feeling. List the benefits associated with each activity.
Examples of pictures:
 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 your picture parade, ask a classmate 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.
Activity 4: Family Connection
Identify the usual physical activities of your family members in terms of

health-related fitness components. List the important information regarding
the family members in the table provided. These will be useful in designing
your family HRF activity plan.
8
Note: Indicate only people in your actual household.
Activities
involved
HRF HRF
Family Occupation/ in relation Household
Age component component
Members Work / Job to the Chores
involved involved
Occupation/
Work/Job
Example: 54 PUJ Diver Drives and Feeds
Father sits for 8 the
hours chicken,
Repair
damages
in the
house ...
Housewife
Mother 48
None
Sister 25
Laborer
Brother 1 22
Brother
18 Student
2
Student
Me 14
Part II: What to Process
These activities will give you a deeper understanding of the importance

of exercise in building total fitness and family wellness. The activities will
allow you to better understand HRF.
Activity 5: Physical Fitness Tests

1. Do the following to prepare for the tests.
 Review the procedures in conducting the Physical Fitness Tests.

 Wear the 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 the test without exerting maximum effort.
 Observe safety.
9
2. Perform the tests with a partner.
3. Record your test results.
Health-related Fitness Tests
A. Body Mass Index (BMI)
The following formula is used to get the BMI:
WEIGHT [in Kilograms]

HEIGHT [in Meters]2
Example: 30 30 20.83 (normal)

(1.2)2 1.44
Classification:
Below 18.5 Underweight
18.6 – 24.9 Normal
25 – 29.9 Overweight
30.0 – Above Obese
A.1 Weight – the heaviness or lightness of a person
Equipment: weighing scale
Procedure:
For the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still while evenly distributing your
weight on the center of the scale.
For your partner:

a. Before you start 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 – the distance between the floor to the top of the head when
a person is in standing position.
Equipment:
 an even and firm floor and flat wall
 L – square
10
 tape measure laid flat on a concrete wall with the zero point
starting at the floor
Procedure:
For the test taker:
a. Stand erect on bare feet with heels, buttocks, and shoulders
pressed against the wall with the 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 the amount of visceral fat

which increases risk for cardiovascular disease and diabetes than fat located
in other areas of the body such as in the arms and legs.
Equipment: tape measure
Procedure:
For the test taker:
a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your
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.
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C. Ninety-Degree (90 0) Push-up
Purpose: to measure strength of the upper extremities
Equipment: exercise mat or any clean mat
Procedure:
For the test taker:
a. Lie face down on the mat 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.
For Boys: Straighten the arms, keeping the back and knees
straight. Lower the arms until there is a 90-degree angle at the
elbows (upper arms are parallel to the floor).
1 2
3 4
For Girls:
With knees touching the mat, straighten the arms, keeping the
back straight. Lower the arms until there is a 90-degree angle at
the elbows (upper arms should be parallel to the floor).
b. Perform as many repetitions as possible, maintaining a cadence

of 20 push-ups per minute (2 seconds going down and 1 second
going up).
12
1 2 3
For your partner:
a. As the student assumes the push-up position, start counting as
the student lowers his / her body on the ground until s/he
reaches a 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
D. Curl-ups
Purpose: to measure strength of abdominal muscles
Equipment: exercise mat or any clean mat

Procedure:
For the test taker:
a. Lie on your back with the knees flexed and feet 12 inches from the
buttocks.
b. The feet should not be held or rested against an object. The arms
must be extended and 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 three
seconds or 20 curl-ups per minute (2 seconds going up and 1
second going down).
e. Do not stop or rest while at the bottom position. Perform as many
curl-ups as possible without stopping.
1 2 3
13
For your partner:
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.
E. Sit and Reach is a test of flexibility for the lower extremities particularly
the hamstring.
Purpose: to reach forward as far as possible without bending the
hamstring
Equipment: tape measure
Procedure:
For the test taker:
a. Sit on the floor with back flat on the wall and 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.
1 2
14
For your partner:
a. As the student assumes position (b) in the procedure, position the zero
point of the tape measure at the tip of the finger farthest from the body.
b. Make sure that the knees are not bent as the test taker reaches the
farthest that he/she could.
c. Measure the farthest distance reached.
d. Record the score in centimeters.
Scoring - record sit and reach to the nearest 0.1 centimeter
F. Zipper Test is 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 the test taker:
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 steps a to 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 using the following standard.
Scoring – record zipper test to the nearest 0.1 centimeter
15
Standard
0 – did not touch fingers
1 – touched only tip of fingers
2 – fingers overlapped by 1 to 2 cm
5 – fingers overlapped by 8 cm 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 oxygen. Endurance may
also refer to the ability of the muscle to do repeated work without fatigue.
G. 3-Minute Step Test
Purpose: to measure cardiovascular endurance
Equipment:
• step with a height of 12 inches
• stopwatch
Procedure:
For the test taker:
a. Position in front of the step.
b. At the signal “Go,” step up and down 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.
d. Locate your pulse. (The first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.
1 2 3 4 5
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.
16
b. After the test, let the student count his / her pulse for 10 seconds
and multiply it by 6.
Scoring – record the 60-second heart rate for the activity
Performance Targets for Boys

STRENGTH FLEXIBILITY ENDURANCE
Sit and
AGE Partial 90 Degree Zipper 3 Min. 1 Km. Walk
Reach
Curl-ups Push-ups Test Step Test / Run
(cm)
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
Performance Targets for Girls

STRENGTH FLEXIBILITY ENDURANCE
Sit and
AGE Partial 90 Degree Zipper 3 Min. 1 Km.
Reach
Curl-ups Push-ups Test Step Test Walk/Run
(cm.)
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
17
Activity 6: Tough Nut to Crack
Your teacher will provide you with sports equipment available in your
school. Select the sports equipment that you like. Think about how you’ll use
it. Play for 10 to 15 minutes with your friends. Jot down notes on the different
movements to be executed during the game. Relate these movements to
health-related fitness. Write your observations on your activity sheet /
notebook.
Observe the following:
1. What are the different movements you executed? (e.g., running, swinging
the bat, throwing the ball, etc.)
2. Identify the parts of the body involved and not involved while using the
sports equipment.
3. While performing the sports, what specific skills or movements do you
think will help you build the four (4) components of HRF?
4. Reflect how this sports activity can help enhance your health-related
fitness and achieve a balance and total fitness.
5. 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 the
activity 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.
18
Activity 7: Listen to Your Heart
1. 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. Execute the exercises or activities for each component of the HRF.
Choose from the suggested exercises.
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
After performing the exercises, assess the physical activity or exercises

given to you. Answer the following questions on your activity sheet.
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 your family members, what are
the things to consider?
c. What are the possible activities you can give? Cite examples.
d. Are these activities suited for each family member?
Flexibility Exercises
Stretch No. 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 No. 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.
19
Stretch No. 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 No. 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 in the other side.
Stretch No. 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 the
other side.
Stretch No. 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 with the other leg.
Stretch No. 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.
20
Strectch No. 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.
Strength Exercises
These exercises are also referred to as resistance exercises. This
type of exercise works to increase muscles strength and endurance by doing
repetitive exercises with resistance which consists of dumbells, barbells,
weights, machines, ropes, bands, balls and even human body.
21
Cardiovascular Endurance Exercises
These exercises consist of jogging, cycling, stair climbing, and running.
Activity 8: Because I Care

Review and assess your output in the “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 family
members and those with physical disabilities. Copy the following table and do
your own assessment:
Family Health Assessment

Family Age Body Medical HRF components
Members Composition history Weaknesses Strengths
(BMI)
Father
Mother
Sister
Brother 1
Brother 2
Me
22
Activity 9: Work It Out
Propose exercises for flexibility, strength, and cardiovascular

endurance (at least 5 exercises for each component). Your output will be
presented to your teacher. Provide your own music.
Remember the following when performing your exercises:

 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.
Part III: What to Reflect and Understand
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 to 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.
Activity 10: Health and Fitness Updates
Read the article below. Argue on these issues: “Exergames as

substitute for physical exercise” and “Role of exergames in keeping kids
active & healthy”. Write your thoughts and opinions 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.
23
The results show most teens that 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.
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.
24
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.
Activity 11: Health Perks

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
acquired from involving oneself in the HRF activity. Tackle the 4 components:
strength, flexibility, endurance, and body composition. Refer to the following
sample:
25
After the presentation, make a generalization on the importance of
engaging in exercises and the drawbacks or disadvantages of lack of
exercise.
Reflection / Realization:
Complete the following sentences in your notebook.
1. Cardio-respiratory endurance can help me ______.
2. _______ can help me achieve an ideal BMI.
3. Bending and stretching allow me ______.
4. __________ strengthen my body.
5. Therefore I have learned that _______.
Use the following as your guide 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.
Well learners, that wasn’t tough, right? This
is going to be easy once you have answered all
the questions. Try the next activity. It deals with the
lifestyle check of your family in terms of the HRF
issues. This will help you understand and evaluate
the extent of your family’s involvement with fitness
Activity 12: Together in Fitness
Make a scrapbook with your family’s pictures showing the progress or regress
of the family’s state of health. Include in the scrapbook pictures of your
family’s past HRF (i.e., 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 your family’s health.
Part IV: What to Transfer
In this stage, you will be asked to plan for physical activities for your
family which can be considered as your lifetime engagement to achieve family
wellness.
26
Activity 13: Goal Setting
By this time, it is affirmed that Health-related Fitness plays a very

important role in family wellness. Design an HRF plan for your family.
1. Review and assess the output in “Because I Care” by identifying exercises

or physical activities 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”.
It’s time for you to work on your HRF plan. Setting

your goals is crucial in developing your HRF plan. Look
into the needs of your family by referring to your outputs
in the previous activities as basis for your plan.
Activity 14: Hit the Target
Your HRF Plan must be simple, enjoyable and suited to the needs your
family to attain maximum level of physical wellness.
27
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. The following is an example
of a fitness plan for your basis.
Suggested activities may include joining community fun runs, ballroom
dancing, assigning household chores, and others.
Supplementary Activity: Family Day
Submit a narrative report about the actual implementation of the HRF

Plan you designed. Provide proof to support the narrative report like pictures,
video, signatures, or through other media technologies. It is expected that
implementation will take a while, so you will be given enough time to submit
your narrative report and evidences before the end of the first quarter period.
Assess the 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
Summary
By this time you are expected to understand the essentials of health-

related fitness and its relation to family wellness. This module discussed the
importance of HRF and provided you with different activities to assess
yourself and your family in terms of health-related fitness. These activities
served as your guide in designing an appropriate HRF plan for your family
that you will hopefully sustain for life. This module is focused on a wide range
of activities that will help you develop appropriate skills, enable you to
understand fitness concepts and their application, as well as foster
confidence and appreciation of physical activity as a means to wellness.
Part I gave you a brief recall on the HRF components. It also provided
activities to help you strengthen your knowledge on the lesson at hand. A
brief assessment of your family’s daily physical activity habits was also asked
to serve as basis in planning the appropriate activities and exercises that will
suit each family member.
Part II enabled you to perform and demonstrate the HRF test. The
result of the fitness test served as basis for self-assessment. A table was
provided for you to list and assess your family health status that is crucial in
designing your family HRF plan.
28
Part III provided you with different activities and discussion that helped
you reflect and think deeply on the essentials of health-related fitness. It also
talked about the health benefits of engaging in physical activities and
exercises. The activities, exercises and sports introduced in Part III were
carefully selected for you to choose and decide the appropriate HRF activities
for you and your family.
Part IV is the final phase of Unit 1. You designed an appropriate HRF

plan for your family that will sustain a lifelong active lifestyle. Taking into
consideration what you have learned from this unit and from the activities
provided in Parts I to III, you are now equipped to propose an HRF plan.
Glossary
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
References
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
29
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-exercises11-28-
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_fitne
ss_zone/pdf/heart_rate_monitor_activities/health_skill_related_itness/health_
skill_related_fitness_activity_3.pdf, 11-08-12
http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_i
nfo.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_l
ower_body/ 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training/
11-28-2012
30
Unit II: Team Sports
Lesson 1: Basketball
Introduction
This module introduces you to the world of team sports. As you
go along, you will encounter activities that will allow you to understand
the benefits derived from your engagement and participation in
basketball together with your family, which eventually promotes family
fitness, health, and wellness.
Objectives
At the end of the lesson, you should be able to:
 discuss the nature and background of basketball;

 practice proper and acceptable behavior (e.g., fairness, respect for
authority) when playing 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.
Pre-assessment
Before you proceed, let us assess first your prior knowledge of the
sport. Read the directions carefully and write your answers in your activity
notebook.
1. The table indicates the basic skills in playing basketball, baseball, and
softball. Your task is to identify which sport is appropriate for each of
the skills given.
2. Write the corresponding team sport in the space provided.
31
Basketball Baseball Softball
Basic Skills 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
3. Let’s find out whether your answers are correct. (Refer to the answer
key to be given by your teacher).
4. Group yourselves into three. Each group will choose a team sport to be
described in a creative manner (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.
5. Present your work to the class.
6. Answer the following critical questions. 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?
32
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 following
survey questionnaire.
2. Put a check mark (  ) in the corresponding column under the sport
for your responses. It’s quite easy, right? So grab a pen and
accomplish the questionnaire.
BASKETBALL BASEBALL SOFTBALL

SURVEY QUESTIONS 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?
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?
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. Look at the given example.
33
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, identify and define the key concepts of the lesson at
hand. You will also provide responses to questions; identify
misconceptions and alternative conceptions about the lesson based
on your responses; be informed of the assessment techniques
corresponding to your tasks; and be provided with the necessary
information you need to learn about team sports, specifically
basketball. Assess your knowledge by answering the given focus
questions at the end of this part of the lesson.
Activity 1: Fill-in the Missing Component

In this activity, your prior knowledge on specific team sports will be
diagnosed and pre-assessed. Here are your tasks:
1. The following table has three columns namely: team sports, basic skills,
and components of physical fitness involved in performing the basic skills.
Copy the table in your notebook.
2. The team sports at the first column have already been provided with the
respective basic skills. Identify the component of physical fitness involved
in performing the respective skills. Write your answers in the given
column.
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
34
3. 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
groups’, 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. Your group will then present your work to the class.
Activity 2: The Team Sport That I Would Like to Know More About
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 about.

1. Study the following K-W-L chart. Under the K column, write three things
you already know about your chosen team sport. Under the W column,
write three things you want to know more about. Don’t write anything yet
on the L column. Do this in your activity notebook.
Name: ____________________ Team Sport:________________
K W L
What you What you WANT to know What you’ve LEARNED
KNOW
1. 1. 1.
2. 2. 2.
3. 3. 3.
2. Share the things you KNOW and the things you WANT to KNOW with the
class or your friends, relatives, and family members.
3. After the sharing, 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.
35
4. If your school has a whole basketball court, form two groups. Designate
groups to do the activity in half of the court while the other group does the
same in the other half court.
Activity 3: Can You Meet My Expectations?

This activity will clarify what is expected of you in terms of products
and performance and how these shall be assessed and rated at the end of
the lesson.
The following are the expected outputs:

Product: Create a journal containing pictures of your family showing your
engagement in team sports. Indicate dates, places, and a short description
(caption) of each picture. Include a final essay about the benefits your family
derived from engaging in team sports.
If gathering these pictures is difficult, you may collect cut-out magazine

pictures of families engaged in team sports. Include these pictures or cutouts
in your journal and write captions or an essay that will clarify your ideas about
the saying: “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)
Performance: Demonstrate your understanding of team sports by proficiently

doing the skills and following the basic rules in basketball through actual
participation in a game. This will be done through a mini-tournament within
your class.

• Proficiency in executing skills in the team sport
• Ability to adapt or use skills in certain sport situations
• Behavior while playing the team sport
Activity 4: Points to Ponder
This activity will help you form an initial understanding of the succeeding
lessons. You will be shown video clips and be given questions to answer.
36
Videos to watch:
 http://www.youtube.com/watch?v=fxLxPyTcWSg
(youtube-Milo Commercial-Annie)
 http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=ends
creen (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
Based on the video clips and your experiences regarding team sports,
answer the following questions. Write your answers in your activity notebook.
What is your favorite Who influenced or motivated you on

team sport? Why? your team of interest? How?
____________________________
____________________________
____________________ ____________________________
Do you think playing team What other physical, emotional,
____________________ ________________
sports can promote fitness, mental, and social benefits can
____________________ ____________________
health, and wellness among you derive from playing team
____________________ ____________________
family members? How? sports?
____________________
_________________________
____________________
_________________________ __________________________
____________________
_________________________ the saying: “In sports, it’s not
Give your reaction regarding__________________________
_____ winning that matters most, it’s__________________________
how you play the game.”
____________________ __________________________
_______________________________________________
____________________ __________________________
_______________________________________________
__________________________
_______________________________________________
_________________________
Activity 5: Lecture-Discussion
______________ ____
_________________________
__________
Read carefully the lecture on basketball attached in Appendices A to
D. Answer the questions which will be given later to assess your knowledge
on the following:
• Nature and background of basketball

• Basic skills
• Facilities, equipment, playing attire, and shoes
• Basic rules and officiating (violations and misconduct)
After reading the lecture, do the following activities:

1. Group your class into four. Each group shall form two columns with each
member respectively numbered.
37
2. Each group will be given a set of ten (10) terms about basketball written
on strips of paper.
3. All first members will draw one strip each. Each member then shall give a
description or idea about the term he / she got.
4. Identify the content classification of each term. The group must perform
the warm-up exercise corresponding to the classification of the term.
Content Classification Group Name Exercise to be

Executed
Nature and background Shuffle / Gallop 4 Left / 4 Right
Group
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 4 Repetitions in place
Group
Activity 6: Pick, Shoot, and Answer!

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. Place the bowl of
questions in front and a basket near the board about three meters away.
3. When the “Go” signal is given, the first member of each group picks a strip
of question to answer. Within 10 seconds, he / she answers the question,
crumples the strip, and shoots it in the basket provided per group.
4. After shooting, the first member goes to the board and writes their answer.
5. The group with the most number of correct answers and successful shots
combined wins the game.
38
Activity 7: Assessment of Knowledge
Let’s check if you understood the lecture given in Appendices A to D.
Your knowledge will be assessed in terms of adequacy and relevance
through the following questions. 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?
Congratulations! You’ve made it to this phase! Prepare yourself

for the various learning resources and experiences that will enable you
to make sense of the information given and allow you to develop,
rethink, validate, and revise your understanding of team sports.
Activity 8: By-Station Drill Lessons
This activity provides you an opportunity to demonstrate the basic skills

previously learned. Five skill stations will be formed for you to perform a
particular skill based on the demonstration given in Activity 1.
You will need:

 ball
 playing area with a ring and board
 partner or group
 a good pair of playing shoes
39
Basic skills to be learned are:
 shooting
 dribbling
 passing
 rebounding
 running
Here’s how:
1. Form five groups. Select a group leader who can proficiently demonstrate
the skills during the drill. He / she must assist the group in properly
executing the basic skills.
2. Consider the following before starting the activity: proper basketball attire,
warm-up exercises, and safety precautions.
3. Proceed to the place in the open ground or basketball court designated by

your teacher where the five stations corresponding to each basic skill are
set. Refer to the drill illustration for guidance.
4. You should pass through each station following the drill lessons on basic
skills. After doing the drill in one station, move to the next station until you
experience all drill lessons provided.
5. Try to do well in this activity. Your performance will be rated based on the
criteria set in the rubrics.
6. At the end of the drills, report to your teacher in a circular formation. Share
your drill experiences with the class.
7. Expect and accept positive and negative reactions from your classmates.
Consider these as a challenge for you to improve your basketball
performance.
Drill Sequence
Team Station I Station II Station Station IV Station V

Sport III
Basketball Shooting Dribbling Passing Rebounding Running
40
Drill Illustration
How well did you perform the tasks?
Before proceeding to the 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.
Put a check mark () in the column corresponding to your response to

the items indicated based on how well you did in each drill station. Reflect on
the following criteria 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 Developing Beginning
Proficiency
Station 1:
Shooting
Station 2:
41
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.
Activity 9: Message Relay
Let’s proceed to 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
Basic skills to be learned are:

 shooting dribbling
 passing running
 rebounding basic rules and officiating
1. The following table shows the crucial aspects of basketball rules and
regulations. This should serve as your guide in playing basketball.
Remember that you are playing amateur and not professional basketball.
Rules and regulations In professional basketball like the Philippine
Basketball Association (PBA) or in the National Basketball Association
(NBA), are highly technical.
2. Your teacher will discuss about the aspects of playing basketball indicated
in the following table. Research on these aspects to enrich your
knowledge on basketball rules and regulations. Some of the amateur rules
indicated may vary depending on the tournament or league agreements
such as game duration, substitution, and others.
42
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 has 3 time-outs
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 of an opposing player

Disrespecting officials
Overtime In case of tie, 5-minute overtime is given
Officials of the Game Referee
Umpire
Time keeper
Scorer
3. Play a game of modified “Message Relay.” In this game, the messages to

be passed are 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 a cheer that will
demonstrate the skill with which you named your group.
5. Each group shall be in column formation about a meter away from each
member.
6. The teacher will call the first members from each group in front and show
an image of a referee’s hand signal or call. He / She must think of the
name of the hand signal. (Refer to the following illustrations provided.)
Then wait for the “go” signal.
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.
43
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 relays the message.
9. The first group to perform their respective cheer 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 the most number of correctly relayed messages wins the
game.
Examples of Referee Hand Signals:
44
Activity 10: Ignorance of the Rules Excuses No One
In this activity, you will apply the basic rules in officiating a basketball
game. It will be a test of your sense of immediacy and decisiveness.

