Mapeh Course Guide Pe 1q

Moodle Course Guide
QUARTER 1
Physical Education
SPORTS OFFICIATING
PE 9 – Course Guide
PE COURSE GUIDE
Course Description
The advancement brought about by science and technology has made life
easier. Unfortunately, the luxury of just pushing a button or clicking a mouse is
leading us to a sedentary lifestyle.
In order to meet the demands of daily routines and activities, it requires a fitter
and healthier mind and body which can be achieved through active participation in
physical activities like sports officiating.
This module dares to answer this pressing concern as it introduces the

learner to the world of sports officiating; its basics which include both the personal
and professional qualities that an officiating official should possess.
Real life experiences and challenges will be given relative to sports officiating
to help you enhance your fitness, management skills, and positive behavior such as
integrity, teamwork, discipline, sound judgment and impartiality.
Basketball and volleyball games are most popular nowadays for both boys
and girls students. The learner must not only know how to play the game, must also
to familiarize and understand on how the games are officiated and function of
officials that run the game.
Content Standard
The learner demonstrates understanding of lifestyle and weight management to

promote community fitness.
Performance Standard
The learner maintains an active lifestyle to influence the physical activity

participation of the community practices health eating habits that support an active
lifestyle.
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Learning Outcomes
At the end of this module, the learner is expected to …
 Demonstrates understanding of lifestyle and weight management to promote

community fitness.
 Undertakes physical activity and physical fitness assessments.
 Performs appropriate first aid for injuries an emergency situations in physical
activity and sports setting (e.g. cramps, sprain, fracture, and heat exhaustion)
 Officiates practice and competitive games.
GENERAL DIRECTIONS:
1. This topic consists of two lessons: (1) Physical Fitness Test and (2) Basketball
Officiating and Common Injuries. Each lessons have four (4) Learning Tasks.
2. Try to answer all questions. In general, if you have some knowledge about a
question, it is better to try to answer it. You will not be penalized for guessing.
3. In the multiple choice question/quiz with four answer choices, read each question
and answer choice carefully and choose the ONE best answer.
4. You may type in your answers using a separate Microsoft Word file or
handwritten.
Note:
 If handwritten, take pictures of your answer sheets and make sure that the
images are clear and readable.
 Write heading of each learning task. (e.g Learning Task 1.1: Subject and
Theme)
5. In uploading or submission of video, you can ask your teacher where to upload
and sizes of video to be uploaded.
6. Once done answering, upload the files on the submission tab found on Course
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MOST ESSENTIA L LEARN ING EXPECTED OUTPUTS

COMPE TENC Y
1. Unde rtake s phys ical activ ity  Know Your BMI

and physic al fi tness  Answer the PAR-Q test
asses sme nts .  Fill-up Physical Fitness Test
Form.
 Quiz
PE 9 Learning Resource 1.1: PFT
Physical fitness test is a test designed to measure physical strength, agility,

and endurance. They are commonly included in educational institutions as part of the
physical education curriculum. Being a student it is important to know the level of
fitness in order to determine the strength and weakness and know where
components to improve.
In this lesson we will be measuring the two categories of physical fitness test;
the “Health-Related” and Skill-Related. Health-related components refer to those
physical attributes which enable a person to cope with the requirements of daily
living such as cardio-vascular endurance or stamina, muscular strength and
endurance, flexibility and the appropriate body mass index (BMI). Skill-related
components are physical abilities that show potential for good performance in certain
skills usually in sports like running speed, agility, reaction time or quickness balance
and coordination.3
The goals of this physical fitness are:
1. To determine the level of fitness.
2. To identify strengths and areas for development/improvement.
3. To identify bases for physical activities.
4. To gather data for norms and standards setting.
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5. To motivate and guide in choosing sports activities to participate.
PE 9 Learning Task 1.1: Know Your BMI
Engagement Activity
Remember the BMI? Write on separate paper the word which the correct definition;
B = BIG BODY BREATH
M = MOVEMENT MORE MASS
I = INDEX INTER INDIVIDUAL

