Grade 8 Learning Module in Physical Education - Complete


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Grade 8 Learning Module in Physical Education - Complete

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  • Good day Sir. pwede po bang maka hingi na complete set ng module ng G8-MAPEH? paki send na lamang po sa facebook account ko po o kaya sa email add ko po Sir. maraming salamat po. God bless.
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  • good day sir! ask ko lang po kung pwedeng makahingi ng pdf ng ating mapeh module grade is very much appreciated and will be very helpful in pursuing our common goal.kindly send it po you very much sir looking forward po ..god bless..
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  • pwede po bang makahingi ng pdf nito pakisend sa thank you po. i'll be waiting for it
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Grade 8 Learning Module in Physical Education - Complete

  1. 1. Compilation by Ben:               GRADE 8  Learning Module    PHYSICAL  EDUCATION  (Qtr 1 to 4)     
  2. 2. 1 Grade 8 Learning Materials (Under K to 12 Curriculum) MAPEH Grade 8 Physical Education (First Quarter) INTRODUCTION This module is designed for you, as a Grade 8 learner, to explore knowledge and skills that will help you and your family develop a lifelong habit of physical fitness and wellness. This actvity will be a real challenge for you and your family. Nowadays, people become less physically active because of various reasons and one of those is brought by the advancement of science and technology. Many are no longer participative in any fitness-relevant activities. We are aware of the health benefits and importance derived from engaging in physical activities, yet we tend to take its significance for granted. Unfortunately, many young people do not engage in worthwhile exercises or physical activities anymore. This may be due to your youth and your ability to execute with less effort, or your current health status. Being physically fit and healthy can help you get through with the stresses and demands of life and this improves your self-esteem, develops your confidence and self- concept which can only be realized when are much older. Health-related fitness activities play a vital role in the holistic development of a person. Fitness activities, usually depend on individual’s choice, age, and ability. Health- related fitness ensures cardiovascular fitness and thus helps you in the process of aging. Health–related fitness activities are provided for you to have a better grasp on the lesson at hand, and they will equip you with various choices 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 and questions are encouraged for your better understanding. You will be encouraged to design an HRF (Health Related Fitness) plan that will cater to the needs of your family. An HRF plan is a set of fitness goals. These goals that you establish should take into account your current as well as your desired fitness levels. Even after the implementation of the designed HRF plan, you will still need to evaluate its Health Related Fitness
  3. 3. 2 success or failure. Accordingly, you then make certain revisions in order to encourage yourself and your family to continue the HRF activity for life. There is also a need to emphasize the importance of making the activity fun and enjoyable. In doing so, you’ll have exercise as a habit for life. At the end of the lesson, 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 ensure its promotion of an active lifestyle;  explain why the purpose is critical in ensuring the conduct of activities in the family;  design physical activities that promote cardiovascular and muscular fitness to family members. This Pre-test is given to 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 as shown based on the components of health-related fitness 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. B. Explain briefly how these HRF activities can benefit your family in terms of physical wellness. Objectives Pre-Test
  4. 4. 3 C. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The result of your pre-test will not be graded but will help the teacher determine your knowledge of the lesson.
  5. 5. 4 Provide below your expected personal learning goals and targets. Learning goals and targets are lessons you expect to learn from this learning materials. Example: I will be able to identify the four components of HRF.  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________  _____________________________________________ Congratulations! You have identified your learning goals and this tme you are ready to explore the next learning steps . Learning Goals and Targets
  6. 6. 5 Activity 1 Where Am I? 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 shall help you assess your knowledge about health-related fitness exercises. This will give you opportunities to identify and clarify any misconceptions you have about the lesson. Let’s play a brain teasing fun game called “Word Scramble”. Find from the untangled letters that would compose the components associated with Health-Related Fitness. The words could be in any directions as long as the letters are all inter-connected. In you activity notebook, write these words and try to define each word identified. 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 My answers: 1.________________________________ 2.________________________________ 3. ________________________________ 4. ________________________________ Part I. WHAT TO KNOW Remember learners that in this quarter it is expected that you have enough understanding about physical fitness. Your Grade 7 experience has already given you an overview of physical fitness as both skill-related and health-related fitness.
  7. 7. 6 Components of Health-Related Fitness Fitness is defined as a condition in which an individual has enough energy to avoid fatigue and enjoy life. Try to look back and reflect on your day’s activity. Do you have lots of energy, or do you get tired easily? Physical fitness is divided into four health- and six skill-related components. Skill-related fitness enhances one’s performance in athletic or sports events. Health-related fitness is the ability to become and stay physically healthy. Health Components Skill Components Cardiorespiratory 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 inactivity. Four Components of Health-Related Fitness • 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 1km run or some other type of continuous fitness activity (12-minute run, cycling, step-test, etc.) is used to assess cardiovascular fitness. • Muscular strength and endurance is the muscle’s ability to produce effort or perform work. If you have found the words and were able to define each, that would mean that you have the basic knowledge of HRF. Below is a discussion on the components of HRF. Read it carefully. On your worksheet, answer the questions following the article.
  8. 8. 7 • 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. • 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.). • 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. • Body composition is the ratio of body fat to lean body mass (including water, bones, muscles, and connective tissues). Having too much fat tissues is a risk factor for cardiovascular diseases, diabetes, cancer, and arthritis. In addition to improving quality of life, health-related fitness • 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. After reading this article, answer the following questions below on your worksheet: 1. In your own words, define fitness. ___________________________________________________________________________ ________________________________________________________________. 2. Describe the difference between health-related and skill-related fitness components. ___________________________________________________________________________ ________________________________________________________________.