1. The 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. Do your best in performing this activity because you will be rated based on
the criteria set in the rubrics at the latter part of this guide.
Activity 11: 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
Basic skills to be refined are:

 shooting ● rebounding
 dribbling ● running
 passing
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.
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.
45
. The performance of the third group determines the success of the drill.
2. 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.
3. Before starting the activity, make sure that you are properly attired, have
done the warm-up exercises, and followed safety precautions.
Drill Matrix: Pass-Dribble-Shoot

GROUP ACTIVITY
Phases Group I Group II Group III
I Dribble and Guards Drill managers
shoot and ball retrievers
II Drill managers Dribble and shoot Guards
andball
retrievers
III Guards Drill managers and Dribble and shoot
ball retrievers
46
Activity 12: 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
PHYSICAL EMOTIONAL MENTAL SOCIAL

BENEFITS BENEFITS BENEFITS BENEFITS
_____________ ______________ ______________ ______________
_____________ ______________ ______________ ______________
_____________ ______________ ______________ ______________
_____________ ______________ ______________ ______________
_____________ ______________ ______________ ______________
Part III: What______
_______ to Reflect __________
and Understand______
Let’s go deeper this time! In this phase, you are provided with
other learning resources and learning experiences for you to enrich,
broaden, and refine your understanding of the lesson.
Activity 13: 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 decide who among the home-grown team sports
enthusiasts in your community interests and inspires you most and could
share meaningful insights on his / her participation in team sports. Name
at least three persons whom you could invite.
47
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, 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?
Use 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
If there will be difficulty in inviting resource speakers, you can watch

the following inspirational video clips and give your reaction using the guide
questions that follow in your activity notebook.
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:
1. How did team sports influence and change the lives of the persons
featured in the video clips?
48
2. If you were one of the persons in the video clips, would the influence of
team sports in your life be the same? Explain your answer.
3. After watching the video clips, how do you now perceive team sports in
relation to your life and your family’s fitness and wellness?
Activity 14: Team Sport Goal-Setting
This activity aims to reaffirm your commitment in making team sports a

lifetime fitness endeavor. List your goals in relation to your personal, family,
and community involvement in basketball and team sports in general. Use
your creativity and resourcefulness in presenting your output for this activity.
Do this in a separate sheet of paper.The following is an example of an output
for this activity.
FAMILY GOALS
PERSONAL 1.______________
GOALS 2. _____________
1._____________ 3.______________ COMMUNITY
2. ____________ ___ GOALS
3._____________ 1.______________
____ 2. _____________
3.______________
___
Refer to page 40-41 for setting goals and targets.
Activity 15: Strips and Dunks
Accomplish the K-W-L chart you started in Part I of the learning

sequence. 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 the class, your friends, or relatives then dunk your
paper in the basket provided by your teacher.
Sounds exciting? Let’s do this!
49
Name: Section:
K W L
What you What you WANT to know What you’ve LEARNED
KNOW
1. 1. 1.
2. 2. 2.
3. 3. 3.
Part IV. What to Transfer
Finally, you’ve made it! Now is your chance to show that you can
proficiently demonstrate the different skills in basketball as you play with
your classmates. After playing, your task of accomplishing your final
product is up next! Don’t waste this opportunity because there are no
second chances. Your performance and product will be graded
according to the criteria for assessment as shown given in this activity.
Activity 16: Team Sports Family Journal
This activity encourages 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 will need:
 photographs of you and your family engaged in team sports

 coloring materials
 folder, card board, or other similar materials
 writing or printing materials
 adhesive or glue
 recyclable materials such as old magazines that can be used for
collage
 computer with any of these software applications: Movie-maker,
Photoshop, Powerpoint, Nero, etc.
 camera
 blank CD/s
50
 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 inexpensive 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 related to the team
sport/s with the learner’s participation.
 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 creative 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 other useful information.
If you prefer a digital presentation, the last page or final slide should
include insights gained from participating in basketball and team sports in
general. Mention also the benefits that you and your family as a whole
gained from engaging in it.
3. Your uniqueness, imagination, creativity, and resourcefulness will be

challenged in this activity so don’t waste your chance. Go and start your
masterpiece!
4. If you have difficulty in gathering your family’s pictures as they engage in

team sports, look for pictures of families participating in team sports in
51
magazines, newspapers, or pamphlets. Cut out, organize, and paste the
pictures on clean bond paper or colored paper. Put captions on these
pictures and include the benefits that your family can derive from
participating in team sports.
Activity 17: Mini-Team Sport Tournament
This activity aims to 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
1. Group yourselves into three. Groups 1 and 2 will play first; group 3 will
officiate the game. Rotate the performance of the different tasks so
that 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:
On the next page is how your performance in Parts II to IV will be

assessed:
52
Weight Proficiency in the Ability to Adapt a Skill to a Behavior in Playing
Execution of Skills Certain Sport Situation Team Sport
30% 40% 30%

MASTERFUL: Able to SKILLFUL: Demonstrates MATURE: Highly
5 use knowledge and powerful and skillful execution disciplined and able to
skills automatically, of the game skills with high demonstrate
effectively, and level of confidence appropriate behavior
efficiently in diverse towards the game,
game situations players, and game
officials
SKILLED: Able to use COMPETENT: Demonstrates SENSITIVE: Disciplined
4 knowledge and skills competently the game skills and able to demonstrate
competently in diverse with confidence appropriate behavior
game situations towards the game,
players, and game
officials
ABLE: Has limited but PRACTITIONER: Demonstrates AWARE: Generally
growing ability to use general level of coordination demonstrates proper
3 knowledge and skills in and competence in the behavior towards the
diverse game situations execution of game skills with game, players, and game
limited but growing confidence officials
APPRENTICE: Relies on APPRENTICE: Demonstrates DECENTERING: Has

2 a limited repertoire of limited coordination and some capacity for self-
knowledge and skills; competence in the execution discipline but is still
has limited use of of game skills with low level of limited to own reactions
judgment and confidence and attitudes towards
responsiveness to the game, players, and
game situations game officials
NOVICE: Can perform NOVICE: Has very low or no EGOCENTRIC: Has little
1 only with coaching and coordination in demonstrating or no consideration to
relies on highly game skills; has very low level the rules of the game;
directed skill execution, or no confidence at all behaves untowardly and
procedures, and game has no respect for other
approaches players, and game
officials
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 these are essential in becoming a fit and healthy member of the
family.
53
Summary
This module is one of those ways with which efforts were combined to
let you learn and 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 to
team sports than expected.
Through these activities, you were gradually introduced to the essential
knowledge and skills you needed to learn about team sports. And as
expected, you enjoyed them a lot! But those activities were not the end.
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 a good player or maybe even the best ones, 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 game is even more essential. Your family with all its members,
including you, is a perfect analogy for team sports. Each is essentially unique
considering their repective roles and areas of expertise but also equally
necessary to carry out our roles for the family to be fit and healthy. Each
member makes a contribution to thefamily’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 you love. Just always remember, a family that plays together, stays
forever and lives longer.
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.
54
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 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
55
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.
56
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
Appendix B. Basic Skills in Basketball
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. Source: The Form Trainer Arm Band The
 Follow through on every shot you UltimateBasketball Shooting Device @ yhst-
12654132427.stores.yahoo.net
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.
57
 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.
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 players in setting up a play to earn
successful shots and earn points for the whole team. To learn more about
passing, read the following and practice as instructed:
 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.
Source: basketball bounce pass. Bounce Pass – Video

Clip. The Chest Pass: The chest avcssbasketball.com
 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.
Source: overhead basketball pass. Overhead Pass – Video Clip. The Step Around Pass: avcssbasketball.com
58
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.
 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 Basketball Players @ stack.com
59
Appendix C. Facilities and Equipment in Basketball
A. Basketball Court
Source: High School / College Basketball Court Dimensions @ apollostemplates.com
Court Dimensions
\
The size of the court depends on the playing level. The size of the
court for NBA and College games is 94 feet long and 50 feet wide. It is
smaller for High School and Junior High.
The Backboard and Rim

The regulation height above the ground for the rim (hoop) is 10 feet,
and the rim is 18 inches in diameter. Backboards are six feet wide (72 inches)
by 42 inches tall, with the inner square being 24 inches wide by 18 inches tall.
The Foul Line
For all size courts the 'foul line' is 15 feet in front of the backboard.
The Key
The key is 12 feet wide, and is the same for all basketball courts. The
backboard extends four feet out over the baseline into the key. A half circle of
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diameter 6 foot extends from the foul line away from the basket to complete
the key.
The 3-Point Line (Arc)
For NBA Basketball Courts the 3 point arc is 22 feet to the center of
the rim on the sides with a straight line extending out 16 feet 9 inches from
the baseline. Past those points the line extends out 23 feet 9 inches from the
center of the rim.
Line Markings
All line markings on the floor are two inches wide and can vary in color.
B. Ball
The basketball is an inflated sphere with an outer covering. It is 75 to 78
cm in circumference and weighs 600-650 grams. It must be made of leather
in the official FIBA competitions.
C. Basket
Basket is also called goal. It is made up of horizontal circular metal rim.
With a net hanging from it. It is mounted 3.05 m above floor level.
D. Backboard
The rigid rectangular board behind the rim. Standard widths are 24” to
42”, 44” to 48”, 60” to 72”.
E. Shoes
High-topped shoes
Sources:
 http://www.topendsports.com/sport/basketball/equipment.htm
 http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball
backboard/#ixzz2AHUW4eMI
Appendix D. Officiating Officials / Rules and Regulations of Basketball
The Officiating Staff
The makeup of the officiating corps is strictly a matter of choice. The
minimum number is five: a referee, an umpire, a scorer, a timer, and a shot-
clock operator. In some cases, eight officials are used in a lineup comprising
a referee, two umpires, a shot-clock operator, two scorers, and two timers.
Referee is Official-in-Charge
The referee is the official that controls the game. He is the one who
tosses the ball up for the center jump at the start of the game and each
overtime period. The duties range from inspecting and approving all
equipment before the game's starting time to approving the final score. In
between, the referee is responsible for the notification of each team three
minutes before each half is to begin and deciding matters of disagreement
among the officials. The referee has the power to make decisions on any
point not specifically covered in the rules and even to forfeit the game if
necessary.
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Officials Conduct Game
During actual play, there is no practical difference between the referee

and umpire(s). They are equally responsible for the conduct of the game; and,
because of the speed of play, their duties are dictated essentially by their
respective positions on the court from moment to moment. For this reason,
the rules specify that no official has the authority to question decisions made
by another official. The officials' control, which begins 30 minutes before
starting time for men and 15 minutes for women and concludes with the
referee's approval of the final score, includes the power to eject from the court
any player, coach, or team follower who is guilty of flagrant unsporting
conduct. When the referee leaves the confines of the playing area at the end
of the game, the score is final and may not be changed.
As we pointed out earlier, jump balls occur only at the start of the game
and all overtimes; but officials still must concentrate upon throwing the ball up
straight. At other times, play resumes with a throw-in. The team that fails to
get the ball after the first center jump will begin the alternating process.
Official’s Signals
When a foul occurs, the official is required by the rules to (a) signal the
timer to stop the clock, (b) designate the offender to the scorer and (c) use his
or her fingers to indicate the number of free throws. When a team is entitled
to a throw-in, an official must (a) signal what caused the ball to become dead,
(b) indicate the throw-in spot (except after a goal) and (c) designate the team
entitled to the throw-in.
Duties of Scores and Timers
Scorers must (a) record, in numerical order, names and numbers of all
players, (b) record field goals made and free throws made and missed, (c)
keep a running summary of points scored, (d) record fouls called on each
player and notify officials when a player-disqualification or bonus-free-throw
situation arises, (e) record timeouts and report when a team' s allotted
number has been used, and (f) record when a squad member has been
ejected for fighting. It is the game-clock and shot-clock operators'
responsibility to keep everyone abreast of key factors while carrying out the
timing regulations.
Source: http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-
rules-officials--their-duties
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Glossary
Air pass – a pass that travels between players without hitting the floor
Assist – a pass that subsequently results in a goal being scored
Back court – the defensive zone for each team
Back pedal – a dynamic stretching exercise which is executed by running

backward wherein the heels are almost touching the buttocks
Bounce pass – a kind of pass in basketball wherein the ball is thrown to the
floor so that it bounces to the intended receiver
Carioca – a dynamic stretching exercise which is the same with that of

grapevine step in dancing. It is executed through a step sideward followed
by a cross-step in front, step sideward, and cross-step in rear. It may be
done repeatedly. The difference with that of grapevine is that it is
executed with a bounce to achieve the stretching effect.
Chest pass – a pass that originates from the chest to the receiver’s chest
level
Defensive play – a type of play in team sports particularly in basketball

wherein the team aims at preventing the opponents from shooting the ball
or gaining possession of the ball
Defensive rebound – a rebound caught by defenders
Double team – when two defenders mark one attacker, usually their best
player
Dribbling – a basketball basic skill that allows you to move around the court
while you’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.
Drive – an attacking move at full speed
Dunk shot – a spectacular scoring maneuver when a player jumps high,

reaches above the ring, and stuffs the ball down through the hoop
Foul – an infraction or violation of the rules of a game
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Goal-tending – an illegal play in which a player deflects a ball that is on the
downward path to the basket or that is already on the rim of the basket
carrying the penalty of an automatic score when committed by the
defense or nullifying the field goal when committed by the offense.
High knees – a dynamic stretching exercise which is executed by running

forward, lifting the knees until the upper leg is parallel to the ground, toes
pointed downward
Misconduct – an unbecoming behavior of a player contributing to the

disturbance or unusual flow of a game
Offensive play – a type of play in team sports particularly in basketball

wherein the team plays in possession of the ball aiming at earning points
through shooting
Overhead pass – a pass that originates from the forehead. With this pass,
aim for 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.
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 players in setting up a play to
earn successful shots and earn points for the whole team.
Rebounding – 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
Referee –refers to the officiating official in basketball
Running – one of the most 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, you always have to run in
any way possible
Shooting – this is the act of throwing the ball with an intention of getting into
the ring or basket to earn points. An offensive skill that every basketball
player should master to win a game Though it is the most practiced skill in
the game, players should spend a good deal of their practice time on
shooting drills to improve their skill level.
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Shuffle – a dynamic stretching exercise which is also called gallop. A
combination of step and cut (displace) in one count. It may be done
forward, backward, and most commonly sideward with one foot always
leading.
Warm-up exercises – are composed of static and dynamic movements

intended to gradually increase heart rate at the same time prepare and
condition the body to more strenuous physical activities thereby
preventing injuries from happening
References
www.youth-basketball-tips.com/how-to-shoot-a-basketball.html
www.youth-basketball-tips.com/how-to-dribble-a-basketball.html
www.youth-basketball-tips.com/how-to-rebound-a-basketball.html
www.buzzle.com/articles/how-to-dribble-a-basketball.html
www.buzzle.com/articles/how-to-pass-a-basketball.html
www.buzzle.com/articles/how-to-shoot-a-
basketball.htmlwww.buzzle.com/articles/how-to-run-a-basketball.html
www.wikihow.com/Become-a-better-Basketball-Shooter
http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu
http://www.youtube.com/watch?v=ZNM8e4qReno
http://www.youtube.com/watch?v=3JS9e06FjmI
http://www.youtube.com/watch?v=QIxrXFHfGMc
65
Lesson 2: Baseball / Softball
Objectives
At the end of the lesson you should be able to:
 discuss the nature and background of baseball / softball;
 explain the health and fitness benefits derived from playing baseball
and softball;
 practice proper and acceptable behavior (e.g., fairness, respect for
authority) when participating baseball / softball;
 execute proficiently the basic skills and tactics in baseball / softball;
 interprets rules and regulations of baseball / softball;
 exhibit enjoyment in playing baseball / softball.
Pre-assessment
Find out whether you already have prior knowledge on the terms, skills
and understanding in baseball / softball. Read the directions carefully and
write your answers in your activity notebook.
True-False Test
Write TRUE if the statement is correct. Write FALSE if the statement is

incorrect then change the underlined word or group of words to make the
statement true.
1. Gripping is a basic skill in baseball / softball which is related to throwing.

2. Catching is an offensive skill in baseball / softball.
3. Nine (9) players compose a team in baseball / softball.
4. Fielding and throwing drills develop throwing accuracy in baseball /
softball.
5. An inning is finished after both teams commit two outs in baseball /
softball.
6. A batter is out when he / she misses four (4) pitched balls in baseball /
softball.
7. Foul ball is a batted fly or ground ball that lands outside the foul line.
8. A free walk is awarded to a batter on the fourth ball.
9. Lead is a term in baseball/softball which is related to running on base.
10. The official in baseball/softball is called referee.
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Part I. What to Know
Activity 18: How Much Do You Know about Team Sports?
In this activity, your prior knowledge on specific team sports will be

assessed.
Procedure:
1. The table indicates the basic skills in playing team sports. Identify which
sport each skill belongs to. Copy the basic skills in your activity notebook
and write the correspondiong answers on the space provided.
Basic Skills Team Sport
1. Dribble
2. Chest Pass
3. Bounce Pass
4. Assist
5. Bat / Batting
6. Pitch
7. Shoot
8. Throw
9. Catch
10. Homerun
11. Strike
12. Balls
13. Home Base
14. Initial Sack
15. Key Stone
1. Refer to the answer key to be given by your teacher to find out whether
your answers are correct or not.
2. Choose one team sport indicated above and describe it creatively (e.g.,
demonstration of the basic skills, dramatization of a certain team sport
scene, performing the selected team sport skills with an action song, etc.).
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3. Present your work to the class.
4. If you have already participated in team sports competitions or even

qualified in inter-school athletic meets, share the insights you gained from
participating in such activities. Write your responses in your activity
notebook.
Activity 19: The Team Sport That I Would Like to Know More About
This activity will allow you to share what you know about team sports
and bring out your expectations on the lesson, your prior knowledge and
skills, and the specific team sport you want to learn more about.
Procedure:
1. Copy the K-W-L chart in your activity notebook. Under the K column, write
three things that you already know about your chosen team sport. Under
the W column, write three things that you want to know more about. Don’t
write anything yet on the L column.
Name: ___________________________
Chosen Team Sport:________________
K W L
What you KNOW What you WANT to What you’ve
know 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 with the class, friends, relatives, and neighbors.
Activity 20: Team Sport Engagement Survey

This time you need to fill out a team sport engagement survey form.
This will help assess your engagement in team sports which will serve as a
reference for your planning the sequence of learning activities about team
sports.
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Procedure:
1. Copy the survey form in your activity notebook and reflect on your
participation in team sports by honestly responding to the questions.

Survey Question
YES NO YES NO YES NO

1. Have you experienced playing
team sports?
2. Do you play team sports
often?
friends?
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 one of your lifetime
fitness activities?
2. Put a check mark () on the column of your corresponding response to

the items in the survey.
3. Submit the questionnaire to your teacher during the face-to-face

encounter. The result of the survey may help your teacher in designing
your succeeding activities in team sport.
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Activity 21: Journal Making
This activity tells what is expected of you at the end of this lesson.
Indicators:
 Presented pictures which are aligned to the content and of
great relevance to the lesson
 Showed creativity and resourcefulness in the presentation
of their work or output
 Showed a very comprehensive and deep understanding on
the benefits of team sports to family fitness and wellness
Output:
Create a journal containing pictures of your family showing your
engagement in team sports. Indicate dates, places, and a short
description (caption) of each picture including a final essay about the
benefits that your family get from engaging in team sports.
In case you have a problem producing pictures of your family
engaged in team sports, you may prepare a collection of pictures of
families engaged in sports and wellness, and from there, draw your
insights or conclusions on the benefits from playing together.
Activity 22: Lecture / Discussion
A lecture on baseball and softball is attached in Appendix A for you.

Carefully read the lecture and be ready to answer the questions which will
later be given to assess your knowledge on the following contents:
 Nature and background of baseball / softball
 Facilities and equipment needed
 Proper playing attire / shoes
 Conduct of the game
 Rules and regulations
Activity 23: Pick-pass N’ Throw (Assessment of Knowledge)
This activity will assess your knowledge on baseball / softball. It will be

easier for you to answer the questions that follow if you read carefully the
lecture attached in Appendix A.
70
Directions:
1. Form five groups. Each group will be given a manila paper and pentel pen.
2. Each group shall form a circle and will be assigned an initial question to
answer for two minutes.
3. After answering the first question, rotation follows. Pass your question
clockwise to the next group and wait for the next question to be passed to
your group. Passing and receiving of questions shall be done every two
minutes.
4. All answers shall be written in the manila paper given to your group.
5. Let’s see if you really studied the lecture in Appendix A. Your knowledge
will be assessed on matters of adequacy and relevance. Your score in this
activity will be graded and recorded.
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Activity 24: Baseball / Softball Basics

This activity introduces you to the basic skills in baseball / softball and
the mechanics on how each skill is properly executed. Read the instructions
carefully to know how the skills must be executed. You will be given a
chance to perform them later. These skills will make you a better baseball /
softball player, so what are you waiting for? Let’s go and play baseball /
softball!
You will need:
 baseball / softball ball and gloves
 baseball / softball playing area or diamond
 partner or group ● masks and helmets
 a good pair of playing shoes ● body and knee protector
Basic skills to be learned:
 throwing ● catching ● batting
 pitching ● running or base running
A. Throwing
Throwing is the most basic skill in baseball and softball. It allows the team
to prevent their opponents from touching bases or even earning points or
runs. Style and technique in doing it differ from player to player.
Here are the elements in throwing:
Grip
Grip the ball across the seams with your index and middle finger. The
thumb is under the top fingers.
Wind-up
Raise the throwing arm up and turn the shoulder in the direction of the
throw. The gloved hand points toward the target. Raise the left foot and
place all the weight of the body on the right foot.
Delivery
Make a backward swing with bent elbows; lean forward in transferring
weight to the left foot and release the ball.
Follow-through
Point the throwing arm down-forward, putting the feet parallel in a ready
position.
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B. Pitching
Pitching is a skill that puts the game to play. It is performed by a
pitcher, one of the key players in baseball / softball who stay at the center of
the playing field called diamond.
Here is how the elements of pitching are executed:
Wind-up
Keep the front part of the right foot in contact with the side of the plate.
Shift the weight to the back leg and take a backward step.
C. Catching
This is a defensive skill used to receive a thrown ball and hold a base
runner or batter from proceeding or prevent the opponent from earning a point
or a run.
Follow-through
After the release of the ball, continue the forward motion, with the
throwing arm pointing to the target.
Stride
Take a stride or wide step with your left foot. Release the ball.
In performing this skill, observe the following mechanics:
 Hold your glove open and keep a visual on the ball at all times.
 Keep your free hand in front of you and bring it on top of the glove as
the ball approaches.
 Close your hand over the ball the moment it hits inside your glove.
D. Hitting / Batting
This is an offensive skill used to strike the pitched ball using a bat. It is
done to advance to the bases and eventually leads to earning a run or point.
In doing this skill, consider your grip, stance, stride, and swing.
Grip – use your fingers in gripping the bat and tighten your grip as the ball
approaches
Stance – proper stance includes slightly bending your knees, feet parallel
to the plates in shoulder width distance, and bat tilted at 45 degrees and
not positioned over the shoulder.
Stride – as the ball approaches, stride the right foot a little backward to
gain momentum
Swing – after a little stride backward, transfer the strength generated by
the body towards the arms to bat as it swings parallel to the ground aiming
at the ball and directing it to the intended destination.
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E. Running / Base-Running
This is a very important skill you need to master because it allows you
to advance safely from one base to the other with full speed and agility.
To condition the body for efficient and effective running, consider the
following:
Speed running – running with speed from one point to a definite
distance.Try getting your time as you run and improve your speed every
time you do it.
Agility running – running with a change in position and direction in the
fastest possible speed.To master this, you might as well consider running
through the bases of the diamond. Improve your speed every time you do it.
Before the start of any baseball / softball drill lessons, lead-up, or actual
game, consider doing a combination of the following exercises that may
help you improve your running: Shuffle, Back Pedal, Jogging, High Knees,
Carioca, Butt Kicks, and Jumping Jacks.
Activity 25: Skill Development Activities

This activity provides an opportunity to demonstrate the basic skills you
previously learned. Five skill stations will be formed for you to perform a
particular skill based on the demonstration given in the activity.
You will need:

 baseball / softball balls ● bat ● gloves
 playing area (baseball / softball diamond / improvised diamond / gym)
 protective gears (mask, shin guards, body protectors)
 proper playing outfit with a good pair of playing shoes
Basic skills to be learned:
 throwing ● catching ● base running
 pitching ● batting
Procedure:
1. Do the warm-up exercises before starting the activity and make sure you
observe safety precautions.
2. Proceed to the playing area designated by your teacher. The five stations
correspond to each basic skill you are expected to perform.
3. You should pass through each station of drill lessons on basic skills. After
doing the drill lesson in one station, move to the next station until you
finish all the drill lessons provided.
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4. You should do well in this activity because your performance will be rated
according to the following criteria:
Indicators for Assessment:
 Can perform or execute the skills
 Can follow instructions efficiently and effectively
 Can exemplify positive behavior throughout the drill
5. At the end of the drill lessons, report to your teacher in a circle formation.
Share your drill experiences to the class.
6. Expect reactions from your classmates. Be ready to openly accept their
reactions, be it positive or negative. Consider these as a challenge for you
to improve your baseball / softball performance.
Drill Sequence:
Team Sport Station I Station II Station III Station IV Station V
Baseball / Throwing Catching Pitching Batting Running
Softball
Drill Illustration:
Stations 1 And 2: Throwing and Catching
75
How well have you performed in the drill lessons?
Before proceeding to the next baseball / softballl challenge, let’s check
if you have done well with the given activities. Copy the self-assessment tool
table in your activity notebook. Put a check mark () in the column
corresponding to your response to the items indicated based on how well you
did in each drill station. Reflect on the following criteria 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 Baseball / Softball

Name: Section: Date:
Station Drills Advanced Proficient Approaching Developing Beginning
Proficiency
Station 1:
Throwing
Station 2:
Catching
Station 3:
Pitching
Station 4:
Batting
Station 5:
Running
Refer to the following guide for a more accurate self-assessment:

Advanced: 90% and above
Proficient: 85 to 89%
Approaching Proficiency 80 to 84%
Developing: 75 to 79%
Beginning: 74% and below
Activity 26: Rules Do Count!

