PE 34-Unit-1-3 - PE LARO NGLAHI PDF

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PATH-FIT II | 1Republic of the PhilippinesPATH-FIT II | 2This learning guide is made for education purposes only. This learning guide is free and cannot be reproduced for profit. Education fair use guidelines is observed. Contents of this learning guide is a compilation of information amassed from r...

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This learning guide is made for education purposes only. This learning guide is free and cannot be reproduced for profit. Education fair use guidelines is observed. Contents of this learning guide is a compilation of information amassed from referenced articles, books, and online sources. If you are the author of the information we have used, please don’t hesitate to contact us.

Physical Education Department Central Mindanao University www.cmu.edu.ph [email protected]

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GENERAL INSTRUCTIONS

W

elcome to PE 34 Recreational Activities (Laro ng Lahi). This course provides the experience and opportunities among basic PE students to appreciate and engage themselves in selected Laro ng Lahi (Indigenous Games) as recreation and outdoor activities. It allows the students to improve their health and well-being. We highly encourage the students to read the general instructions to become familiar with the learning outcomes, coursework and course requirements. The learning guide is designed so that any student can complete this course through different learning modalities (online and/or modular) regardless of their physical condition, physical disability or limitation. Students will be guided throughout the course and is advised to contact their professor/instructor if they have any questions. This course focuses on both performing and modifying Laro ng Lahi (Indigenous Games) as well as movement skills necessary to execute such Indigenous Games and organized into learning units. A description of the course expectation and components follow:

Course Learning Outcomes: At the end of the semester, PE 34 students must be able to perform the following: 1. Identify the nature, background and im portance of Laro ng Lahi (Indigenous Games); 2. Determine the different benefits of Laro ng Lahi (Indigenous Games) 3. Exhibit Movement Skills commonly used in recreational activities 4. Perform the selected Laro ng Lahi (Indigenous Games); and 5. Shown in-depth appreciation of the selected Laro ng Lahi (Indigenous Games)

Course Requirements 1. 2.

Psychomotor Tests Video Presentation

Learning Tasks/Activities 1. 1. 2. 3. 4.

Fitness Tests/Psychomotor Tests Task Sheets Exercise Sessions Written Quizzes Video Presentations

Specific Class Rules and Regulations 1. Always observe courtesy and proper decorum. 1. When contacting your instructors always leave your name and section in your messages. 2. Use respectful language. 3. Respect people’s privacy. 4. Do not abuse the chatbox/timeline. 5. Check if your questions have been asked and has been answered before posting on a discussion board.

6. Observe Internet Etiquette ‘Before you click THINK” T- is it True? PATH-FIT II | 3

H- is it Helpful? I- is it I nspiring? N - is it Necessary? K- is it Kind? (Adapted from: Educational Technology and Mobile Learning) 2. Be kind. Exercise patience in relation to technical difficulties. No one is perfect. 3. During class hours, come to class prepared, groomed and in proper CMU PE Uniform with a fitness mat nearby. In case you don’t have the prescribed PE Uniform, you can wear a white shirt and jogging pants and shoes. Rubber foam, exercise foams/mat can be used in lieu of a fitness mat. 4. Focus on the subject matter. Always read and wait for the instructions of the professor. 5. For students who elected online delivery of learning be online during scheduled virtual lectures. 6. For students who elected a combination of online and offline mode: strive to submit your requirements on time. 7. For students who elected modular mode: submit your learning guides on time. Allot ample time for tracking your learning guides in time for set deadlines. 8. During online class, do not make unnecessary noise, mute your microphone if necessary. If you have a concern, raise your virtual hand to be recognized and settle down if you are done. 9. During online class or independent study, focus on the subject matter. Social media is a distraction, so avoid being on it while participating in class or during your study time. 10. Know your schedule. Always be abreast with the information and announcements. 11.When given a task or assignment, exhaust everything that you couldso that mediocre performance or output shall be prevented. 12.No slacking and No complaining. We have considered a lot of factors in designing this learning guide and have determined that the requirements can be accomplished by you. 13.Be a leader of yourself. Be responsible for your own decisions andaccept the corresponding consequences for your actions. 14.Avoid teasing and bullying inside the class as it is not healthy for the discussion (cracking a joke may be accepted to break the boredom of the class). 15.Always meet the deadlines. Whatever there is to be submitted, comply it on or before the deadline. 16.If in case you fail to take the midterm or final exam on the scheduledtime due to instructor-approved excuse, rearranging for a special examination is possible with your Instructor. The same appli es to missed quizzes. 17.Follow the rules and regulations, instructions and directives of your instructor/professor. Ask for elaborations if things seem to be confusing or vague to you. 18. Always wear a positive attitude and be happy!

Grading System Computation of your grades are as follows:

ASSESSMENT TASK

WEI GHT IN PERCENTAGE

MINIMUM AVERAGE FOR SATISFACTION RATING PATH-FIT II | 4

Outputs (Practical Exams/Performance) Term Exams (Written/Psychomotor) Quizzes (Written/Psychomotor)

50% 30% 50 20% 100%

TOTAL

The final grades will correspond to the weighted average scores shown below: Range

94-100

Grade

1.0

88-93

82-87

76-81

70-75

64-69

58-63

52-57

50-51

1.25

1.50

1.75

2.0

2.25

2.50

2.75

3.0

30-49 4.0

29below

Inc ompl ete

5.0

INC

(removal )

Learning Units This course is divided into five (6) units. Unit 1: Introd uction to Laro ng Lahi (Indigenous Gam es Unit 2: Movement Skills commonly use in recreational activities Unit 3: Mechanics of the Games (Sipa Luksong Tinik, Tumbang Preso) Unit 4: Mechanics of the Games (Patintero Luksong Lubid, Agawan Base) Unit 5: Traditional Indoor Games Unit 6: Laro ng Lahi for Fitness

Learning Guide Components

Question:

Task:

If you see these question boxes, it means that these are situations to be pondered.

Task boxes are activities that you need to answer.

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TOPIC UNIT I INTRODUCTION TO LARO NG LAHI

A. Time Allotment This learning guide will be discussed for two (2) hours, equivalent to 2 units.

B. Introduction Throughout the Philippine history, playing Laro ng Lahi or Philippine Indigenous Games has been a famous platform to spend time for recreational and leisure activities. Laro ng Lahi were crafted from the creative minds and resourcefulness of Filipino ancestors. It has been a means to enhance and develop friendship, social relationship, and strengthen family and community ties (Balite & Robles, 2020). In this unit, you will be able to appreciate the nature, background and importance of Laro ng lahi and how this aspect affects in physical health, well-being and maintaining unique cultural identity in playing Lahi ng Lahi.

C. Learning Objectives At the end of the unit, the students should have; 1. Identify the nature, background and importance of Laro ng Lahi; and 2. Depict the different benefits of Laro ng Lahi.

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1. NATURE, BACKGROUND AND IMPORTANCE OF LARO NG LAHI “Traditional sports and games are a means to convey values of solidarity, diversity, fair-play, inclusion, and cultural awareness. They also contribute to logical thinking, mathematical and civic education. Moreover, traditional sports and games reflect cultural diversity, and foster mutual understanding and tolerance among communities and nations. However, many traditional games have disappeared and those that survive face imminent disappearance. Globalization, migration, demographic and societal changes are some of the factors contributing to this trend.” (UNESCO, 2019) Philippines is one of the countries that is known for its diverse and rich cultural heritage and its unique traditions. Its culture is highly influenced by the different colonizers such as the Spaniards, the Americans and to its’ neighbor the Japanese. Those long history and interaction collided and became the contributing factors that shaped and developed our culture nowadays. Truly our practices exude uniqueness, exuberance and spiritual image that greatly embody the Filipino identity (Steemit, 2018). Laro ng Lahi is a cultural heritage that passed on from generation.

generation to Laro ng Lahi

plays a big role in shaping our lives, as it molds our character, values and the totality of us, as human beings. ‘Laro’ is the Filipino generic term for all formsof recreational play. The closest word term for game is ‘palaro’ referring to a group of special occasion games that take place during wakes, festivals, and town fiestas. This would also refer to games that are competitive in nature where each contest is always brought to a conclusion. Major studies of games pointed out that traditional games are shared communally within Philippine context. The same situation exists in neighboring countries, especially Indonesia. It is also commonly known that games play an important part in the learning process of the child. This educational influence of games on the physical, mental, and moral vitality of a child is a factor why games in the country are still being practiced and observed by the general public. In this connection, the family plays a very important role in the transmission of traditional games to their children. The family, specifically the parents, reinforce the child’s learning process. Psychologically, it helps the child in building himself to use all possibilities that will make him grow normally. Barbosa (2003) also observed that the normal child’s natural interests lead him to different types of games at different periods of his development.

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The family is a social agent that builds the development of each member of the household. As traditionally practiced in the Philippines and the neighboring countries, children learn from their parents. It is the obligation of the parents to help their children learn social customs, standards, and values of his culture. This system is also shared by other members of the family, relatives, and, by and large, the members of the community, speeding up the learning process of any child. Also, with this frame of attitude, preservation of tradition is enhanced, and the children benefit from it. It is in this process that whatever they learned is right away integrated into their consciousness. Barbosa, (2003) pointed out that ‘Filipinos like to play game,’ and this is observed true. Traditional and high-tech games are simultaneously played around the country. As part of Filipino pastime, especially in the rural areas and during moonlit nights, the neighborhood gathers and shares games in the plazas, open areas, and main roads, trying different sets of games and interacting with each other as part of their recreation, socialization, and relaxation after a hard day’s work. A few decades ago, kids used to gather in the streets or in their neighborhood playground to play their favorite Larong Pinoy games like piko, patintero, taguan, tumbang preso, siato, luksong tinik, etc. These has been their regular and popular pastimes, as well as the favorite games of their parents and grandparents until new and modern forms of entertainment has taken over the interests of young kids (Barros, 2012). One of the main reasons why some children stop playing the Filipino games is because Western sports activities (i.e., basketball or volleyball) are more prominently organized in local Barangays and in schools. With lack of organized sports activities for Filipino street games, children would just move on leaving the games of their childhood in the streets. Moreover, in this data-driven world, modernization takes place, and these games seem rarely being played by today’s children. Dickie Aguado (2013), Executive Director of Magna Kultura Foundation (a Philippine NGO for Arts and Culture), believes that the Traditional Filipino Games are very much alive in the Philippines. It is not true that the Filipino Street Games are no longer played, as some would say that it has vanished in Philippine society in the age of computers and high-tech gadgets. According to Prestoza et.al. (2020), some rural areas are still utilizing it as part of their pastime using native materials

In many urban and rural areas, a great majority of Filipino children still play outdoor street games as most of them are still unable to own expensive high-tech gadgets. In PATH-FIT II | 8

connection, due to limited resources, such as modern toys, the Filipino children usually invent games without the need of high-tech equipment- just the players themselves. Games like Patintero, Dakpanay, Luksong Tinik, Agawan-base, are some examples of such games that are very much alive and played daily in the neighborhood. With the flexibility of a real human to think and act makes the game more interesting and challenging. In education, Philippine national games were part of the physical education (P.E.) curriculum in all levels of education and sport activities of the local government units, through Senate Bill 1108 and House Bill 2675. These bills supported the mandates of the 1987 Philippine Constitution to conserve, promote, and popularize the nation's historical and cultural heritage and resources to preserve them for future generations of Filipinos to ensure continuity of our identity and cultural belongingness. Currently, the Departmentof Education (DepEd) implemented Section 14, Article XIV of the 1987 Philippine Constitution which highlights fostering the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression through advocating Laro ng Lahi in physical education curricula (Morales, 2016). However, on the study conducted by Balite & Robles (2020), it was found out that there were seems to be an insufficiency in the efforts of the education sector upon promoting and disseminating of Filipino culture, specifically endemic games. What was lost was the organic and closeness of the community, and with it, the living culture it embodied. There should be a concerted effort to capture the interest of today’s youth and to cultivate their cultural growth. Further, this thrust must also transcend not only through Philippine games but also through folk dances, songs, and literature. It was recommended that schools and local leaders of the community should redeem themselves as key components in promoting Philippine games. Furthermore, these Laro ng Lahi or Indigenous Games are identified as ways to possibly acquire proper sports techniques in preparation for greater or competitive participation not just in sports and recreational activities but also in future life decisions.

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Aguado, D. (2013). The Traditional Filipino Street Games are Alive in the Philippines. Magna Kultura Foundation: A Philippine Arts and Culture Foundation. Retrieved https://dickieaguado.wordpress.com/2013/10/03/the-traditional-filipino-streetgames-are-alive-in-in-the-philippines/ Balite, P. & Robles, S. (2020). Philippine Games: On the Contemporary Awareness and Involvement of University Students. TALA Vol 3: No. 1 (June 2020) ISSN 2651-7108. Barbosa, A. (2003). In Focus: Traditional Games in the Philippines. Retrieved https://ncca.gov.ph/about-culture-and-arts/in-focus/traditional-games-in-thephilippines/ Morales, M. (2016). Exploring Indigenous Game-based Physics Activities in PreService Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs. EURASIA Journal of Mathematics Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print) 2017 13(5):1377-1409 DOI 10.12973/eurasia.2017.00676a Prestoza, M. et.al. (2020). Perception of elementary school teachers on Laro Ng Lahi in Quirino, Isabela. International journal of linguistics, literature and culture. 6. 10.21744/ijllc.v6n3.876.Retrieved https://www.researchgate.net/publication/340445075 Ramos, N. (2016). Holistic Benefits of Filipino Traditional Street Games to Children. . Retrieved https://prezi.com/ipvefq-cn3yr/holistic-benefits-of/. Steemit, (2019). Philippines Ancestry Games- Laro ng Lahi. Retrieved https://steemit.com/tradition/@sherylneil/philippines-ancestry-games-laro-ng-lahic2e5380f9fee5 UNESCO (2019). Innovative ways to preserve and share knowledge about traditional games explored in Beijing. Retrieved https://en.unesco.org/news/innovative-wayspreserve-and-share-knowledge-about-traditional-games-explored-beijing.

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Physical Education Department This learning guide is made for education purposes only. This learning guide is free and cannot be reproduced for profit. Educational fair use guideline is observed. Contents of this learning guide is a compilation of information amassed from referenced articles, books, and online sources. If you are the author of the information we have used, please don’t hesitate to contact us.

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Physical Education Department Central Mindanao University www.cmu.edu.ph [email protected]

UNIT 2

MOVEMENT SKILLS COMMONLY USED IN RECREATIONAL ACTIVITIES TIME ALLOTMENT This unit will be discussed for four (4) hours, equivalent to two (2) weeks.

INTRODUCTION Nowadays, youth are captivated with different foreign-influenced games and with the advent of technology, they are drawn to the virtual space, seemingly forgetting to play some “physical” outdoor games. This unit emphasizes on the fundamental movement skills used in recreational activities, mainly in Laro ng Lahi, and its impact on our health. Students will recall the games played during their younger years and identify the movements used to play the specific games. With this, the unit encourages students to participate in a moderate level of physical activity through reviewing and executing the movement skills commonly used in recreational activities.

LEARNING OBJECTIVES At the end of this unit the students should: 1. Review the selected movement skills commonly use in recreational activities.

TOPICS FUNDAMENTAL MOVEMENT SKILLS Fundamental movement skills are movement patterns that involve various body parts and provide the basis of physical literacy. Fundamental movement skills are the foundational movements, or precursor patterns, to the more specialized and complex skills used in play, games, and specific sports. Physical literacy describes the ability of a person to instruct the body to perform an action accurately and with confidence and to recognize the physical, social, cognitive and emotional attributes required to do so effectively.

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Body management skills are usually large muscle activities required for controlling the body in various situations. These skills require an integration of agility, coordination, balance, and flexibility. This includes balancing the body in stillness and in motion.

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BODY MANAGEMENT SKILLS

Examples are static and dynamic balancing, rolling, landing, bending, and stretching, twisting, and turning, swinging, and climbing. Specific skills include balancing (o...