How to compute your BMI?
W / H2 W/Hx2 W/H2
PE 9 Learning Task 1.2: PAR-Q
Before you start the Physical Fitness Test, let us assess if you are ready for
participating in physical activities by taking the Physical Activity Readiness
Questionnaire (PAR-Q).
QU ESTION YES NO
 H as your doctor ever s aid that

y ou have a hear t cond ition and that y ou
s hould only do phy sical activity
rec omme nd ed by a doctor?
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 D o you feel pain in y our c hes t

whe n you do phys ic al activity?
 I n the past month, have you had

c hes t pain whe n you were not d oing
phy sical ac tivity ?
 Do y ou lose y our balanc e

bec ause of dizzines s or have you e ver los t
c onsc ious ne ss ?
 D o y ou have a bone or joint

problem (for e xample , back, k nee, hip) that
c ould be made wor se by a change in your
phy sical ac tivity ?
 Is your d oc tor cur rently

pres cribing drugs f or your heart cond ition?
 D o you know of any other reason

why you should not do phy sical ac tivity ?
Let’s see what the questionnaire revealed about the learner’s readiness:
 If you answered YES to any of these questions, talk with your doctor
before you start engaging in physical activity. Tell your doctor about the
PAR-Q and which questions you answered yes.
 If you answered NO to all PAR-Q questions, you can take start participating
in physical activity.
Source: Canadian Society for Exercise Physiology. (2002). Physical Activity Readiness Questionnaire - PAR-Q. Retrieved
from: www.csep.ca/forms
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PE 9 Learning Resource 1.2: Component of Physical Fitness
 With the help of any members of the family, measure and do the following
Physical Fitness Test.
A. Body Composition – is the body’s relative amount of fat to fat-free mass.
1. Weight – the heaviness of lightness of a person
Equipment
Bathroom scale
Procedure
For the test taker:
a. Wear light clothing before weighing.
b. On bare feet, stand erect and still with weight evenly
distributed on the center of the scale.
For the 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
2. Height – it is the distance between the floor

to the top of the head in standing position.
Equipment
1. Tape measure laid flat to a concrete wall. The zero
point starts at the bottom of the floor.
2. L-square
3. An even and firm floor and flat wall.
Procedure
For the test taker:
1. Stand erect on bare feet with heels, buttocks and
shoulders pressed against the wall with tape measure.
For the partner:

1. Place the L-square against the wall with the base at the top of the head of the person
being tested.
2. Record the score in meters.
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Scoring – record standing height to the nearest 0.1 centimeter

Body Mass Index Classification
Unde rwei ght Below 18 .5
Normal 18 .5 – 24.9
Overweigh t 25 – 29 .9
Obe se 30 .3 - Ab ove
B. Flexibility – refers to the ability of the

joints to move through a full range of
motion.
https://www.youtube.com/watch?
v=TsTUv-yeAb0
1. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to
parallel the strength/endurance assessment of that region.
- is the ability of the joints and muscles to move through its full
range of motion.
Purpose – To be able to touch the fingertips together behind the back by

reaching over the shoulder and under the elbow.
- To test the flexibility of the shoulder girdle.
Equipment: Ruler
Procedure
For student:
a. Stand erect.
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b. To test the right shoulder, raise the 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 procedure (a-d) with the left hand over the
left shoulder.
For the Tester:
a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeter.
Scoring – record zipper test to the nearest 0.1 centimeter
2. Sit-and-Reach – a test of flexibility for the lower extremities particularly the

hamstring.
https://www.youtube.com/watch?v=fNq6L4Mw_Is
Purpose – to be able to reach as far as possible without bending the hamstring
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Equipment: Tape measure or meter stick
Procedure:
For the Students:
a. Sit on the floor with back flat on the wall. Feet are approximately 12
inches apart.
b. Without bending the 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 reaching the farthest point possible without bending the knees.
For the Tester:
a. As the student assume the (b) procedure, position the zero point of the tape
measure at the trip of the finger farthest from the body.
b. See to it that the knees are not bent as the student reaches the farthest that
he could.
c. Measure the distance of the farthest reached.
d. Record the score in centimeter.
Scoring – record sit and reach to the nearest 0.1 centimeter
C. 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.
3. 3-minutes STEP TEST
Equipment
1. Step: Height of step – 12 inches
2. Stopwatch
Procedure
For the Student:
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.
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d. Right after the activity, locate your pulse. (The first beat is zero)
e. Count the pulse for 10 seconds. Multiply it by 6.
For the tester:

a. As the student assume the position in front of the step, signal, “Ready” and “Go”,
start the stopwatch for the 3 minutes step test.
b. After the test, let the student count his pulse for 10 seconds and multiply it by 6.
https://www.youtube.com/watch?v=STajL3Js_cw
Scoring – record the 60 second heart rate after the activity.
Standard 3 Minute Step Test