Let’s level-up! You now proceed with the introduction to the basic rules
and regulations of baseball / softball. Study them carefully because you will
need them to overcome the challenges of the next activity.
You will need:
 baseball / softball balls
 playing area (official or improvised diamond)
 gloves
 bat
76
Skills to be refined:
 throwing ● pitching
 catching ● batting
 basic rules in officiating ● running
Procedure:
1. The following table shows the crucial aspects of baseball / softball
regarding rules and regulations. This should serve as your guide in playing
baseball / softball. Remember that you are playing amateur and not
professional baseball / softball. Rules and regulations in professional
baseball / softball like in the International Baseball Federation (IBF) or
Little League Baseball are highly technical.
Aspect of the Game Things to Consider

Team Composition Nine players per team
(Pitcher, Catcher, 1st Baseman, 2nd Baseman, 3rd
Baseman, Short Stopper, Right Fielder, Left
Fielder, Center Fielder)
Start of Play As the chief umpire announces “play” / toss coin
(whichever team wins the toss coin decides
whether they start with offense or defense play)
Duration of the Game Seven innings
Ball “In” and “Out” of The ball is “in play” if it batted and lands on the
Play safe zone or within the 90-degree foul line; it is out
of play if it lands outside the safe zone or outside
the foul line.
Time-out When the play is temporarily suspended by an
official or at a request of a team to discuss strategy
or respond to an injured player.
Substitutions Two substitutions per inning (in case of injuries or
upon decision of the coach and in case substitution
is needed for a better play)
Regular Fouls / Batter unable to strike pitched ball in strike zone
Violations (strike is awarded); three strikes results to an “out”,
next batter resumes; three outs results to change
of play / inning;
Base runner/s unable to reach base and tagged;

batted ball is caught before it hits the ground.
Serious Offenses / Assault of an opposing player
Misconducts Disrespecting officials
Overtime One inning is given to each team in case of a tie.
Officials Of The Game Chief umpire; 1st base umpire; 2nd base umpire;
3rd base umpire; Scorer; Time-keeper (in case
innings are timed)
77
2. Your teacher will discuss the aspects of playing baseball / softball
indicated in the table. Research on these aspects to enrich your
knowledge on baseball / softball rules and regulations. Some of the
amateur rules indicated may vary depending on the tournament or league
agreements such as number of innings in a game, substitution, number of
time-outs per inning, and others.
Reminder: Consider the following before starting the activity: proper attire,
warm-up exercises, and safety precautions.
3. 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 game of 3 to 5
innings as your class time allows you to. The following is the schedule of
games and officiating officials:

Criteria for Assessement: Skill Execution while playing

Proficiency in execution of skills: 30%
Ability to adapt or use skills in certain baseball /
softball situations: 40%
Behavior in playing baseball /
softball 30%
100%
Activity 27: Baseball / Softball Developmental Activities

(Base on Balls / Zigzag Throw-Catch / Throw Baseball / Softball)
In this activity, you will be provided with lead-up activities for you to see
how basic skills, when combined together, can be applied efficiently and
effectively in playing baseball / softball.
You will need:

 baseball / softball balls ● gloves
 playing area (official / improvised diamond) ● bat
78
Skills to be learned:
 throwing ● pitching
 catching ● batting
 running ● basic rules and basic officiating
Procedure:
1. With same three groups as the previous activity, group 1 will start with
“base on balls,” group 2 will proceed with zigzag throw-catch drill, and
group 3 will start with throw baseball.
2. Observe carefully the mechanics of the activity to guide your group on

what to do. Be reminded that the performance of the group determines the
success of the drill.
3. Rotation shall follow after each group finishes the drill so that every group
will also experience the playing in the other drill / lead-up stations.
Reminder: Consider orienting learners on the following before starting the

activity: proper attire, warm-up exercises, and safety precautions
Drill Matrix
Group Activity
Phase Group I Group II Group III
Zigzag throw-catch Throw
I Base on balls drill baseball/softball
Throw baseball / Zigzag throw-
II softball Base on balls catch drill
Zigzag throw-catch Throw
III drill baseball/softball Base on balls
Drill Illustration
Station 1: Base on Balls
Pitcher/Catchers
Batter-Runner
79
Mechanics:
Players: 6-8 players in a team

Equipment: baseballs / softballs, gloves, bat
Area: playground or gymnasium (with official or improvised
bases)
Skills: Throwing, catching, batting, and base-running
Procedure: The objective is for the batter to hit the ball into fair
territory and run the bases without stopping, before the
catcher gains possession of the ball and calls “STOP!”
The fielders, instead of playing regular baseball / softball
rules, throw the ball directly at home to the catcher.
There are no outs. A caught fly ball would mean no
score. A fly ball would count as a turn at bat. After each
batter has had turn to bat, side changes.
Scoring: One point is scored for each base touched before the
catcher receives the ball at home. A home run counts for
four points. The team that earns a higher score after 2
side changes or innings wins.
Variations: (1) Use batting tee. (2) Have the batter throw the ball into
the field instead of batting it. (3) Use a pitcher. (4)
Instead of having the fielders throw the ball to the
catcher, let them throw it to the pitcher who must pitch a
“strike” to stop the batter from running. Use a different
pitcher for each batter. (5) Specify the number of throws
per relay.
Station 2: Zigzag Throw-Catch Drill
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Mechanics:
Players: 6 to 8 per side; 12 to 14 per team
Equipment: gloves, baseball / softball balls / improvised balls
Area: playground or any open space (30 feet or more between
lines)
Skills: Throwing, catching, pitching
Procedure: The objective is for the team to throw or pitch the ball
through a zigzag pattern in the shortest time. Each team
is divided evenly into two lines facing each other. The
first person in one line throws the ball across to the first
person in the other line who throws the ball to the second
in line, and so on down the line. When the person at the
end of the line receives the ball, he or she throws
diagonally to the first person in the other line and then
goes to the head of his / her own line. This continues
until everyone is back in his original position.
Scoring: The team which records the shortest time upon
accomplishing the activity wins the game.
Variations: Use underhand or overhead and side throwing
Station 3: Throw Baseball / Softball
Catcher/ Fielder
Catcher-
thrower-runner
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Mechanics:
Players: 6 to 8 per team

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

Criteria for Assessment on Skill Execution:
Proficient execution of the skills 40% 40%
Can follow /understand instructions 30%
Can manifest positive behavior
while playing team sports 40%
____
100%
Activity 28: Check Your Understanding

In this activity, your understanding of the essence and benefits of
participating in team sports will be assessed. Present your responses in any
form you are comfortable with. Do this activity in a separate sheet of paper or
Examples:
Reaction or position paper
Poster and slogan
Essay
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Activity 29: Living Legends
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.
NOTE: If there will be difficulty in inviting resource speakers, you can use
available resources such as recorded interviews or written materials
like a biography and feature articles related to do with team sports.

1. Group yourselves into three.
2. Each group shall decide who among the home-grown team sports
enthusiasts in the community interests and inspires them most and could
share meaningful insights on his / her participation in team sports. Name
at least three persons the group could invite.
3. Draft an invitation letter requesting them to speak before the 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, 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 are the
benefits from participating in team sports?
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6. Use any of the six facets of understanding (explanation, interpretation,
application, perspective, empathy, and self-knowledge) in answering the
questions. Write your answers in your activity notebook.
NOTE: If you use another activity instead of inviting resource persons,
give your reactions and insights by using any of the six facets too.
Activity 30: How Good Is Your Aim If You Won’t Pull the Trigger?
List your goals regarding your personal, family, and community

involvement in baseball / softball or team sports in general. This aims to
reaffirm your commitment in making team sports a lifetime fitness endeavor.
The following is an example of an output on this activity. You are encouraged
to use your creativity and resourcefulness in thinking of other modes of
presentation in this challenge.
Activity 31: What Have I Learned?
Complete the K-W-L chart you have started accomplishing in Part I of

the learning sequence. You will be tasked to share three things you have
learned from participating in baseball and softball and in team sports in
general.
K W L
What you KNOW What you WANT to What you’ve LEARNED
know
1. 1. 1.
2. 2. 2.
3. 3. 3.
Activity 32: Mini-Team Sport Tournament (Assessment of Performance)
This activity aims to finally 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.
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You will need:
 baseball and softball balls

 diamond and playing area
 teams or groups
 proper playing outfit
 score sheet
Skills to be demonstrated:
 batting
 throwing and catching
 base running
 positive manners and behavior while playing
 execution of other offensive and defensive skills
Procedure:
1. Form three groups.
2. Group 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 be maximized. You may consider a
quarter of 8 minutes only to allow rotation of roles among all 3 groups in
your class. Here is the schedule of games and officials:
3. Here’s how your performance will be assessed in this activity:
Proficiency in the Ability to Adapt a Skill to Behavior in Playing

Execution of Skills a Certain Sport Situation Team Sport
Weight 30% 40% 30%

MASTERFUL: Able SKILLFUL: Demonstrates MATURE: Highly
5 to use knowledge powerful and skillful disciplined and able to
and skills execution of the game demonstrate
automatically, skills with high level of appropriate behavior
effectively, and confidence towards the game,
efficiently in diverse players, and game
game situations officials
SKILLED: COMPETENT: SENSITIVE:
4 Completely able to Demonstrates the game Disciplined and able to
use knowledge and skills with confidence demonstrate
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skills in diverse game appropriate behavior
situations towards the game,
players, and game
officials
ABLE: Has limited PRACTITIONER: AWARE: Generally
but growing ability to Demonstrates general demonstrates proper
3 use knowledge and level of coordination and behavior towards the
skills in diverse game competence in the game, players, and
situations execution of game skills game officials
with limited but growing
confidence
APPRENTICE: APPRENTICE: DECENTERING: Has
2 Relies on a limited Demonstrates limited some capacity for self-
repertoire of coordination and discipline but is still
knowledge and skills; competence in the limited to own reactions
has limited use of execution of game skills, and attitudes towards
judgment and with low level of the game, players, and
responsiveness to confidence game officials
game situations.
1 NOVICE: Can NOVICE: Has very low or EGOCENTRIC: Has

perform only with no coordination in little or no consideration
coaching and relies demonstrating game skills; to the rules of the
on highly directed has very low level or no game; behaves
skill execution, confidence at all untowardly and has no
procedures and respect for other
game approaches players and game
officials
Activity 33: Team Sports Family Journal (Assessment of Product)
This activity encourages 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 will need:
 photographs of you and your family engaged in team sports

 coloring materials
 folder, card board, or other similar materials
 writing or printing materials
 adhesive or glue
 recyclable materials such as old magazines that can be used for
collage
 computer with any of these software applications: Movie-maker,
Photoshop, Powerpoint, Nero, etc.
 camera
 blank CD/s
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Skills to be demonstrated:
 uniqueness and originality
 creativity and resourcefulness
 deep understanding of the benefits derived from participating in team
sports
 involving the family in team sports endeavors
Here are the steps:
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 creative 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 other useful information.
If you prefer a digital presentation, the last page or final slide should
include insights gained from participating in basketball and team sports in
general. Mention also the benefits that you and your family as a whole
gained from engaging in it.
3. Your uniqueness, imagination, creativity, and resourcefulness will be

challenged in this activity so don’t waste your chance. Go and start your
masterpiece!
4. If you have difficulty in gathering your family’s pictures as they engage in

team sports, look for pictures of families participating in team sports in
magazines, newspapers, or pamphlets. Cut out, organize, and paste the
pictures on clean bond paper or colored paper. Put captions on these
pictures and include the benefits that your family can derive from
participating in team sports.
Content and relevance of pictures presented 30%

Creativity, resourcefulness, and quality of presentation 30%
Understanding (benefits of team sports to family fitness wellness)
40%
100%
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Appendix: Lecture on Baseball and Softball
Baseball
History
The game of baseball is said to have begun in the early 19th century,
but that's just half the truth. The game was played much earlier but the first
baseball clubs were formed around that time. In 1845, an Englishman named
Alexander Cartwright devised the first set of rules in baseball. In fact, many of
the rules listed then are still used in the game.
In the early 20th century the concentration was more on hitting the
home runs. Babe Ruth changed the course of the game with his magical
abilities to achieve home runs. It was due to sportsmen like Babe Ruth that
baseball achieved the levels of popularity that it did. The popularity of Babe
Ruth also helped in improving the money in the game, since people just went
to watch Babe Ruth in action.
Baseball became a game of strategy and hitting throughout the last

part of the 20th century. However, pitching and home run hitting are the
baseball benchmarks of today. Depending on the strength of their bullpens
and their home run hitters, baseball teams are either big winners or big
losers. The only consistent thing is that the cost of admission still continues to
rise.
The Game
A baseball / softball game is played by two teams who alternate
between offense and defense. There are nine players in each side. The goal
is to score more runs than the opponent, which is achieved by one circuit of
four bases that are placed on the diamond.
The Equipment
The defense wears baseball / softball gloves, a leather contraption that
fits on the hand, to catch the ball. A baseball is a white ball roughly three
inches in diameter with red stitching. A softball is roughly twice as big,
sometimes yellow (but no softer).The offense uses a bat, which is made of
wood in the professional ranks, and likely made of aluminum or a metal
composite at amateur levels. Almost all softball bats are aluminum or metal.
The Field
The part of the field closest to the bases is called the infield, and the
grassy farther reaches are called the outfield.The bases are 90 feet apart on
the diamond, closer in children's leagues and softball. Other fields are
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variable, and the outfield fences or the amount of “foul territory” – the amount
of ground that borders the field between the long white lines that connect first
base to home plate and third base to home plate – varies from field to field.
Defense Positions
There's a pitcher in the middle of the mound who initiates the action by
throwing the ball toward the home plate. The catcher catches the ball if it's not
hit. The infielders are the first baseman, second baseman, shortstop
(between second and third base) and the third baseman. There are three
outfielders: the left fielder, center fielder, and right fielder.
The Games
There are nine innings in professional baseball games (sometimes
fewer in lower levels), and each inning is divided in half to the top of the
inning (when the visiting team hits and the home team plays defense) and the
bottom of the inning (when the home team hits and the visiting team plays
defense). Each team gets three outs in each half of the innings.
On Offense
Each team has nine players in its batting order, and they must stick to
that order throughout the game (players may substitute in for other players). A
play begins with a batter waiting to hit a pitch from the pitcher. If the batter
hits the ball into the field of play, the batter runs to first base and can run to as
many bases as he or she deems fit without getting "out." If a players hits the
ball over the outfield fence in fair territory (between the foul lines), it's a home
run, and the batter can circle all four bases.
On Defense
There are many ways that the team on defense can get an offensive
player out. Four common ways are:
 Strikeouts (hitter misses three pitches)
 Force outs (when, after the ball is hit, the defensive player with the ball
reaches a base before the runner)
 Fly outs (when a player hits the ball in the air and it's caught by a
defensive player before the ball hits the ground)
 Tag outs (when a runner is touched with the ball or a glove with the
ball in it)
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Skills in Baseball
Baseball requires a high degree of skill to play well. Athletic ability will
help a player compete with other top players, but the specific skills of hitting,
throwing, and catching the baseball require significant work and practice to
acquire. Many of the top hitters in the game don't have tremendous speed or
strength, but they all have a high-level of eye-hand coordination.
Hitting
Hitters who can drive the ball over the fence, such as Babe Ruth and
Hank Aaron, are lionized, but many hitters who don't hit frequent home runs
can be just as important to their teams. Hitting the ball consistently takes
timing, hand-eye coordination, and confidence. These skills are developed
through regular batting practice. Hitters must be balanced when standing at
the plate and drive their hands through the ball with all their strength and
momentum behind their swings.
Catching
Catching and fielding the baseball takes athleticism, aggressiveness,
timing, and coordination. Fielding ground balls requires the player to get to a
spot on the field quickly, to get his body in front of the ball, and to catch it out
in front of him. Catching fly balls takes speed, timing, anticipation, and
coordination. Fielders need to catch hundreds of ground balls and fly balls in
practice to learn how to field consistently.
Throwing
Throwing the ball well requires arm strength, balance, and timing.
Baseball players must build the strength in their arm by throwing regularly
with the proper technique. That means players must step toward the target
when they throw and must get their momentum traveling toward their target.
Base Running
Having speed alone does not make one a good base runner. Speed
helps, but understanding the route to run, the arm strength of opposing
outfielders, and the game situation are more important skills than flat-out
speed. A good base runner will listen to advice from coaches on the base
paths, but will make the final decisions whether to run or stop based on his
knowledge.
Equipment
Gloves: In the beginning baseball players did not wear gloves. Today
there are several different kinds of gloves. The catcher's mitt is big, round,
and padded. The first baseman's mitt is longer than the other fielders'
gloves, and an outfielders' glove is larger than an infielders' glove.
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Bases: The first bases used in baseball were four-foot high stakes. Too
many players ran into them and were hurt, so they tried big flat rocks.
Players were still being injured, so they finally filled soft sacks with sand.
The modern day bases are made similar to the sand-filled bags.
Safety Gear: The first catchers in baseball did not wear any gear for
protection. Today's players wear a face-mask, helmet, chest protector,
shin guards, and a cup. In 1952, the Pittsburgh Pirates were the first team
to wear helmets. They wore them when they were batting and when they
were playing in the field.
Bats: In the major leagues, only wooden bats are used. The rules say
that the bat can only be 42 inches long, and can only be 2-3/4 inches in
diameter at the thickest point. White ash is the best wood to use to make
a bat. A bat made out of white ash helps absorb some of the shock when
hitting a 90 mile-per-hour pitch.
Baseballs: All baseballs are made the same size and weight. They are 9
to 9-1/4 inches in circumference and weigh 5 to 5-1/4 ounces. The center
of the baseball is cork. The cork ball is covered with rubber. Cotton and
wool yarn are tightly wound around the cork and rubber center. 150 yards
of cotton yarn (450 feet) and 219 yards of wool yarn (625 feet) are used to
make a baseball.
Baseball Rules and Regulations

Former Chicago White Sox owner Bill Veeck famously said, “I try not to
break the rules but merely to test their elasticity.” A certain amount of rule
bending is likely to exist in any sport, but no game has a set of rules as well
established as baseball, where the regulations have been virtually unchanged
for over a century. For newcomers to baseball, the following is a brief
overview of the game’s essential tenets:
Each team in a baseball game starts nine players. The game is broken
up into innings, during which each team plays both offense and defense. A
regulation baseball game consists of nine innings (many levels of youth
baseball, including high school, play only six- or seven-inning games). An
inning starts with the home team on defense and the away team on offense.
The offensive team attempts to score runs, while the defensive team attempts
to record outs.
One inning is completed after each team makes three outs. The team
that has the most total runs after nine innings are completed is the winner. If
the score is tied, play continues, with each extra inning functioning as sudden
death.
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Positions and Lineups
On defense, the players occupy nine positions. There are five infield
positions (pitcher, catcher, first base, second base, third base, and shortstop),
and three outfield positions (left field, center field, and right field.
On offense, the nine starters form a strategically arranged lineup,
which determines the order in which each player bats. Many baseball
organizations allow the use of a designated hitter. This means that one player
who is not among the defensive starters may bat in the place of a defensive
player. In many cases, the designated hitter bats for the pitcher. The players
take turns batting according to the lineup, and once every player has batted,
the order starts over from the top. It is against the rules to bat out of order.
Substitutions may be made at any time, but once a player has been removed
from the game, he cannot return (unless specific league rules allow it).
Pitching and Defense

In baseball, play starts when the pitcher delivers a pitch. There are two
positions from which a pitcher may start his delivery: the wind-up and the
stretch. The wind-up is typically used with no runners on base, while the
stretch is utilized when there are base runners, because it is a quicker way to
make a pitch. The pitcher must be in contact with the pitcher’s rubber when
he throws the ball.
For every at-bat of a game, a “count” is kept in order to keep track of
how many balls and strikes have been thrown (for example, one ball and two
strikes, or 1-2). The strike zone is an area that reaches from the batter’s
knees to his chest, and spans the width of the home plate. The home plate
umpire determines whether each pitch crossed through the strike zone, and
so strike zones tend to be somewhat subjective. If the pitcher throws a pitch
that misses the strike zone, it is called a ball. If he throws a pitch inside the
strike zone, or if the batter swings and misses, or if the batter hits the ball into
foul territory, it is called a strike.
There are several ways to record an out on defence:
Strike out: After three strikes, the batter is out. However, a batter cannot
strike out on a foul ball. If he hits a foul ball with two strikes, the count remains
the same.
Tag out: When the ball is in play, any defensive player may tag a base
runner when he is off the base to record an out.
Catch: If the batter hits a pitched ball in play, and any member of the defense
catches it in the air, then the batter is out. A runner on base may attempt to
advance to the next base once a catch has been made by “tagging up.”
However, the runner does so at the risk of being tagged out.
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Force out: If the batter hits a pitched ball in play that is not caught in the air,
the defense may field the ball and touch first base (or more likely, throw it to
the first baseman, who then touches first base) before the batter reaches the
base to record the out. Also, if there are runners on first base, first and
second base, or all three bases, the runners must advance if a batted ball
touches the ground (they are “forced”). Therefore, the defense can tag a base
in front of a runner for a force-out. It is possible for the defense to record
multiple force-outs on the same play. This is called a double play.
Scoring: The home plate area consists of home plate, a left-hand batter’s
box, and right-hand batter’s box (on separate sides of home plate), and a
catcher’s box (directly behind home plate). The offensive player stands in one
of the batter’s boxes, while the catcher squats down behind home plate, and
the umpire stands just behind the catcher. In order to score a run, a batter
must safely touch all four bases (in a counter-clockwise direction) and home
plate. The player doesn’t need to touch all four bases during one play. Once
he reaches a base, he may choose to stay there, and as long as he stays on
the base he cannot be tagged out. Therefore, in order to score a run, the
offensive team typically must get multiple players on base safely in order to
advance them around the diamond and touch home plate to score a run.
There are several ways that a batter may reach base safely:
Single: The batter hits a pitched ball into fair territory, and the defense is
unable to catch it in the air. If the batter makes it to first base without being
tagged with the ball or before the defense can make a force-play at first base,
then the batter is safe with a single.
Double: The batter hits a pitched ball into fair territory, and the defense is
unable to catch it in the air. If the batter makes it to second base without
being tagged with the ball or before the defense can make a force-play, then
the batter is safe with a double.
Triple: The batter hits a pitched ball into fair territory, and the defense is
unable to catch it in the air. If the batter makes it to third base without being
tagged with the ball or before the defense can make a force-play, then the
batter is safe with a triple.
Home run: The batter hits a pitched ball into fair territory, and the defense is
unable to catch it in the air. If the batter touches all three bases and makes it
to home plate without being tagged with the ball or before the defense can
make a force-play, then the batter is safe with a home run. In addition, if the
batter hits a pitched ball that lands beyond the designated outfield fence, it is
an automatic home run. He is allowed to jog around the bases and touch
home plate, and any runners who were on base are also allowed to score.
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Base on balls: If the pitcher throws four pitches out of the strike zone (as
determined by the home plate umpire) before the batter hits the ball fair or
strikes out, then the batter is awarded first base.
Hit by pitch: If a pitched ball strikes the batter on any part of his body, the
batter is awarded first base (unless an umpire determines that the batter
intentionally moved in order to get hit).
Catcher’s interference: If the batter’s bat makes contact with the catcher
while he attempts to swing at a pitch, the batter is awarded first base.
Defensive error: If the batter is able to safely reach base as the result of a
defensive player’s mistake, then the play is called an error. An error has
effectively the same result as a hit, but officially it is a different type of play.
Dropped third strike: If a batter swings and misses at a pitched ball for the
third strike, but the catcher drops the ball or it bounces away, the batter may
attempt to run to first base. If the batter reaches first base before the catcher
can tag him or make a force-out, then the batter is safe.
Fielder’s choice: If the batter hits a pitched ball into play, and the defense
chooses to tag or force-out another base runner instead of the batter (thereby
allowing the batter to reach base safely), then it is considered a fielder’s
choice. This is a less desirable way to reach base, because an out is
recorded in the process.
Softball
The name "softball" dates back to 1926. The name was coined by
Walter Hakanson of the YMCA at a meeting of the National Recreation
Congress. (In addition to "indoor baseball", "kitten ball", and "diamond ball",
names for the game included "mush ball", and "pumpkin ball".) The name
softball had spread across the United States by 1930. By the 1930s, similar
sports with different rules and names were being played all over the United
States and Canada. The formation of the Joint Rules Committee on Softball in
1934 standardized the rules and naming throughout the United States.
The first British women's softball league was established in 1952. In

