G11 PEH2 Module 3 Second Sem PDF

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PHYSICAL EDUCATIONAND HEALTH 11Second Semester – Module 3FITT Goals to Achieve andMaintain Health RelatedFitnessDepartment of Education ⚫ Republic of the Philippines####### Senior High SchoolPhysical Education and Health – Grade 11 Alternative Delivery Mode Second Semester - Module 3: FITT Goals to ...

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Senior High School

PHYSICAL EDUCATION AND HEALTH 11 Second Semester – Module 3

FITT Goals to Achieve and Maintain Health Related Fitness

Department of Education ⚫ Republic of the Philippines

Physical Education and Health – Grade 11 Alternative Delivery Mode Second Semester - Module 3: FITT Goals to Achieve and Maintain Health-Related Fitness First Edition, 2020 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, payment of royalty.” This material has been developed in support to the Senior High School Program implementation in the Department of Education, Region X - Northern Mindanao. It can be reproduced for educational purposes and can be modified for the purpose of translation into another language provided that the source must be clearly acknowledged. No work may be derived from this material for commercial purposes and profit. Borrowed materials included in this module are owned by the res pective copyright holders. Effort has been exerted to locate and seek permission to use these materials from the res pective copyright owners. The publisher and author do not repres ent nor claim ownership over them. Development Team of the Module Writer/s:

Eric John B. Lapulapu, Marites G. Jael

Content Editor:

Johnny D. Redondo

Language Editor:

Melende B. Catid, PhD

Proofreader:

Melende B. Catid, PhD

Layout Artist:

Israel Renan A. Baculio

Development Team: Chairperson:

Co-Chairpersons:

Members:

Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. Dela Peña, PhD, CESO V Schools Division Superintendent Nimfa R. Lago, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM; Erlinda G. Dael, PhD, CID Chief; Johnny D. Redondo, EPS MAPEH In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban, PDO II

Regional Evaluator: Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM) Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City 9000 Telefax: (088) 880 7072 E-mail Address: [email protected]

Senior High School

PHYSICAL EDUCATION AND HEALTH 11 Second Semester – Module 3

FITT Goals to Achieve and Maintain Health Related Fitness

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 [email protected].

We value your feedback and recommendations.

Department of Education ⚫ Republic of the Philippines

TABLE OF CONTENTS

Title

Page

Title Page

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i

Overview

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1

Objective

………………………………………

1

Lesson 1: Physical Fitness Test What I Need to Know

……………………………………….

1

What I Know

……………………………………….

1

What I Can Do

……………………………………….

6

Assessment

……………………………………….

6

Lesson 2: The Nature and Background of Volleyball What I Need to Know

……………………………………….

8

What I Know

……………………………………….

8

What I Can Do

……………………………………….

10

Assessment

……………………………………….

10

Lesson 3: Fundamental Skills in Volleyball: Digging What I Need to Know

……………………………………….

11

What I Know

……………………………………….

11

What I Can Do

……………………………………….

12

Assessment

……………………………………….

13

Lesson 4: Fundamental Skills in Volleyball: Service What I Know

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14

What I Can Do

……………………………………….

16

Assessment

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16

Lesson 5: Fundamental Skills in Volleyball: Spiking and Blocking What I Know

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17

What I Can Do

……………………………………….

19

Assessment

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20

Summary

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21

References

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22

Lesson

Physical Fitness Test

1

What I Need to Know You will design a physical activity program for the family/school peers to achieve fitness. Specifically, this module will help you to: • undertake physical activity and physical fitness assessment; • conducts physical activity and physical fitness assessments of family/school peers; prepares a physical activity program. Let us start your journey in learning more about Sports Physical Fitness. Let’s Think and Act Now!

What I Know Physical Fitness Protocols for the following fitness tests: • • • • •

Hexagon Agility Test Juggling Standing Long Jump Stork Balance Zipper Test

Hexagon Agility Test - measures the ability of the body to move in different directions quickly.

1

Test Protocol Equipment - Tape measure, Stopwatch, chalk, or masking tape • Hexagon Size - Length of each side is 18 inches high school. Each angle is 120 degrees For the Performer: • Stand with both feet together inside the hexagon facing the marked starting side. • At the signal 'Go', using the ball of the feet with arms bent in front, jump clockwise over the line, then back over the same line inside the hexagon. Continue the pattern with all the sides of the hexagon. • Rest for one (1) minute. • Repeat the test counterclockwise. For the Partner: • Start the time at the signal go and stop once the performer reached the side before the side where he/she started. • Record the time of each revolution. • Restart the test if the performer jumps on the wrong side or steps on the line. • Scoring – Add the time of the two revolutions and divide by 2 to get the average. Record the time in the nearest minutes and seconds. Score interpretation

Juggling - measure the coordination of the eyes and hands.

Test Protocol Equipment - Sipa (washer weighing 4 gms. with 5 inches straw)/20 pcs. bundled rubber bands/any similar local materials weighing 4 gms. and Stopwatch 2

For the Performer: • Hit the sipa/rubber band/similar local material alternately with the right and left palm upward. The height of the tossed material should be at least above the head. For the Partner: • Count how many times the performer has hit the material with the right- and left-hand maximum in 2 minutes. • Stop the test if the material drops or after 2 minutes. • There shall be three (3) trials. • Scoring – Record the highest number of hits the performer has done. Score interpretation

Standing Long Jump - measure the explosive strength and power of the leg muscles.

