QUARTER 2

MAPEH (Physical Education) G8

 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by
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locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON PE G8
PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

MAPEH
(Physical Education)
Grade 8

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido & Philips T. Monterola

Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
PIVOT 4A CALABARZON PE G8
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH (P.E) as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON PE G8
 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON PE G8
WEEK Physical Fitness
1 Lesson
I
You learned in the previous lessons about your physical activity and
physical fitness assessments and goals. In this lesson, you are expected to
undertake and conduct physical activity and physical fitness test.
At the end of this lesson, you should be able to recognize and perform the
different physical fitness test, and appreciate the importance of fitness through
performing simple exercises.

Study the pictures below. What do you think are they doing? Do you think
they are performing physical fitness and simple exercises?

What is a Fitness Assessment? Is this important to you? Your strength and

weakness in terms of physical fitness can be identified through Physical Fitness
Assessment. A Fitness Assessment is usually a series of tests done in order to
determine your level of physical fitness. You can used this as your basis in
creating your personalized fitness program. Have you done a fitness assessment
before? What is your physical fitness level?

PIVOT 4A CALABARZON PE G8 6
 D
Learning Task 1: Match column A with column B. Write your answer in your
answer sheet.

A B

1. Health related fitness A. It is the ability to move a body part through a full
range of motion.

2. Cardiovascular B. It is focused to promote optimum health.

3. Muscular strength C. It is the ratio of body fat to lean body mass.

4. Muscular endurance D. It pertains to the greatest amount of force a

muscle can employ against an opposing force.

5. Flexibility E. It pertains to the capability of the muscle to work

over an extended period of time without exhaustion.

6. Body composition F. It pertains to the capability of circulatory system

to supply oxygen to muscle for an extended period of
time.
Learning Task 2: Assess your health status by using the questions below. Try to
determine if you are capable to do the physical fitness test. Write your answer in
your answer sheet.

1. Have you consulted a physician?

2. What is your heart condition according to your physician?

3. Are you recommended to do some physical activity?

4. Do you feel any chest pain when you are doing a physical activity?

5. This past few days, do you feel any chest pain if you are not doing physical
activity?

6. Do you ever lose consciousness or lose your balance because of dizziness?

7. Do you have any joint or bone injury or problem that could be made worse
by performing physical activity?

7 PIVOT 4A CALABARZON PE G8
Learning Task 3: Perform the following physical fitness test. Record your scores
in your answer sheet.
Note: Do your warm-up and stretching exercises before doing the activity. and
consider your health condition in performing the activity.
Health Related Fitness -
Body Composition:
Compute your Body Mass Index
Height (Meters) __ Weight (Kilograms) _____ BMI ____ Classification _____
Weight ( in Kilogram)
Height (in meters)2
Example: 30 — 30 — 20.83 (Normal)
(1.2)(1.2) — 1.44 —

Classification:

Below 18. 5 - Underweight

18.6—24.9 - Normal

25—29.9 - Overweight

30.0 above - Obese

Waist Circumference
On the bare waist, stand erect and wrap around the tape measure on your
waist. Record the score in centimeters.

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

PIVOT 4A CALABARZON PE G8 8
Muscular Strength and Endurance
A. Push up.
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.
a. 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).

1 2 3

b. 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).

1 2 3

Performance Target for Push-up

For Boys and Girls

Score Standard Interpretation
5 33 and above Excellent
4 25-32 Very Good
3 17-24 Good
2 9-6 Fair
1 1-8 Needs Improve-
ment
0 Cannot execute Poor

9 PIVOT 4A CALABARZON PE G8
B. Curl—ups
Procedure:
1. Lie down on the floor, bend your knees and 12 inches apart your feet from
your buttocks.
2. The arms must be straight and resting on the thigh.
3. Perform a slow and controlled curl-up. I should be one in every three sec-
ond or 20 curl-ups per minute.
4. Performs as many curl-ups as you can without resting or stopping.