1991, women's fast-pitch softball was selected to debut at the 1996 Summer
Olympics. The 1996 Olympics also marked a key era in the introduction of
technology in softball; the IOC funded a landmark biomechanical study on
pitching during the games.
In 2002, sixteen-inch slow pitch was written out of the ISF official rules,
although it is still played extensively in the United States under The Amateur
Softball Association of America, or ASA rules.
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The 117th meeting of the International Olympic Committee, held in
Singapore in July 2005, voted to drop softball and baseball as Olympic sports
for the 2012 Summer Olympic Games.
Other sanctioning bodies of softball are AAU, NSA, PONY, ASA, ISC,
USSSA, and ISA.
Equipment
Equipment required in softball includes a ball, a bat, gloves, uniforms,
and protective gear: for example, helmets for the offensive team and a
helmet, shin guards, and chest protector for the defensive catcher. Also
cleats, sliding shorts, face masks, and knee sliders may be worn for softball.
Ball: Despite the sport's name, softballs are not especially soft. The size of
the ball varies according to the classification of play; the permitted
circumferences in international play are 12±0.125 in (30.5±0.3 cm), weight
between 6.25 oz (178 g) and 7.0 oz (198.4 g) in fast pitch. A 12-inch
circumference ball is generally used in slow pitch; although in rare cases
some leagues (especially recreational leagues) do use a 14-inch
circumference ball.
In 2002, high-visibility yellow "optic" covering, long-used for restricted flight

balls in co-ed recreational leagues, became standard for competitive play.
Yellow is the color of official NCAA and NAIA softballs. Yellow softballs are
fast becoming the standard for all levels of play for girls' and women's play in
particular. White balls are also allowed, but are much more common in slow
pitch than in fast pitch.
Bat: The bat used by the batter can be made of wood, aluminum, or
composite materials such as carbon fiber. Sizes may vary but they may be no
more than 34 inches (86 cm) long, 2.25 inches (6 cm) in diameter, or 38 oz.
(1.2 kilograms) in weight. In fast pitch softball, wooden bats are not allowed.
The standard bat barrel diameter for both slow-pitch and fast pitch softball is
2-1⁄4 inches. Many players prefer a smaller barrel, which reduces weight and
allows higher swing speed.
Gloves: All defensive players wear fielding gloves, made of leather or similar
material. Gloves have webbing between the thumb and forefinger, known as
the "pocket." The first baseman and the catcher may wear mitts; mitts are
distinguished from gloves in that they have extra padding, and no fingers. No
part of the glove is allowed to be the same color as that of the ball, including
that of its seams. Gloves used in softball are usually larger than the ones
used in baseball. No glove larger than 14" (36 cm) can be used in ASA
sanctioned play.
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Protective equipment: A helmet must have two ear flaps, one on each side.
Helmets and cages that are damaged or altered are forbidden. Helmets must
be worn by batters and runners in fast pitch. Helmets are optional in slow
pitch. In NCAA fast pitch softball you have the option to wear a helmet with or
without a face mask. In male fast pitch, masks are generally only used for
medical reasons. In fast pitch, the catcher must wear a protective helmet with
a face-mask and throat protector, shin guards, and body protector. Shin
guards also protect the kneecap.
In any form of softball, any player (other than fast pitch catchers on
defense) can wear a protective face mask or face guard. As usual, it must be
in proper condition and not damaged, altered, or the like. This is intended to
prevent facial injuries.
Pitching
Play begins with the umpire saying "Play Ball." After the batter is ready
and all fielders (except the catcher) are in fair territory, the pitcher stands at
the pitching plate and attempts to throw the ball past the batter to the catcher
behind home plate. The throw, or pitch, must be made with an underarm
motion often called the "windmill" motion: the ball must be released below the
hip when the hand is no farther from the hip than the elbow to get it in the
strike zone.
Umpires
Decisions about plays are made by umpires, similar to a referee in
American football. The number of umpires on a given game can range from a
minimum of one to a maximum of seven. There is never more than one plate
umpire; there can be up to three base umpires and up to a further three
umpires positioned in the outfield. Most fast pitch games use a crew of two
umpires (one plate umpire, one base umpire). The plate umpire often uses an
indicator (sometimes called a clicker or counter) to keep track of the game.
Decisions are usually indicated by both the use of hand signals, and by
vocalizing the call. Safe calls are made by signaling with flat hands facing
down moving away from each other, and a verbal call of "safe.” Out calls are
made by raising the right hand in a clenched fist, with a verbal call of "out."
Strikes are called by the plate umpire, who uses the same motion as the out
call with a verbal call of "strike." Balls are only called verbally, with no hand
gesture. The umpire also has the option of not saying anything on a ball. It is
understood that when he stands up, the pitch was not a strike. Foul balls are
called by extending both arms up in the air with a verbal call of "foul ball,"
while fair balls are indicated only by pointing towards fair territory with no
verbal call. No signal is given for balls that are obviously foul and for closer
calls that are not borderline; a mere acknowledgment signal is given.
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All decisions made by the umpire(s) are considered to be final. Only
decisions where a rule might have been misinterpreted are considered to be
protestable. At some tournaments there might be a rules interpreter or
Tournament Chief Umpire (TCU), also known as the Umpire In Chief or UIC,
available to pass judgment on such protests. But it is usually up to the league
or association involved to decide if the protest would be upheld. Protests are
never allowed on what are considered "judgment calls" – balls, strikes, and
fouls.
Batters
The batter stands facing the pitcher inside a "batter's box" (there is one
on each side of the plate to compensate for either right or left handed
batters). The bat is held with both hands, over the shoulder, and away from
the pitcher (90 degree angle). The ball is usually hit with a full swinging
motion in which the bat may move through more than 360 degrees. The
batter usually steps forward with the front foot, the body weight shifts forward,
as the batter simultaneously swings the bat. When swinging, the back foot
should look like it is squishing a bug. A bunt (baseball) is another form of
batting. There are different types, including a [sacrifice bunt], or [slap bunt].
There is also regular slapping in which a batter takes position on the left side
of the plate and usually stands in the back of the box, but it is possible form
anywhere. Once the ball is hit into fair territory the runner must try to advance
to first base or beyond. While running to first base, the batter is a "batter-
runner." When she safely reaches first she becomes a "base-runner" or
"runner."
A batted ball hit high in the air is a "fly ball." A fly ball hit upward at an
angle greater than 45 degrees is a "pop fly." A batted ball driven in the air
through the infield at a height at which an infielder could play it if in the right
position is a "line drive." A batted ball which hits the ground within the
diamond is a "ground ball." If a batted ball hits a player or a base, it is
considered to have hit the ground.
Pitcher
The pitcher is the individual who throws the ball from the middle of the
diamond or the pitcher's mound. In baseball, the mound is elevated, but in
softball the mound is not elevated. The pitcher usually throws the ball in the
strike zone. In softball, the pitcher uses an underarm motion to pitch the ball
towards the strike zone. As soon as the pitcher makes a throw, the fielders
are ready to field balls that are hit in the middle of the diamond. Pitchers
usually tend to be tall, very flexible, and have good upper body strength.
Pitchers can be righthanded or lefthanded. The softball pitcher makes a
windmill motion while throwing under hand unlike baseball who throws over
hand.
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Catcher
The catcher is always behind the hitter in a semi-crouched position at
home plate. The catcher recovers pitches from the pitcher. The catcher also
throws balls to other bases to throw out runners. At home plate, the catcher is
responsible for making some of the team's outs by retiring base runners
attempting to score. In most games, catchers provide a visual or finger clue
as to what the next pitch should be. Catchers are usually very strong, agile,
think fast, and possess fast reflexes. Catchers need a lot of muscle to make
powerful and fast throws. Catchers must block balls on the ground and try to
keep the pitches in front of them in order to prevent a girl from stealing a
base. They are one of the most important players in the game. A good
catcher makes the pitcher look good by framing the pitches (moving balls into
the strike zone in order to fool the umpire).
First baseman: The first baseman is the position to the right of the first base.
The major role of the first baseman is to make fielding plays on all balls hit
towards first base. The first base is usually involved in every hit that occurs on
the playing field. Individuals at first base have quick hands, a good reach, and
are always on the lookout to catch the player off base. First basemen can be
both left and right handed.
Second baseman: The second baseman plays in between the first baseman
and the gap at second. If the ball is hit to the left side of the field, second
covers second base. If the ball is hit on their side of the field, they back up the
fielder, cover first, or field the ball depending on where it is hit. The second
baseman also is the cut off on balls hit to the right side of the outfield. The
second baseman also throws directly to the catcher to prevent runners from
scoring. Mostly, when the ball is hit to the left side of the field, the second
basemen plays second for shortstop. Also, in the case of a bunt, the second
baseman must cover second as the shortstop runs to cover third base, since
the third baseman is running up for the bunt.
Shortstop: The shortstop fields all balls hit to the infield between the second
and third bases. This individual also helps cover second base, third base, and
is frequently involved in force plays, double plays, and frequently throws the
ball to the catcher to throw out runners at home plate. On steals to second
base (when the runner from first is advancing to second on the pitch) the
shortstop usually covers. The shortstop only doesn't cover second base when
a right handed batter is up. In this case, the second baseman covers the
steal. Most short stops are very quick, agile, and think fast. They are the
captain of the infield as is the center fielder of the outfield.
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Third baseman: The third baseman covers all hits to the third base and
receives balls from the outfield. The third base person also frequently throws
the ball to the catcher trying to throw out the runner at home plate. The
individual at third base usually thinks fast because of the types of hits that
commonly occur in that zone. Quick thinking can often stop runners from
scoring or can result in double plays.
Outfielders: The outfielders are players that cover the grassy area behind
the infield. Outfielders are named for their positions in the field relative to
home plate. Traditional outfield positions include a left fielder, a center fielder,
and a right fielder. These players usually back up the plays made by the
infielders and make plays when the ball is hit past or over the infield. Because
their positions cover a greater range than those of infielders, outfielders tend
to have strong throwing arms.
References
Web Sources
Softball
http://www.softballperformance.com/softball-history/
http://www.isfsoftball.org/english/rules_standards/rulebook.pdf
http://www.buzzle.com/articles/softball-rules-and-regulations.html
http://www.wiaawi.org/Sports/Softball/RulesRegulations.aspx
Baseball
http://en.wikipedia.org/wiki/Baseball
http://www.britannica.com/EBchecked/topic/54751/baseball
http://www.libertyball.com/coachcorner/Baseball%20Handbook.pdf
http://www.infosports.com/zdr/tm/jzm.html
http://en.wikipedia.org/wiki/Baseball_clothing_and_equipment
http://www.baseball-rules.com/basicbb.ht
Bibliography
Cole, Terrence. “‘A Purely American Game’: Indoor Baseball and the Origins
of Softball. “International Journal of the History of the Sport 7.2
(September 1990): 287–296.
Gems, Gerald R. Windy City Wars: Labor, Leisure, and Sport in the Making of
Chicago. 1997.
99
Garmean, Judith Fay. "A Study Of Attitudes Toward Softball Competition For
Women." Santa Barbara: University if California 1969: 87
Berlage, Gai Ingham. "Women In Baseball: The Forgotten History". London:

Greenwood Publishing 1994:208
Alexander, Charles C. Our Game: An American Baseball History. New York:

MJF, 1991.
Bjarkman, Peter C. (2004). Diamonds Around the Globe: The Encyclopedia of

International Baseball. Greenwood.
Alexander, Charles C. Our Game: An American Baseball History. New York:

Henry Holt and Company, 1991.
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Unit III: Indoor Recreational
Activities
Indoor recreational activities are voluntarily undertaken for pleasure,

exercise, relaxation, and leisure. It is one way of rejuvenating the mind and
the body.
In this unit, you will indulge in recreational activities like scrabble,

chess, and domino. Participating in these leisures and recreational activities
can foster a range of positive benefits for health, well being, and quality
lifestyle.
Lesson 1: Scrabble
Intoduction:
Welcome learners to word power. This lesson will provide you an

overall outlook on what you will learn in the game scrabble. Activities will be
provided to enhance your knowledge and skills on the following concepts:
nature of the game, basic skills and tactics, and interpretation of the rules and
regulations.
Varied activities will be given to define your personal goals and targets,
acquire adequate and relevant information and knowledge, and broaden your
understanding of the game.
You will have the opportunity to apply the principles and ideas in
playing scrabble.
So what are you waiting for? Let the learning begin!

Objectives:
At the end of the lesson, you should be able to:
1. discuss the nature and background of the game scrabble;

2. explain the benefits that can be derived from playing scrabble;
3. practice proper and acceptable behavior when playing scrabble;
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4. apply rules and regulations in playing scrabble; and
5. apply knowledge of rules and regulations and strategies in playing
scrabble.
Pre-assessment
The succeeding activities are provided to assess and activate your

prior knowledge about scrabble.
Activity 1: Do I Know This Indoor Recreational Activity?
1. Table A contains terms used in playing different indoor recreational

activities while Table B serves as your matching board.
2. Select from Table A the terms used in playing scrabble and place it on the
space provided for in Table B. Do this in your activity notebook.
Table A: Terms Used in Different Indoor Activities
Spy Boneyard Rice Knight Hardway

Tiles Jail Spade Double Word Cardboard
Double Bankrupt Heart Hook Letter Free
letter Space
Soldier Square Triple Word Open Board Queen
Flag Castling Blank Tiles Chance Joker
Rectangle Draw Insignia Rook Count Tiles
Bones Chips Rank Mate Double
Challenge
Adjutant Stock Go to Jail False Alarm Shuffle
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Table B: Scrabble Matching Board
1. 6.
7.
2.
8.
3.
4. 9.
5. 10.
Activity 2: Agree or Disagree?
Put a positive sign ( + ) if you agree with the statement and a negative sign
( - ) if you disagree. You will be guided by your teacher.
______1. Playing scrabble will enhance your vocabulary.

______2. Scrabble is played with exactly 100 tiles.
______3. The objective of scrabble is to score more points than one’s
opponent.
______4. Playing scrabble with your family will not only enhance your
vocabulary but also increase closeness within.
______5. Players cannot place any word which can be found in a Standard
English Dictionary.
______6. Reading books will help improve your vocabulary.
______7. Generally, foreign words can be used as scrabble words.
______8. You can play blocking to stop your opponent from making a
potentially large score.
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______9. Enhancing your skills and strategies can be done through online
scrabble competitions or watching online videos about scrabble
strategies and techniques in playing.
_____10. Concept of sportsmanship cannot be applied in playing scrabble.
How will you rate yourself?
Number of Description
Correct Answers
10 It seems that you have a full understanding of
the scrabble game and ready to participate in a
competition.
7 to 9 It seems that you have an understanding of the
game scrabble and ready to play
5 to 6 It seems that you have an understanding of the
game scrabble but needs guidance from the
teacher
Below 5 You need to learn more about the game
scrabble
This activity will give you an opportunity to set your learning goals and
expectations of the lesson. Your expectations will guide you in building your
understanding, as you move on to the succeeding activities.
Below is a K-W-L chart, in column K, write four things that you already
know about scrabble. In column W, write four things that you want to know
more about the scrabble. Don’t write anything yet in column L. You will
accomplish this after discussing the first two columns.
Okay, get ready to accomplish the K – W – L chart.
K W L
What you KNOW What you WANT to What you LEARNED
know
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Activity 3: Close Encounter of the Second Kind
This activity will assess your encounter with scrabble and will serve as
the basis in planning the sequence of your learning activities regarding indoor
recreational activities. Reflect on your participation in scrabble game by
accomplishing the questionnaire below.
1. Answer each question by drawing a for YES and

for NO on the column provided for. Do this in your activitiy
notebook.
2. The result will be the basis of designing future activities in scrabble. You
will be guided by your teacher. Are you ready? Ready, get set, draw!
Questions YES NO
a. Have I experienced playing scrabble?
b. Do I play scrabble often?
c. Do I play scrabble with friends?

d. Do I play scrabble with family?
e. Am I a member of a scrabble team in the
school?
f. Do I enjoy participating in a scrabble game?
g. Do I consider the benefits derived from
playing scrabble?
h. Are there scrabble game enthusiasts in my
family?
i. Do I plan to make scrabble game as one of
my lifelong activities?
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Activity 4: Point for Point
In this activity, you will be guided by questions that will challenge you
to learn the basics of the game.
Guide Questions
1. Based on your experience in playing scrabble, write at least three (3) skills
/tactics that you employed. How do these skills/tactics make you succeed
in the game?
2. How did the game scrabble evolve? What games are similar to scrabble?
In what ways?
3. Justify the health benefits of playing scrabble. Support your answer.
Activity 5: MMDA - Meet My Deep Appreciation
This activity introduces what is expected of you in terms of product and

performance including how these shall be assessed and rated.
A. Product:
Scrapbook containing pictures of your family playing scrabble.

http://www.google.com.ph/imgres?q=FAMILY+PLAYING+SCRABBLE
 On your scrapbook, paste photographs that you have taken while

playing with your family and friends.
 Put a short description, (i.e. the dates and places you played the
game) for each picture and write a short essay on the benefits that you
derived from playing the game.
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Criteria for Assessment
 Relevance of photographs presented 30%
 Creativity and resourcefulness of presentation 30%
 Comprehensiveness of the caption
(Benefits from playing scrabble on family’s fitness and wellness)
40%
100%
B. Performance/s
 Play the game scrabble in accordance with the rules.
Criteria for Assessment

 Proficiency in the execution of skills 30%
 Ability to adopt / use skills to a particular 40%
game situation
 Behavior in playing scrabble 30%
100%
In this part, you are provided with various learning experiences that will
develop, enrich, or broaden your understanding of the lesson.
Activity 6: Multi-Media Connectivity
Make a research on the nature of scrabble. Present the result of your

research work in a creative manner such as PPT presentation, concept map,
panel discussion, etc. Check out the questions below to guide you in doing
your research.
1. What are the objectives of the game scrabble?

2. Why do you need to follow correctly the rules of the game scrabble?
3. What particular rules of the game will enhance your knowledge / skills?
4. How would you determine if you won the game ?
5. Do you find any similarity of the game with your life? Explain.
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Use the following rubric for your assessment in this activity1
Beginner Novice Intermediate Expert

Descriptions
1 2 3 4
Content and There are There may be The research Information
Resource significant factual factual errors or work presents included reflects
Requirement errors, inconsistencies, information in broad research
misconception, but relatively an accurate and application of
or minor. and organized critical thinking
misunderstanding manner. skills, shows
Information is notable insight or
relevant and understanding
useful. of the topic.
Subject Information is Some Information is All information
Knowledge confusing, information are clear, are clear,
incorrect or confusing, appropriate, appropriate, and
flawed. incorrect, or and correct. correct.
flawed.
Activity 7: Watch and Learn: The Basics

The activity introduces the basic skills in playing scrabble and how each
skill is properly executed. Video-aided instructional materials are effective
materials for you to acquire skills. Visit and download the following site:
www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.
Your teacher will guide you in this activity.
NOTE: In the absence of Internet connectivity, actual observation in

practice games is encouraged.
Activity 8: Want to Play!
This is your opportunity to demonstrate the basic skills you have seen.
LET’S PLAY!
1. Form a group of four. Assign an observer and a recorder. The rest of the
group members will be players.
2. While playing, the observer and the recorder will write his/her observations
on the skills and tactics applied by the players.
3. The players, observer and recorder will share their experiences and
observations in the game.
4. End the activity with a reflection on the importance of mastery of the basic
skills in scrabble.
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NOTE: To enhance skills in playing scrabble, you can play online scrabble
game at www.games.com>WordGames.
Your understanding of the essence of participating in scrabble games

will be assessed.
Activity 9: How I Appreciate the Game
Answer the following questions in your activity notebook:
1. How do you play scrabble?

2. What basic skills and tactics do you need to develop or master to be
successful in playing scrabble?
3. Do you think that your knowledge of the rules and regulations of the game
is an edge for you to win? Why?
4. Enumerate at least five health and fitness benefits you can get out of
playing scrabble.
Activity 10:
Scrabble is a social game that can top the list of Fun Activities played
in groups. It is a recreational activity that allows players to relax, enjoy and
have fun.
Scrabble also provides opportunity to build language skills, improve

mental capabilities and develop desirable attitudes. These benefits will
develop more if you directly engage in the game with your family and friends.
Complete the table below by checking OBSERVED or NOT

OBSERVED on the space provided.
Not
Benefits Observed
Observed
1. Developed camaraderie among my
peers
2. Established good relationship with my
family
3. Made intelligent decisions in my life
4. Built up strength to face challenges
5. Developed my vocabulary skills
Look for a partner and discuss your answers in the chart.
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Summative Assessment
Before you proceed to the transfer part, answer the following:
A. Choose the correct answer from the given choices. Write the letters of the
correct answers on your notebook.
1. Which of the following scrabble tiles has a value of five points?

a. D b. X c. K
2. What is the color of the cells on the scrabble board that corresponds to
a triple word score?
a. light blue b. dark red c. dark blue
3. How many bonus points will be given if a player is able to place all
seven tiles on the board at the same time?
a. 50 b. 100 c. 150
4. Which scrabble term is used when a player stops an opponent from

making a potentially large score?
a. bluffing b. blocking c. challenge
5. What do you call a rack that uses more than one of a given letter?
a. dumping b. hold c. duplication
B. Complete the following statements. Write your answers on your notebook.
1. Scrabble is played with exactly ____ tiles.
2. When a player is able to place all seven tiles from the tile rack on the
board, the player receives ______ bonus points.
3. In scrabble, the _______ tiles may be used as any desired letter.
4. A _____ square doubles the score of a letter.
5. An opponent calls for _____ when he thinks a play is not acceptable.
C. Match the scrabble letter in Column A with the equivalent point value in
Column B. Write the letter of the correct answer on the space provided for
in Column C. Do this in your notebook.
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Column A Column B Column C
1. A, F, I, L, N, O, R, S, T, and U a. 10 points 1. ________
2. Q and Z b. 4 points 2. ________
3. J and X c. 8 points 3. ________
4. F, H, V, W, and Y d. 3 points 4. ________
5. B, C, M, and P e. 1 point 5. ________
In this phase, you are expected to show an evidence of your

understanding through a product or performance.
Activity 11: How Well Do I Know the Game?
This activity gives you chance to re- assess and apply what you have
learned about the basic rules of the game scrabble.
Enumerate the rules on how to play scrabble. Do this in your activity

notebook.
How to Play Scrabble

1
2
3
4
5
6
7
8
9
10
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Activity 12: Do You Still Remember Me?
Identify the common scrabble terms you have learned. Complete the
corresponding scrabble letters placed on the scrabble board. Use the
following guide statements as your reference to complete the scrabble terms.
Write your answers in your activity notebook.
1. It is a term that describes a rack that has more than one of a given
letter.
2. It consists of two blanks - the four Ss and the letters J, Q, X, and Z.
3. A square piece that is used in playing scrabble.
4. It is a word game in which two to four players score points by forming
words from individual lettered tiles on a game board marked with a 15-
by 15 grid.
5. A term used in scrabble when an opponent thinks a play is not
acceptable.
6. A letter that will spell a new word when it is played within the front of or
at the end of a word on the board.
7. This is a dark red square on the scrabble word. When a word is played
using this square, the points for the word are multiplied by three.
8. This is any word played that uses all the seven letters on the rack
earning a bonus of 50 points.
9. The act of playing a word on the board that stops the opponent from
making a potentially large score.
10. A term in scrabble wherein the player may “pass” his / her turn by not
exchanging tiles and not making a play on the board.
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Rate yourself based on the point value of the tiles:
Point Values Scrabble Letters

0 Blank tile
1 A, E, I, L, N, O, R, S, T, and U
2 D and G
3 B, C, M, and P
4 F,H,V,W, and Y
5 K
8 J and X
10 Q and Z
2x L (Double Letter Scores) in Light Blue Cells
3x L (Triple Letter Scores Dark) in Blue Cells
2x W (Double Word Score) in Light Red Cells
3x W (Triple Word Score) in Dark Red Cells
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Activity 13: Mini Scrabble Game Tournament
In this activity you will synthesize and apply what you have
theoretically and practically learned in the previous learning activity. Decision
making, critical thinking, and sportsmanship will be developed. Your
performance during the activity will be rated according to the following criteria:
 proficiency in execution of skills

 ability to adapt skills to the sport situation
 behavior during the performance
1. Group yourselves such that there will be players and game officials.
Rotation will be made so that all groups will be able to play and officiate as
arbiter / recorder.
2. The winner of each group will be selected to compete with the winners of
the other groups to determine a champion.
Note: You are encouraged to integrate / use terms related to social issues
such as environment, drug education, peace education, and
consumer education.
Analytic Rubric for the Assessment of Learners’ Performance
Weight Proficiency in the Ability to Adapt a Skill to Behavior in Playing
Execution of Skills a Certain Sport Situation
30% 40% 30%
MASTERFUL: SKILLFUL: MATURE: Highly
5 Able to use Demonstrates disciplined and able
knowledge and powerful and skillful to demonstrate
skills execution of the appropriate behavior
automatically, game skills with high towards the game,
effectively, and level of confidence players, and game
efficiently in game officials
situations
SKILLED: Able to COMPETENT: SENSITIVE:
4 use knowledge Demonstrates Disciplined and able
and skills competently the game to demonstrate
competently in skills with confidence appropriate behavior
game situations towards the game,
players, and game
officials
ABLE: Has limited PRACTITIONER: AWARE: Generally
but growing ability Demonstrates demonstrates proper
3 to use knowledge general level of behavior towards the
and skills in game coordination and game, players, and
situations competence in the game officials
execution of game
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skills with limited but
growing confidence
APPRENTICE: APPRENTICE: DECENTERING:
2 Relies on limited Demonstrates limited Has some capacity
knowledge and coordination and for self-discipline but
skills; has limited competence in the with limited reactions
use of judgment execution of game and attitudes towards
and skills with low level ofthe game, players,
responsiveness to confidence and game officials
game situations
NOVICE: Can NOVICE: Has very EGOCENTRIC: Has
1 perform only with low or no coordination little or no
coaching and in demonstrating consideration to the
relies on highly game skills; has very rules of the game;
directed skill low level or no behaves untowardly
execution, confidence at all and has no respect
procedures, and for other players and
game approaches game officials
Congratulations! You did a good job in finishing this lesson.
Summary
After doing all the activities, I hope that you have learned a lot
specifically on the following parts:
Part 1 gives you a brief recall about your concept on the game
scrabble including adequate and relevant information and knowledge.
Part II enables you to perform and demonstrate activities that
assessed your skills and understanding.
Part III provides you with different activities and discussion that helped
you to reflect and think deeper about the game.
Part IV is the final phase in which you transferred your learning
through a product or performance in a new context or situation.
I hope that you gained a lot in terms of knowledge, skills, and value
formation from the different activities. Congratulations!
Glossary
Bingo – any word played that uses all seven letters on the rack earning a
bonus of 50 points.
Blocking – the act of playing a word on the board that stops the opponent
from making a potentially large score. It also refers to the act of playing
words that make it harder for either player to score many points.
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Challenge – an opponent calls a "Challenge" when s/he thinks a play is not
acceptable (i.e., not in the OWL or Merriam-Webster Collegiate
Dictionary, Eleventh Edition). A word judge is called to verify which
words are acceptable or not. Whenever there is a challenge, someone
loses exactly one turn.
Count Tiles – players often count tiles at two different times: 1) before a
game begins to ensure that there are 100 tiles; 2) near the end of the
game, when knowing exactly how many tiles remain to be played. This
is crucial for the astute player.
Double-Double – a term used when a player makes a play with letters that
cover two Double-Word Squares (DWS) . The bonus for covering two
DWSs one play: quadruple the sum of the value of the letters of the
"Double-Double" word. The sum should include that extra values
earned form any DLS covered by that turn only.
End-Game – the portion of a scrabble game when there are less than seven
tiles left to draw from the bag.
Hook Letter (a.k.a. Hook) – a letter that will spell a new word when it is
played with in the front of or at the end of a word already on the board.
Example: With HARD on the board, the letter Y is a hook letter at the
end of the word since HARDY is acceptable. Likewise, the letter C can
be hooked at the front of the word since CHARD is acceptable.
Pass – is a term in scrabble wherein a player may pass his / her turn by not
exchanging tiles and not making a play on the board. The player
scores zero and says "Pass!" and starts opponent's timer. It is now
opponent's turn. Note that when there are six consecutive scores of
zero in a game, the game is finished.
Scrabble – is a word game in which two to four players score points by
forming words from individual lettered tiles on a gameboard marked
with a 15 by 15 grid.
Tiles – game equipment consisting of a flat thin piece marked with characters
and used in board games like Mah-Jong, Scrabble, etc.
References
http://www.en.wikipedia.org/wiki/chess
www.Scrabblefinder.com
www.lifestyle.indianetzone.com
http://www.google.com.ph/
http://www.hasbro.com/scrabble/en_US/
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Lesson 2: Chess
Introduction:
Participating in indoor recreational activities is important for a child’s

development because it can lay a foundation for a healthy life. Playing chess
is a good mental and physical activity for children. It develops physical body
movement and coordination; encourages self-esteem; fosters social
interaction skills; improves thinking skills; and emotional skills. Moreover,
family relationships can be enhanced when the family has something
worthwhile to do altogether.
This lesson encompasses the basic principles and ideas about chess
as one indoor recreational activity. It will lead you to understand the nature /
background of the game chess and the benefits derived from playing it. This
will help you become a better player while learning the basic skills in playing
it.
Pre-assessment
You will be given sets of activities to assess and activate your prior
knowledge about chess.
Activity 14
In this activity, your prior knowledge in the game chess will be

assessed. In your activity notebook, copy the table as shown. Look at the
drawing of chess pieces and equipment of the game. Identify each piece.
Write your answer on the appropriate boxes.
Chess pieces and equipment So, you are…
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Chess pieces and equipment So, you are…
This simple recall and identification activity has surely activated your
prior knowledge in chess. In the next activity, you will identify your own
personal learning goals and objectives of the course. At this point, you will
write your expectations for this module.
Define your own personal learning goals and targets about the lesson
on chess.
Example: Learn the moves of each chess piece.
1.___________________________________________________
2.___________________________________________________
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In this phase, you will be given activities to assess your prior

knowledge; and communicate your expectations - what you want to know,
understand, produce, or perform. You will be taught what you need to learn
about chess. You will also be informed of the assessment techniques which
will be used to rate your output and performance at the end of the lesson.
Brief History
Do you know where chess originated? Chess is a game that has been
played for centuries and was thought to have originated in India in the 15th
century. Long ago, it was considered a game reserved only for kings and
members of the upper classes. Nowadays, chess is played by common
people even at an early age.
The modern design of chess pieces bears the name Staunton, who
was an English master in the mid-1800s. These are the type of pieces that
are now used in all tournaments worldwide.
The first international chess tournament was the London Tourney

played in 1851. A German named Adolf Anderssen won the game. He
became the unofficial best chess player of the world because he did not
receive any award or title.
The first great American-born chess player is Paul Morphy. Morphy

traveled to Europe in the 1850s where he beat all challengers including Adolf
Anderssen. However, the English champion of the time (Staunton) refused to
play with him, so Morphy never became a world chess champ.
The first official championship chess tournament was played in 1866 in