  9. 9. 8 Reflect on your daily activities and write them down on the table below. Give special attention to activities that will help improve your HRF and maximize your body potentials. After a few minutes, group yourselves into 5 or 8 and discuss your answers with the group. Present your output in class. My daily routines/tasks HRF components 1. 2. 3. 4. What are my daily routines or tasks associated to health-related fitness? 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 down in the classroom, listening and writing down notes which make you immovable. So find time doing household chores as part of your daily routines. The next activity is a reinforcement of what you have learned in part 1. Activity 2 Quest for Fitness
  10. 10. 9 In this activity, you are expected to bring pictures showing different activities of a person. Display each picture and describe the action and how the person in the picture might be feeling. List down benefits associated with each activity. Examples of pictures might include:  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 displaying your picture parade, ask one of your classmates 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. In this activity, you are to identify the physical activity habits of the family in terms of health-related fitness components. A table is provided for you to list down important details of the family that would be of help later when you will be designing your family HRF activity plan. Family Members Age Occupation/ Work/Job Activities involved in relation to the Occupation/Work/Job HRF component involved Household Chores HRF component involved Example: Father 54 PUJ Diver Drives and sits for 8 hours Feeds the chicken, Repair damages in the house . . . Activity 3 Picture Parade Activity 4 Family Connection Wow, you have done a great job! Your presentation was indeed a work of art. It is now very clear that you have understood our lesson well.
  11. 11. 10 Mother 48 Housewife Sister 25 None Brother 1 22 Laborer Brother 2 18 Student Me 14 Student (Just indicate those people you are living with.) Activities are provided for you to have a deeper understanding on the importance of exercise in building total fitness and family wellness. The activities will also allow you to develop better understand HRF. Once again you must undertake the fitness test for comparative purposes in determining general fitness. This is a test given to you every year. So this would not be hard for you to perform. Make sure to follow the instructions to avoid accidents or injuries. Part II. WHAT TO PROCESS Great job! That wasn’t too hard, right? You are now ready to level up. The succeeding activities awaiting you will be more interesting and fun-filled . So, hold your breath and enjoy!
  12. 12. 11 Activity 1 Physical Fitness Test (HRF) 1. Prepare for the test.  Review the procedures in conducting the Physical Fitness Test.  Wear 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 with the test without exerting maximum effort.  Observe safety. 2. Perform the test with a partner. 3. Record your test results. Physical Fitness Test Health Related Fitness BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass. A. Body Mass Index (BMI) WEIGHT [in Kilograms] HEIGHT [in Meters]2 Example: 30 30 20.83 (NORMAL) (1.2)2 1.44 CLASSIFICATION: BELOW 18.5 Underweight 18.5 – 24.9 Normal 25 – 29.9 Overweight 30.0 – ABOVE Obese A.1 Weight – the heaviness or lightness of a person. Equipment: Weighing Scale
  13. 13. 12 Procedure: For you as the test taker: a. Wear light clothing. b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale. For your partner: a. Before the start of 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 – it is the distance between the floor to the top of the head in standing position. Equipment: 1. An even and firm floor and flat wall 2. L – square 3. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor. Procedure: For you: a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall with 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 visceral fat which contributes more risk of cardiovascular disease and diabetes than fat located in other areas of the body. Equipment: Tape Measure
  14. 14. 13 Procedure: For you: a. Wear light clothing before taking waist circumference. b. On bare waist, stand erect and wrap tape measure around 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. 1. 90 – Degree Push-up Purpose – to measure strength of upper extremities Equipment Exercise mats or any clean mats Procedure For you: a. Lie down on the mat; face down 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. b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
  15. 15. 14 FOR GIRLS: With knees in contact with the floor, straighten the arms, keeping the back straight, then lower the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor). c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute (2 seconds going down and 1 second going up). For the tester: a. As the student assumes the position of push-up, start counting as the student lowers his body on the ground until he reaches 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. 2. Curl-ups Purpose – to measure strength of abdominal muscles Equipment Exercise mats or any clean mats Procedure For you: a. Lie on your back with the knees flexed and the feet 12 inches from the buttocks. b. Feet cannot be held or rested against an object. The arms are extended and are 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 3 seconds or 20 curl-ups per minute (2 seconds going up and 1 second going down). e. There should be no rest at the bottom position, and perform as many curl-ups as possible without stopping.
  16. 16. 15 For the tester 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. 1. Sit and Reach – a test of flexibility for the lower extremities particularly the hamstring. Purpose – reach as far as possible without bending the hamstring Equipment: Tape Measure Procedure For you: a. Sit on the floor with back flat on the wall with 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.
  17. 17. 16 For your partner: a. As the student assumes position (b) procedure, position the zero point of the tape measure at the tip of the finger farthest from the body. b. See to it that the knees are not bent as the test taker reaches the farthest that he/she could. c. Measure the farthst distance reached. d. record the score in centimetesr. Scoring - record sit and reach to the nearest 0.1 centimeter. 2. Zipper Test – 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 you: 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 procedures a – 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.
  18. 18. 17 Scoring – record zipper test to the nearest 0.1 centimeter. Standard 0 – did not touch fingers 1 – just touched fingers 2 – fingers overlapped by 1-2 cms. 3 – fingers overlapped by 3-4 cms. 4 – fingers overlapped by 5-7 cms. 5 – fingers overlapped by 8 cms. 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 that oxygen. Endurance may also refer to the ability of the muscle to do repeated work without fatigue. 1. 3–Minute Step Test Purpose - to measure cardiovascular endurance Equipment 1. Step with a height of 12 inches 2. Stopwatch Procedure For you: a. Position in front of the step. b. At the signal go, step up and down on a bench 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.