S cor BO YS 7 - 10 14 18
e 9 - 13 - 17 – 21
5 Excellen 69- 92- 90- 79-
t 113 107 105 87
4 114 108 106 88-
Good
-125 -120 -119 94
3 126 121 120 95-
Average
-139 -133 -131 100
2 140 134 132 101
F air
-152 -143 -141 -102
1 153 144 142 113
P oor
-165 -158 -155 -124
GIRLS 7 - 10 14 18
9 - 13 - 17 – 21
5 Excellen 93- 90- 87- 85-
t 107 105 99 95
4 108 106 100 96-
Good
-119 -116 -114 102
3 102 117 115 104
Average
-136 -128 -126 -110
2 137 129 127 113
F air
-145 -136 -134 -120
1 146 137 135 122
P oor
-161 -146 -144 -131
D. Strength – refers to 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.
4. Push-up
Purpose – to measure strength of upper extremities
Procedure
For the Students:
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a. Lie down on the mat; face down in standard push-up position: palms on the mat
under shoulders, fingers pointing forward, and legs straight, parallel, and slightly
apart, with the toes supporting the feet.
b. FOR BOYS: Straightens the arms, keeping the back and knees straight, then
lowers the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
c. FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping
the back straight, then lowers the arms n=until there is a 90-degree angle at the
elbows (upper arms are parallel to the floor).
d. Perform as many repetition as possible, maintaining a cadence of 20 push-ups per
minute. (2 seconds going down and 1 sec going up).
e. A maximum of 50 push-up for boys and 25 push-up for girls.
For the Tester:
a. As the student assume 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 correction are allowed), is in pain, voluntarily stops, or
cadence is broken.
https://www.youtube.com/watch?v=IOQupl6dCs0
Scoring_ record the number of push-ups made.
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5. Basic Plank
Purpose – to measure strength/ stability of the core muscles.
https://www.pinterest.com/maryhelen40/planks/
https://www.pinterest.com/maryhelen40/planks/
Equipment – exercise mats or any clean mat, stop watch/time piece

Procedure
For the Student:
a. Assume a-push -up position. Rest body on forearms with palms and
fingers flat on the floor. Elbows are aligned with the shoulder.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat.
Head , neck and spine are in straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
For the Partner:

a. Ensure the availability of a mat/smooth flooring that can protect the
forearms.
b. Give the signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a
straight line.
d. Give two (2) warnings.
e. Stop the time when the performer can no longer hold the required
position, or, when the performer has held the position for at least 9
seconds. Holding the plank position beyond 90 seconds is considered
unnecessary.
Scoring – record the time in the nearest second/time. Maximum of 90

seconds for boys and girls.
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E. Balance – is the maintenance of equilibrium while stationary or while moving.
6. Stork Balance Stand Test
Purpose – to assess one’s ability to maintain equilibrium.

https://www.youtube.com/watch?v=cULsiZMA2oU
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F. Determining Target Heart Rate (THR)
THR = PMHR x 60% - Lowest Hearth Rate

PMHR x 80% - Highest Hearth Rate
PMHR = 220 – Age of the students
PE 9 Learning Resource 1.3: Physical Fitness Form
After you accomplished the physical fitness test, fill up the table below on the results
of your test.
N ame :
Age : Se x:
THR (mod erate ac tivity ): THR(vigorous activity) :
Weight: Height:
Class ifi c ation
P hys ic al Fitne ss Compone nt

Score Remar ks
Tes t
1 Zipper Test
2 Sit-and -Reach
3 3-M inute Ste p Test
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4 90 degr ees push-up

5 Curl-ups
6 40 Meter Spr int
7 Baske tball P ass
8 Standing L ong Jump
9 Hexagon Agility Test
10 Stic k Drop Test
11 Paper Juggling
Stor k B alance Stand
12
Test
PE 9 Learning Task 1.3: Discussion
Answer the following questions;

1. What did the result of the Fitness Test reveal about your present fitness
level?
2. Which tests did you score satisfactorily? Poorly? What should you do
about it?
Write your answer on the separate sheep of paper.
23
PE 9 Learning Task 1.4: Quiz
Answer the following questions, write your answer on separate sheet of paper
of your chosen answer. One correct answer per number.
1. Body mass index (BMI) is a ratio of a person's weight to his or her
age
height
activity level
basal metabolic rate
2. To be healthy and physically active one must be:
an athlete
non-handicapped
young
none of the above
3. You are better able to achieve your goals if you;

believe you can be successful
have the desire to improve yourself
understand the benefits you will receive when successful
understand that all of the above are true
4. Which test measures flexibility of your lower back and hamstrings?
sit and reach

prone trunk extensions
push ups
shoulder stretches
5. The process of warming up;
generates heat in the muscle and joint tissue

helps to make you feel like moving vigorously
increases the blood supply to the muscles
involves all of the above benefits
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6. A cool down
is done while lying on the ground and resting.

should involve some movement and return your heart rate to
resting Level.
should involve only stretching.
none of the above.
7. These are some of the health related components of Physical

Fitness:
cardiovascular, power, reaction time.

flexibility, muscular endurance, muscular strength.
agility, power, muscular endurance.
cardiovascular, agility, flexibility.
8. The purpose of the initial fitness assessment, or pre-test is:
to compare students to each other.

to identify your strengths and weaknesses.
to provide you with a basis for setting realistic goals.
both b and c.
9. What component of physical fitness refers to the amount of force

you can generate at one time, or repeatedly for an extended period
of time?
Strength
Power
Agility
Coordination
10. What does FITT stands for?
Fitness, Intensity, Time, Technique

Fitness, Interval, Time, Technique
Frequency, Intensity, Time, Type
Frequency, Interval, Time, Type
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REFERENCES
Book:
Doria, Jose P. etal, 2014, Physical Education and Health Learner’s
Material (1st
edition). DepEd-IMCS. pp. 52-58
Deped Physical Fitness Test Manuals, Task Force on School Sports
Website:
https://www.topendsports.com/testing/tests/back-scratch.htm
https://www.topendsports.com/testing/tests/step-ymca.htm
https://www.topendsports.com/testing/tests/curl-up-fitnessgram.htm
26
https://www.topendsports.com/testing/tests/pushup-beep.htm
https://www.topendsports.com/testing/tests/sprint-40meters.htm
https://www.topendsports.com/testing/tests/medicine-ball-throw-seated.htm
https://www.slideshare.net/jaysalinas2/what-is-physical-fitness-test-pf
https://www.topendsports.com/testing/tests/hexagon.htm
https://www.youtube.com/watch?v=j3e-ujssZAI
https://www.wikihow.com/Juggle
https://www.topendsports.com/testing/tests/balance-stork.htm
https://www.youtube.com/watch?v=3ShEV8B1--k
MOST ESSENTIA L LEARN ING EXPECTED OUTPUTS

COMPE TENC Y
Involves oneself in community service  Checklist on the Qualities of
through sports officiating and physical Sports Officials.
activity programs.  Forum on Basketball Officiating
 Quiz
Officiate practice and competitive
games.
Per for ms appro pri ate fi rst aid

for injuri es and emer ge nc y
27
sit uati ons i n physic al activ ity

and spo rts setti ng (cr am ps,
spr ai n, and he at e xhausti on).
PE 9 Learning Resource 2.1: Overview About Basketball
PE 9 Le
Write on the other sheet of paper your answer you feel the qualities of sports
officials:
Emotional
Mental
Integrity
Judgment
Courage
Self-discipline
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Self-confidence
Physically Fit
PE 9 Learning Resource 2.2: Basketball Officiating & Common

Injuries endure while playing and officiating the basketball.
The game Basketball is a sports played by two teams
of five players on a rectangular court. The object of a game
is a team to score a field goal by shooting the ball through
the basket during play. The most team scored wins the
game.
Basketball was originated in Springfield,
Massachusetts, USA in 1891by a P.E. professor Mr. James Naismith. On his PE
class, that time was winter season where the students can’t play outside. They
asked their professor they want activities to burn off the energy that had been
building since they can’t play football outside. James Naismith took a basket and a
football and he placed the basket on the gym balcony and let the students shoot the
football. Every time the ball shoot, they have to get it from the basket.
https://springfield.edu/where-basketball-was-
invented-the-birthplace-of-basketball
THE TEAMS
Each team is made up of a maximum of 12 players
Five players on the court and the others are substitutes - “On the BENCH”
https://www.shutterstock.com/search/bench+players+basketball
The Coach
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The coach is the leader of the team.
They give advice to their players at courtside and arrange
Players‟ substitutions, “On and off the Bench”.
https://www.cartoonstock.com/dir
ectory/b/basketball_players.asp
BASKETBALL OFFICIALS
1. Referee- is responsible for interpreting rules on

the court of play. A referee carries a whistle and
indicates an infraction by blowing it, which lets
players and other officials know that play must
be paused.
https://www.cartoonstock.com/directory/b/basketball_players.asp
2. Scorer - It is the responsibility of the
scorekeeper to accurately record all details of the
game on the scoresheet, especially all points and
fouls committed. The scorekeeper must work in
tandem with you, the referee.
http://mkf.mk/uploads/445877201709
15.pdf
3. Timer - who is responsible for

correctly running the time of the game
and stopping the clock whenever
necessary. The Timekeeper also
assists the scorer by watching the
game at all times and confirming who
has scored or committed a foul.
As with the Scorer, the Timekeeper must
work in tandem with you, the Referee.
30
https://www.gettyimages.com/illustrations/timekeeper?
family=creative&mediatype=illustration&phrase=timekeeper&sort=best
Referee’s Hand Signal
http://www.fiba.basketball/
SCORING
31
32
33
34
TYPE OF FOULS
35
36
37
Common Injuries endure while officiating and playing of basketball.
1. Sprain - is a stretching or tearing of ligament.7

2. Strain - An injury to a tendon or muscle (stretch or tear) resulting from
overuse or trauma.8
38
3. Knee Injuries - Knee injuries are generally caused by twisting or bending

force applied to the knee, or a direct blow, such as from sports, falls, or
accidents.9
4. Fractures - A fracture is a crack or break in a bone. Most fractures
result from force applied to a bone. 10
5. Dislocation - is an injury to a joint — a place where two or more bones
come together — in which the ends of your bones are forced from their
normal positions.11
6. Heat Exhaustion - is a heat-related illness that can occur after you've
been exposed to high temperatures.
First Aid:
1. Sprain:
 Remove any clothing or jewelry around the joint.
 Apply cold compress
 Elevate the affected area.
2. Strain:
 Apply the R.I.C.E. method
3. Knee Injuries:
 Apply the R.I.C.E. method
4. Fractures:
 Stop any bleeding
 Immobilize the injured area
 Apply cold to the area
5. Dislocation
 Control any bleeding and cover any wounds.
 Check for fractures – open, closed or complicated.
 Ask patient to remain as still as possible.
 Immobilize fracture
6. Heat Exhaustion:
 Wear loose-fitting, lightweight clothing.
 Protect against sunburn.
 Drink plenty of fluids
 Get acclimated
PE 9 Learning Task 2.2: Discussion
39
Basketball in the Philippines is very popular, almost all male students can play
basketball. We have discussed on how this game officiated by the referees, and table
officials which we usually called as committee.
 Answer these questions, write your answer on a separate sheet of paper.
1. What is basketball for you? How about the rules?

2. Are they important?
3. How about the referees? What is the important role of the referee in sports?
PE Learning Resource 2.3: Referee’s Hand Signals
Direction: Identify the Referee's Hand Signal from the photos

provided. Choose your answer from the options below and write in
the sheet of pad paper.
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TRAVELLING BECKONING IRS REVIEW SUBSTITUTION

1 FREE THROW UNSPORTSMANLIKE FOULHAND CHECKING NO 6-10
EXCESSIVE SWINGING OF THE BALL DOUBLE DRIBBLINGHOLDING
HOOKING CHARGE TIME-OUT STOP THE CLOCK HIT TO THE HEAD
PE 9 Learning Task 2.3: (TITLE)
Answer the following question, write your answer on separate sheet of paper.
1. Each regulation basketball game begins with an inbounds pass.
True
False
2. Where do you go, if you get fouled in the act of shooting?
The Bench
Three-Point Line
Free Throw Line
Half Court Line

3. The ball-handler takes three steps without dribbling, what violation did he
commit?
Traveling
Goaltending
Double Dribble
Carrying
4. The shot clock is a clock that keeps track of how many shots your team takes.
True
False
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5. What kind of violation is this? “Rotate the fist”
Foul
Travelling
Backcourt violation
Double dribble
6. The third man in the court who calls any violation of the rules.
Scorer
Timekeeper
Scorekeeper
Referee
7. What is the referee’s signal for “double dribble?
Finger touch the shoulder
Point the foot
Patting motion of the palm
Rotating of the palm
8. What is the hand signal for time-out?

Cross fingers
Fingers extended in one arm
“T” sign
Thump up
9. Basketball players usually suffer this kind of injury.

Cuts
Broken bones
Sprains and Strains
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Bruises and scrapes
10. What is R.I.C.E. treatment stands for?

Rest, Ice, Crutches, Elevation
Rest, Ice, Compression, Elevation
Rest, Ibuprofen, Crutches, Exercise
Reinforcement, Immobilization, Cryotherapy, Electrostimulation
PE 9 Learning Task 2.4: Video Surveillance
Watch this video and practice it in your own pace. (https://youtu.be/k1yNcWsvu84)
Do the following:
a. Practice the hand signals of basketball officials.
b. Make your own video showing at least 5 signals each of the following:
1. Fouls
2. Violations
3. Number signals
c. Read the Rubrics for Basketball Officiating for your guide on grading your work.
d. Upload your video. (Based on the instruction of your teacher)
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Rubric Performance for Basketball Officiating
Students will proficiently demonstrate learned rules, skills, and strategies in the
game of basketball. They will be able to display accurate hand signals of a referee.
Exc ell ent Go od Acc eptable Par ti al Minim al

CRI TER IA
5 pts 4 pts 3 pts 2 pts 1 pt
K n ow l E xc el Goo A c ce p t Pa rt i Mi ni
edge b e in g l en t d ab le al m al
as re fe r ee
E x ec u t D em o n s t ra t D em o n s t ra D em o n s t ra t e D em o n s t ra Demonstrat
e the hand es t es good s k n o w l ed g e t es some es little
signals used excellent knowledge of hand knowledge knowledge
b y re fe re e . k n o w l e dg e of hand signaling of hand of hand
o f th e h a n d signaling with Some signaling s ignaling
signaling w i th Few e rr o r s ( 3 - 5 with
a n d do es i t e rr o r s . e rr o r s ) s ev er a l
w el l . e rr o r s
R u l es E xc el le n t G oo d A cc ep ta b l e P ar ti al Minim al
Student
Game S tu de Stud Student Student demonstrate
R u l es nt a l w a ys ent s o me t i me s r a r el y little
d em o n s t ra t f re q u en t l y d em o n s t ra t e d em o n s t ra knowledge in
understanding
S a f et y es an d em o n s t ra s an te an of the rule in
R u l es u n de rs ta n di t es an u n d e rs t a n d i n u n d e rs t a n a basketball
game.
n g fo r a l l o f u n de rs ta n g of the ding of the
th e r u l e s i n di n g fo r rules in a rules in a
a most of basketball basketball
b a s k e tb a l l th e rules g a me . g a me .
g a me . in a
b a s k e tb a l l
g a me .
44
REFERENCES
Book:
Doria, Jose P. et.al, 2014, Physical Education and Health Learner’s Material –
Grade 9. (1st Edition). DepEd-INCS, pp. 9-14
Website:
1. https://en.wikipedia.org/wiki/Official_(basketball)
2. https://www.youtube.com/watch?v=IXFMD9wEkFg
3. https://www.cartoonstock.com/directory/b/basketball_players.asp
4. https://www.cartoonstock.com/directory/b/basketball_players.asp
5. https://www.gettyimages.com/illustrations/timekeeper?
family=creative&mediatype=illustration&phrase=timekeeper&sort=best
6. https://www.fiba.basketball/basic-rules
7. http://mkf.mk/uploads/44587720170915.pdf
8. https://www.mayoclinic.org/diseases-conditions/sprains/symptoms-causes/syc-20377938
9. https://www.medicinenet.com/script/main/art.asp?articlekey=15255
10. https://www.medicinenet.com/knee_injury_and_meniscus_tears/article.htm
11. https://www.msdmanuals.com/home/injuries-and-poisoning/fractures/overview-of-
fractures?
network=s&matchtype=e&keyword=fractures&creative=320037006860&device=c&devicem
odel=&placement=&position=&campaignid=1660610807&adgroupid=63517896705&loterial
c_physical_ms=9067282&loc_interest_ms=&gclid=CjwKCAjw7-
P1BRA2EiwAXoPWAz9Kb71y_SAs_L6pYxzLkft8I_TAmolKG20vkGqnm7JWOlHaxTRG7RoCFb8
QAvD_BwE
45

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Moodle Course Guide

This module dares to answer this pressing concern as it introduces the

The learner demonstrates understanding of lifestyle and weight management to

The learner maintains an active lifestyle to influence the physical activity

At the end of this module, the learner is expected to …

 Demonstrates understanding of lifestyle and weight management to promote

MOST ESSENTIA L LEARN ING EXPECTED OUTPUTS

1. Unde rtake s phys ical activ ity  Know Your BMI

PE 9 Learning Resource 1.1: PFT

Physical fitness test is a test designed to measure physical strength, agility,

5. To motivate and guide in choosing sports activities to participate.

PE 9 Learning Task 1.1: Know Your BMI

B = BIG BODY BREATH

M = MOVEMENT MORE MASS

I = INDEX INTER INDIVIDUAL

PE 9 Learning Task 1.2: PAR-Q

 H as your doctor ever s aid that

 D o you feel pain in y our c hes t

 I n the past month, have you had

 Do y ou lose y our balanc e

 D o y ou have a bone or joint

 Is your d oc tor cur rently

 D o you know of any other reason

PE 9 Learning Resource 1.2: Component of Physical Fitness

A. Body Composition – is the body’s relative amount of fat to fat-free mass.

1. Weight – the heaviness of lightness of a person

Scoring – record body mass to the nearest 0.5 kilograms

2. Height – it is the distance between the floor

For the partner:

Scoring – record standing height to the nearest 0.1 centimeter

B. Flexibility – refers to the ability of the

Purpose – To be able to touch the fingertips together behind the back by

- To test the flexibility of the shoulder girdle.

Scoring – record zipper test to the nearest 0.1 centimeter

2. Sit-and-Reach – a test of flexibility for the lower extremities particularly the

Purpose – to be able to reach as far as possible without bending the hamstring

Equipment: Tape measure or meter stick

Scoring – record sit and reach to the nearest 0.1 centimeter

C. Cardiovascular Endurance – is the ability of the heart, lungs and blood

3. 3-minutes STEP TEST

For the tester:

Scoring – record the 60 second heart rate after the activity.

Standard 3 Minute Step Test

D. Strength – refers to muscle’s ability to generate force against physical objects.

Purpose – to measure strength of upper extremities

Scoring_ record the number of push-ups made.

Purpose – to measure strength/ stability of the core muscles.

Equipment – exercise mats or any clean mat, stop watch/time piece

For the Partner:

Scoring – record the time in the nearest second/time. Maximum of 90

E. Balance – is the maintenance of equilibrium while stationary or while moving.

6. Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.

F. Determining Target Heart Rate (THR)

THR = PMHR x 60% - Lowest Hearth Rate

PE 9 Learning Resource 1.3: Physical Fitness Form

Class ifi c ation

P hys ic al Fitne ss Compone nt

4 90 degr ees push-up

PE 9 Learning Task 1.3: Discussion

Answer the following questions;

Write your answer on the separate sheep of paper.

PE 9 Learning Task 1.4: Quiz

3. You are better able to achieve your goals if you;