London, with sand clocks to restrict the length of a game. A Bohemian
(Czechoslovakian) Jew named Steinitz won the game. He became the
world's first official chess champion, holding this title until 1894.
Have you wondered who rules in the world of chess today? Recently,
Russia dominates the game of chess. This results from the establishment of
government schools for talented chess players after the communist revolution
of 1917. Since 1927, many of the top world chess players have been citizens
of the former Union of Soviet Socialist Republic (USSR), including: Tal,
Alekhine, Petrosian, Spassky, Smyslov, Anatoli Karpov, and Gary Kasparov.
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Benefits from Playing Chess
Chess is an indoor recreational activity it is now being introduced as a

major part of secondary level curriculum because of the benefits it gives to
the students. Here are some of these benefits:
1. Chess increases the mathematical and scientific skills of the students. It

also enhances the problem solving skills, concentration ability, and as
logical thinking ability of the students.
2. It develops a sense of confidence and self-worth of a student.
3. It also improves communication skills.
4. It gives a lesson on hard work and commitment.
5. Chess provides entertainment and relaxation. This game is free and can
provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational

therapy. It keeps the mind healthy, thus, results to a healthy body. It is
used by therapists to help people suffering from anxiety and depression.
7. Chess as a form of indoor recreational activity can strengthen family

relationship. Members of the family can play with each other while at
home. In a way, the chess pieces represent the family members. Each
member of the family has a role to play just like in chess where each
piece has specific functions to perform to win the game.
Activity 15: Think of Me
This activity gives you the opportunity to know more about your
expectations of the lesson, assess your prior knowledge and skills in chess,
and clarify what you want to learn about it.
Copy the following illustrations and write what you currently know
about the game of chess under box A and what you want to know more
about the game under box B. Use the questions as your guide.
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Ready, Chess, Go!
Guide Questions
1. Give a short description about the nature and background of the game
chess.
2. Do you think playing chess can promote health, fitness, and wellness
among family members? How?
Activity 16: Give Me a Star
At this point, questions are provided for you to gauge how you value
chess as a game.
In your activity notebook, copy the table as shown, and answer the
questions by placing for always, for sometimes, and for
never on the space provided.
Questions Always Sometimes Never
1. Have I experienced playing chess?
2. Do I play chess with my family?
3. Do I enjoy participating in chess

games?
4. Do I consider the benefits from
playing chess?
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Questions Always Sometimes Never
5. Do I consider playing of chess as

one of my lifelong activities?
6. Do I play chess with friends?
7. How often do I play chess?
8. Are there chess enthusiasts in my

family?
The two previous activities gave information on your personal concepts

of the game chess. In the next activity, your answers will be based on the
lessons you will learn in the classroom about the nature and background of
the game.
Activity 17: Map the Concept
Express what concepts you know about chess. The following are
chess pieces. Write a word or phrase inside the pieces which are related to
the background and nature of chess.
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After writing the four words or phrases, use each word in a sentence.
The sentence must be related to the background and nature of chess.
The above activities are only starters and the succeeding ones will
enable you to identify the benefits derived from playing chess and the proper
conduct when participating in the game.
Activity 18: Chess Out! All On Board!
The following is a box divided into 16 squares. The squares contain

benefits derived from chess and the proper behavior when participating in this
game. On the next page, is an improvised chess board which should be
copied in your activity notebook.
From the numbered details, identify which are the benefits derived
from chess and which are the proper behavior when participating in the game.
Write the number corresponding to benefits derived from chess on the
shaded boxes of the chessboard and the number for the proper behavior
when participating in chess game on the white boxes.
1 2 3 4
It develops a It gives a lesson Never boast over It improves
sense of of hard work and a win. communication
confidence and commitment. skills.
self-worth
5 6 7 8
Always show It increases It keeps the mind Don’t show
sportsmanship. mathematical healthy. rude behavior
and scientific over a defeat.
skills.
9 10 11 12
It strengthens Don’t distract the It provides Do not make it
family other players. entertainmen.t obvious if you
relationship. made a
mistake.
13 14 15 16
Never blame It provides Minimize talking If you disagree
others for relaxation. when playing. with what your
something they opponent has
did not do. done raise
your hand and
ask for help.
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You have made a lot of progress by learning the overview of the game
chess. Now, you will learn the basic skills in playing chess. You will be
acquainted with the rules and regulations of the game.
Activity 19: Watch Me
In this module you will watch a video presentation on how to play the
game which you can download at
https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL
After the video presentation answer the following questions:
1. How does a chess piece move?

2. What are the special features of chess pieces?
3. How can you do castling?
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4. When does check or checkmate occur?
In Part I of the lesson, activities were provided to gauge your

knowledge and interests and gather evidence of your learnings about chess.
In the succeeding part, activities will focus on how you process the
information gained.
In this phase, you will be provided with various learning resources and
learning experiences to enable you to understand and play chess better.
Activity 20: Paper Juggling
This activity will test your ability to use your hands and eyes together to
perform a task requiring you to synchronize vision, touch, movement, and
cognition.
Paper juggling is a fun way to help you develop and maintain your eye-
hand coordination that is essential in playing chess.
1. Make your own paper juggling ball by crumpling two sheets of paper.
2. Start the activity by juggling the paper ball alternately with right and left
hand.
3. Count how many times you hit the paper ball.
4. If you fail to hit the paper ball, stop counting.
5. Do it three times.
6. The highest score in three trials will be your final score.
Activity 21: Where Do I Belong?
You are now on the exciting part of the module. In this activity, you will
be acquainted with the proper positioning of the chess pieces on the chess
board.
Visualize a chess board with chess pieces placed in their proper initial
positions. In your activity notebook, copy the illustration as shown and locate
the following pieces in their initial positions on the chess board by writing the
number in the space provided.
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__________ __________
__________ __________
__________ __________
__________ __________
__________ __________
In Activities 1 and 2, you played paper juggling and identifed the initial
positions of the chess pieces. In the next activity, you will perform the moves
of each chess piece.
Activity 22: It’s Playtime!

In this activity, you will practice the basic moves of each chess piece.
You need to remember each specific move to win a game. Pieces can be
moved to capture an opponent's piece. This is done by landing on the square
of the opponent’s piece and then replacing it.
Pieces can also be moved to defend other pieces in case of capture or
to control important squares in the game.
Follow the moves of the different chess pieces as illustrated.
NOTE: The dot (●) represents the direction of moves of the pieces.
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THE KING
The king is the most important chess piece; however it is also

considered one of the weakest. The king only moves one square in any
direction – up, down, to the sides, and diagonally. The king may never move
himself into a check where he could be captured.
THE QUEEN
The queen is the most powerful piece. It moves in any one straight
direction – forward, backward, sideways, or diagonall. As all the other pieces,
except the knight, it cannot move over any intervening piece.
THE ROOK
The rook may move to any square as far as it wants, but only forward,
backward, and to the sides. The rooks are particularly powerful pieces when
they are protecting each other and working together.
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THE BISHOP
The bishop may move as far as it wants, but only diagonally. Each
bishop starts on one color (light or dark) and must always stay on that color.
Bishops work well together because they cover up each other’s weaknesses.
THE KNIGHT
The knight moves by going two squares in one direction, and then one
more move just like an “L” shape. Knights are the only pieces that can move
over other pieces.
THE PAWN
Pawns move forward, but capture diagonally. They can never move
backwards. On its first move, the pawn can advance two squares at a time.
Succeeding moves will be one square at a time.
Note: The x represents the move for capturing opponent’s piece.
Congratulations! You have gained understanding and knowledge on

the basic moves of each chess piece. At this point you need to concentrate
on the rules and regulations of the game and focus on the game play. You
can now proceed to the next activity.
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Activity 23: Mix Match
After learning how each chess piece moves, let us review your
knowledge on the rules and regulations in playing chess.
In your activity notebook, copy the figures and other entries as
shown. Identify the move of each illustrated chess piece. Use a straight line
to connect column A to column B; then, column B to column C. The first one
is done for you.
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After finishing the preceding activities, you are now equipped with the
basic skills in playing chess. To further your knowledge and for more
excitement, you will now play chess online.
Activity 24: Online Games
Way to go! Play chess online. You will have the computer as your
opponent.
Play chess with your computer at

http://www.learn4good.com/games/board/play-chess-against-the-
computer.htm.
In Part II, you were given sets of activities to facilitate better

understanding of the game chess. Aside from just knowing the basic required
skills in playing the game, a deeper understanding of its importance is
necessary. In the next part, activities are designed to convey the deeper
value of chess.
In this phase you have other learning resources and experiences to

enrich your understanding of chess.
Activity 25: The King and I
The following table contains pictures of chess pieces and members of

a typical family. In your notebook, copy the table as shown. Write the
functions of the chess pieces and family members on the space provided for.
Relate the functions of each chess piece to the family member or to the family
as a whole. Present your work to your teacher.
Chess Function of the Function of the Family Family Members

Pieces Chess Pieces Members
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Chess Function of the Function of the Family Family Members
Pieces Chess Pieces Members
Activity 26: Piece of Cake

Here is a question for you to ponder. This will give you a deeper
understanding on the value of playing chess.
Do you think playing chess can promote health, fitness, and wellness
among family members? How?
Write your answer on your activity notebook.
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In Part III, you performed activities which deepened your
understanding of the game chess. In Part IV, your performance and product
will be assessed. It’s now time to solve chess puzzles, meet other players
and have a chess match.
Finally, you made it to this part! This is your chance to show everyone
that you can play chess with your classmates. In the next activities, you need
to have a chess set. Your performance and product will be graded based on a
set of criteria.
Activity 27: Chess Puzzles
The following are chess puzzles for you to solve. Your teacher will rate
your ability to execute the basic skills and tactics in playing chess by using
the rubrics that follow.
(White to move)
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Rating
Activity
4 3 2 1
1. Solve the First Second Third More than 4
puzzle attempt attempt attempt attempts
2. Time to solve Less than Less than 3 Less than More than 5
the puzzles 2 minutes minutes 4 minutes minutes
Rating Scale:
8 – Advanced
6 – Proficient
4 – Approaching Proficiency
2 – Developing
Activity 28: Mini Chess Tournament
The aim of this activity is for you to apply what you have learned
theoretically and practically in the previous phases of the learning process.
1. You will be grouped by pairs. Rotation will be done so that you will have a
chance to play with other members of the group.
2. Your performance will be ranked based on the score garnered during the
mini-chess tournament.
Name of Students Score Rank
1.
2.
3.
NOTE: The number of students to be ranked is not limited to three.
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Summary
This module focused on different sets of activities that helped you

develop the required skills in playing chess. It enabled you to understand the
basic principles and concepts behind the game. After performing all the
required tasks in this module, it is expected that you have already gained
knowledge on the essentials of chess and its deeper value as a recreational
activity to promote good family relationship.
Part I gave you a brief recall on the game chess. It has also provided
you with activities which strengthened your knowledge about the game such
as providing you with the opportunity to enumerate what you know and what
you want to know about chess. The benefits derived and the proper behaviors
when participating in a chess game were also discussed. Moreover, a
downloadable video clip was made available to help you better understand
the rules and regulations of the game.
Part II enabled you to perform activities that evaluated your skills and
understanding of the game. You were tasked to demonstrate the moves of
each chess piece. You also had the opportunity to play online chess to
enhance your skills in playing the game.
Part III provided you with activities to make you reflect and think
deeper on the value of chess as a game.
Finally, in Part IV, you had the chance to apply what you learned in this
unit. You were made to solve chess puzzles and played mini-chess
tournaments.
Congratulations! You did a good job. Surely, you gained a lot of
knowledge after performing all the activities in this unit. It is hoped that you
also gained the family values this unit wanted to convey.
Glossary
Castling – a move of the king and / or either rook of the same color along the
player’s first row. On a player’s turn he may move his king two squares
over to one side and then move the rook from that side’s corner to right
next to the king on the opposite side.
Checkmate – is a situation in which one player's king is threatened with
capture (in check) and there is no way to avoid that threat
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Chess – a board game for two players, each beginning with 16 pieces of six
kinds that are moved according to individual rules, with the objective of
checkmating the opposing king.
Draw – a chess game where nobody ends as a winner
En Passant – is a special pawn capture which can occur immediately after a

player moves a pawn two squares forward from its starting position and
an enemy pawn could have captured it had it moved only one square
forward. The opponent captures the just-moved pawn as if taking it "as it
passes" through the first square. The resulting position is the same as if
the pawn had moved only one square forward and the enemy pawn had
captured normally.
Promotion – is a special ability of pawn wherein if it reaches the other side of
the board it can become any other chess piece except the king
References
http://www.fide.com/component/handbook/?id=124&view=article
http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html
http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html
http://www.learn chess.com/the_history_of_chess-27008.php
http://lifestyle.indianetzone.com/recreation/1/indoor_recreational_activities.ht
ml
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Lesson 3: Domino
Introduction:
This lesson focuses on another indoor recreational activity, the game

domino. It is designed to assist you in understanding the nature / background,
benefits, basic skills and tactics in playing the game. You will be given
opportunity to engage in practical applications of the principles and rules in
playing domino. You can become a better player and appreciate the game
more as you go through this module.
Pre-assessment
At this point, you will be provided with activities to pre-assess your

prior knowledge about the game.
Activity 29: Batang Henyo
You will be divided into three teams. Play charades on words related to
the game domino.
Here’s what you are to do:
1. Start the game by asking each team to write words related to domino
on pieces of paper. Fold the paper and put them in a bowl.
2. Your team will guess the word that you picked by acting out, giving
signals and gestures.
3. Stop when your team guesses the correct word or time runs out. You
will be given a minute to act out the word.
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4. The team with the most number of correct guesses wins the game:
The above activity helps activate your prior knowledge about

domino. In the next activity, you will enumerate your personal learning
goals and objectives for the lesson
State your own learning goals and targets about the lesson domino.
Example. Learn how to play domino.

1.____________________________________________________.
2. ____________________________________________________
3. ____________________________________________________
The succeeding activities are classified into four phases of

learning such as knowing, processing, reflecting and understanding, and
transferring of knowledge.
In this phase, you will be provided with sets of activities to measure

your prior knowledge; to express your expectations based on what you know,
what you want to know, and what you can accomplish in relation to the topics;
to equip you with the necessary knowledge about dominoes; and to inform
you of the assessment techniques which will be used to rate your output and
performance.
History of Dominoes
Dominoes (or dominos) generally refer to the collective gaming pieces

making up a domino set (sometimes called a deck or pack) or to the
subcategory of tile games played with domino pieces. In the area of
mathematical tilings and polyominoes, the word domino often refers to any
rectangle formed from joining two congruent squares edge to edge. A domino
set may consist of different numbers of tiles and dots. The traditional Sino-
European domino set consists of 28 dominoes. The totals for all common
domino sets are presented in the following table:
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Domino Set Number of Tiles Number of Dots
Double Six (6-6)
28 168
Double Nine (9-9)

55 495
Double Twelve (12-12)

91 1092
Double Fifteen (15-15)

136 2040
Dominoes are called "bones" because the earliest domino tiles were
made from animal bones or ivory. Dominoes are also called "tiles," "stones,"
"men," “tickets,” or “spinners.” Each domino is a rectangular tile with a line
dividing its face into two square ends. Each end is marked with a number of
spots (also called pips) or is blank. The word "pip" commonly means a "spot"
or a "speck", and perhaps that's why a domino's spots are called "pips". The
backs of the dominoes in a set are indistinguishable, either blank or having
some common design. A domino set is a generic gaming device similar to
playing cards or dice, in that a variety of games can be played with a set.
Evidence shows that tile games have been found in China as early as
1120 CE. Some historians credit Keung T'ai Kung in the twelfth century BCE
for creating them. On the other hand, the Chu Sz Yam (Investigations on the
Traditions of All Things) stated that domino was invented by a statesman in
1120 CE. Other literatures argued that these documents support for
standardization and and not for the invention of the game.
While there has been no exact data on the origins of domino, it is

clear that it has existed so long ago that documentation is scarce. Although
domino tiles are clearly of Chinese inheritance, there is a debate over
whether the European tile set came from China to Europe in the fourteenth
century or was invented independently. Have you seen European dominoes?
They are rectangular tiles that are twice as long as they are wide. There is a
single tile for each combination of the faces of a pair of dice; the blank suit is
the throw of a single die, for a total of twenty-eight tiles in the standard double
six set. Other sets with larger numbers of tiles were invented later, with the
double nine and double twelve sets being the most common extensions.
The word "domino" is most likely derived from the Latin, dominus (i.e.,
the master of the house). The vocative domine became the Scottish and
English dominie (i.e., schoolmaster). The dative or ablative domino became
the French and then the English domino. The word "domino" is French for a
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black and white hood worn by Christian priests in winter which is probably
where the name of the game is derived from. Domino games are played all
over the world, but they are most popular in Latin America.
The game domino was very popular in Italy, France, and Britain in the
th
18 century. France was also producing domino puzzles. The puzzles were of
two types. In the first, you are given a pattern and asked to place tiles on it in
such a way that the ends matched. In the second type, you are given a
pattern and asked to place tiles based on arithmetic properties of the pips,
usually a total of lines of tiles and tile halves.
Benefits from Playing Dominoes
As any indoor recreation game, playing dominoes provides fun and

opportunity for interaction among family members. At the same time, the
game provides learning opportunities to stimulate the critical thinking and
decision making. It also develops social skills and builds character.
Activity 30: Go Domino!
This activity will give you an opportunity to know more about your
expectations of the lesson, your prior knowledge and skills in domino, and
what you want to know / learn more about the game.
A. In your activity notebook, copy the chart as shown. Write what you
currently know about domino under box 1 and what you want to know
more about the game under box 2.
Share your answers to the class. As each group presents their outputs,
other groups are encouraged to contribute to the discussion.
139
B. The following are frequently asked questions about the game domino.
Write your answers in your activity notebook.
1. Is domino a game for two persons only? If your answer is no, give a
scenario wherein the game can be played by more than two persons.
2. Why are domino tiles called bones?
3. How many tiles and dots are there in a domino set?
4. How did domino originate?
5. Why are dots on the dominoes called pips?
The activity focused on your personal concept of the game domino.
They cover the nature and background of the game. Now, to increase your
knowledge on the rules and regulations of the game, how about trying the
succeeding activities?
Activity 31: Watch a Video
In this lesson you will watch a video presentation on how to play the
game which you can download at
https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl.
Now you know how to play domino based on the video you have
watched. The next two activities can be answered based on the video you
watched.
Activity 32: Way to Domino
Copy the chart shown in your activity notebook; write the seven steps
on the tiles by arranging the statements below.
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The Seven Steps on How to Play Domino
1. The first player places the first tile on the table, usually a double-
six, If no one holds the double-six, then the double-five is played,
and so on.
2. Once you begin drawing tiles, they are typically placed on edge
so that you and your opponent can see your tiles, but without
showing the value of the tiles. Every player can, thus, see how
many tiles remain in the other players hands at all times during
game.
3. The dominoes must be shuffled to make a boneyard.
4. Acquire a domino set and pick an appropriate place for the game.
.
5. As you take turns placing tiles with your opponent, if someone
cannot make a move, you can draw a tile from the boneyard.
6. The game ends when you have placed all your tiles, or when a
game is blocked.
7. Each of the players chooses a domino at random, with the first

move going to the player holding the "heavier" domino.
In this phase, you will be provided with various learning resources and
experiences to enable you to better understand and perform the game
domino as an indoor recreational activity.
Activity 33: Domino Effect
This activity will help you relax, develop, and maintain your
coordination and reaction time which are essentials in playing domino.
1. Form a straight line with your friends or classmates.
2. The first player in front will perform a move and the next player will imitate
it. This will be followed by the next player in line, and so forth.
141
3. If someone can’t follow the movement correctly, he / she will go in front
and execute a movement which will be followed by his / her classmates.
Suggested moves / steps:

 sit
 squat
 turn to the right / left
 raise arms
 clap
The activity has surely warmed you up. Before you play domino with
other players, answer the following domino puzzles.
Activity 34: Domino Puzzles
Let us gauge your skills in playing domino. The following domino

pieces need to be connected to other pieces.
Solve the puzzles by applying the domino game tips.
What will be your best move, a, b, or c? Write the letter of your answer
1.
2.
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3.
4.
5.
After finishing the puzzles, enhance your knowledge on the basic skills in
playing domino by playing online games.
Activity 35: Online Games
Let us further enhance your skills by using the computer as your

opponent. Play domino with your computer at http://freegamepick.com/free-
online-games/domino/.
You are now equipped with the basic skills in playing domino! At this
point, familiarize yourself on how domino tiles look like. You will make your
own domino set.
Activity 36: Make your Own Domino
The class will form three groups and make 28 domino cards using
illustration board or cartolina. The size will be two inches by one inch (2” x 1”).
143
Use a pen marker or ballpen to draw the dots. The 28 domino cards will look
like the following illustration.
Materials: Illustration board, cartolina, scissors, and pen marker.
You did a good job in making your own domino cards!