Performance Target for Curl—ups

Age For Boys For Girls

9 23 20
10 25 21
11 26 21

12 28 22
13 32 22
14 36 23
15 38 23
16 42 24
17 45 25
18 47 26
19 49 27
20 51 30
21 55 30

PIVOT 4A CALABARZON PE G8 10
C. Flexibility
Sit-and-Reach.

1 2 3

Scoring– record the farthest distance between the two trials to the nearest
0.1 centimeters

Score Standard Interpretation

5 61 cm and above Excellent
4 46 - 60.9 cm Very Good
3 31– 45.9 cm Good
2 16 - 30.9 cm Fair
1 0 - 15.9 cm Needs Improvement

11 PIVOT 4A CALABARZON PE G8
D. Zipper Test
Procedure: Choose a partner for this activity.
1. For Yourself:
a. Stand erect.
b. For the right shoulder test, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. 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 the right hand over the right shoulder and down the back as if to
pull a zipper or scratch between the shoulder blades.
e. For the left shoulder test, perform again the procedures a – d with the left
hand over the left shoulder.
2. For your Partner:
a. Observe whether the fingers touched or overlapped each other.
b. If not, measure the distance in which the fingers overlapped.
c. Record the score in centimeters.

Scoring– record zipper test to the nearest 0.1 centimeter.

Score Standard Interpretation

5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4 - 5.9 cm Very Good
3 Fingers overlapped by 2 - 3.9 cm Good
2 Fingers overlapped by 0.1 - 1.9 cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor

PIVOT 4A CALABARZON PE G8 12
E. Cardiovascular Endurance
3-Minute Step Test

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

Target Performance for 3-Minute Step Test

13 PIVOT 4A CALABARZON PE G8
 E
Learning Task 4: Answer the following questions in your answer sheet.
1. How was your experience in doing the physical fitness test?
2. Is there any improvement in the result of your physical fitness test?
3. Which are components of health related fitness you’ve got a normal score and
which is the below normal score?
B. In your notebook, make a list of physical activities that you can do improve
health..
Learning Task 5: Perform the exercises below. Do it in 16 counts for every
exercise. Answer the questions in the next page in your answer sheet.

PIVOT 4A CALABARZON PE G8 14
Questions:
1. How was the experience while doing the exercises?
2. Do you think those exercises are appropriate to you? Why?

15 PIVOT 4A CALABARZON PE G8
Learning Task 6:
In a short bond paper, make a collage (you can draw or illustrate) that
shows the importance of conducting the following physical activity.
1. Planking
2. Push up
3. 1 km run/walk
4. Sit and reach
5. Curl-ups

Learning Task 7:
Complete the statement below. Write your answer in your notebook.
1. In this lesson, I learned that _________________________________________.
2. In this lesson, I realized that _________________________________________.

A
Complete the important concept in your notebook.

Your strength and weakness in terms of physical fitness can be identified

through __________________ Fitness _________________. A Fitness Assessment is
usually a series of ___________________ done in order to determine your
_______________ of physical fitness. You can used this as your basis in creating
your _____________________ fitness program.

PIVOT 4A CALABARZON PE G8 16
 WEEK
Physical Activity Program 2
Lesson
I
This lesson is written for you to prepare a physical activity program. At the
end of this lesson, you should be able to define what is physical activity program,
and show creativity through making a slogan that shows the importance of the
physical activity.

Let’s have a short review about your review exercise plan by answering the
following questions.
1. What are your previous fitness goals?
2. What are the things that you did to know your physical fitness status?
3. Did you attain your previous fitness goal?

Learning Task 1: Arrange the jumbled letters and define each word with the help
of your guardian or sibling. Write your answers in your answer sheet.
1. YACILHPS—

2. TIVATCYI—

3. GAPMROR—

4. NURYEQFCE—

5. YISTNTNEI—

6. YEPT—

7. MITE—

17 PIVOT 4A CALABARZON PE G8
Learning Task 2: Based on the result of your previous physical fitness test,
answer the given question on your answer sheet.
1. Which health related components give you a normal or an above average
classification?
2. Which health related components give you a below average
classification?
3. How will you use the result of the previous physical fitness test in identifying
your weakness and strength and in choosing an appropriate physical activity
for you?