  19. 19. 18 d. Right after the activity, locate your pulse. (the first beat is zero.) e. Count the pulse for 10 seconds. Multiply by 6. 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. b. After the test, let the student count his pulse for 10 seconds and multiply it by 6. Scoring – record the 60-second heart rate for the activity. PERFORMANCE TARGETS FOR BOYS AGE STRENGTH FLEXIBILITY ENDURANCE Partial Curl- Ups 90 degree Push-Ups Sit and Reach (cm.) Zipper Test 3 min. Step Test 1 Km. Walk/Run 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
  20. 20. 19 PERFORMANCE TARGETS FOR GIRLS AGE STRENGTH FLEXIBILITY ENDURANCE Partial Curl- Ups 90 Degree Push-Ups Sit and Reach (cm.) Zipper Test 3 min. Step Test 1 Km. Walk/Run 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 You did it! So now, you can have a comparison of your previous fitness test result with your current test result. Have you improved? Well, that would mean you are doing well physically. The succeeding activities will assess your skills on HRF. A variety of activities, like sports and fitness exercises, are prepared for you to which will suit the needs of your family. Break a leg, buddy!
  21. 21. 20 Your teacher will provide you with sports equipment available in your school. Select among these sports equipment what you like. Think about how you’ll use it. Play for 10-15 minutes with your friends. Jot down notes on the different movements to be executed during the game. Relate those movements to the health-related fitness. Write your observations on your activity sheet/notebook. What to observe:  What are the different movements you executed? (e.g. running, swinging the bat, throwing the ball . . . ) 1. Identify the parts of the body involved and uninvolved while using the sports equipment. 2. While performing the sports, what specific skills or movements do you think will help you build the four (4) components of HRF? 3. Reflect how this sports activity can help enhance your health-related fitness and achieve a balance and total fitness. 4. 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 what activity is 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. Activity 2 Tough Nut to Crack
  22. 22. 21 1. You are going to 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. You are to execute the exercises or activities for each component of the HRF. Choose from the suggested exercises below. 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 6. On your activity sheet, answer the following questions after performing the exercises. Assess the physical activity or exercises given to you. 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 the members of the family, what are the things to consider? c. What are the possible activities you can give? Cite examples. d. Are these activities suited for each of the member of the family? Whew! That was quite fun. Activity 3 below can also be done with your family at home. This would be excellent if the family members are involved because the end product of this quarter is all about designing an HRF plan for them. Activity 3 Listen to your Heart
  23. 23. 22 Suggested Exercises: FLEXIBILITY EXERCISES Stretch #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 #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. Stretch #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 #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 for other side. Stretch #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 other side. Stretch #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 for the other leg. Stretch #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. Stretch #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.
  24. 24. 23 STRENGTH EXERCISES CARDIOVASCULAR ENDURANCE EXERCISES These exercises would consist of jogging, cycling, stair climbing, and running. Review and assess your output in “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 members of the family and those with physical disabilities. Copy the following table and do your own assessment: Activity 4 Because I Care
  25. 25. 24 Family Health Assessment Family Members Age Body Composition (BMI) Medical history HRF components Weaknesses Strengths Father Mother Sister Brother 1 Brother 2 Me Propose exercises for flexibility, strength and cardio-respiratory endurance (at least 5 exercises for each component). Your output will be presented to your teacher. Provide your own music. Things to remember when performing your exercises: 1. 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. So learner, what have you found out? Were you surprised with the data you have gathered? Well, these are data you have to remember when planning the HRF activity of your family. Activity 5 Work it Out Now that you have identified the weaknesses and strengths of each family member, the next activity will help you plan exercises for the family. Fantastic learners! You were able to hurdle another challenge in this quarter. This proves you are doing fine and going to the right direction. Now that you have tackled Part II of this quarter, it is understood that you have fully grasped the essence of these activities.
  26. 26. 25 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 2-4 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. You are provided with a reading article below, read it carefully and make a reaction paper based on your readings. Your thoughts and opinion about this article will help you reflect on your understanding of fitness exercise. Write your reaction paper on your worksheet. (For additional reading materials browse on this address: 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. The results show most teens who 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. Part III. WHAT TO REFLECT AND UNDERSTAND Activity 1 Health and Fitness Updates
  27. 27. 26 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. 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.”
  28. 28. 27 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 derived from involving oneself in the HRF activity. Tackle the 4 components: strength, flexibility, endurance and body composition. Below is a sample: After the presentation, it is expected that you will make a generalization on the importance of engaging in exercises and the drawbacks or disadvantages of lack of exercise. Reflection / Realization: Complete the sentences below. 1. Cardio-respiratory endurance can help me ______________________________. 2. ____________________________________ can help me achieve an ideal BMI. 3. Bending and stretching allow me to __________________________________. 4. _______________________________________________ strengthen my body. 5. Therefore I have learned that ________________________________________. Here are your guides 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. Body Composition • ideal body type prevent joint problems and diabetis • that certain amount of fat is needed by the body to function well Strength • strengthen immunity • protection against injury Endurance • improved Heart-Lungs functioning • increase oxygen supply Flexibility • improve posture • decrease risk of injury Activity 2 Health Perks
  29. 29. 28 Make a scrapbook with pictures of your family showing the progress or regress of the family’s state of health. To be included in the scrapbook are pictures of your family’s past HRF activities (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 health of your family. Well learners, that wasn’t tough, right? This is going to be easy once you have answered all the questions. Try the next activity below. This has something to do with the lifestyle check of your family in terms of the HRF issues. This will help you understand and evaluate how far or how slow is your family’s involvement with fitness. Activity 3 Together in Fitness That was quite enjoyable making your scrapbook. Scanning over your scrapbook, reflect the health status of your family. If you have lots of pictures to show, that would mean your family is doing great physically.
  30. 30. 29 At this stage you will plan for physical activities for your family which can be considered as your lifetime engagement to achieve family wellness. By this time, it is affirmed that Health-Related Fitness plays a very important role in your family wellness. Design an HRF plan for your family. 1. Review and assess the output in “Because I Care” by identifying what particular exercises or physical activities are 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”. In designing your HRF Plan it must be simple, enjoyable and suited to the needs your family in order to attain maximum level of physical wellness. 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. Part IV. WHAT TO TRANSFER Activity 1 Goal Setting Now is the time for you to work on your HRF plan. Setting of your goals here is crucial to the development of your HRF plan. Look into the very needs of your family by referring to the outputs you have on the previous activities as basis for your plan. Activity 2 Hit the Target
  31. 31. 30 Below is an example of a fitness plan for your basis. Suggested plan: Join community Fun Runs, ballroom dancing; assign household chores and others.
  32. 32. 31 Supplementary activity: Family Day You will submit a narrative report about the actual implementation of the HRF Plan you have designed. You will also provide proof to support the narrative report like pictures, video, signatures or thru other media technologies. It is expected that this implementation will take a while, so you will be given enough time to submit this narrative report and evidences before the end of the first quarter period. Assessment of 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 Bravo, you made it! Things did turn out well. Did you know that working on this activity brings you closer to your family? Remember, family bonding creates harmony and understanding at home. So, this is a great opportunity for you to experience. Maybe at some point you have encountered difficulties but keep in mind, “The more difficulties one has to encounter, within and without, the more significant and the higher in inspiration his life will be.” - Horace Bushnell
  33. 33. 32 It is expected that by this time you have already understood the essentials of health-related fitness and its relation to family wellness. This module has provided you discussions on the importance of HRF and supplied you with different activities for you to assess yourself and your family in terms of health-related fitness and thereby guiding you to design an appropriate HRF plan for your family that will sustain for life. Furthermore, this module is focused on a wide range of activities that will help you develop appropriate skills, enables you to understand fitness concepts and their application, as well as fosters confidence and appreciation of physical activity as a means to wellness. Part I gives you a brief recall on the HRF components. It also provides you with activities to help you strengthen your knowledge on the lesson at hand. A brief assessment of your family’s daily physical activity habits is also asked of you to later plan the appropriate activities and exercises that will suit each family member. Part II enables you to perform and demonstrate the HRF test. The result of the fitness test is your basis for self-assessment. A table is also provided for you to list down and assess your family health status that is crucial in designing your family HRF plan. Part III provides you with different activities and discussion that can help you reflect and think deeply on the essentials of health-related fitness. It also talks about the health benefits of engaging in physical activities and exercises. The activities, exercises and sports introduced in Part III are carefully selected for you to choose and decide the appropriate HRF activities for you and your family. Part IV is the final phase of Quarter 1. You are expected to design an appropriate HRF plan for your family that will sustain a lifelong active lifestyle. Taking into consideration what you have learned from this chapter and from the activities provided in Part I-III, you are now equipped to propose an HRF plan. SUMMARY
  34. 34. 33 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. SOURCES: 11-28-2012 11-28-2012 11-28-2012 11-28-2012 olympics?page=6 11-28-2012 11-28-2012 11-28-2012 11-28-2012 11-28-2012 11-28-2012 treat-stiff-arteries1.jpg 11-28-2012 2012 11-28-2012 11-28-2012 lated_itness/health_skill_related_fitness_activity_3.pdf, 11-08-12, 10-24-12 11-28-2012 11-28-2012 11-28-2012 11-28-2012 GLOSSARY OF TERMS
  35. 35. 34 PHYSICAL EDUCATION Grade 8, Quarter II (Team Sports-Basketball) Objectives: At the end of the lesson, you should be able to  discuss the nature/background of basketball;  practice proper and acceptable behavior (e.g. fairness, respect for authority) when participating 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. Introduction: This learning material was made or you! For sure you are now thinking o another textbook or a ton of quizzes to do, right? This module is different. It introduces you to the world of team sports. As you go along, you will encounter activities that allow you to demonstrate understanding of the benefits derived from your engagement and participation in basketball together with your family, which eventually promote family fitness, health, and wellness. Now that you know where you‟re going, let‟s start activating your prior knowledge about team sports.
  36. 36. 35 Pre-Assessment: Before you proceed any further, consider answering the pre-assessment items below. This may help determine whether you already have prior knowledge on the terms, skills and understandings in team sports. Read the directions carefully and write your answers in your activity notebook. 1. Below is a table indicating the basic skills in playing basketball, baseball and softball. Your task is to identify which sport is appropriate for each of the skills indicated in the table below. 2. Write the corresponding team sport in the space provided at the right side of the column for basic skills. BASKETBALL BASEBALL SOFTBALL 3. Let’s find out whether your answers are correct or not. (refer to the answer key to be given by your teacher). 4. Group yourselves into three, then choose one team sport to describe 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.) You will be given five minutes to do that. BASIC SKILLS CORRESPONDING 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
  37. 37. 36 5. Present your work to the class. 6. Below are three critical questions prepared for you to answer. 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? Goals and Targets: 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 survey questionnaire below. 2. Just put a checkmark (  ) in the corresponding column below the sport for your responses. It’s quite easy, right? So go on, grab a pen and accomplish the questionnaire. I can see that you know something about team sports. This time let‟s draw your goals and targets as regards team sports by accomplishing the task ahead.
  38. 38. 37 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. An example is hereby given: SURVEY QUESTIONS BASKETBALL BASEBALL SOFTBALL 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? 4. Do you play team sports with 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? “A journey of a thousand miles begins with a single step.” It‟s now time for you to start achieving your goals and targets by accomplishing the given tasks , one at a time. I know you can do it! Example: Personal Goal/Target: I will make team sports my lifetime fitness activity. Family Goal/Target: I will share my knowledge and skills in team sports with my siblings, father, and mother so we can enjoy the benefits of playing/participating in it. Community Goal/Target: I will actively particpate in community team sports activities.
  39. 39. 38 PART I: WHAT TO KNOW 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. Below is a table indicating three columns namely: team sports, basic skills and components of physical fitness involved in performing the basic skills. Copy the table in your activity notebook. 2. The team sports at the first column have already been provided together with the respective basic skills. All you have to do is to identify the component of physical fitness involved in performing the respective skills. Write your answers in the given column. 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 and to know the key concepts of the lesson at hand. You will also exhibit tentative responses through provocative and critical questions; identify misconceptions and alternative conceptions about the lesson based on your responses; be informed of the assessment techniques corresponding to your tasks; be provided with the necessary information you need to learn about team sports, specifically Basketball. You can assess your knowledge by answering the given focus questions at the end of this part of the lesson.
  40. 40. 39 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 3. After accomplishing this, 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 group’s, 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. Let your group present your work to the class Activity 2. The team sport that I would like to know more 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. Always bear in mind that improving your physical fitness together with your family is the main goal of participating in team sports. Keep it up as you go to the specific team sport that you intend to master in this next activity.
  41. 41. 40 Here are your tasks: 1. Below is a K-W-L chart. Under K column, write three things that you already know about your chosen team sport. Under W column, write three things that you want to know more about. Don’t write anything yet on the L column. Do this in your activity notebook. Name: _______________________________ Chosen Team Sport:______________ K-What you KNOW W-What you WANT to know L-What you’ve 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 to the class, friends, relatives and members of your family. 3. After sharing the things you KNOW and WANT to KNOW, 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. 4. In case you have a whole court, form two groups. Designate groups to do the activity on one half of the court, the other group will do the same on the other half court. Activity 3. Can You Meet My Expectations? This time, you need to clarify what is expected of you in terms of products and performance, including how these shall be assessed and rated at the end of the lesson. So much to expect and do, yet so little time. After sharing your expectations and things you want to know, you also need to know what is expected of you at the end of your lessons.
  42. 42. 41 1. At the end of all your lessons, the following are the expected outputs for you to accomplish: a. Product: Create a journal containing pictures of your family showing your engagement in team sports. Indicate dates, places and short description (caption) of each picture including a final essay talking about the benefits that your family derived from engaging in team sports. If you find it difficult to gather said pictures, you may come up with a collection of cut-out magazine pictures of families engaged in team sports. As you include these these pictures or cut-outs on your journal, you may include captions or essays that clarify your ideas about the quote: “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) b. Performance: Demonstrate your understanding of team sports by executing proficiently the skills and basic rules in playing basketball by your actual participation in a game. This will be done through a mini-tournament within your class. . Criteria for Assessment: Proficiency in the execution of skills in the team sport Ability to adapt or use skills to certain sport situations Behavior in playing team sport Activity 4: Points to Ponder This activity will help you form tentative understandings of the succeeding lessons. You will be shown video clips and be given questions to answer. Now that you know what to produce and perform as evidence d by your learning at the end of your lessons, here‟s another challenge for you to think about.
  43. 43. 42 Videos to watch:  (youtube-Milo Commercial-Annie)  (Milo Kids Mondial 90s hires)  (Remember the Titans-Inspirational Moments)  (Space Jam UNRATED) Questions to answer: Based on the video clips you’ve seen and from your experiences regarding team sports, answer the following questions. Write your answers in your activity notebook. What is your favorite team sport? Why? ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Who influenced or motivated you to choose such team sport to play? How? ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Do you think playing team sports can promote fitness, health, and wellness among family members? How? ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ Give your reaction or idea regarding this quote: “ In sports, it’s not winning that matters most, it’s how you play the game.” _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ What other physical, emotional, mental and social benefits can you derive from playing team sports? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________
  44. 44. 43 Activity 5: Lecture-Discussion A copy of the lecture on basketball is attached in Appendices A-D for your reading. Read them carefully for you to be able to answer the questions which will be given later to assess your knowledge on the following contents: - Nature and background of basketball - Basic skills - Facilities, equipment and playing attire ans shoes - Basic rules and officiating (Violations and misconduct) After reading the lecture, do the following activities: 1. Group your class into four. Each shall form two columns with each member respectively numbered. 2. Each group will be given a set of 10 terms written on strips of paper about basketball. 3. This time, all first members will draw one strip each. Each member then shall give a description or idea about th term he/she drawn. 4. After giving the description, identify the content classification of each term, then the group performs the warm-up exercise corresponding to the classification of the term. CONTENT CLASSIFICATION GROUP NAME EXERCISES TO BE EXECUTED Nature and background Shuffle/Galop Group 4 Left/4 Right 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 Group 4 Repetitions in place Since you chose basketball along with the benefits you can derive from participating in it, the next activity will share you more about this particular team sport. This time, test your retention on the lecture given. Here‟s an activity you will surely enjoy with your friends, classmates and/or family.
  45. 45. 44 Activity 6: Pick-Shoot and Answer! In this activity, 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. The bowl of questions in front and a basket near the board about three meters away. 3. As the “go” signal is given, the first member of each group picks up a strip of question to answer. Within 10 seconds, he/she answers the question , then crumples the strip and shoot it in the basket provided per group. 4. After shooting, the first members go to the board and write their answers on it. 5. The group with the most number of correct answers and successful shots combined, wins the game. Activity 7: Assessment of Knowledge Now, let’s see if you really read the lecture given in Appendices A-D. Your knowledge will be assessed on matters of adequacy and relevance through the questions hereunder listed. 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? So much for enjoyment! You now proceed to a more challenging activity. Your knowledge on basketball and team sports in general will be assessed and rated.
  46. 46. 45 Part II: WHAT TO PROCESS Activity 1: By-Station Drill Lessons This activity will provide an opportunity for you to demonstrate the basic skills you have learned previously. You will be given five skill stations for you to perform a paticular skill based on the demonstration given in Activity 1. You will need  ball  playing area with a ring and board  partner or group aA good pair of playing shoes You passed the challenges! You can now proceed to Part II of your lessons... Congratulations! You’ve made it to this phase! Prepare yourself, for you will be provided with various learning resources and learning experiences to enable you to make sense of the information, develop, rethink, validate, and revise your understanding of team sports. Great job! It‟s good that you pay attention to details. Congratulations for passing the test! I know you can do it again in the next phase of your lessons.
  47. 47. 46 Basic skills to be learned are  shooting  dribbling  passing  rebounding  running Here’s how: 1. Form five groups. Select a leader of your group who can proficiently demonstrate the skills during the drill. He/she must be someone who can assist the group in properly executing the basic skills. 2. Consider the following before starting the activity: proper basketball attire, warm- up exercises, safety precautions. 3. Proceed to the open ground or basketball court designated by your teacher, five stations corresponding to each basic skill will be provided for you. Refer to the drill illustration for guidance. 4. You should pass through each station following the drill lessons on basic skills. After undergoing the drill lesson in one station, move to the next station so that you will experience all drill lessons provided. 5. You should do well in this activity because your performance will be rated based on the criteria set in the rubrics. 6. At the end of the drill lessons, report to your teacher in a circular formation. This time, share your drill experiences with the class. 7. As you share your experiences, expect and accept reactions from your classmates, be it positive or negative, consider it as a room for you to improve more your basketball performance. Drill Sequence: TEAM SPORT Station I Station II Station III Station IV Station V Basketball Shooting Dribbling Passing Rebounding Running
  48. 48. 47 Drill Illustration: Station 2: Dribbling Start Finish --------------------------------------------------------------------------------------------------------------------- --------- Station 3: Passing (Chest and Bounce Pass) Chest Pass Station 1: Shooting Area Bounce Pass Station 4: Rebounding Area ------------------------------------------------------------------------------------------------------------------------- Back Pedal Station 5: Running Drills Shuffle/Galop Carioca High Knees How well did you perform the tasks-at-hand? You must be tired after the drill lessons! But before you proceed to your 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. Just put a checkmark ( ∕ ) in the colum corresponding to your response to the items indicated in the following table based on how well you did in each drill station. Reflect on the criteria given 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 Proficiency Developing Beginning Station 1: Shooting Station 2: 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.
  49. 49. 48 Activity 2: Message Relay Let’s proceed with 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  playing area with a ring and board  partner/Group  a good pair of playing shoes Basic skills to be learned are  shooting  dribbling  passing  rebounding  running  basic rules and officiating Here are your tasks: 1. The following table shows the most crucial aspects of basketball when it comes to rules and regulations. Be guided accordingly as to how you should play basketball. Remember, we’re talking of amateur basketball, not of professional basketball yet, because in professional basketball like in the Philippine Basketball Association (PBA) or in the National Basketball Association (NBA), rules and regulations are highly technical. 2. Your teacher will discuss more about the aspects of playing basketball indicated in the table below. You might as well do some research on this matter to enrich your knowledge on basketball rules and regulations. Remember some of the amateur rules indicated and discussed by your teacher may vary depending on the tournament or league agreements like for instance game duration, substitution, and others. You must be so tired in doing the drill lessons on basketball basics! Anyway, you did great back there. This time while resting, here‟s another activity.
  50. 50. 49 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 is 3 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 to an opposing player Disrespect to officials OVERTIME In case of tie, 5-minute overtime is given OFFICIALS OF THE GAME Referee Umpire Time keeper Scorer 3. This time a game called “Message Relay” will be played. It may sound familiar with it but a little twist is made. The content of the messages will be 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 your group’s cheers with a demonstration of the skill with which you named yourselves after. 5. Each group shall be in column formation about a meter away from each member. 6. As your teacher calls the first members from each group to move in front and show an image of a referee’s hand signal or call, think of the name of the hand signal. Refer to the sample illustrations given in this page. Then wait for the “go” signal.