In Part II, you were given activities to facilitate better understanding of
the game domino. Aside from just knowing the basic skills in playing the
game, a deeper understanding of its value is also necessary. In Part III, the
activities are intended to communicate the importance of domino.
In this part, you will be provided with other learning resources and
experiences to enrich your understanding of the game domino.
Activity 37: Let’s Get Domino

Based on what you have learned in this module, has your view on the
significance of playing a recreational activity like domino changed? Start your
write up with this statement:
I have come to realize that ______________.
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Activity 38: Guess the Word
The following are domino tiles which, when arranged, form the words
that complete the two unknown phrases at the middle (two question marked
tiles). Rearrange the letters at the bottom of each word or phrase to find the
word. The two unknown words represent the category of the words or
phrases. Write your answers in your activity notebook.
Provides
Caters to
learning Interaction
Good both young Social
opportunities Teamwork for the Friendship Fun
values ones and skills
to stimulate family
grown-ups
the mind
E F E S I N T B
Don’t show Refrain from Minimize Never blame Don’t

Never Always Do not make
rude giving talking others for distract
boast show it obvious if
behavior comments on when at the something the
over a sports- you make a
over a another game event they did not other
victory. manship. mistake.
defeat. in progress. venue. do. players.
I E B A V H O R
This activity focused on the benefits derived from playing domino and
the proper and acceptable behavior in playing the game. In the next activity,
it’s your time to share your own ideas on the importance of playing domino.
Activity 39: Sharing Time
Share with the class, your friends, or relatives your ideas about the
value of playing domino. Be guided by the following questions. Write your
answers in your activity notebook.
145
1. How did you feel about playing recreational games like domino?
2. Would you encourage your family members to play domino? Why?
3. Is playing domino considered a good recreational activity which fosters

good social relationship?
4. Can you think of other activities which can be paired with domino to
make the game more exciting?
In Part III, you accomplished activities which deepened your

understanding of the game domino. In the next part, your performance and
product will be evaluated. You will play domino matches.
In this part, you are expected to demonstrate a complete output or

performance as required by the lesson.
Activity 40: Let’s Play
This activity provides you a chance to show everyone that you can play
domino with an opponent. Your teacher will ask you to pair with your
classmates in a match of domino.
You will be assessed using the following rating scale:
Numerical Interpretation Descriptive

Value Equivalent
Performs the basic skills with no
1 errors Advance
Performs the basic skills with

2 some errors Proficient
Performs the basic skills with

some errors and relied on others’ Approaching
3
help Proficiency
Needs more practice to perform

4 basic skills Developing
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Activity 41: Assessment of Performance: Mini-Domino Tournament
After you have mastered playing domino with your classmates, you
are now ready to compete in a mini-tournament. This time, your performance
will be ranked based on the score garnered during the tournament.
A game will be composed of four players.
Name of Students Score Rank

1.
2.
3.
4.
Congratulations!
Summary
Domino mimics family situations wherein the pieces are interconnected

and need to match each other. Like dominoes, family members have a bond
that connects them. Each member needs to be in consonance with each
other so that harmony among them will be achieved.
This module focused on activities that facilitated the development of

the required skills in playing domino. It helped you understand the basic ideas
and concepts behind the game. After performing the required activities in this
module, it is expected that you are already equipped with the knowledge on
the basics of domino and in the family values the game wants to promote.
Part I dealt with a short recall on your prior knowledge about domino.
Its activities strengthened your knowledge about the game by asking you to
enumerate what you already know and what you want to know about domino.
The module also acquainted you with the basic rules and regulations of the
game. The module also provided a downloadable video clip which surely
helped you to better understand the rules and regulations of the game.
Part II focused on activities that assessed your skills and

understanding of the game. You were tasked to solve domino puzzles as well
as make your own domino set. Moreover, you were given the opportunity to
play online domino to enhance your skills in playing the game.
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Part III provided you with activities to make you reflect and think
deeper on the value of domino as a game.
Finally, in Part IV, you are made to transfer what you have learned in
this module through a product or performance. You are given the chance to
apply what you have learned theoretically and practically in this module. You
are made to compete in mini-domino tournaments.
Congratulations! You have learned a lot after going through the

module. It is hoped that you have also gained the family values embodied in
this module.
Glossary
Bar – refers to the middle line dividing the two squares of a domino tile
Blocked game – occurs when neither player has tiles that they cannot play
Bones – also known as the domino tiles
Bone yard – refers to the stock of domino pieces
Dominoes – generally refers to the collective gaming pieces making up

a domino set (sometimes called a deck or pack) or to the subcategory
of tile games played with domino pieces.
Dots – refers to the spots of a bone
Draw game – a domino game in which a player having no playable piece is

forced to draw from the stock until he or she gets one
References
http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes
http://www.pagat.com/tile/wdom/history.html
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Unit IV: Regional and National
Dances with Asian Influence
Introduction:
Kumusta! Naimbag nga aldaw! Maayong buntag! Como esta usted?
Assalam Malaykum! Hello Grade 8 learners! How’s your day? I hope that you
are as strong, energetic, athletic, and competitive as ever because, for all you
know, you will be needing all your strengths for the activities found in this
module.
When you were in Grade 7, you learned to perform examples of local

and indigenous dances. You also learned to value them in terms maintaining
good health and eventually realized that folk dancing is indeed a good
recreational activity.
Just like any other sports or games, dancing is also a physical activity
that can promote lifelong fitness and wellness. It is a good source of exercise
that could help develop grace and poise. It can even help in maintaining good
health as it highlights health-related fitness components such as cardio-
vascular endurance, flexibility, and strength.
With the effect of acculturation, indigenous dances of the Philippines

may have been modified because of cultural influence of other countries. This
is evident in the western style adopted in our folk dances. Along with this are
the influences of our Asian neighbors that have enriched our national dances
to a large extent. It is for this reason why there is a need for you to
understand our cultural root by learning our dances.
This module will introduce you to the different regional and national folk
dances of the Philippines with influences from other Asian countries. We are
part of the ongoing history of trade and industry and that part and parcel are
influences retained in us like textiles, color of fabrics, and design reflected in
the costumes of the dance. Furthermore, this module anchors its framework
on the holistic approach of using regional and national dances as potent
sources for staying healthy and fit. At the same time, these dances are prime
educational tools for learners like you.
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Objectives:
At the end of this module, you should be able to:
 discuss the origin and location of folk dance through its costume and
music;
 execute selected regional and national dances with Asian

influences such as the Binislakan, Sakuting, Sua-ko-Sua, and
Pangalay;
 demonstrate the dance sequence appropriately;
 identify the meaning of the gestures and hand movements of the dance
selected;
 approximate interpretation of the dance literature; and
 promote folk dancing as a physical activity for the family.
Pre-assessment
To check how ready you are in terms of familiarity to dances with Asian
influence, here are some basic ideas or concepts that will lead you to
answer queries relative to performing these regional and national dances.
`
Part I. Examine the following pictures and answer the accompanying
questions.
150
151
1. What general concept can be derived from the given pictures?
Explain.
2. If you were to think of Asian countries that would closely relate to the
given pictures, what countries would that be? Justify your answer.
3. Are these dances influenced by other countries? Prove your point.
4. Just by simply looking at their costumes and props, can you give the
place of origin of these dances? What are your proofs to say so?
5. Can you give a storyline for each of these dances just by looking at
their poses, costumes, and props?
6. Is there a need for proper expression in folk dancing? Does it speak
of something?
7. Can you name examples of Philippine folk dances that have Asian
influence? Can you demonstrate examples of foreign folk steps? What
are their step patterns?
8. What are the implements or props that are commonly used in folk
dances with Asian influence? What are they for?
9. Can you explain the effects of acculturation in the country based on
the kind of dances we have?
After finishing the test, you are now ready to face the
challenge of setting your learning goals and targets about the
module. As a grade 8 learner, what are your expectations? Write in
your activity sheet your own learning goals in relation to this
subject. (One example of learning goal is reflected below which can
be used as basis in making your own.)
(Example: I expect that at the end of this unit, I will be able to

identify and learn examples of regional and national folk dances with
Asian influence.)
Now that you have written your personal goals and targets,
you may now proceed to the next level which is a gateway for you
to get acquainted with the basics in folk dancing. So enjoy your
journey as you unravel the origin and historical background of the
regional and national folk dances with Asian influence. Your
journey starts now!!! Goodluck 
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Lesson 1: Philippine Folk Dances with Asian Influence
Part 1: What to Know
Philippine folk dances speak so much about the heartbeat of our

people for they tell about our customs, ideas, beliefs, superstitions, and
events of daily living in a certain community. Just by looking at the costumes,
props, and implements of a certain group or tribe, you can tell the origin of the
dance. The kind of music being used readily also tells about the influences
brought about by trade and settlement of our neighboring countries such as
China, Malaysia, Indonesia, Burma, Cambodia, Thailand, and Japan, to name
a few. Truly evident is the effect of acculturation in the country as manifested
by the kinds of costumes, props, music, and dance steps that are used and
integrated in some of our regional and national folk dances. The use of
gongs, kulintangs and the incorporation of pentatonic scale to our musical
compositions are just concrete proofs of acculturation in the country. These
are the reasons why Philippine folk dances contribute to the very rich culture
of the country.
The following historical backgrounds and context of the dance

literatures of Binislakan, Sakuting, Sua-ku-Sua, and Pangalay would give you
a clear picture of the nature and background of these regional and national
folk dances. This lesson will help you understand their significance and
cultural value, including the beauty and complexity of the people living in
those places.
Study these dances carefully and imbibe their importance to the

development of cultural value.
Dance Title: BINISLAKAN (Lingayen)
Dance Researcher :Francisca Reyes

Meaning :With the use of sticks
Dance Culture :Christian Lowland
Place of Origin :Pangasinan
Country of Influence :China
Ethno-linguistic Group :Pangasinense
Classification :Social Dance
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Source: http://www.kalilayan.com
Background:
Lingayen in Pangasinan means having to look backward and upward.
It was derived from Li-King-Tung, a Chinese word given to the name
Lingayen, the capital of Pangasinan, by the Chinese settlers of this place
a long time ago. The barrio folks who lived at Almazin, a small place
between barrio Pulong and Maniboc, danced this to commemorate the
stay of Limahong, a Chinese pirate who built his kingdom here.
The dancers look backward or upward in some of the movements

hence, the name Lingayen. They also use two sticks to produce rhythms,
imitating the chopsticks used by the Chinese in eating. Thus, the dance is
also called Binislakan, which in Pangasinan means “with the use of
sticks”.
Dance Properties
Costume:
 Female :Siesgo and kimono with loose and long
sleeves and soft panuelo
 Male :Camisa de Chino and red pants
Music :2/4 composed of two parts: A and B
Count :One, two, one and two, and one and two and
Formation :Partners stand about six feet apart. One or more
pairs in a set can take part in the dance, in any
formation desired.
154
Dance Title: SUA-KU-SUA
Dance Researcher :Ramon A. Obusan

Meaning :My Pomelo Tree
Dance Culture :Lowland Muslim (Coastal)
Place of Origin :Jolo, Sulu
Country of Influence :China, Malaysia and Indonesia
Ethno-linguistic Group :Tausug
Classification :Courtship Dance
Source: http://www.kalilayan.com
Background:
The Tausug of Sulu, Southern Philippines, though known as fearsome

warriors are also better known as sturdy seafarers and hardy farmers.
Extensive orchards are planted with coconuts and pomelos and fields with
staples like rice and root crops.
At harvest time, pomelo fruits are gathered in big baskets before they
are sent away. The Tausugs depend strongly on the income they get from
pomelo fruits and this relationship is romanticized by comparing the sua’s
gentle leaves, slender branches, attractive fruits and fragrant flowers to
the virtues of a lady. Put to music, it is this song that is sung by couples
while flapping two white fans, each resembling leaves rustling in the wind
in the Sua-Ku-Sua Dance.
Sua-ku-sua performers, some men but mostly women, come to the

festivities with face thickly covered with finely ground rice powder and
their eyebrows and sideburns enhanced with soot- all for beauty’s sake.
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Movements/Steps Particular to Dance
Creative imagery: Fans transform into tiny sails, face mirrors, butterflies,
shields and leaves. Tausug traditional steps with Chinese influence.
Dance Properties
Costume:
 Female
Top (Barawasi): Traditional loose blouse, long sleeves with deep,
plunging key-hole neckline. Extra panels attached to the right
and left chest decorated with many tiny brass buttons.
Material: Cheap printed or plain Chinese silk or cotton
Pants (Sawal or Kantiu): Loose Chinese pants with a 10-inch soft

white band (coco curdo) attached to a wide waist. To tuck the
pants in, the white band is overlapped in front, one side on top
of the other and rolled out to form a tight belt
Material: Cheap Chinese silk or any silky material preferably in navy

blue, sunshine yellow, grass green, red or orange colors
Shoulder band (Siyag): A separate wrap-around malong of rich
material strung over the right shoulder crossing the chest and
hanging on the left side
Headpiece: There are three choices: 1).Gold or brass filigree called

tusuk; 2). Paper bills pasted on slender sticks; and 3
pasteboard cutouts in the front tip 8 to 10 inches high, similar
to Chinese crowns covered with gold foil
Accessories: Gold or imitation gold earrings, necklace, bracelets,

and brooches.
Suggested Footwear: Dancers are barefoot
 Male
Top (Bajo): Short-waist collarless shirt. Open at the front with the
right panel overlapping the left, studded with many tiny brass
buttons and is not intended to close the front but used as an
additional shirt decoration. The shirt is allowed to drop on the
right side.
Material: Cheap printed or plain Chinese silk or cotton

Pants (Sawal or Kantiu): Similar to the pants of females but in
darker colors and bolder design
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Accessories: Money-belt, Sarok hat, Pis siyabit (rectangular
hand-woven scarf tied on the head or hung loosely over one
shoulder); Kris (wavy knife) or Barong (leaf-knife).
Music : 2/4 and 4/4; composed of three parts - A, B and C. Gabbang-

bamboo xylophone shaped like a small boat. Bamboo slats
thinned and cut to graduated sizes to produce three octaves of
pentatonic scale
Count: One, two to a measure in 2/4 time signature; 1, 2, 3, 4 to a

measure in 4/4/ time signature
Dance Title: PANGALAY
Dance Researcher :Francisca Reyes-Aquino

Meaning :Finger nail
Dance Culture :Lowland Muslim (Coastal)
Place of Origin :Sulu
Country of Influence :Thailand, Malaysia, Burma, Cambodia, and
Indonesia
Ethno-linguistic Group :Tausug
Classification :Social Dance
Source:
http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah8A0iSJzbkF?p=pangalay%2
0dance&fr=yfp-t-521-s&ei=utf-8&n=30&x=wrt&fr2=sg-gac&sado=1
157
Background:
Pangalay (also known as Daling-Daling or Mengalai in Sabah is

the traditional “fingernail” dance of the Tausūg people of the Sulu
Archipelago and Sabah.[1] This dance is the most distinctively Asian of all
the Southern Philippine dances because dancers must have dexterity and
flexibility of the shoulders, elbows, and wrists [2] – movements that strongly
resemble those of kontaw silat, a martial art common in the Malay
Archipelago. The Pangalay is performed mainly during weddings or other
festive events [1]. The male equivalent of the Pangalay is the Pangasik
and features more martial movements, while a Pangalay that features
both a male and female dancer is called Pangiluk.
The original concept of the Pangalay is based on the pre-Islamic

Buddhist concept of male and female celestial angels (Sanskrit:
Vidhyadhari, Bahasa Sūg: Biddadari) who are common characters in
other Southeast Asian dances.
Dance Properties
Costume: Dancer wears a typical Joloana costume

Accessories: Experts and professional dancers use janggay,
extended metal finger nails in each finger. The rich people have
janggay made of solid gold or silver.
Music: Played as many times as necessary:

Count: one, two; or one, and, two and to a measure.
Movements/Steps Particular to Dance
There are no definite directions, sequence of figures, number and

kinds of steps, hand movements, and positions used when performed by
the natives. For teaching purposes, the figures of this dance may be
created and dancers may form their own combinations.
Dance Title: SAKUTING
Dance Researcher :Francisca Reyes Aquino

Meaning :Refers to rhythmic sticks producing the
accompaniment for the dance.
Place of Origin :Abra and Ilocos Norte
Country of Influence :China
Classification :Recreational and Social Dance
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Source: www.flickr.com
Background:
This is a dance of the ethnic people living in the western side of

the Cordilleras way back before the coming of the Americans to our
country. During Christmas, young boys and girls accompanied by their
elders would go to the lowlands, especially in Abra and Ilocos Norte to
dance in front of the houses and ask for gifts. These young children hold
sticks, one on each hand and strike them together to make their dance
livelier. The people in the homes would give them money, homemade
delicacies, and other things.
These dancing groups

later reached as far as the coastal
towns of Ilocos region as years
went by. The rhythmic sounds
produced by the stick attracted
other children and also adults and
they also learned the dance.
Sakuting is an ethnic term which
refers to the rhythmic sticks
producing the accompaniment for
the dance.
Dance Properties
Costume:
 Female – Native Ilocano kimono style with sleeves of elbow length; ankle-
length skirt of bright-colored plaids shirred at the waist
159
 Male – Camisa de chino, red trousers, and a native hat
Music: 2/4 and 3/4 rhythms and composed of 9 parts: A, B, C, D, E, F, G, H

and I
Formation: Audience
X O
O X
X O
O X
One set of dancers
Written Checkup
Below are jumbled letters which when arranged correspond to
regional and national dances. Can you identify each? On a page in your
activity notebook put numbers from 1 to 5. Write each formed word on the
space provided before each number and try to share your knowledge about
it.
_______________1. GANAPYAL
_______________2. LABISNIKAN
_______________3. ASU UK ASU
_______________4. GIKNATUS
Were you able to arrange the jumbled letters correctly?

Please remember that the jumbled letters reflected on items 1 to 5
are the actual names of the dances that you are about to learn. To
a certain extent, knowing the names of the folk dances could lead
you to create certain impressions that are innate to the cultural
background of the dance.
To further measure how retentive your memory is, try to
answer the next activity by recalling the significant details of the
different dances.
160
B. Copy the table in your activity notebook. Complete the information by filling
out the information needed.
Name of Literal Place of Dance Influenced

Dance Meaning Origin Classification by What
of the Asian
Name of Country?
the Dance
Sua-Ku-Sua Social Dance and China,
Courtship Dance Malaysia,
and
Indonesia
With the Lingayen,
use of Pangasinan
sticks
Sakuting Abra and Recreational
Ilocos Norte Dance and Social
Dance
Pangalay Wedding Dance Malaysia,
and Social Dance Indonesia,
Malaysia,
Thailand,
Burma, and
Cambodia
Note to the learner: It is encouraged to learn more than one dance in a

quarter. However, if time doesn’t allow such, enhancement activities to
deepen understanding of the dance are deemed necessary.
Have you filled out the correct information in the table above? After
knowing the important concepts derived from the previous
learning, try to strengthen your understanding by doing the
following activity.
161
Lesson 2: Rhythmic Patterns of Selected Regional
and National Dances with Asian Influence
Activity 1: Tracing the Origin and Location of a Dance

through Its Costume
Where do I belong?
This activity will activate your knowledge on the location and origin
of folk dances based on the costumes worn by the dancers in the video
presentation.
1. In a sheet of paper, write the place of origin of the dances you saw in the
video presentation by recognizing the costumes and props, facial
expressions, and body gestures of the performers. Your teacher here will
show you a video presentation of different dances with Asian influence,
such as Singkil, Kappa Malong, Pangalay, Sua-ku-Sua, Sakuting,
Binislakan. If a video presentation is not possible, your teacher will show
you different pictures of costumes and props that are used for certain
dances in various places of the country.
2. Choose one from the following:

a. Luzon
b. Visayas
c. Mindanao Were you able to successfully
trace the place of origin of all the
dances presented? If so, try to
apply your learning on the next
activity. However, if you missed
some important points, ask your
teacher to help you analyze the
lesson before doing the next
activity.
Activity 2: Dress Me Up!
Study the procedures given and do what is asked of you. This could be
an individual or group activity.
162
 Prepare miniature boy and girl dancers made of cartolina and
post them on the board. Create different regional costumes in the
Philippines using Manila paper.
 Dress up the miniature dancers and name the province where

they come from.
 In tracing where the costumes are usually worn, consider the

geographic location where the costumes are suited and the
respective props used by the dancers and even their facial
expressions, if evident.
 Be ready to share your knowledge about the origin and

background of the folk dances considering their costumes,
expressions, and implements used. Justify your answers.
Did you enjoy the activity? Did you observe cooperation

and teamwork with members of your group while doing the task?
If you did, congratulations for having done a great job! So you
are now ready to go to the next level. You are now faced with a
bigger challenge this time by doing some movements. Here, you
will have a chance to express your feelings by doing some
rhythmic patterns that will be needed for the dances cited.
Activity 3: Listening While Playing
1. Close your eyes and listen to the recorded music of Sua-ku-Sua and
Pangalay. What is the time signature of the music? Is it done in duple,
triple, or quadruple meter? Why do you say so?
2. Feel the beat and rhythm of the music and do the following activities with
your eyes now open:
a. Clap your hands in time with the music.

b. Stamp your feet and create some rhythmic patterns using the same
music.
c. Use any material that could be used as percussive instruments such
as a beat-box and produce rhythmic sounds.
d. Use body gestures or accompany the music being played with vocal
sounds..
163
3. For variation, repeat items one to two using the recorded music of
binislakan and sakuting.
Well done! How did you feel while

performing the activity? Do you think that
feeling the beat and rhythm of the music
plays an important role in any dance
performance in so far as proper timing is
concerned? You will find the answer after
doing the next activity. Now you can do
another activity to enhance the skills you’ve
learned.
In this activity, you will learn the importance of rhythm in the

performance of folk dances.
Activity 4: Let’s Get Loud!
1. Your teacher will group your class into four.

2. Using any medium for sound production, you and your groupmates will
produce sound in time with the rhythm of the music commonly used in
regional and national folk dances. Using the duple meter as your basis in
producing the sound, divide your group into two and create different
rhythmic combinations for 16 measures to be played simultaneously with
your groupmates.
You can use any of the following that could produce sounds:
a. clapping your hands
b. stamping your feet
c. snapping your fingers
d. using any materials as percussion instruments
164
3. This time, create rhythmic combination using the triple meter for another
16 measures.
4. Always observe the principles of accent, intensity, dynamics, and tempo
in your routine.
5. After a ten-minute rehearsal, perform your output in class. Perform the
rhythmic combination in duple meter first, then triple meter, or vice versa.
Refer to the following rubrics to be used for evaluation.
6. After the group performance, discuss in class the importance of rhythm
in performing folk dances.
Analytic Rubric for the Assessment of Learners’ Performance in Rhythm
Weight Musicality Degree of Difficulty Characterization

(Timing, Dynamics, and (Complexity and (Behavior During
Mastery) Intricacy in the Use of Performance)
Rhythmic Patterns in
Various Meters)
40% 40% 20%
5 MASTERFUL: Performs SKILLFUL: Creates MATURE:

rhythmic composition skillful composition of Demonstrates proper
with high level of complex and intricate characterization and
musicality while rhythmic patterns in appropriate behavior
observing proper timing, duple, triple, and in the performance
dynamics, and mastery quadruple meters and with high level of
confidence
4 STRATEGIC: Performs COMPETENT: SENSITIVE:

rhythmic compositions Creates a certain Demonstrates proper
with a certain level of degree of skillful characterization and
musicality, while composition of appropriate behavior
observing proper timing, complex rhythmic in the performance
and mastery, but with patterns in duple, and with a certain
limited ability to perform triple, and quadruple level of confidence
with dynamics meters
3 ABLE: Performs PRACTITIONER: AWARE:

rhythmic compositions Creates a commonly Demonstrates
with mastery and limited accepted composition generally acceptable
but growing ability to of simple rhythmic characterization and
perform with timing and patterns in duple, proper behavior
dynamics triple, and quadruple toward the
meters performance and with
a certain level of
confidence
2 APPRENTICE: Performs APPRENTICE: DECENTERING:

rhythmic compositions Creates rhythmic Demonstrates
with general mastery but patterns but could inconsistent
could hardly adapt to hardly distinguish characterization and
varying dynamics and differences among demonstrates low
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timing duple, triple, and level of confidence
quadruple meters
1 NOVICE: Performs NOVICE: Cannot EGOCENTRIC:

rhythmic patterns with create any rhythmic Demonstrates little or
low or no mastery, pattern at all no characterization
timing, and dynamics and behaves
inappropriately toward
the performance
You’re smart! Now I

think you’re ready for the next
activity which is more
challenging than the previous
one. Keep going. 
Activity 5: Fill in the Gap
1. In this activity, I have realized that _____________________.
2. I can create rhythmic patterns by _____________________________.