Physical Activity Program

It is planned, repetitive, and structured activities with aims to improve or
enhance the component of physical fitness.

Benefits of Physical Activity

1. It improves muscular and cardiorespiratory fitness.
2. It improves bone and functional health.
3. It lessens the risk of hypertension, coronary heart disease, stroke,
diabetes, various types of cancer like breast cancer and colon cancer, and
depression.
4. It lessens the risk of falls or vertebral fractures, and the fundamental to
energy balance and weight control.

Terms to consider in creating physical activity program.

 Frequency. It pertains to how many times a week you do the physical activity.

 Intensity. It pertains to how hard the physical activity. It describe as low,

moderate or vigorous.
 Type. It refers to the kind or what physical activity you are doing.
 Time. It pertains to how long the sessions last.

PIVOT 4A CALABARZON PE G8 18
 E
Learning Task 3:
A. Make a list of physical activities you can do to enhance your health related
fitness. Use the table for your guide. Do this task in your answer sheet.

Health Related Fitness List of Physical activity

Components
(Write at least 5 physical activities for each

Cardiovascular Endurance

Muscular strength and

Endurance

Flexibility

B. After making a list, make your own physical activity program using the FITT
principle. Use the table below for your guide. Do this task in your answer sheet.

Example Frequency Intensity Type Time

Cardiovascular 3-6 times Moderate to Running, walking, 30-60
endurance per week vigorous Zumba minutes

Frequency Intensity Type Time

Cardiovascular
endurance

Muscular Strength
and Endurance

Flexibility

19 PIVOT 4A CALABARZON PE G8
 Learning Task 4: After making physical activity program, make a weekly activity
log of the execution of the plan. Do this log in your answer sheet.

My Activity Log

Time Sun Mon Tue Wed Thu Fri Sat

6:00 - 7:00 AM

7:00— 8:00 AM

8:00—9:00 AM

9:00—10:00 AM

10:00—11:00 AM

11:00—12:00 NN

12:00—1:00 PM

1:00—2:00 PM

2:00—3:00 PM

4:00—5:00 PM

5:00—6:00 PM

6:00—7:00 PM

7:00—8:00 PM

8:00—9:00 PM

PIVOT 4A CALABARZON PE G8 20
Learning Task 5: In your answer sheet, make a one week fitness diary. The con-
tent of your diary should be your journey in performing your physical activity pro-
gram. Use the format below for your fitness diary.

Date: ______________
Day: ____________
My Fitness Journey
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Learning Task 6: In your answer sheet, show your appreciation in the im-
portance of physical activity Make slogan that shows the importance of physical
activity.

Criteria 4 points 3 points 2 points 1 point

Craftsman- The slogan is well The slogan is The slogan is The slogan is
ship constructed, ex- well constructed abit messy and disturbingly
ceptionally attrac- and attractive in acceptably at- messy.
tive in terms of terms of neat- tractive
neatness. ness.

Creativity A lot of effort was The slogan has a The slogan has No creativity
used to create the good amount of some of the was shown.
banner. The slogan though and dec- though and dec-
is outstandingly oration. The slo- oration. The slo-
creative. gan is creative. gan is creative.

Originality The slogan con- The slogan con- The slogan uses The idea is
sists of outstand- sists of good use an average of not original.
ing use of new of new idea. idea.
idea.

21 PIVOT 4A CALABARZON PE G8
Learning Task 7: Write TRUE if the statement is correct and if it is incorrect
change the underline word with the correct information. Write your answer in
your notebook.
1. Physical activity program is a planned activity.
2. Performing well structured physical activity will enhance the physical fitness
of an individual.
3. FIIT principle means frequency, intensity, time, and type.
4. Frequency is referring to how difficult the physical activity.
5. Time refers to how frequent the physical activity.

A
Complete the important concept in your notebook.
Physical Activity Program is planned, repetitive, and structured activities
with aims to ____________ or enhance the component of _____________. The
_____________ of physical activity improves _________________ and
cardiorespiratory fitness and bone and functional health, lessens the risk of
hypertension, coronary heart disease, stroke, diabetes, various types of cancer
like breast cancer and colon cancer, and depression and the risk of falls or
vertebral fractures, and the fundamental to energy balance and
_______________________.