  51. 51. 50 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. 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 tells the message. 9. The first group to perform their respective cheers 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 most number of correctly relayed messages wins the game. Example of Referees Hand Signals: Activity 3: Ignorance of the rules excuses no one In this activity, you will apply the basic rules in officiating a basketball game that you have learned. It wil be a test of your sense of immediacy and decisiveness. See?! It pays to listen to the relayed message! Same is true with playing Basketball. It pays to observe the rules and regulations.
  52. 52. 51 Here are your tasks: 1. 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 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 Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2 2. You are encouraged to give the best out of your performance in this activity because you will be rated based on the criteria set in the rubrics at the traser part o this guide. Activity 4: 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  playing area with a ring and board  partner/Group  a good pair of playing shoes Basic skills to be refined are  Shooting  Dribbling  Passing  Rebounding  Running Here are your tasks: 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. So you passed the challenge! You can now proceed to the next level.
  53. 53. 52 2. 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. Be reminded that the performance of the third group determines the success of the drill. 3. 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. 4. Be reminded that before starting the activity, you are al in proper attire, you have done warm-up exercises, are reviewed safety precautions. Drill Matrix: Pass-Dribble-Shoot! PHASES GROUP ACTIVITY Group I Group II Group III I Dribble and shoot Guards Drill managers and ball retrievers II Drill managers and ball retrievers Dribble and shoot Guards III Guards Drill managers and ball retrievers Dribble and shoot Drill Illustration: Ball Retrievers Guards/ Defense Pass-Dribble-Shoot
  54. 54. 53 PHYSICAL BENEFITS __________________ __________________ __________________ __________________ EMOTIONAL BENEFITS ___________________ ___________________ ___________________ ___________________ MENTAL BENEFITS ____________________ ____________________ ____________________ ____________________ SOCIAL BENEFITS ___________________ ___________________ ___________________ ___________________ Activity 5: 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 You are great! I believe you can make it through the next challenges! Your basketball skills are improving! This time let‟s see how much you understood from your participation in the preliminary activities. Here‟s an activity for you to accomplish. Your Basketball skills are improving! This time let‟s see how much understanding you have developed from participating in the preliminary activities. Here‟s an activity for you to accomplish...
  55. 55. 54 Part III. WHAT TO REFLECT AND UNDERSTAND Activity 1a: 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. Here are your tasks: 1. Group yourselves into three. 2. Each group shall determine and decide as to who among the home-grown team sports enthusiasts in your community interests and inspires you most and could share to your class meaningful insights on his/her participation in team sports. Name at least three persons whom you could invite. 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 in your class, 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? 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.
  56. 56. 55 6. Answer the foregoing questions above using 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 (Alternative activity to Activity 1a) This activity can be an alternative to Activity 1 in case there will be difficulty in inviting resource speakers. Here you will be shown inspirational video clips to react on using the given guide questions below. Ind the video clips using the links hereunder listed. Video weblinks:  or   (story of a person with disability)  (Video of an athlete) Guide Questions: Copy and answer the questions in your activity notebook. 1. How do you think did team sports influence and change the lives of those in the video clips you watched? 2. If you were one of the characters in the video clips viewed, would the influence of team sports in your life be the same with them? How? 3. After watching the video clips, how do you perceive team sports now, in relation to your life and your family’s fitness and wellness? Activity 2: Team Sport Goal-Setting Quite impressive! With this, a “thumbs up” for everyone. Hope you can do the same in this next activity. You might have been very much inspired by the stories you‟ve heard. I guess those inpirations may help you in setting your goals for youself, family, and community as regards your participation in team sports.
  57. 57. 56 List down your goals as regards your personal, family, and community involvement in basketball and team sports in general. This activity aims to reaffirm your commitment in making team sports your lifetime fitness endeavor. The following is an example of an output on this activity. You are encouraged to have other modes of presentation employing your creativity and resourcefulness in this challenge. Use another paper for your output in this activity. Example of Team Sports Goal-Setting Format (Refer to the example of goals or targets given in page 37 of this guide): Activity 3: Strips and Dunks! Here’s your final challenge in this part of the lesson. You will accomplish the K-W-L chart you have started in Part I of the learning sequence. You will be tasked to 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 your class, friends, or relatives then dunk your paper on the basket provided by your teacher. Sounds exciting? Let’s do this! Name: Section: K-What you KNOW W-What you WANT to know L-What you’ve LEARNED 1. 1. 1. 2. 2. 2. 3. 3. 3. PERSONAL GOALS 1._________________ 2. _________________ 3._________________ FAMILY GOALS 1._________________ 2. _________________ 3._________________ COMMUNITY GOALS 1._________________ 2. _________________ 3._________________
  58. 58. 57 Part IV. WHAT TO TRANSFER Activity 1: Team sports family journal This activity will encourage 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 are unbelievable! But you will impress me more if you can make it through the next level. Finally, you’ve made it! This is now your chance to show everyone that you can proiciently 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. Now that you know that participating and engaging in team sports may enhance not just your personal fitness, health and wellness but also that of your family. It„s high time for you to grab a ball, call your friends or family and play basketball!
  59. 59. 58 You will need  photographs of you and your family engaging in team sports  coloring materials  folders or card boards and other similar materials  Writing or printing materials  adhesives or glues  anything good for collage like recyclable materials as in old magazines  computer (with any of these software applications: movie-maker, photoshop, powerpoint, nero, etc.)  camera  blank CD/s Criteria for Assessment:  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 less expensive 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 relative to the team sport/s participated by the learner.  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 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 the like.
  60. 60. 59 3. The last page or final slide, in case you prefer digital presentation, should include your insights gained from participating in basketball and team sports in general. Mention also the benefits that you and your family as a whole have gained from engaging in it. 4. Your uniqueness, imagination, creativity, and resourcefulness will be challenged through this activity so don’t waste your chance. Go and start your masterpiece! 5. In case you have difficulty in finding or gathering your family’s pictures in their engagement in team sports, look for pictures of families engaging and participating in team sports in magazines, newspapers or pamphlets. Cut them out, organize, and paste them on a clean bondpaper or colored paper. Put captions on these pictures which may include the benefits that your family derives from participating in team sports. Activity 2: Mini-Team Sport Tournament This activity aims to 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. You will need  ball  playing area with a ring and board  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 You did well in the team sports family journal! Good job! The next activity will reveal your deeper understanding of what team sports are all about as you play, observing the rules and regulations of the game.
  61. 61. 60 Here are your tasks: 1. Group yourselves into three. Groups 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 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: Game 1 Group 1 vs. Group 2 Officials: Group 3 Game 2 Group 2 vs. Group 3 Officials: Group 1 Game 3 Group 3 vs. Group 1 Officials: Group 2 HERE’S HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED Weight Proficiency in the Execution of Skills Ability to Adapt a Skill to a Certain Sport Situation Behavior in Playing Team Sport 30% 40% 30% 5 MASTERFUL: Able to use knowledge and skills automatically, effectively, and efficiently in diverse game situations SKILLFUL: Demonstrates powerful and skillful execution of the game skills with high level of confidence MATURE: Highly disciplined and able to demonstrate appropriate behavior towards the game, players, and game officials 4 SKILLED: Able to use knowledge and skills competently in diverse game situations COMPETENT: Demonstrates competently the game skills with confidence SENSITIVE: Disciplined and able to demonstrate appropriate behavior towards the game, players, and game officials 3 ABLE: Has limited but growing ability to use knowledge and skills in diverse game situations PRACTITIONER: Demonstrates general level of coordination and competence in the execution of game skills with limited but growing confidence AWARE: Generally demonstrates proper behavior towards the game, players, and game officials 2 APPRENTICE: Relies on a limited repertoire of knowledge and skills; has limited use of judgment and responsiveness to game situations APPRENTICE: Demonstrates limited coordination and competence in the execution of game skills with low level of confidence DECENTERING: Has some capacity for self-discipline but is still limited to own reactions and attitudes towards the game, players, and game officials 1 NOVICE: Can perform only with coaching and relies on highly directed skill execution, procedures and game approaches NOVICE: Has very low or no coordination in demonstrating game skills; has very low level or no confidence at all EGOCENTRIC: Has little or no consideration to the rules of the game; behaves untowardly and has no respect for other players, and game officials
  62. 62. 61 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 which are essential in becoming a fit and healthy member of the family. Keep it up! You can be the next basketball superstar!!!
  63. 63. 62 SYNTHESIS Your generation has gone a long way in terms of advancements in science and technology. Machines, computers, cellphones, and other advanced gadgets are all around you now. The classroom has been having difficulties in competing with these modern technologies that, in one way or another, always find oppportunities to divert your attention from improving yourself, your studies and your family. Admit it or not, you tend to spend more time with your friends. You try to do what they do, be what they are and go where they are headed. As your parents struggle everyday to earn for your daily bread and prepare for your future through sending you to school, you always find yourself busy with your classmates and friends doing what the young generation of today do. In fact, you even spend more time with them than with your family! No matter how difficult it is for our present educational system to regain your interest and refocus your attention back to the basics, it still tries its best to come up with an interactive and engaging way to make you realize that you really need to maximize your stay in school and prepare you for whatever lies ahead. This module is one of those ways with which efforts were combined to let you learn 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 in team sports. Through these activities, you were gradually introduced with the essential knowledge and skills you needed to learn about team sports. And as expected, you enjoyed them that much! But those activities did not end up in themselves. 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 good or even the best, 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 games was even more essential. Your family with all its members, including you, is a perfect analogy of team sports. Each is essentially unique considering their repective roles and areas of expertise but also equally necessary in carrying out a fit and healthy family. Each is contributory to the attainment of the family’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 whom you love. Just always remember, a family that plays together, stays forever and lives longer.
  64. 64. 63 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. 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: 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
  65. 65. 64 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 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. 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:
  66. 66. 65 Appendix B. Basic skills in Basketball (How they are properly executed) 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.  Follow through on every shot you 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.  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. Source: Vector Clip Art Picture of a Basketball Player Dribbling the Ball in Front ...@ Source: The Form Trainer Arm Band The UltimateBasketball Shooting Device @ yhst-
  67. 67. 66 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 player in setting up a play to earn successful shots and earn points for the whole team. To learn more about passing, read and practice as instructed below:  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.  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. 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. Source: "Extract" 2.7.2 Zone Defence (This is a Member's Only Section). Basketball ... Source: basketball bounce pass. Bounce Pass – Video Clip. The Chest Pass: The chest ... Source: overhead basketball pass. Overhead Pass – Video Clip. The Step Around Pass: Source: Vector Illustration: Basketball rebound blue @
  68. 68. 67  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 BasketballPlayers @
  69. 69. 68 Appendix C. Facilities and Equipment in Basketball A. BASKETBALL COURT Source: High School / College Basketball Court Dimensions @