________________, and using any_____________________________.
3. To complete the rhythm, the principles of accent, intensity, __________ ,

and _______ should be observed.
4. I can make my life more colorful and meaningful by being _____________

in the same manner as it can be applied to music.
5. For me, rhythm is just as important as ______________ because without

it, ___________________________________________.
Now that you have realized the importance of rhythm, you

may now apply the knowledge you gained to the next activity which
is important in the performance of any dance.
166
Activity 6: Dance into the Groove!
With the same grouping that you had in Activity 4, Let’s Get Loud,
perform again the rhythmic combinations that you composed while doing the
following:
1. Based on the videos you saw earlier in the Pre-assessment Activity and
Activity 1, create a dance using any hand or body movement that would
jibe with the sound or rhytmic pattern you created.
2. Always observe the elements of space and movement while doing the
routine.
3. Perform the whole routine of dance and sound improvisations with

proper expressions and gestures.
Did you enjoy the activity? You must be sweating out

now. Perspiring while doing the activity is a good indication of
good health because your heart beats faster as it pumps
harder while dancing. You know pretty well that dancing is a
good exercise, thus, you are keeping your heart healthy.
Since you have already started doing some
movements, it’s now time for you to test your own dancing
skills by doing the next activity. Enjoy and have fun while
mastering the rudiments!
167
Lesson 3: Basic Steps in Folk Dancing
In this lesson, you will be made familiar with the basic steps and
arm movements of the dances: binislakan, sakuting, sua-ku-sua, and
pangalay. This will give you a clear understanding of the nature of these
folk dances.
If you study the literature of these dances found at the end of

this module, you will notice distinct steps and movements that are
inherent in each dance.
The following dance terms and dance steps are basically used
in Binislakan, Sakuting, Sua-Ku-Sua, and Pangalay. You are to master all
these dance steps, which will be used later in your performance test.
Study them carefully and demonstrate the dance steps with the help of
your teacher.
Padyak: to stamp or tap with one foot and the weight of the body is on
the other foot
Saludo: it means to bow
Arms in Lateral Position: both arms are in one side at shoulder level,
either right or left
Set: a dance formation of two or more couples
Bend: to move the body or part of the body around the wide axis
Leap: to spring one foot and land on the other foot
Study and analyze the following table. The information given will be
needed in your dance performance.
Dance Step Music Used No. of Counts Step Pattern

or Meter per
Step
Slide (glide) 2/4 or 3/4 1M slide, close
Skip 2/4 or 6/8 1 ct. step and hop
Bleking 2/4 or 3/4 1, 2 or 3 cts. heel-place, close
Gallop 2/4 or 6/8 1 ct. step and cut
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Mincing 2/4 or 3/4 as many as step, step, step and
required so on
Parallel 2/4, 3/4, or as many as pivot and turn heels,

Tortillier 4/4 required pivot and turn toes
Pivot Turn 2/4 2 M or 4 M Step, ball and turn,

step, ball and turn
and so on
Touch Step 2/4 or 3/4 1, 2 or 3 cts. Touch , close
Change Step 2/4 or 3/4 1M Step, close, Step

Waltz Turn 2/4 or 3/4 2M Execute 2 waltz
steps to make a
turn
Waltz Step 2/4 or 3/4 2M Step R; step L close

to R in rear; step R
Stamping 2/4 or 3/4 1M Stamp(R) (L) and

close to supporting
foot (L) (R)
Your teacher will guide you in using the following legends in the
interpretation and execution of a particular dance step.
M = Measure
F = Forward
B = Backward
R = Right
L = Left
Activity 7: Tell Me!
In this part, you will be given basic steps, arm and body movements,
that are used in Binislakan, Sua-Ku-Sua, Sakuting, Pangalay and Tiklos.
Identify what is being defined.
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1. Both arms are in one side at shoulder level, either right or left.
2. To stamp or tap with one foot and the weight of the body is on the
other foot.
3. To spring one foot and land on the other foot.
4. To move the body or part of the body around a wide axis.
5. A dance formation of two or more couples.
Congratulations for having gone

this far! Reaching this part is a clear
indication of your willingness to learn
more. Now, maximize your potential by
memorizing and performing with
mastery the basic steps of regional
and national dances.
Activity 8: Dance with Me!
In this part, you will be given practical applications of the basic steps,
arm and body movements used in Binislakan, Sakuting, Sua-Ku-Sua, and
Pangalay. Read the instructions and make sure to follow them correctly.
 Look for a partner and execute the rhythmic steps or dance steps
that are commonly used in Binislakan, Sakuting, Sua-Ku-Sua, and
Pangalay.
 Out of the dance steps you learned, create dance-step

combinations.
 The following rubric will be used to evaluate your performance.
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Analytic Rubric for the Assessment of Learners’ Performance in Folk Dance
Weight Choreography and Execution and Characterization and

Artistic Presentation Mastery of Steps Behavior During
Performance
40% 30% 30%
OUTSTANDING: Performs SKILLFUL: Demonstrates SOPHISTICATED:
steps with high level of precise and skillful Demonstrates
5 mastery, while creating execution of the steps sophisticated
several formations in the with high level of characterization and
dance floor confidence appropriate behavior
toward the dance and
groupmates
DYNAMIC: Performs steps COMPETENT: EXPRESSIVE:

with mastery while Demonstrates the steps Demonstrates a typical
4 creating sufficient competently and with level of characterization
formations on the dance confidence and appropriate behavior
floor toward the dance and
groupmates
CREATIVE: Performs steps PRACTITIONER: REALISTIC: Demonstrates
with mastery but with Demonstrates general generally acceptable
limited yet growing ability level of coordination and characterization and
to execute them while competence in the proper behavior toward
3 creating formations in the execution of steps with the dance and
dance floor limited but growing groupmates
confidence
FAIR: Performs steps with APPRENTICE: IMPROVING: Displays
general mastery but could Demonstrates limited inconsistent
2 hardly adapt to varying coordination and characterization and
formations in the dance competence in the demonstrates generally
floor execution of steps with acceptable behavior
low level of confidence toward the dance and
groupmates
STATIC: Performs steps NOVICE: Has very low or MECHANICAL: Has little or
with low or no mastery no coordination in no characterization and
1 and is not capable of demonstrating steps; behaves inappropriately
creating formations in the has very low level or no toward the dance and
dance floor confidence at all groupmates
Source: 2010 new Secondary Education Curriculum Teaching Guide
171
In your performance, what grade did you receive? Are you
satisfied with it? If your grade is low, would you want to improve
your performance if given another chance by your teacher? If you
got a high grade in your performance, wouldn’t you want to share
your expertise to your fellow classmates who are still novice? What
do you think?
The next activity will allow you and your classmates to do
peer-teaching. Here, your teacher will divide your class into two,
which will allow advanced learners to enrich their mastery and the
novice group to remediate their weaknesses by learning in a
partner or buddy system. Which group do you belong?
Activity 9: No Man Is an Island!
This activity aims to enrich your mastery of skills in performing the

dance steps correctly, while building cooperation and goodwill with your
classmates.
1. Group yourselves into two. Group A will be for those who are familiar
with the dance and Group B for those who are still unfamiliar with it.
2. Those in Group B should choose a partner in Group A.
3. Your teacher will provide a list of step patterns with a minimal set of
combinations and directions for you to execute.
4. Help each other in interpreting correctly the step patterns provided.
5. Your teacher will supervise you as he/she guides you in doing the
activity.
6. After the given time alloted by your teacher, a performance assessment

will be given.
7. Try to provide feedback on the performance of the other groups.
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Reflection
In life, we need one another. We need to cooperate and help those

who are in dire need. Along the way, we also need to seek guidance from
people who are knowledgeable on certain issues. Life should be based
on a give - take process. That way, we can create harmonious working
relationship in our community. This principle is also applied in the
teaching – learning process of a dance performance.
To measure how effective this activity is, you will now

demonstrate more cooperation and harmony by showing better
performance through the next activity. Let’s see if you have
improved.
Activity 10: Watch Me!
This activity will help you check your knowledge on the basic rhythm
and step patterns of folk dances. The leaders of the four groups shall draw
lots and perform what is written on the drawn sheet of paper.
1. Perform the dance steps correctly in figures 1- 3 of Binislakan. (Group A)
2. Execute the dance steps correctly in figures 4- 6 of Binislakan. (Group B)
3. Perform the whole dance properly with music accompaniment. (Group C)
4. Make a prelude of the dance Binislakan by presenting a typical scenario of
what is commonly seen in a barrio. Storyline should be related to the
theme or cultural background of the dance itself.
Note to the Learner: Agree with your teacher on the dance to be performed.
How was your dance performance? Do you honestly believe

that you performed a lot better this time? Take note that performing
does not only mean dancing gracefully. Proper expressions of the
face and body gestures are also important to show the emotions
needed in a particular dance. The next activity will teach you the
significance of gestures and hand movements in finding the meaning
of a certain dance.
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Lesson 4: Hand Movements and Gestures
In this lesson you will be able to identify the meaning of the gestures
and hand movements of the folk dance given.
Hand movements and gestures play a very important role in the whole
composition of a performance for they give life and meaning to the whole
dance. Just a simple movement of the hand or even a simple body gesture or
facial expression shown by the dancer would mean a lot in expressing the
thoughts, joy, or sorrow of the one performing.
You will discover the hidden meanings of certain gestures and hand
movements as you read and interpret the dance literature of folk dances later.
In this part, you will be provided with motivating activities that will
establish your own understanding of the topic and will lead you to
answer queries relative to the performance of regional and national
folk dances with Asian influence.
Activity 11 - Grand Tableau
This activity aims to activate your creativity in conveying proper

emotions and gestures in different situations, which will later be needed in
the performance of Folk Dances.
The following instructions will be facilitated by your teacher.
1. You and your classmates will be grouped into five.
2. The leaders of the five groups will be asked to draw lots. Each piece of
paper describes one particular scene to be portrayed by the group. For
one minute, you and your groupmates will conceptualize a typical
scenario which is most likely to happen from the given situations:
a. Fishermen pulling up their fishnet from the sea
b. Farmers harvesting bountiful grains
c. Fiesta celebration of your town
d. Wedding ceremony
e. A man courting a lady
3. After conceptualization, another 10 seconds will be given for your group
to act out the scenes that you have planned, exhibiting the proper facial
expressions and hand or bodily gestures.
174
4. After the activity, your teacher will discuss on the importance of
exhibiting proper expression and gestures in performing activities like
dance, music, theatre, and other performing arts.
Did you have fun doing the activity? I guess so. Now, you
are tasked to apply these learned skills into the next activity.
Applying emotions and gestures to the step patterns that you’ve
learned will be more exciting. Good luck! Have fun 
Activity 12: It’s Show Time!
This activity aims to amplify your learned skills in expressing proper

emotions in specific situations, which are needed in any performance.
1. With the same grouping, you and your groupmates will be asked to
develop a story using the theme you have drawn earlier and perform it
through movements. Expressing the right emotions needed in the
given situations should be observed. Two to three minutes will be
allotted for each group performance.
2. Bear in mind that while one group is performing, the other groups will
be instructed to note their observations.
3. An evaluation on the performances of the five groups will be conducted

by you and your groupmates by answering this question, “Which group
do you think performed best? Why do you say so?”
Self- Check:
Put a check mark () on the appropriate line. Do this in your activity
notebook.
To what extent did you learn the dance in terms of?
1. Cultural heritage?
___________to a great extent
___________to a moderate extent
175
___________to a lesser extent
2. Cultural values?
____________to a great extent
____________to a moderate extent
____________to a lesser extent
3. Movements?
4. Cultural appreciation?
Reflection:
How is life connected to dancing? Can you explain this?
In life, we always aim to be successful. One way to attain our goals

is for us to stay focused just like the focus that is needed while learning
the steps in dancing. We need to put our heart and mind into the things
we do in order to gain mastery. Through dancing, we may be able to
develop health fitness, such as having cardio-vascular endurance,
flexibility, and strength, which are key factors in achieving success.
Activity 13: Contemplation!
Answer the following questions.
 What is the importance of proper expressions in folk dancing?
 How do the movements shown in Binislakan, Sakuting, Sua-Ku-

Sua and Pangalay reflect the kind of life people in those places?
 Compare the expressions exhibited in the performance of folk

dance of Luzon with those of Visayas and Mindanao.
176
Congratulations! You’re smart to be in this level. Check the
next activity. Try as much as you can to study and analyze the
step-procedures of the dance literature. This part requires patience
and understanding for you to interpret the dance perfectly. Have
patience. Good luck!
Lesson 5: Interpreting Dance Literature
This activity will allow you to experience the joy of understanding folk
dancing by interpreting the dance literature of Binislakan, Sua-ku-Sua,
Pangalay and Sakuting.
Interpreting a dance literature is very enriching. Since folk dances are

documented, it is always an edge to correctly interpret the text of a dance
literature. Here are the dance figures of the five dances. It is hoped that
through these dances, your ability to interpret dance literature will lead you to
appreciate other folk dances.
Binislakan (Lingayen)
Introduction
Music Introduction
Partners face audience.
a) Cross sticks overhead; R-hand stick over L-hand stick and look
upward...........................................................................................3M
b) Bend trunk forward and bring down point of crossed sticks close to
floor................................................................................................1M
Music A
Face audience.
a) Starting with R foot, take four change steps sideward right and left
alternately, raising alternately the L foot and R foot slightly above the
floor; bend trunk sideward right and left alternately. Strike sticks
sideward right and left alternately, three times to a measure,
R,L,R,L,R,L (cts. 1 and 2) to every
measure.........................................................................................4M
b) Execute mincing steps sideward right. Strike sticks overhead four
times to a measure, R,L,R,L,R,L alternately. Look
upward...........................................................................................2M
177
c) Bend knees and twist trunk to the left; strike sticks backward
R,L,R(cts.1 and 2); look backward
right............................................................1M
d) Straighten trunk and stamp foot R,L,R (cts. 1 and 2). Strike sticks R,
L, R in front of chest.......................................................................1M
e) Starting with L foot, repeat (a-d) toward the opposite direction, stamp
feet
L,R,L..............................................................................................8M
II
Music B
Face audience.
a) Paw (like scratching foot backward) L foot backward and at the same
time, step R foot sideward four times, step on R foot with springy
movements like small leap; bend trunk slightly sideward right; R hand
bend in front in level with head, stick pointing toward audience; L
hand down in rear, stick pointing sideward left; look at left shoulder
(cts.1,2,1,2)....................................................................................2M
b) Tap L foot in front two times; bend trunk forward that foot and strike
sticks twice In front close to the tapping foot (cts. 1,and); straighten
trunk and step L close to R foot, strike sticks once in
front................................................................................................1M
c) Repeat (b) with R foot, bend trunk toward R foot...........................1M
d) Repeat (a-c), in reverse direction and position...............................4M
e) Face partner and repeat (a-d)........................................................8M
III
Music A
Face audience.
a) Jump forward and bend trunk forward. Cross sticks R stick over L
stick below knee level.....................................................................1M
b) Straighten trunk and raise gradually the sticks overhead; sticks are
still crossed. Look upward...............................................................1M
c) Repeat (a) and (b)..........................................................................2M
d) Execute mincing steps going backward; arms are in reverse “T”
position and shiver sticks sideward. Bend head sideward right and
left every two counts.......................................................................2M
e) Execute mincing steps turning right about, finish facing away from
audience (1M). Raise R knee and strike sticks once under it (ct.1),
straighten knee feet together and strike sticks once in front (ct.and),
raise L knee and strike sticks once under it
(ct.2)...............................................................................................2M
f) Repeat (a-d), facing away from audience.......................................6M
g) Repeat (e); finish facing audience..................................................2M
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IV
Music B
Partners face each other.
Boy and girl do their movements simultaneously.
Girl’s Movements:
a) Starting with R foot, execute eight change steps going clockwise
around the boy. Strike sticks overhead and at the back alternately
three times to a measure. Strike sticks at the back.Kneel on both
knees on the last count................................................................8M
b) b. Do the movements of the boy below (a-c). Finish facing
audience......................................................................................8M
Boy’s Movements:
a) Kneel on both knees and strike sticks on the floor at the right side
three times (cts. 1, and 2); strike sticks overhead three times
upward (1M); strike sticks at the left side on the floor three times
(1M); strike sticks overhead three times 1M.................................4M
b) Repeat (a); stand at the last count..............................................4M
c) Repeat movement of the girl (a). Finish by facing the audience...8M
V
Music A
a) Take one change step sideward to the right (cts. 1,2), raise L foot
above the floor (ct.2), bend trunk sideward to the right and strike
sticks sideward to the right three times to a measure R,L,R........1M
b) Repeat (a) three times more, to sideward to the left and sideward to
the right alternately. Raise R foot above the floor when doing the
change step sideward to the left and strike sticks L,R,L.............3M
c) Face partner and strike sticks on the floor in front, full knee bending
R knee lower than L knee (cts. 1,ah,and,2,and)..........................1M
d) Stand, straighten trunk, and strike sticks, R,L,R,L in front (cts. as
(c)................................................................................................1M
e) Step R foot forward (ct.1) hop on R foot, raise L foot slightly close
to R foot, strike both sticks diagonally right head level, with partner
(ct. and) step L foot sideward (ct.2), hop on L foot, and strike sticks
diagonally to the left with partner (ct.and)....................................1M
f) Stamp feet R,L,R, strike sticks in front R,L,R (cts.1, and
2).................................................................................................1M
g) Repeat (a) and (b), facing audience.............................................4M
h) Repeat (c) and (f), facing audience.............................................4M
179
VI
Music B
a) Starting with R foot, execute two change steps going forward to
meet partner at center finish in one line. Girl in front of boy,facing
the audience. Strike sticks three times R,L, R overhead (look
upward) (cts. 1,and 2)................................................................ 2M
b) Starting with R foot, execute six change steps to the right and to the
left alternately, going around clockwise. Strike sticks as (a).
Finish in a circle facing center.....................................................6M
c) Starting with R foot, take four change steps going toward the
center. Strike sticks as (b) ........................................................4M
d) Repeat (c), going backward; finish facing right............................4M
Saludo
Music Finale
a) Execute mincing steps going counter clockwise; finish in line
formation facing audience, as shown in Figure I. Arms in reverse
“T” position and shake sticks sideward; bend head sideward right
and left alternately every two counts. ..........................................3M
b) Stamp feet R,L,R and strike sticks overhead R,L,R (cts.1,and 2).
Look upward.................................................................................1M
c) Mincing steps, turning right slowly; finish by facing the audience;
sticks are still crossed overhead and looking upward..................3M
d) Feet together, bend trunk slowly forward, bringing down the
crossed sticks below the knee. Sticks touch the floor in the last
count............................................................................................1M
Sua-Ku-Sua
Introduction
Music Introduction
Pause
Music A
Throughout this figure, the knees are slightly bent and turned outward.
Arms are extended sideward, with a fan in each hand.
(a) Take 32 walking steps forward, turning the hand from the wrist down
and up alternately on every count (figure of eight). Bend the head
sideward to the right and to the left alternately in time with the hand
movement..................................................................................... 8M
180
II
Music B
a) Place R heel forward, arms sideward (cts.1,2), take six steps in
place, move hands as shown in Figure I (cts. 3, 4; 1 2,
3,4)................................................................................................2M
b) Place R heel forward two times (cts. 1, 2, 3, 4).............................1M
c) Take four steps turning right about in place, arms and hand
movements as (a)... ......................................................................1M
d) Repeat all (a-c). Finish the turn until you are facing your partner...4M
III
Music C
a) With arms in fourth position, L arm high, step R forward and raise L
foot in rear, turning the hands down (ct.1), step L in place, turning
hands up (ct. 2), step R backward and raise L foot forward, moving
R arm to 2nd position and turning hands down (ct. 3), step L foot in
place turning hands up (ct.4) ........................................................1M
b) Take four walking steps forward to be in line with partner by R
shoulders, arms and hand movements, as shown in Figure I (cts. 1,
2, 3,
4)..................................................................................................1M
c) Repeat (a) and (b). Finish in partner’s
place.............................................................................................2M
d) Turn left about and repeat (a-c). Finish in proper places (Partners
are by L shoulders in b).................................................................4M
IV
Music A
Partners face each other
Arm Position : Place both arms in front at waist level. Wrist of R
hand is up, finger tips pointing downward, while the L hand in
reverse position. R hand is in front of L.
Arm Movement: With wrist leading, raise R hand up and pull L hand
down, palms in (ct. 1), flip hands to reverse position and movement
(ct.2). Repeat same (ct.2)
a) Step R across L in front (ct.1), step L sideward (ct.2). Repeat the
same steps (cts. 3, 4)....................................................................1M
b) Repeat (a) three times more moving in a circle clockwise and always
facing partner. Boy finishes by facing the audience, while girl
finishes behind the boy.................................................................3M
c) Girl: repeat (a) and (b) moving clockwise, while facing the line of the
direction, Boy: repeat (a) and (b) in place......................................4M
181
V
Music C
a) Take three walking steps obliquely forward left (cts.1,2,3), turn right
about pivoting on the ball of R foot and raising L foot across the R
knee in rear (ct. 4). From the 2nd position, move the arms downward-
forward (as if scooping). Finish with the palms up (cts. 1,2), turn both
hands inward toward the chest. Continue the turn and end with arms
forward and palms facing front, finger tips in (ct. 3), pull hands
outward away from each other (ct.4).............................................1M
b) Repeat (a) starting with the L foot turning left about......................1M
c) Repeat (a) and (b) two times more................................................4M
Boy: take seven walking steps obliquely forward left, arms and
hands as shown in Figure I (cts. 1,2,3,4; 1,2,3), point L foot sideward
(ct.4), Girl: take four steps turning right about in place (cts. 1 2,3,4)
and three steps in place (cts. 1,2,3), point L foot sideward (ct.4).
Hand movement is the same as that of the boy.............................2M
Note: Partners are now in one line facing front, Girl at partner’s right side.
VI
Music A
a) Step L across R in front (ct.1), step R sideward (ct. 2), arm and hand
movement as shown in Figure I. Repeat the same steps two times
(cts.3,4; 1,2), step L sideward (ct.3), point R foot sideward
(ct.4)..............................................................................................2M
b) Repeat (a) starting with the R foot moving to the opposite
direction........................................................................................2M
c) Repeat (a) and (b). Close feet together on the last count.............4M
VII
Music B
Girl turns left about so that the R shoulder is toward the partner. Extend R
arms sideward, the hand of the girl on top of boy’s hand, L arms are raised
overhead.
a) Starting with the R foot, take sixteen walking steps forward moving
half-way clockwise. Finish in partner’s place.................................4M
b) Turn about and repeat (a) moving counter clockwise with the boy
following the girl. Reverse position of the hands. Finish in proper
places............................................................................................4M
VIII
Music B
182
a) Step R forward and move arms to the 2nd position (ct.1), raise L foot
close to the R knee. Raise arms overhead and flip hands down
(ct.2), cross turn right about in place. R arm up. Shake L hand
obliquely sideward-downward (cts. 3,4; 1,2,3,4)...........................2M
b) Repeat (a) with the L foot. Reverse position of the arms...............2M
c) Repeat (a) and (b)........................................................................4M
IX
a) Take four walking steps to the girl’s place. Hands as shown in
Figure VII (d)..................................................................................1M
b) Place R heel forward. Bend trunk forward and place R and L cheek
close to that of the partner alternately four times (cts. 1,2,3,4). Fans
are held close to the waist.............................................................1M
c) Take four walking steps to the center............................................1M
d) Repeat (b).....................................................................................1M
e) With fans held sideward-downward, palms down, stamp R foot five
times in place (cts. 1, and 2, and 3). Flip fans and strike the thighs
with the fans (ct.and), raise arm sideward, palm down (ct. 4.........1M
f) Take four steps turning right in place, arms obliquely sideward-
downward......................................................................................1M
g) Repeat (e) and (f).........................................................................2M
h) Take eight steps turning right. Finish facing front.........................2M
X
Music B
Starting with the R foot, take four walking steps forward to meet partner at
the center, arms as shown in figure 1.................................................... 1M
a) Place R heel forward. Girl leans back with hands close to hips,
palms facing front. Move head sideward to the left and to the right
alternately four times. Boy taps R and L shoulder of the girl with the
fan held by the R hand alternately four times (as if chopping) (cts.
1,2,3,4).........................................................................................1M
b) Take four walking steps to the boy’s place. Boy moves backward
while girl moves forward. Arms as in (d)........................................1M
c) Repeat (c). This time the girl does the choppy movement and the
boy, the head movement...............................................................1M
d) Take four walking steps to the center. Boy moves forward while the
girl moves backward.......................................................................1M
e) Repeat (e).....................................................................................1M
f) Stamp R foot five times in place (cts. 1, and 2, and 3), raise R foot
and hit the thighs with both fans (ct.and), flip fans outward
(ct.4).............................................................................................1M
g) Three-step turn right in place (cts.1,2,3), close feet together (ct.4).
arms down at sides, tips of fans facing sideward-outward.............1M
183
h)
i) Repeat (g) and (f).........................................................................2M
i) Starting with the R foot, take four walking steps (boy moving
forward, girl moving backward). Arms in reverse “T” position, fans
facing front (cts 1,2,3,4). Sway fans in a figure of eight for every
count.............................................................................................1M
j) Boy bends trunk forward while girl leans backward. Move the heads
(Boy to right side, girl to left side) (ct.1), reverse the direction (ct.2),
repeat the same
(cts.3,4).........................................................................................1M
k) Repeat (j) and (k)..........................................................................2M
l) Take four steps to face front, arms as (f)......................................1M
m) Two steps to turn right in place and pause....................................1M
Finale
Step L sideward (cts. 1,2), step R across L in front, knees are slightly
bent (cts. 3,4). Twist trunk to the right, R arm obliquely downward-sideward, L
arm obliquely forward-upward shaking fans (cts. 1,2)..................................2M
Dancers sing as they perform the dance. The natives often repeat the
dance as many times as they like or until they are made to stop. The song
goes this way:
Music A Sua-ko; Sua-ko, yampa tia num