PIVOT 4A CALABARZON PE G8 22
 WEE
Nature and Background KS
of Sport (Volleyball) 3-8
I Lesson

This lesson was written for you to describe the nature and background of
the sport, execute the skills involved in it, displays tolerance and acceptance of
individuals with varying skills and abilities.
At the end of this lesson, you should able to identify the nature and
background of volleyball and appreciate it as sport through executing the skills
involves in it.
Let’s see if you have a prior knowledge about volleyball. Choose the words
that you think is related to volleyball.

Dribbling Spike Pitch

Dig Throw Set

Bounce pass Shoot Jump Serve

Antenna Poles Homerun

Set Strick Net

Chess pass Overhead pass Sidearm Service

23 PIVOT 4A CALABARZON PE G8
 D
Learning Task 1: Study the pictures. Identify the scrambled letters about the
nature and background of volleyball sport. Write your answers in your answer
sheet.

ASPSGIN

NOVAHERD REVECIS

DAHERNNUD REVECIS

GTINTES

MISDARE REVECIS

PIVOT 4A CALABARZON PE G8 24
Learning Task 2: Draw and write a short description of at least five equipment in
playing volleyball. Write your answer in your answer sheet.

Name: ____________________________________
Description:
____________________________________________
____________________________________________

Name: ____________________________________
Description:
____________________________________________
____________________________________________

Name: ____________________________________
Description:
____________________________________________
____________________________________________

Name: ____________________________________
Description:
____________________________________________
____________________________________________

Name: ____________________________________
Description:
____________________________________________
____________________________________________

25 PIVOT 4A CALABARZON PE G8
Learning Task 3: Write the benefits that you can derive from playing volleyball
sport with the help of your guardian or older sibling. Write your answer in your
answer sheet.

Benefits of playing Volleyball

B. Answer the given question. Write your answers in your notebook.

1. Based on your answer in the first activity, do you think Volleyball can
improve your health status?

2. What do think are the HRF components that can you derive from
playing Volleyball?

PIVOT 4A CALABARZON PE G8 26
Nature and Background of Volleyball
The Director of Physical Education in Young Men’s Christian Association in
Holyoke, Massachusetts, USA, named William G. Morgan created the sport
“Volleyball” on 1895. The elements of basketball, tennis, baseball, and handball are
combined together to create this sport. William named it as “mintonette” until a
professor from Springfield College in Massachusetts noticed the volleying nature of
the game and proposed the “volleyball” as a name of the sport. The Federation
Internationale De Volley-Ball (FIVB) was founded in 1947 and they govern the all
forms of Volleyball on a global level.

Facilities and Equipment

1. Court dimension
Below is an illustration of a court in volleyball with measurements.

27 PIVOT 4A CALABARZON PE G8
2. The Net
It is above the center line. For the women completion, it is 7 feet and 4
inches above the ground and 8 feet above for men.

3. Pole

It is set 36 feet apart and 3 feet further out from the sidelines.

4. Antenna

It is attached to the net at each

end. The purpose of the antenna is to give
the referee and players an aid to judge if
the ball is in play or out of bound. It is
often red and white in color. The patters
consist of a large red part followed by a
large white part repeatedly.

5. Ceiling Height

The height of the ceiling should be 23 feet or higher.

6. Ball

It is spherical ball made from leather or synthetic leather with the circum-
ference of 25.6” - 26.4” and weight of 9.2-9.9 oz.

The game is played by two teams with six players each. To gain score, the
player should hit the ball using the hands over the net into the opponent’s court
in such a manner that the opponent is unable to return the ball. The match can
lasts for more than one hour to one hour and 30 minutes, but the clock is not a
factor, the game continues until one team has won three games.

The first four sets are played to 25 points, but when the match goes to a
fifth set, this game is only played to 15 points. To win a set, a team should win by
two points. The first team to win the three games wins the match.

Rules

1. The official court measurement must be 18 meters by 9 meters.

2. To start the game, the server may serve from anywhere behind the end line,
either overarm or underarm, into the opposing team's side of the court.

PIVOT 4A CALABARZON PE G8 28
3. The opponent team is permitted a maximum of three touches before sending
the ball back over the net.
4. The player is not allowed the touch twice the ball in a row, but they are allowed
to hit the ball on the first and third contact.
5. The ball must be hit, not caught.
6. The serving team receives a point if the opponent fails to return the ball over
the net, hit the ball out of bound or commit a violation.
7. When the team wins the point, then they go to serve.
8. Every time a team wins the serve from the other team, the players rotate their
position on court clockwise so that everyone gets a chance to serve.

Basic Skills in Playing Volleyball

1. Serving
A. Underhand Service
To serve, the player holds the ball in one hand. Swing the right arm back-
ward transfer weight to the front foot and strikes the ball from the bottom with a
fist.

B. Overhand Service
To serve the ball, the player should toss the ball above the head and hit it
by extending the arm.

29 PIVOT 4A CALABARZON PE G8
C. Sidearm Service

To serve, the player should drawn the right arm from

the back and then swing it forward to hit the ball. The ball
may be hit directly or it may toss into the air a few inches
high. Hitting the must follows through parallel to floor.

D. Passing

The most important skill in playing volleyball. If the player can’t pass the
ball after the serve, then the team can’t make a point.

How to pass the ball

1. For the ready position, the players needs to bent their

knees.

2. The forefingers perpendicular and the thumb are

parallel to each other.

3. The player must straighten their arms to hit the ball either by arms or
wrist.

E. Digging

It is defensive maneuver that the player save the team from the attack or
spike of the offensive team. It is almost the same with pass, but in dig the play-
er use different part of their body part such as foot, hands, arms and some-
times legs just to save the ball.

You can practice passing and digging using these drills.

Drill A. Drill B.

PIVOT 4A CALABARZON PE G8 30
F. Setting

It is tactical skill that the player receive the ball and direct it to the player
who can spike it in the opponent’s court.

How to set the ball

The player who will receive the ball

needs to make sure that their hands fit in the
shape of the ball to toss above the head
through pushing the ball and extending their
arms.

You can practice the skill using the skill below.

Drill C.

G. Spiking

It is an act of slamming the ball in downward motion across the net to the
opponents court.

How to spike the ball?

Step the right foot followed by the left foot. Then, jump and hit the ball.

H. Blocking

It is an action taken by the player to stand or jump in the front of the net to
stop the opponent’s attack.

How to block the ball.

1. For the ready position the player should bend their knees and elbow and the
arms are raise in the front of the face.
2. The blocker must be alert and prepared to run left or right when the setter set
the to the spiker.
3. The blocker should jump straight with extended arms and spread fingers to
successfully alter the opponents attack.

31 PIVOT 4A CALABARZON PE G8
 E
Learning Task 4: Perform the given task below. In an open space, perform both
the underhand and overhand service with 10 times each. In your answer sheet,
rate yo ur p erfo rm an c e in the p r ev io us tas k us ing th e
rubric below. Write something about your experience while doing the task.
Rubric

Points Criteria
5 The student demonstrates the proper mechanics for in service.
4 The student demonstrates some of the proper mechanics or form
in the service.
3 The student demonstrates only some of the proper mechanics or
form in the service.
2 The student demonstrates none of the proper mechanics or form
in the service.
1 The student does not attempt to perform the skill.

My score: My experience.

Learning Task 5: Perform the Drill A (see on page 30) for 2 minutes without
letting the ball fall on the ground. Count how many hits can you make in the
given time. In your answer sheet record and write your experience about it.

No. of hits: My experience.

PIVOT 4A CALABARZON PE G8 32
Learning Task 6:
Conduct a family volleyball tournament. Use the procedures below as your
guide. In your answer sheet, answer the given questions below.
Procedure:
1. Conduct a family volleyball tournament. It is exclusive for family members
who are living together in one house.
2. This tournament is one lose out.
3. It can be a team or individual competition depends on the number of family
members.
4. The match is consists of three games.
5. The player/s who win the two games with 25 points will be the winner.
6. For the equipment, you may use improvised ball, pole, net and court.
7. Record the scores for every match in your notebook.

Questions:
1. What improvised instrument did you use for the tournament?

2. What basic skills in volleyball did you use in playing?

3. Did your family enjoy the tournament?

4. Did this simple activity promote physical fitness? Explain your answer.

5. How was the experience in conducting the tournament?

33 PIVOT 4A CALABARZON PE G8
Learning Task 6: Write the measurement of the standard volleyball court. Use
meter as unit. Do this activity in your answer sheet.

2.

4.

3.

1.

5.

Learning Task 7: List down he fundamental skills needed in playing Volleyball.

Write your answer in your answer sheet.

PIVOT 4A CALABARZON PE G8 34
Learning Task 8: Read and identify the statement below. Choose your answer
from the box below. Write your answers in your answer sheet.

1895 FIVB Passing Antenna Blocking

FVIB 1865 William George Serve Setting

Spike Court William G. Morgan Massachusetts Mintonette

1. The year the volleyball was introduced.

2. He introduced the volleyball as a sport.
3. The place where the volleyball originated.
4. It measures 18 meters by 9 meters.
5. It is a type of attack which forcefully drives the ball downward into the oppo-
nent’s court.
6. The first name of volleyball.
7. The organization who governs the volleyball globally.
8. It is the ability of the player to prevent the ball from touching one's court.
9. The use of is to give the referee and players an aid to judge if the ball is in
play or out of bound.
10. It is the ability of the player to stop the opponent’s attack through standing
or jumping at the front of the net.

Learning Task 9: Answer the given questions in your answer sheet.

1. What are the characteristics of volleyball as a game?

2. Why playing Volleyball necessary in the promotion of physical fitness and

wellness?

35 PIVOT 4A CALABARZON PE G8
 A

Complete the statement below. Write your answer in your notebook.

1. In this lesson, I learned that ____________________________________.

2. In this lesson, I discovered that __________________________________.
3. In this lesson helps me to develop my skills in ____________________.

PIVOT 4A CALABARZON PE G8 36
 Key to Correction

Week 1 Week 2

Learning Task 1 Learning Task 1 Learning Task 7

1. B 1. PHYSICAL 1. T

2. F 2. ACTIVITY 2. T

3. D 3. PROGRAM 3. FITT

4. E 4. FREQUENCY 4. Intensity

5. A 5. INTENSITY 5. Frequency

6. C 6. TYPE

7. ITEM

Week 3-8

Learning Task 1 Learning Task 9

1. PASSING 1. 1895

2. OVERHAND SERVICE 2. WILLIAM G. MORGAN

3. UNDERHAND SERVICE 3. MASSACHUSETTS

4. SETTING 4. COURT

5. SIDEARM SERVICE 5. SPIKE

6. MINTONETTE

7. FIVB

8. PASSING

9. ANTENNA

10. BLOCKING

11.

37 PIVOT 4A CALABARZON PE G8
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8
Week 5 LP Week 6 LP Week 7 LP Week 8 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON PE G8 38
 References

Department of Education. (2020). K to 12 Most Essential Learning Competen-

cies with Corresponding CG Codes. Pasig City: Department of Education
Curriculum and Instruction Strand.

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A Budget of

Work in all Learning Areas in Key Stages 1-4: Version 2.0. Cainta, Rizal:
Department of Education Region 4A CALABARZON.

Department of Education. Grade 8 Physical Education and Health Learner’s

Module . Pasig City: Department of Education.

Department of Education. Grade 7 Physical Education and Health Learner’s

Module . Pasig City: Department of Education.

Department of Education. (2019). DepEd Order 34, series 2019. Revised Physi-
cal Fitness Test Manual. Pasig City: Department of Education.

39 PIVOT 4A CALABARZON PE G8
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

Email Address: lrmd.calabarzon@deped.gov.ph