Test Protocol Equipment - tape measure/meter stick/any measuring device For the Performer: • Stand behind the take-off line with feet parallel to each other, the tips of the shoes should not go beyond the line. • Bend knees and swing arms backward once, then swing arms forward as you jump landing on both feet. Try to jump as far as you can. • Do not control the momentum of the jump (continuously move forward). • Must land on both feet. • Perform the test twice in succession. For the Partner: • Place zero (0) point of the tape measure at the take-off line. • After the jump, spot the mark where the back of the heel of either foot of the performer has landed nearest to the take-off line. 3

• •

Record the distance of the two trials. Scoring - Record the best distance in meters. Score Interpretation

Stork Balance Test - assess one’s ability to maintain equilibrium Test Protocol Equipment: flat, non-slip surface and stopwatch For the Performer: • Remove shoes and place hands on the hips. • Position the right foot on the side of the knee of the left foot. • Raise the left heel to balance on the ball of the foot. • Do the same procedure with the opposite foot. For the Partner: • Start the time as the heel of the performer is raised off the floor. • Stop the time if any of the following occurs: o The hand(s) come off the hips. o The supporting foot swivels or moves (hops) in any direction of the non-supporting foot loses contact with the knee or the heel of the supporting foot touches the floor. o There shall be three (3) trials o Scoring – Record the time taken on both feet in the nearest seconds then divide the score to two (2) to get the average percentage score. Scoring interpretation

4

Zipper Test - measures upper arm and shoulder girdle joints flexibility.

Test Protocol For the Performer • Stand erect. • Raise your right arm, bend your elbow, and reach down across your back as far as possible, extend your left arm down and behind your back, bend your elbow up across your back and try to reach/cross your fingers over those of your right hand as if to pull a zipper or scratch between the shoulder blades. • To test the left shoulder, repeat procedures a and b with the left hand over the left shoulder. For the Partner: • Observe whether the fingers touched or overlapped each other. Between the middle fingers of both hands. • Record the score taken the distance in centimeter. • Scoring – record zipper test to the nearest 0.1 centimeter Score interpretation

40-meter sprint - measure running speed • Due to the pandemic brought about by Covid-19, we can’t execute this test at home. • This test needs open spaces and larger areas. 5

REMEMBER In designing a Physical Activity Program Are you ready to take your physical activities to the next level? Or do you simply want to begin incorporating exercise into your daily routine? Then you should consider using the FITT principle. FITT stands for frequency, intensity, time, and type. These are the factors that may determine what kind of impact physical activities will have on your body. • Frequency - the number of times you exercise per week. Frequency should always be determined by the type of activity you’re engaging in. • Intensity - degree of intensity is based on the amount of work you have to put in. • Time - length of time you spend exercising. This has directly impacted by the other three components of the FITT model. • Type - type of physical activity you choose lies at the heart of the FITT principle.

What I Can Do Activity 1: “PFT Week 3” Directions: In this activity you must find a partner (it may be our siblings, parents or whoever you are with at home) that will help you in performing the tests. Also, you must wear light and comfortable clothes. At your convenient home, perform the following fitness test: Hexagon Agility Test, Juggling, Standing Long Jump, Stork Balance and Zipper Test. • Prepare for the test. • Review the procedures in conducting the Physical Fitness Test. • Do the warm-up exercises on your own or with your partner at home. • Re-orient yourself on the proper execution of the tests and recording of test results. • Observe safety. • Perform the test with a partner. • Record your test results.

ASSESSMENT

“Our Physical Activity Program” (Collaboration) Directions: In designing your Physical activities program/plan it must be simple, enjoyable, and suited to the needs your family to attain maximum level of physical wellness. Use the chart found below 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. 6

FITT TABLE FITNESS COMPONENTS

FREQUENCY INTENSITY TYPE

TIME

Example: CARDIOVASCULAR ENDURANCE

3-6 times a Moderate to Running, week Vigorous walking, dancing,

30-60 minutes

POWER FLEXIBILITY MUSCULAR STRENGTH MUSCULAR ENDURANCE REFLECTIVE LEARNING SHEET (Lesson 1) Name: ______________________________ Grade & Section: ________________ What if?! REFLECTIVE LEARNING SHEET NO.3 Directions. Answer the following questions that starts with “What if? What if I did not do warm-up exercises before doing any physical activities? ______________________________________________________ ________________ ______________________________________________________ ________________ ___________________________________________________ What if I cheat on my test results just to get good interpretations? ______________________________________________________ _______________ ______________________________________________________ ________________ ______________________________________________________

What if my and I family did not get enough physical activities during this pandemic because of Covid-19? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

7

Lesson

2

The Nature and Background of Volleyball

What I Need to Know You will describe the nature and background of the sport. Specifically, this module will help you to: • Discuss the nature and background of Volleyball; • Appreciate Volleyball as a sport. Let us start your journey in learning more about Volleyball Let’s Think and Act Now!

What I Know INTRODUCTION Volleyball is a team sport which is played in a court with a high net by two (2) teams with six (6) persons on each team court. It may be played by all male, all females, or mixed teams with net height adjustments for boys, girls, or age-group differences; and using a variety of playing surfaces; wood, rubberized materials, or grass. The basic objective of the game is to keep the ball which is served over the net, from contacting the floor on your side and to return it so that it contacts the floor on the opponents’ side before they can return it. The team that fails to return the ball within the specific limits loses the chance to serve and gives a point to the team’s opponent. In the game volleyball, the cooperation of the members of the team is important. The History of Volleyball Volleyball was first developed by William G. Morgan. After graduation from Springfield College in Massachusetts in 1895, William G. Morgan took a position as physical director of the Holyoke Young Men’s Christian Association. The main activity was basketball, a relatively strenuous sport for the businessmen who used the facilities of the gymnasium. Some older men did not like it because of the roughness of the game. In 1896 at a YMCA Conference at Springfield College, Mr. Morgan publicized a new game. A net 6 feet 6 inches was stretched across the gymnasium. The main object of this new game was to hit the ball back and forth over the net with the hands. 8

The game started with a serve. The server was allowed three “outs” after which the opposite team was permitted to serve. To constitute an out, the ball had to land outof-bounds or hit the floor on a second bounce. The game was introduced as “Mintonette” but after watching the game, a faculty member of Springfield College, Dr. Alfred T. Halstead, recommended that the name be changed to volleyball. Shortly after the game’s invention, Mr. Morgan drew up specifications for a special ball. By 1912, several rule changes had been made. Volleyball became very popular with schools, colleges, playgrounds, and the armed forces. In 1928, the United States Volleyball Association was formed. The FIVB-sponsored world volleyball championships (for men only in 1949; for both men and women in 1952 and succeeding years) led to acceptance of standardized playing rules and officiating. The game volleyball was introduced in the Philippines by the YMCA in 1910. This sport became an Olympic sport in1964 during the Tokyo Olympic. The 2000 Olympics introduced significant rule changes to international competition. One change created the libero, a player on each team who serves as a defensive specialist. Equipment used in Volleyball: The Ball

The Net & Posts

The Antenna

The Court

9

What I Can Do Activity 3: “My Volleyball Timeline” Directions: Using what you learned from the lesson, create a Timeline Chart that shows the history of volleyball. Decorate and design your chart. Be ready to present and discuss it on class.

ASSESSMENT CHECKING YOUR UNDERSTANDING Directions: Read the sentence carefully. Encircle the letter of the correct answer. 1. In playing volleyball, how many people on each team are in the court? A. 10 B. 6 C. 5 D. 2 2. What was the original name of volleyball? A. Battledore B. Lacrosse C. Mintonette D. Pantomime 3. When was the year volleyball created? A. 1912 B. 1928 C. 1895 D. 1964 4. Who develop the game volleyball? A. William G. Morgan C. James Neismith B. Elijah Campwood D. John A. Belstrad 5. Volleyball was introduced by YMCA in the Philippines during what year? A. 1912 B. 1910 C. 1928 D. 1964 6. Which of these is the international governing body for all forms of volleyball? A. NORCECA B. FIVB C. CEV D. NBA 7. On what year does Volleyball became an Olympic sport? A.1912 B. 1910 C. 1928 D. 1964 8. Volleyball became an Olympic sport during the _____________. A. Athens Olympic C. Tokyo Olympic B. Beijing Olympic D. Berlin Olympics 9. The following are equipment used in Volleyball EXCEPT: A. ball B. bat C. post D. net 10. A player on each team who serves as a defensive specialist. A. team captain B. reserve C. libero D. back liner REMEMBER • The game Volleyball was first introduced as “Mintonette”. • The game Volleyball was introduced in the Philippines by the YMCA in 1910. • Volleyball became an Olympic sport in 1964 during the Tokyo Olympic. • The game was started with a serve. The server was allowed three “outs” after which the opposite team was permitted to serve. • In the game Volleyball, the cooperation of the members of the team is important. • A player on each team who serves as a defensive specialist is called libero.

10

REFLECTIVE LEARNING SHEET (Lesson 2) Name: ______________________________ Grade & Section: ________________ REFLECTIVE LEARNING SHEET NO.4 Directions: Explain the brief history of Volleyball using the flow chart below. Start by writing key words on the upper left circle finishing at the lower right circle to complete the sequence on how Volleyball was invented.

Lesson

Fundamental Skills in Volleyball: Digging

3

What I Need to Know You will learn the fundamental skill in volleyball which is digging. Specifically, this module will help you to: • Execute properly the correct mechanics of dig in Volleyball; • Value the importance of playing a sport like Volleyball in maintaining a healthy body. Let us start your journey in learning more about Volleyball Let’s Think and Act Now!

What I Know INTRODUCTION Every sport has a set of basic skills associated with it. While each of these sports also has specialized positions, every player should know at least the basic set of skills for their sport. Voll...