Sua-ko; Sua-ko, yampa tia num
Ah-Mag dahon pa unom unom
Ah-Mag dahon pa unom unom
Music B Bang ma-ka tum-tum panon
Bang ma-ka tum-tum panon
Ah atay ko mag ka gomon
Ah atay ko mag ka gomon
Music C Kan ka pilaran, cambia sara-ran
Di ka dua han, di ka imanan
Ah magpe-pin-tas, ha-la-man
Ah magpe-pin-tas, da koman
My little orange tree I had planted,
With its six lovely green leaves,
Reminds me of her,
Thus causing my heart to beat.
That loveliest beauty among the many,
That pretty one I cannot change,
Walking hurriedly along the street
Hand in hand with me-I
To that lovely beauty I lost my heart.
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Source of Lyrics: Philippine National Dances
Mrs. Francisca Reyes Tolentino
Literal Translation of the Song by Lt. Alpad Arasad
Pangalay
Philippine Folk Dances
Francisca Reyes Aquino
Entrance
Starting with R foot, walk to center of the room. Both arms down at
sides palms down fingers together and pointed outward. Take 1 count for
each step. 4M or 8M
I
Face audience.
a) Slide R foot forward with the toes touching the floor (ct. 1), put
weight on the same foot at the end of the slide (ct.2). Knees are
slightly bent and turned outward. R hand in front at eye level, L hand
down in rear, fingers together and hyper-extended. Turn R hand
(from wrist) counterclockwise and turn L hand (from wrist) clockwise
simultaneously. ……………..……………………….……..………. 1 M
b) Repeat (a), seven more times, L and R foot alternately. Do the same
hand movements, L and R alternately in front. ……….…………..7 M
c) Repeat (a) and (b), moving backward to starting place. ..…….….8M
II
R shoulders toward audience.
a) Repeat slide step foot movement as shown in figure I R, and L
alternately, eight times, moving clockwise. Arms in lateral position,
turning hands as shown in figure I, right and left sideward alternately
every two counts……….………………….…………………………..8M
b) Turn right about, repeat (a), moving backward to the starting place.
………………………………………..…….……………………..…….8M
III
Face audience.
a) Repeat slide-step movement, as shown in figure I, going obliquely
forward right; R and L alternately, eight times. Start with the arms
down at sides, palms facing front, finger tips pointing downward,
raise arms gradually upward to the head level (4 cts.), turn wrist
outward so that finger tips point upward, palms facing front and
lower arms gradually downward to starting position (4 cts.) Reverse
position of arms every four counts……….……………………….….8M
b) Turn right about. Repeat (a), going to starting place.…….………..8M
c) Repeat (a) and (b), going obliquely forward left in (a) …………... 8M
185
IV
Face audience.
a) Starting with R foot, take eight steps turning right (clockwise) in
place (1 ct. for each step). Arms bent forward at shoulder level, four
fingers together and hyper-extended, thumbs sticking up. Execute a
figure of eight movement with the hands every two counts, gradually
stretching the arms sideward at shoulder level. …………..….……4M
b) Repeat (a), turning counterclockwise. Repeat same hand movement
gradually bending elbows to forward bent position. …….….....… 4M
V
Face audience.
a) Bend toes or the R foot and slide forward the bent toes (ct.1). At the
end of the slide, straighten toes and put weight on the same foot
(ct. 2). Raise hands in front at eye level, R hand on top with palm
facing the front, fingers together; L hand down, palm facing in (self)
for two counts …………………………………….……………….… 1M
b) Repeat (a), turning counterclockwise. Reverse position of the
hands every two counts, L and R hand on top alternately, with
palms facing self (when hand is down), and palms facing front
(when hand is on top). The hand that goes down passes in front.
………….…..………....………………………….………………….. 7M
c) Turn right about, repeat (a), going to the starting place. .……… 8M
VI
R shoulder toward audience.
a) Execute eight parallel tortillier steps sideward right. Start with the
toes pointing sideward, taking one count for each movement. Arms
in lateral position sideward right, palms facing out, finger tips
pointing upward (ct.1), flex wrist upward so that finger tips point
downward (ct. 2).Reverse position of the finger tips on every count
(or every two counts if desired). ….………………………..………4M
b) Repeat (a), moving sideward left. Arms in lateral position, sideward
left, doing same movements as (a)….. ….……........................... 4M
c) Face audience. Repeat (a) and (b). …….…......……………..….. 8M
186
VII
R shoulder toward audience.
a) With knees slightly bent, execute shuffling steps forward, moving
clockwise (counting 1, and 2, and for every measure). Bend arms
upward, elbows close to the waist, and the hands about two inches
over the shoulders, palms down. Move fingers (except thumbs) up
and down alternately on every count. ……….………………....… 8M
b) Turn right about, repeat (a), moving counterclockwise………..… 8M
Saludo
Face audience.
Place right foot in front, bend body slightly forward, head bent forward,
cross hands at wrists down in front, R hand over L, palms down.
…………………….…………………………………………………….….. 2M
SAKUTING
Philippine Folk Dances
Francisca Reyes Aquino
Entrance
Partners walk side by side in rhythm with the music, with the head pair
leading the group into formation. Finish by facing your partner. R arm bent in
front holding stick upward; L hand holding stick placed behind the waist.
…………………………..……………………………………..……………..... 16M
I
Music A
a) Head Pair: Face the set. Weave in and out of the set and continue
until back to original places. Strike sticks R over L on ct. 1; L over R
on ct. and; R over L on ct. 2. Strike starting L over on next
measure. Pairs 2, 3 and 4: perform 32 cut-step-step in place
alternately starting with L…………………………………..…...…. 32M
II
Music B
a) Bend downward. Strike sticks 3x R and L, L over R, R over
L...……………………………………………………………………....2M
b) Straighten trunk. Strike sticks in front and waist level 3x L over R, R
over L and Lover R. Waltz step R . Waltz L . Strike sticks 3x to
a measure…………………………………………………………… 2M
c) Leap R placing L heel in front (ct. 1) to be by L shoulders with
partner; hold position (cts. 2, 3). Strike L sticks with partner (ct. 1);
strike own sticks 2x (cts. 2, 3). ……………….…………………… 1M
187
d) Leap on L and place R heel in front (ct. 1) to be in back-to-back
position with partner; hold position (cts. 2, 3). Strike R sticks with
partner (ct. 1); strike own sticks 2x (cts. 2 3)……………………... 1M
e) Step R and place L in front (ct. 1) to be by L shoulders with partner
(ct. 1); hold position (cts. 2, 3) Strike L sticks with partner (ct. 1);
strike own sticks 2x (cts. 2, 3)……………………….. …….………..1M
f) Waltz step to proper places. Strike own sticks R over L, L over R,
R over L. ………………………………………….……….……….. 1M
g) Repeat (a) to (f) starting L and standing by L shoulders. Start all
strikes of sticks with L over R. …………..…..……..…..………….. 8M
h) Repeat all (a-g)……………………………………..…..……..….….16M
III
Music C
a) 2 waltz steps R, L moving diagonally forward. Finish in one line with
partner by L to L shoulders. Strike sticks 3x to a measure.
………………………………………………………………….….….…2M
b) Raise R leg in front (ct. 1); lower leg (cts. 2, 3) Strike own sticks
under raised leg (ct.1); strike sticks R over L and L over R (cts. 2,
3)…………………..….……………………………………..…………..1M
c) Face partner. Strike R sticks with partner (ct. 1); strike own sticks R
over L and L over R (ct. 2, 3) ………………………………………...1M
d) Raise L leg in front (ct. 1); lower leg (cts. 2, 3). Strike own sticks
under (ct. 1); strike sticks R over L and L over R (cts. 2, 3).
…………………………….……….…………………………………….1M
e) Face partner. Strike R sticks with partner (ct. 1); strike own sticks L
over R and R over L (ct. 2, 3) ………………………..……………...1M
f) 2 waltz steps to proper places. Strike sticks 3x to a measure.
…………………………………………………………………………. 2M
g) Repeat (a-f) starting L and standing by R to R shoulders with
partner. ……………………………………………….………………. 8M
h) Repeat all (a-g). ……………………………………………………16M
IV
Music D
a) Repeat (a) of Figure I. Finish by moving 2 small steps to get close
to partner at center on last 2 cts. of M……………………..………..2M
b) Waltz step R . Hold sticks parallel to each other; swing own sticks
together from R side and strike both sticks with partner (ct.1); strike
own sticks R over L and L over R (cts. 2 3).…………………….… 1M
188
c) Waltz step L . Swing own sticks from the L side and strike
partner’s sticks together (ct. 1); strike own sticks 2x (cts. 2, 3)…..1M
d) With a spring, step R placing the L heel in front to be in one line
with partner at center by L shoulders; trunk erect (cts. 2, 3). Open
arms at the sides without striking sticks (ct. 1); strike own sticks 2x
with trunk erect (cts. 2, 3)……………………………………………..1M
e) Repet (d) of Figure II. …………………………..……..……………. 2M
f) Repeat (d) of this Figure stepping R ……………..………….…. 1M
g) Repeat (f) of Figure II starting with L and standing R shoulders.
………………………………….……………..…………..………….....8M
h) Repeat all (a-g). ………………………………………………..…….16M
V
Music E
a) Repeat (a) of Figure III. ……………….………………………….. 2M
a. Waltz turns R (2M) moving obliquely forward; finish facing
each other in a single line at center. Strike sticks together 3x
to a measure. …………………….………………………..….. 2M
b. Stand . . Strike R stick once with partner (ct. 1); strike own
sticks together
. 2x (cts. 2, 3). ……………………………..…. .1M
c. 2 waltz steps to partner’s place; finish facing each other.
Strike sticks together 3x to a measure. …………………….. 2M
d. Repeat (a) to (d) and finish in proper places. Strike L sticks
together with partner. …………………………………..…….. 8M
b) Repeat all (a-c). ……………………………………………..………16M
VI
Music F
New formation: …………………………………..Audience
X 1 O
X 2 O
X 3 O
X 4 O
6”
One set of dancers.
Pairs 1 and 2 form a square; Pair 3 and 4 do the same. All face the
center of each square. Simultaneous movements of girls and boys
Girls:
a) 2 change steps to center and finish by R shoulders. Strike own
sticks together 3x to a measure; R over L, L over R, R over L.... 2M
b) 2 change steps R, L in place. Strike sticks together with opposite
(ct.1); strike own sticks 2x (cts. and, 2). ..................................... 2M
189
c) Repeat movement. Turn R about to be by L shoulders; repeat
(b)................................................................................................2M
Boys: 8 change steps R, L alternately ............................................... 8M
Girls perform boys’ part, while boys perform girls’ part. ..................... 8M
d) New Formation:
Boy 1 to Face Girl 2 X 1 O
e) All repeat (a) to (d). .................................................................... 8M
f) All face partners and repeat (a-d) .............................................. 8M
VII
Music G
Partners face each other. All stand in place.
a) Bend trunk down. Strike own sticks 3x to a measure on the floor or
close to the ground. ……………….………………….……….……. 1M
b) Straighten trunk. Strike sticks in front at waist level………………1M
c) Raise sticks overhead. Strike sticks overhead………………....… 1M
d) Place hands behind waist. Strike sticks from behind……….…... 1M
e) Repeat (a-d) 3x more.………………………………....…………....12M
f) Face about, away from partner and repeat all (a-e)………….…16M
VIII
Music H
Circle formation facing clockwise.
a) 16 waltz steps. Strike own sticks 3x to a measure…..…..….... 16M
b) Turn R about to face and repeat (a) to finish in a double circle
formation with boys inside and girl partners outside………….. 16M
IX
Music I
Double circle formation with boys and girls outside
Girls hold their 2 sticks horizontally and parallel to each other; R stick at
head level and L stick at chest level.
Boys face their partners, while Girls hold their stick firmly in front. Boy
strikes sticks across girls’ sticks; R hand up and L hand low 3x to a
measure (cts. 1, and, 2). ……….……………………………………….... 1M
a) Girl – 3 steps turn R still holding sticks as (a)…. …..….………… 1M
b) Boy 3 steps turn R moving to face the next girl at his right. Repeat
(a)……………………………………………………………..………. 1M
c) Repeat (b). ……………………………………….……………...……1M
d) Repeat movements (a) and (b); partners meet each other;
exit…………………………………………………………………….12M
190
Were you able to understand the dance literature? Can you
interpret each step-procedure correctly? If so, congratulations! Just
in case you have difficulty interpreting the dance literature, please
feel free to ask your teacher for clarification before going to the next
activity. Now, let us check your understanding about the dance
literature that you have just studied. Let us see if you can apply the
knowledge you learned through the next activity.
Activity 14: Fill-Me-In
This activity aims to assess your mastery of the basic steps in folk
dancing, its step pattern and counting.
Complete the following table by filling in the correct step pattern and
counting of the given basic steps:
Basic Step Step Pattern Number of Counts

in a Measure
Heel and Toe Polka Place heel, touch toe,
step, close, step
Change Step 1, 2, 3
Slide-cut-hop 1,2,3
Touch Step Step (R), Point (L)
Mincing 1,2.3
Sua-Sua Step 1, 2
Waltz Turn Execute 2 waltz steps
to make a turn
Cut-step-step Cut (displace) L with R
foot
Gallop Step 1, 2
Did you get a perfect score? If so, well done!

You may now proceed to the next part which will
surely keep you engaged to a more exciting
activity! Good Luck!
191
Activity 15: Open-ended Statements
This activity aims to assess your understanding by completing these

unfinished statements.
1. I learned that___________________________________________.
2. Folk dance costumes tell about the ____________________________.
3. Folk dances differ in _______________ because ______________.
4. ______________ can be a way to enhance an individual’s__________.
5. I feel I am ________________________ in performing folk dances.
6. Folk dances are beneficial to one’s health because _______________.
Self-check:
I. Draw a check mark () in the appropriate line that corresponds to your
answer.
To what extent did you…….
1. learn the dance steps?

___________to a great extent
___________ to a moderate extent
___________ to a lesser extent
2. execute correctly the dance step combinations?

3. memorize the dance?

4. express your emotions and feelings on the dance?

____________to lesser extent
192
II. In your activity notebook, copy the numbered statements and put a check
mark () on the space before each number that best describes your
performance.
___1. I enjoyed executing the dance steps.

___2. I danced gracefully.
___3. I followed the instructions given by the teacher.
___4. I cooperated well with the group.
___5. I performed the basic movements correctly.
Reflection
Write your answer to these questions in your activity notebook.
1. Have you ever thought of expressing your feelings through the dance
you performed in school? Explain.
2. Do you find dancing an effective way of expressing yourself? Justify.
You’re great! Being able to reach this far is a clear

indication of your passion to learn. You are now about to reach
the most important part of the lesson and that is to experience
performing the dance as a whole.
Activity 16: Cultural Showcase
In this phase, you will perform your folk dance to the class and it will be
rated according to these criteria: Mastery, Performance, and Staging.
1. Go to the school gym for your culminating performance. If you don’t have
a gym, set the classroom in a manner that can provide enough space for
your performances.
2. Present your folk dance to the class (costume, props, accessories, and
make-up are highly encouraged).
3. Assign somebody from your group to take charge of documenting your
performance using video camera or any similar equipment or manner of
your preference.
4. Your teacher will sequence your performances through drawing of lots.
193
5. Guest observers may be invited to witness the activity, including your
parents, friends, or relatives.
6. Provide feedback on the performance of other groups.
Well done! You are now about to reach the finish line. I
know how tired you must be. However, there is one more
activity that you need to accomplish before finishing the race.
This time let’s check your creativity and artistry by doing the
next activity below. I know that you can make it!  Carry on!
Activity 17: Creative Documentary
1. This time come up with a creative documentary after participating in

folk dancing. You may consider doing a portfolio, a narrative, or a
visual presentation of the experiences, insights, and benefits you
gained.
2. Invite one member of your family to the class and have him/her share
his/her experiences as a folk dance performer when he/she was still
young and how folk dancing created impact on family solidarity and
wellness in his/her lifestyle.
Wow! You did it well! Finishing all the activities with flying
colors is a clear manifestation that you have learned all the lessons
pretty well. After this phase, what do you intend to do to enrich your
gained. Would you like to share what you learned to your friends,
family members or to your community? The next activity will allow
you to promote folk dancing as a form of physical activity. It’s a good
journey after all! 
194
Lesson 6
An activity becomes more meaningful when performed and
participated by the whole family. The support given upon watching and
applauding a family member boosts ones confidence and self-esteem.
Watching together dance festivals in various places in the country or in
theaters is a good form of bonding for the whole family. Somehow, you’ll be
learning different culture through folk dances, while spending leisure hours
together. Furthermore, these activities promote lifelong fitness and wellness
for they are potent sources of exercise that can develop grace, poise, and
even help in maintaining good health for you and your family members.
Suggested Activities:
1. Together with your family, you may join a field demonstration during your
campus’ Foundation Day or a stage performance / street dancing during
your town fiesta.
2. You and your siblings can also join contests on Philippine Folk dances.
3. Your family can go to theaters or museums to watch folk dance festivals

and presentations.
Summary
Now that you are done reading this learning material, I’m pretty sure
that you are ready to face the challenges folk dancing in terms of its origin,
historical background, dance steps and step patterns, dance interpretations
and performance. You discovered that just like any other sport or game,
dancing is also a physical activity that can promote lifelong fitness and
wellness. It is a good source of exercise that can help develop grace and
poise. It can even help in maintaining good health as it highlights health-
related skills such as cardio-vascular endurance, flexibility and strength.
Surely, this module has enriched your mind to explore the wonders of folk
dancing.
In Lesson 1, you have learned the significance of the origins and

locations of folk dances by identifying the performers’ costumes and music.
Here, you realized that by merely looking at the costumes and props and
listening to the music would tell you right away about the point of origin of a
particular dance. You also learned the effects of acculturation brought about
by trade and settlement from our neighboring countries like China, Malaysia,
Indonesia, Burma, Cambodia, Thailand, and Japan.
195
Lesson 2 has provided activities that led you to understand rhythmic
patterns of selected regional and national dances with Asian influence,
particularly Binislakan, Sakuting, Sua-Ku-Sua, and Pangalay. You discovered
that rhythm plays an important role in the performance of the dance. Feeling
the beat and rhythm of the music is a motivating factor for them to perform
well.
Also Lesson 3 has provided you activities that inspired you to
demonstrate and master the basic steps of Binislakan, Sakuting, Sua-Ku-Sua
and Pangalay. It enabled you to enhance your dancing skill and motivated
you to show and share the steps you’ve learned. Thus, you realized that
mastering the basic dance steps can be used in the interpretation of the
dance literature to a large extent.
Moreover, Lesson 4 has presented you ways and means to discover

the meaning of the gestures and hand movements in the performance of a
particular dance. It enabled you to use your creativity in conveying proper
emotions and gestures in different situations, as found in the different settings
necessary for the given dances.
Meanwhile, Lesson 5 has provided you with insights that made you
master and understand the dance literature of Binislakan, Sakuting, Sua-Ku-
Sua, and Pangalay. Those insights enabled you to perform the dances
appropriately and gracefully. In this part, you found out that the correct
interpretation of the dance depends on the mastery and accuracy of your
understanding of the elements of dance such as dance steps, step patterns,
and counting.
Finally, Lesson 6 gave you a better perspective on the importance of
folk dancing in relation to your family and community as it gave you
opportunities to perform the given dances with your family members during
town fiestas and school foundation days. It also gave you time to bond with
your family members by watching culminating activities/cultural shows that
develop family solidarity as well as family wellness.
We hope that through this module, you have become more acquainted
with the significance of folk dances, and somehow you could use the
knowledge you learned from this module not only during dance performances
but also in maintaining a well and fit body and a sustainable life.
Glossary
Accent - emphasis on a beat, usually but not always, the first beat of the
measure
Acculturation - a process in which members of one cultural group adopt the
beliefs and behaviors of another group
196
Culture - the totality of socially transmitted behavior patterns, arts, beliefs,
institutions, and all other products of human work and thought
Dynamics - an interactive system or process, especially one involving
competing or conflicting forces
Folk dance - a form of dance developed by a group of people that reflects the
traditional life of the people of a certain country or region
Folk dancing - a great exercise and a fun recreational activity for people of
all ages
Implements - a device used in the performance of a task
Improvization - created extemporaneously, without planning
Intensity - in music, the loudness and softness of an accompaniment in
fitness, the degree of vigor or the amount of effort expended during an
activity
Lifelong Fitness - the condition of being fit and healthy throughout life
Tempo - the rate of speed from fast to slow
Traditions - a mode of thought or behavior followed by a group of people
continuously from generation to generation; a custom or usage
Wellness - a way of life purposely designed to enjoy the highest level of
health and well-being possible, including nutrition, weight control,
avoiding substance abuse, being physically fit and leading an active
life, controlling stress, developing good relationships with others, living
with high values and ethics, and attending to spirituality
References
Books:
 Hiyas Philippine Folk Dance Company: Barrio Fiesta Suite
 Filipino Songs Atbp.: Philippine Folk Dance History
 Campers Point: Philippine Dance
 Philippine Folk Dances Volume 1 by Francisca Reyes Aquino
 MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C. Franco,
Josefino N. Carlos, Danilo S. Duyan, Emilio S. Jacinto, Jr. Rosanna A
Diana, Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M. Gacoscosim.
 MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto E. Tomas
 A Classical Collection of Philippine Golk Dances, Series 4
 Ramon Obusan for the Sua-Ku-Sua Dance Literature
 Sayaw Dances of Philippine Islands-Philippine Folk Dance Society Vol.
1,2 and 4.
 2010 New Secondary Education Curriculum Teaching Guide
197
On Line Sources:
 The History of Filipino Folk Dance |
How.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKkEfja November 28, 2012
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RK6wqx1 November 28, 2012
eHow.com http://www.ehow.com/about_6558571_history-filipino-folk-
dance.html#ixzz27RKzSk8d November 28, 2012
 http://wiki.answers.com/Q/What_is_sua_sua_folk_dance#ixzz27XedpW18
November 28, 2012
 http://www.bangkokcompanies.com/Dance/philipinnesdance1.jpg
 .bp.blogspot.com/_LgNn7UyFJLc/SvPQXKIpG4I/AAAAAAAAB3A/djYNO2
6rbPk/s400/leyte+dance+Theatre.jpg November 28, 2012
 http://1.bp.blogspot.com/-
tcDLOUN0BlI/TbYivw6NsAI/AAAAAAAAACE/MFbsNavnvNo/s1600/singki
l.jpg November 28, 2012
 http://home.allgameshome.com/results.php?s=philippine+folk+dance&cat
egory=images&start=1 November 28, 2012
 http://www.youtube.com/watch?v=8QApCK1lTrU November 28, 2012
 www.kalilayan.com November 28, 2012
 http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qah
8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf-
8&n=30&x=wrt&fr2=sg-gac&sado=1 November 28, 2012
asukacaramel.deviantart.com November 28, 2012
 www.pinoyexchange.com November 28, 2012
 http://www.flickr.com/photos/14280206@N03/ November 28, 2012
 www.fiestafilipina.org November 28, 2012
 www.panoramio.com November 28, 2012
 www.playle.com November 28, 2012
 archives.pia.gov.ph November 28, 2012
 Pangalaydance.com/the-pangalay-dance-style-of-the-philippine-an-
intangible-cultural-heritage November 28, 2012
198

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8

This instructional material was collaboratively

We value your feedback and recommendations.

Published by the Department of Education

Development Team of the Learner’s Module

Consultants: Prof. Larry A. Gabao and Prof. Francis Grace Duka-Pante

Subject Specialists: Jerry F. Crausus, Lillian N. Luna, Christine N. Graza-Magboo,

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Nowadays, people are less physically active because of various

Health-related fitness activities play a vital role in the holistic

Health–related fitness activities are provided for you to have a better

You will be required to design a Health-related Fitness (HRF) plan that

At the end of this unit, you should be able to:

 recognize the physical activity habits of the family in terms of health-

Provide below your expected personal learning goals and targets.

Example: I will be able to identify the four components of HRF.

Part I: What to Know

The following activities will assess your knowledge about health-

Fitness is defined as a condition in which an individual has enough

Physical fitness is divided into four health- and six skill-related

Health Components Skill Components

1. Cardiovascular fitness is the ability of the heart (cardio) and

2. Muscular strength and endurance is the muscle’s ability to produce

3. Flexibility is the ability to move a body part through a full range of

4. Body composition is the ratio of body fat to lean body mass

In addition to improving quality of life, health-related fitness also

Answer the following questions in your worksheet:

Activity 2: Quest for Fitness

My Daily Routine / Tasks HRF Components

The next activity is a

Bring pictures showing people doing different activities. Display each

After your picture parade, ask a classmate to report his/her list of

Variation: Create a collage or bulletin board display of cut-out pictures

Activity 4: Family Connection

Identify the usual physical activities of your family members in terms of

Part II: What to Process

These activities will give you a deeper understanding of the importance

Activity 5: Physical Fitness Tests

 Review the procedures in conducting the Physical Fitness Tests.

3. Record your test results.

Health-related Fitness Tests

A. Body Mass Index (BMI)

The following formula is used to get the BMI:

WEIGHT [in Kilograms]

Example: 30 30 20.83 (normal)

A.1 Weight – the heaviness or lightness of a person

Equipment: weighing scale

For your partner:

Scoring – record body mass to the nearest 0.5 kilograms

For your partner:

Scoring – record standing height

Waist circumference is a good predictor of the amount of visceral fat

Equipment: tape measure

For your partner:

Strength refers to the muscle’s ability to generate force against

Purpose: to measure strength of the upper extremities

Equipment: exercise mat or any clean mat

b. Perform as many repetitions as possible, maintaining a cadence

Equipment: exercise mat or any clean mat

For your partner:

Scoring – record zipper test to the nearest 0.1 centimeter

Cardiovascular Endurance is the ability of the heart, lungs, and

G. 3-Minute Step Test

Name: ____ Team Sport: