GEC PE 3 Module

PREFACE
1
The goal of Physical Education in school is to develop healthy, responsible
students who have the knowledge, skills, and dispositions to work together in groups
and in individuals who think critically and participate in various activities that lead to a
lifelong healthy lifestyle. Its core utilizes appropriate instructional practices to develop
competence and confidence in a various lifetime activity and movement forms,
including sports, dance, outdoor recreation, and physical fitness activities. The
emphasis is on providing success and enjoyment for all students. Students develop life
skills through cooperative and competitive activity participation and learn the value of a
physically active life.
The sport includes all forms of competitive physical activity or games which,
through casual or organized participation, at least in part aim to use, maintain or
improve physical ability and skills while providing enjoyment to participants, and in
some cases, entertainment for spectators.
Track and field is a sport that incorporates different types of athletic events.
Track events are running events that range from short distance sprints to middle
distance runs of a mile or so to long-distance runs, like a 26-mile plus marathon. Field
events include strength events, such as the shot put and discus, and throwing events,
such as the javelin and hammer.
The rules for track and field events are different for each event. The specific
training for each event varies as well. In this lesson, we'll take a closer look at some of
the most common track and field events and other related activities that will fit the
“new normal” that everybody is adjusting now.
The value of track and field events in schools is significant and cannot be
overlooked. It has a profound impact on individuals and communities. It is powerful
because it can bridge gaps, bring people who otherwise might not interact together,
and provide opportunities elsewhere.
In this kind of sport, it can also help provide opportunities through relationships.
Players on a team especially lead – up games, often grow close and form lasting bonds
that can support students well beyond high school or college. Staying connected can
also afford people to find someone to lean on and others that simply provide them with
life-long friends. Though we are experiencing a pandemic nowadays, it should not be
why an individual will stop protecting an individual’s health by engaging sports that
leads to a healthy mind and body.
ACKNOWLEDGMENT
2
The completi on of this module would not have been a reality if not
for the unparalleled support of the people behind the authors’ endeavor.
Outpouring grati tude is nothing but right and proper.
To the Almighty God, the Source of all knowledge in this world, for
the wisdom, pati ence, and perseverance endowed upon the authors to do a
praise-worthy module;
To Dr. Mary Jocelyn V. Batt ung, JHCSC President, and Dr. Lina T.
Codilla, JHCSC Vice President for Academic Aff airs, who provided guidance
and moti vati on enabling the development of this innovative learning material;
To Mr. Marvee S. Jornales and Mr. Rolie L. Bongcawil, who lent their
experience and experti se in editi ng and proofreading the contents of this
material;
To Rex Barranda, who devoted his precious ti me in encoding this
module; and
To the Instructi onal Material Committ ee, who industriously
analyzed, scruti nized, and gave constructi ve feedback for the improvement
of this material.
The Authors
Table of Contents
3
Preface ii
Acknowledgment iii
Table of Contents
Unit 1 Sports as an Essential for people 5
Lesson 1 Sports: Its Meaning and Importance 8
Lesson 2 Individual Sports: The Nature 13
Unit 2 Introduction to Track and Field 18
Lesson 3 Introduction to Track and Field Events 21
Lesson 4 Rules in playing Track and Field Events 30
Unit 3 Basic Skills and Games in the New Normal 40
Lesson 5 Basic Skills in Running Events 43
Lesson 6 Games on New Normal 48
Unit 4 Fundamental Skills and Lead – up Games for
Throwing and jumping events 52
Lesson 7 Basic Skills in Throwing and Jumping Events 54
Lesson 8 Lead – up Games 59
References 63
Appendices 64
A KEY ANSWER
B RUBRICS
C COURSE SYLLABUS
4
Unit 1
Learning Contents:
1. Sports: It is Meaning and Importance
2. Individual Sports: Nature
Learning Outcomes:
At the end of this unit, the students will be able to:
1. Demonstrate knowledge about sports and how it is essential to people and
categorize them according to their classification.
2. Relate a story about individual sports and the benefits of playing while naming
the advantages and disadvantages of engaging it.
What is ‘sport,’ and why has the urge to run or jump, to

wrestle, or master a moving ball be done individually
or in a team? The question explains that sport has a
good influence on both physical and socio-cultural
aspects. It cannot be denied that sports play varied
purposes. It is sometimes for physical fitness or business that struggles to balance its
core historical and philosophical messages, the spirit of fair play, and the heroism of
athletic endeavor, with underlying violence, cheating, and corruption (Mike Cronin,
November 2014).
In this unit, the meaning of sports will be emphasized and given importance so
that students will have a deep understanding of the true spirit of sportsmanship, which
is eventually not given significance for some time. Nowadays, youths are enjoying
games on the internet and have forgotten the essence of physical activities that will
help boost and develop their whole totality as a person.
Pre – Test
5
In the pre-test below, questions about sports will be asked to find out how far you learn
about physical activities. Discussions will also be provided for you to be cleared about
the topics. Different activities also will be provided and should be done by yourselves to
have deep learning.
Directions: Read and analyze the following questions. Encircle the letter of the correct
answer.
1. Which of the following is a beneficial aspect of participation in sports?
a. Physical benefits
b. Social benefits
c. Emotional benefits
d. All of the answers are correct.
2. Which of the following is not a social benefit of sports participation?

a. Teamwork
b. Time management
c. Poor sportsmanship
d. Responsibility
3. How do sports benefit people?

a. It does not affect their mental capacity.
b. It can help speed up their physical growth.
c. It can help increase their social and thinking skills.
d. It can improve their immune system.
4. What is the benefit of social play?

a. Students learn to be considerate of others
b. Students improve their social skills
c. All answers are correct
d. Students learn to take turns.
5. As an adolescent, their concerns and beliefs evolve the concept of fairness.

These beliefs are referred to as _____.
a. distributive cognition
b. distributive justice
c. justice taking
d. distributive learning
6. Which socio-cultural benefit of sports can increase feelings of self-esteem and

belonging?
a. Stronger communities
b. Decreased physical and mental illness
c. Decreased health care costs
d. Social inclusion
7. Situation: A high school teacher wants to create a fun way to assess students'
preparedness for an upcoming exam on the rules and regulations of volleyball
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that will motivate them to engage the content and do well on the exam. What is
the best option?
a. Tell the students to go watch the school volleyball game this weekend
to study.
b. Invite a professional volleyball player to speak to the class about her
career.
c. Hand out a study list of terminology and watch a video of a recent
professional volleyball game. Students must raise their hands to
connect class content to the game they are watching and create a
discussion based on course concepts.
d. Engage the students in a game of volleyball to have fun and enjoy.
8. Regular physical activity can

a. increase life span.
b. All answers are correct.
c. Decrease stress.
d. Improve mood.
9. The original meaning of the English word "sport" is _____.

a. to play;
b. to compete;
c. to amuse oneself;
d. to run;
10. The Greek word arete means, _____

a. Excellence
b. Sport
c. Competition
d. a measurement of distance
7
Learning Outcomes:
At the end of this lesson, the students will be able to:
a. Formulate own definition of sports;
b. Create a graphic organizer showing the importance of sports to people and
students; and
c. Categorize according to the classification of sports.
Something to Ponder On
A. What is Sport?
Sports is an activity involving physical exertion and skill in which an individual or
team competes against another or others (Competitive sports, nd) while providing
entertainment to participants. In some cases, spectators and is also generally accepted
as being a sport. It is also an activity that can be considered if it involves (a)competition
between two or more individuals or teams; (b) rules of play that allow a winner to be
determined; (c) and a primary goal of victory which is determined by the relative
physical ability of the competitors, although strategy and chance may also play a role.
https://www.sciencedaily.com/terms/sport.htm
Sport develops a sense of friendliness and develops team spirit. It helps people
to developed mental and physical toughness. Sport shapes their body also and make it
healthy and active. Thus, students should actively participate in sports to avoid being
tired and lethargy.
Sports are a crucial part of a student's growth and development. They help in
the development of mental health and physical fitness of the body. Through
participation in sports and games, a student gains various skills, experience, and
confidence to develop their personality (Strategic Communications, JGI Group,
November 2017).
B. Importance of sports
Students are encouraged to participate in sports while in school. Many of them,
especially college students, don’t actively participate. They end up in situations they
could have evaded. After reading this to the end, you will have a better understanding
of how sports benefit you as a student (Jeremy Richardson, nd).
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 Health. Sports and health are heavily connected. The stress caused by
exercise on the bones, muscles, ligaments, and tendons makes them strong
and healthy. Exercise helps burn calories (Jeremy Richardson, nd). Heart
muscle performance and endurance improve, increasing its efficiency and
reducing the risk of heart diseases. Exercise triggers the use of sugar in the
blood. Glucose is converted into energy hence balancing the blood sugars.
Sports also help in the fight against cancer and other lifestyle diseases
( ihtusa.com, nd).
 Self-confidence and Self-esteem. That handshake after winning develops self-
esteem. A word of encouragement and praise from parents, friends, and
coaches make a student feel accepted. A motivated student is more likely to
do well in class than a student who views everything to be against him or
her(Jeremy Richardson, nd).
 Teamwork. In sports, you have to collaborate with other team members to
win. To succeed in education, a student needs to work hand in hand with
teachers and fellow students. After school, those with teamwork skills
achieve their objectives(Jeremy Richardson, nd).
 Leadership. In sports, there is leadership. Becoming a captain gives a student
skill on how to become a good leader. Being a leader at school will help a
student gain interest and leadership skills.
 Social Skills. Sports bring people together. Sports students have many
friends. When playing in other schools, they can interact with new
people( ihtusa.com, nd). It helps build a sense of belonging. One gets to
know the importance of people around him.
 Discipline. A student has to follow the rules set and obey his or her
coach(Jeremy Richardson, nd). That is discipline. With discipline, a student
can reach his or her goals. Time management skills are also learned in
sports.
 Brainpower. Sports is the best in fighting stress. Sports help improve the
cognitive and memory function of the brain. After spending several hours in
class, a student needs to refresh the mind(Zamungkor.org.pk,2020).
 Career and Passion. Some students are good at sporting. As a player in
school, you can have a passion for becoming a top athlete, after which you
can later become a coach, referee, or a trainer; Sports has many careers that
need professionals.
 They improved Energy Levels. Sports students can be active throughout the
day without getting tired. Regular body exercise boosts the performance of
the lungs and able to absorb more oxygen into the body, which is used in the
generation of energy. Sports students can perform tasks with fewer
struggles than non-athletes(sports Facilities To Develop The Fitness and
Concentration Level of The Students, nd).
 Managing Emotions. Emotions run high on sports. Sporting students can
control their emotions. Coaches train students on how various negative
emotions can affect their performance. Emotion management skills learned
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at a young age helps one handle critical life challenges later on in
life(ihtusa.com,nd).
https://ihtusa.com/10-benefits-of-sports-for-students/
C. Classification of Sports
There are three classifications of sports.
1. Individual sports. Any sport in which a player can play one vs. one, two
vs. two, or compete against oneself.
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11
https://images.app.goo.gl/u9cNiwePFA7eJw9k9
2. Dual and or partner Sports. Sports that are played by two people, playing
against each other.
https://www.researchgate.net/figure/Situation-dual-sports-with-contact_fig1_2342041
3. Team sports. A team sport includes any sport where individuals are
organized into opposing teams that compete to win. Team members act
together towards a shared objective
https://images.app.goo.gl/pfufZeeW8GbaYF9z7
Learning Activities
Activity #1: Supply and Define.
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Directions: Fill in the box below with different words or phrases that will come first in
your mind when you hear the word “sports.” Out of the terms you have written,
formulate your definition or meaning of the word Sports. (See Rubrics)
SPORTS
My definition of sports is ………

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Activity #2: Sports and Me.

Directions: Make a web. We discussed earlier the importance of sports in our lives.
Create a graphic organizer showing how sports helped in the development of a total
man. Write in the largest circle at the center the word sports and in the medium circles
around are the mental, social, physical, moral/spiritual, and emotional aspects. Draw
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lines around the medium circles, and you write the benefits you can get in engaging
sports.
Activity #3: My Favourite Sports
Directions: Below are sports activities. Categorize them below according to the
classification of sports.
Football Cycling Events

Rugby Figure skating
Snowboarding Netball
Volleyball Tennis
Gymnastics
Skiing Golf Baseball
Surfing
Basketball Soccer
Athletics Boxing
Hurdles
Cycling
Track and field Swimming
Boxing Equestrian Sailing
Track and field
Bowling Badminton
Wrestling
Badminton Cycling
Surfing
Classification of Sports
Individual Sports Dual Sports Team sports
Learning Outcomes
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a. Construct a story relating to the nature of Individual sports;
b. Name the advantages and disadvantages of playing individual sports; and
c. List down the benefits that a player can get in an individual sport.
A. The Nature of Individual sports
An individual sport is a sport in which participants compete as
individuals. However, team competitions in individual sports also occur, such as
relay races. There are individual sports, such as golf, bowling, and tennis, that,
for the most part, are considered individual sports, which are sports played
alone without teammates. https://www.google.com/search?
q=meaning+of+individual+sports&oq=meaning+of+individual+sports&aqs=chro
me..69i57j0l3.9415j0j7&sourceid=chrome&ie=UTF-8
There are thousands of individual sports, and the skill requirements for
each vary greatly; however, there are specific skills that apply to most individual
athletes. Most have high levels of cardiovascular fitness to allow for long hours
of practice and play. Most have well-toned muscles and are flexible.
B.1. Advantages
One significant advantage of competing in an individual sport is that the athlete
can progress at her own pace to improve skills. The skills she needs are more mental
than physical. She requires autonomy, self-discipline, focused thinking, and passion. She
must work on a specific skill over and over until it is mastered. She can practice as early
or late as she wants. She gets to take all the credit for winning, but she is on her own
and can blame no one but herself for any lackluster performances.
Individual sports also allow for independence and can be an excellent fit for a kid
who doesn't like to rely on others' skills to perform well. Some individual sports allow
flexibility with training times and regimens. In individual sports, you are not dependent
on other people to freely practice it yourself and do anything you want to enjoy or/and
get better at it.
B.2. Disadvantages
Individual sports can cause athletes to have an unhealthier relationship with losing
as they lack the support and accountability of a team. A losing streak for a
particular athlete can drastically impact their overall confidence in their abilities. You
are on your own; you can't share your passion for that sport.
https://www.google.com/search?lei=botAX8SpHYi6mAXA7ofwCA&q=disadvantages
%20of%20individual
%20sports&ved=2ahUKEwjEmLr86a3rAhUIHaYKHUD3AY4QsKwBKAB6BAgREAE&biw=1
366&bih=625
C. The Benefits
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 Individual sports foster mental strength, and students who play show
increased resilience and learn to motivate themselves by working through
challenging training sessions or dips in performance and results.
 When an athlete wins in an individual sport, they have a strong sense of
accomplishment. Beyond bragging rights, participating in individual sports
can increase a sense of personal mastery. Athletes improve and develop new
skills, leading to improved performance and confidence.
 Athletes can focus on their own training needs, whether that means
addressing a personal weakness or improving a favorite shot, which can be
difficult during team training.
 Not every player provides the same amount of influence on a competitive
result. But with individual sport, you can't hide behind teammates. Success
and failure are yours alone to bear.
 Individual sports also allow athletes to aim for personal goals without
worrying about hurting the team. They do have competitors to beat, but
they also attempt to improve on their previous best performances.
https://www.google.com/search?
q=comparison+of+individual+and+team+sports&oq=comparison&aqs=chro
me.0.69i59j69i57j0l5j69i61.14809j0j7&sourceid=chrome&ie=UTF-8
Learning Activities
Activity 1 It’s a Story!
Directions: Make a story out of the picture below. Be sure that you will also be
describing what an individual sport is.
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https://images.app.goo.gl/vvi51JARFkxFibdN8
My story:
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_______________________________________.
Activity 2 Venn Me Good and Bad.

Directions: Supply the Venn Diagram below. From your point of view, what are other
advantages or disadvantages of playing individual sports?
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Advantage Disadvantage
Individual
Sports
Activity 3 You are Beneficial.

Directions: Out of the benefits studied above, find pictures that will match every
benefit of individual sports.
Benefits Pictures
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Post test
Directions: Give your opinion of the following statement. (See Rubrics for opinion
writing for scores)
1. The importance of sports – historically was based on skills prized by hunters,

fishers, gatherers, etc. How have things changed?
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_________________________________________________________________
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2. Sports in schools – how have students benefitted from being involved in sports
programs?
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_______________________________________________________.
3. How the media affects sports or sports involves media. Why is it that some
events merit television coverage while others don’t?
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Unit 2
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Learning Contents:
1. Introduction to Track and Field
2. Rules in Track and Field Events
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Learning Outcomes:
At the end of this unit, the students should be able to:
1. Formulate meaning and trace the origin of track and field’s history and
equipment and able to locate the area of the two events in a track oval; and
2. Demonstrate knowledge about the rules in playing track and field events.
Track and Field is perhaps the oldest sport known to man. Ever
since the Greeks and Romans, man has always wanted to
know who is faster than the rest. Even today, man still is a
bit curious about this. With that being said, you will learn
a lot of lessons from being a track athlete. Many of them will
stick with you for the rest of your life, and they are all not easy lessons to learn. The
first, and perhaps most important lesson which you will learn is that of perseverance.
You will never do well at your first track meet. You probably won’t do well at your
second or third meet either. Eventually, you will quit, or you will persevere and
succeed. The track isn’t for everyone, while to the outsider, it seems that it is just
running. Many track athletes are some of the most disciplined athletes in the world.
This will leads us to our next topic, which is that of self-discipline.
Not everyone is self-disciplined; in fact, most people aren’t. Self-discipline is one of the
essential traits that someone can have. Track athletes must have a lot of self-discipline
for a few reasons. First, the track is one of the few sports that are an individual one. For
the most part, athletes compete against each other, and there is very little teamwork
involved. If you don’t have the discipline to diet and practice regularly, it’s unlikely that
you will be very successful at your next race. The next lesson that you learn in Track is
respect. In life, it is also essential to respect people, and it is especially important to
respect your opponents. These are people that in real life usually are out
To harm you or your lifestyle. If you don’t respect your adversary, it can end badly for
you. Our last lesson you learn from competing in track and field is that of honesty. You
can easily cheat; But once one person starts cheating, others will follow suit. In life,
cheating and dishonesty are also comfortable. But eventually, you will get caught, and
getting caught never ends well, and most of the time, it can be unpleasant. This unit will
help students in improving their values through their activities. These values can be
attained through this kind of sports which will be discussed in this unit.
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Pre – Test
Directions: Read and analyze the following questions. Encircle the letter of the correct
answer.
1. Which of the following Track & Field Events would be considered Anaerobic?
a. Shot Put c. 3,000 Meter run
b. Marathon d. 10,000 Meter run
2. Which of the following Track and Field events would be an excellent

example of an Aerobic exercise?
a. Pole Vault c. Hammer Throw
b. Discus d. Marathon
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3. In a relay race, the area in which you pass the baton to your teammate is
called the__.
a. Baton Zone c. Stick Zone
b. Running Zone d. Passing Zone
4. Which of the following are the three commands you hear for the start of a
race?
a. On your mark, get set, go c. Ready, set, gunshot
b. On your mark, get set, run d. None of the above are correct
5. What are track and field?
a. A sport like a basketball c. A sport where you run and do
b. A type of hunting in which field events such as shot put and
you use only a knife. discus.
d. Cartoon characters.
6. Which answer consists only of Field events?
a. 800-meter run, long jump, and c. Long jump, triple jump, and
discus 1600 meter relay
b. 100-meter dash and triple d. Shot put, and discuss
jump
7. What do you call the device that you hand off to your other teammates
during a relay?
a. Stick c. Pole
b. Baton d. Rip stick
8. A ____ relay is when there are four members in each lane, and each person
runs one whole lap.
a. 800 meter c. 400 meter
b. 200 meter d. 1600 meter
9. How many laps around the track is an 800-meter run?
a. 1 c. 3
b. 2 d. 4
10. What is the number one rule of etiquette for anyone around a track and field
event?
a. do not question an c. don't interfere with competitors
official's decisions d. have fun
b. cheer loudly for every
event
Learning Outcomes
22
At the end of the lesson, the students will be able to:
1. Formulate own definition of Track and Field out of the various pictures being
pasted in a long bond paper;
2. Trace the origin of the track and field;
3. Enumerate the track and field equipment and facilities;
4. Classify the different examples of track and field events; and
5. Locate the area of events in a track oval.
Track and Field
Track and field is a sport that includes athletic contests established on the skills
of running, jumping, and throwing. The name is derived where the sport takes place. a
running track and a grass field for the throwing and some of the jumping events.
https://www.google.com/search?
q=what+is+track+and+field&oq=what+is+track+and+field&aqs=chrome..69i57j0l6.6640
j0j7&sourceid=chrome&ie=UTF-8
Track and field, or also known as athletics in many countries, is the designation
given to contests for men and women that involve running, jumping for height and
distance, and throwing for distance using implements of standardized design.
https://www.scholastic.com/teachers/articles/teaching-content/track-and-field/
It is also an event in which the individuals compete against one another in foot
racing, and they compete on a track oval. The name is from the Greek word "Athlon"
meaning "contest." (Rivera,1984)
The Origin
Track and field are one of the oldest sports. Athletic contests were often held in
conjunction with religious festivals, as with the Olympic Games of ancient Greece. For
11 centuries, starting in 776 B.C., these affairs — for men only — were enormously
popular and prestigious events. https://www.google.com/search?
q=the+history+of+track+and+field&oq=the+history+of+track+and+field&aqs=chrome..6
9i57j0l7.11450j0j7&sourceid=chrome&ie=UTF-8
Track and field have roots in the animalistic nature of man. A subdivision of the
sport, athletics, track, and field is often said to have evolved from innate or natural
human activity. Most events mimic predatory movements: Think spears, life-and-death
chases, and assertions of dominance. Formalized track and field were first recorded at
the Ancient Olympic Games of 776 BC in Olympia, Greece. The single event contested
was a footrace of roughly 200 yards called the stade or stadion, from which we get the
word “stadium.”
The history of track and field mainly revolves around the Olympic Games. Also,
there are many international events such as Common Wealth Games, Asian Games, etc.
that include the different track and field events. The track and field events in the
23
United States are reported to be started way back in 1860. As time progressed, many
new events were added. In 1913, the International Amateur Athletics Federation (IAAF),
track and field’s first international governing body, was formed. Amateurism was firmly
established as an Olympic ideal. That year, the winner of the first Olympic decathlon. It
was only after 1913 track and field events were treated as a professional sport.
https://www.slideserve.com/gryta/track-field
The ancient Olympic Games began in 776 BC, when Koroibos, a cook from the
nearby city of Elis, won the stadium race, a foot race 600 feet long. According to some
literary traditions, this was the only athletic event for the first 13 Olympic festivals.
Other evidence, both literary and archaeological, suggests that the games may
have existed at Olympia much earlier than this date, perhaps as early as the tenth or
ninth century BC. A series of bronze tripods have been found at Olympia, some of which
appear to be dated at about the ninth century BC, and it has also been suggested that
these tripods may, in fact, be prizes for some of the early events at Olympia.
From 776 BC, the games were held in Olympia every four years for almost
twelve centuries. Additional athletic events were gradually added until, by the fifth
century BC, the religious festival consisted of a five-day program. The athletic events
included three-foot races (stadion, diaulos, and dolichos) as well as the pentathlon (five
contests: discus, javelin, long jump, wrestling, and foot race), pugme (boxing), pale
(wrestling), pankration, and the hoplitodromos. Additional events, both equestrian and
for humans, were added throughout the history of the Olympic Games. Equestrian
events, held in the hippodromos, were an essential part of the athletic program of the
ancient Olympic Games, and by the fifth century, BC included the tethrippon and the
keles.
Track-and-field athletics in the United States dates from the 1860s. The
Intercollegiate Association of Amateur Athletes of America, the nation’s first national
athletic group, held the first collegiate races in 1873, and in 1888 the Amateur Athletic
Union (which governed the sport for nearly a century) held its first championships.
As track and field developed as a modern sport, a significant issue for all athletes
was their status as amateurs. For many years track and field were considered a purely
amateur sport, and athletes could not accept training money or cash prizes.
Beginning in the 1920s, track and field’s scope widened. The first NCAA national
championships were held for men in 1921, and women’s track and field became part of
the Olympic Games in 1928. In 1952, the Soviet Socialist Republics (USSR) sent its first
Olympic team ever to the Summer Games in Helsinki, Finland, where the squad
captured several track-and-field medals. Over the next 30 years, the U.S. and Soviet
teams battled in one of the sport’s longest and most competitive rivalries. Women’s
track struggled for widespread acceptance until the 1970s when track and field enjoyed
a boom in popularity. During that time, the U.S.-based International Track Association
(ITA) organized a professional track circuit. The venture, although widespread among
fans, went bankrupt after several years. Few athletes wanted to participate in ITA
competitions because athletes received larger illegal payments for appearing at
amateur meets than legitimate professionals were making on the new circuit. Many
24
athletes also turned away from ITA competition because it disqualified them from
participating in future Olympic Games. The Athletics Congress now regulates the sport
in the United States; the International Amateur Athletics Federation (IAAF) sanctions
international competition. Track and field have been the centerpiece of the Summer
Olympic Games since their revival in 1896. International professional running, initiated
in the 1970s, has had limited success. https://www.athleticscholarships.net/history-of-
track-and-field.htm
The Facilities and Equipment

 Iron Shot – the most important tool for a shot putter. For men, it is 16
pounds, and for women, it is 8.8 pounds. It is made up of steel or another
dense metal.
 Discus – the most important thing of a discus thrower. It cannot weigh
less than 2 kg., 4.4 lbs. for men. For women, it is 1 kg, 3.2 ounces. It is
traditionally made up of wood with metal around the outside, but others are
made from fiberglass.
 Javelin – is a long spear that athlete throws as far as he can to win. It is
made up of wood or lightweight metal and has a metal tip so that it will stick
on the ground.
 Starting Blocks - it helps push more quickly to get running at a top speed
more quickly.
 Hurdles – are made of metal on the bottom and a wooden or fiberglass
top. It is bottom-heavy
 Pole Vaults – were made of wood when the sport was born and then
bamboo. Today, most pole vaults are made up of fiberglass or another
synthetic material. Lengths vary for most adults from 13 ft. to just over 17 ft.
 High Jump
a. Cross Bar – it is part of high jump; you physically jump over. It is 13
ft. and 1.5 inches long.
b. High Jump Pits – are something you have to have if you will be a high
jumper or pole vaulter. These are soft landing spots made of foam
with a plastic covering. It is 16.4 feet by 9.8 ft.
 Baton – used for track athletes who run in relay events. It is made up of
aluminum; it is color-coded per team and has to be made of aluminum.
The Events of Track and Field
Track Events
Sprints
25
a. 100m. This event is essentially an all-out sprint from the gun to the finish line.
Perfecting the start is essential, as is learning to run at top speed while staying
relaxed. It is run on the straightaway of the track.
b. 200m. Very similar to the 100m, but success in this event requires additional
strength to enable the athlete to maintain a fast pace over the entire 200-meter
distance. It covers ½ of the oval.
c. 400m. The long sprint. This event requires a combination of speed, strength, and
tolerance for pain. It is one full lap of a standard size outdoor track.
Middle Distance
a. 800m. A "tweener" event. There are 800m specialists but athletes in this event
usually either are good sprinters who can run both the 400m and 800m. This
event requires excellent natural endurance, as well as good speed for a strong
finish. It is two laps around a standard outdoor track.
b. 1500m. The "metric mile." The relationship between the 1500m and the 800m is
very similar to that between the 200m and 100m. It requires the same basic skill
set with some added strength and endurance to cover the additional distance
but must be prepared to sprint home with a strong finish over the final lap of
this 3 ¾ lap race.
Distance
a. 3000m Steeplechase. is one of the most exciting events in track & field- a
distance race with hurdles. While covering these 7 ½ lap distances, the athletes
must traverse four barriers placed on the track. One of the obstacles is placed in
front of a water pit that must also be negotiated on each lap. Unlike the
lightweight hurdles used for the hurdling events, these massive wooden barriers
will not budge if hit. Some steeplechasers hurdle the barriers cleanly, but most
step on them with one foot to clear them. Steeplechasers are usually also very
capable 5000m runners.
b. 5000m. This 12 1/2 lap race is equivalent to 3.1 miles of running at a hard pace.
Exceptional endurance is required to the finish line frequently seen in 5k races.
c. 10000m. is the longest event contested solely on the track for 6.2 miles or 25
laps.
Hurdles
a. 100mh/110mh. An all-out sprint while traversing 10 hurdles placed between the
start and the finish. The men's event is 10 meters longer, and the hurdles are
higher. The men's event is sometimes called the high hurdles.
b. 400mh. It is Also known as the intermediate hurdles; this event requires the
speed of a sprinter, the strength of an 800-meter runner, and the technical skill
of a 100- or 110-meter hurdler. This race also involves ten hurdles, but unlike
the short hurdle race where runners will use the same lead leg and trail leg over
each hurdle, in the intermediate hurdles, they must be able to use either leg as
their lead leg.
26
Relay
a. 4 x 100m Relay/ 400m Relay. Four athletes each run approximately 100m or
one-quarter of the track. It is not just the speed of the runners, but the precision
of their baton passes that determines how well the team does. Each baton
exchange must be made within a marked zone on the track. Failure to exchange
the baton in the zone results in disqualification. For the 4 x 100m, the baton
pass is usually "blind," meaning that the outgoing runner does not look at the
baton but extends her hand back to receive it while running close to maximum
speed and facing forward.
b. 4 x 400m Relay/1600m. Relay Traditionally, this is the last event contested at
most track meets. Each athlete runs one full lap and exchanges the baton in a
zone near the finish line. For this relay, the outgoing athlete generally turns his
face and watches the baton exchange. The incoming athlete, who is finishing the
final meters of a tough 400m, is usually quite tired, so the outgoing athlete has
to accelerate to racing speed while being cautious not to fast before getting the
baton.
Walk
a. 20 Kilometer Race Walk. Both race walking events are endurance events and
usually contested on a road course. Racewalk requires a complex physical
motion involving the feet, legs, hips, back, and arms. A primary rule of race
walking is that at no time can both feet be in the air simultaneously. Judges
watch for this running motion and disqualify athletes who accidentally allow one
foot to leave before the other has landed. 20 kilometers is 12.4 miles.
b. 50 Kilometer Race Walk. is the longest of all the track & field events, covering
more than 30 miles of intense racing.
The Field Events

Horizontal Jumps
a. Long Jump. Who can jump the farthest? That is what the Long Jump boils down.
Jumpers start at one end of the runway and take a flying leap into a pit of sand
b. Triple Jump. This event requires exceptional abdominal strength as the jumper
must use the momentum from her run-up to make three separate jumps before
landing in the sandpit
Vertical Jumps
c. High Jump. Who can jump the highest? (Well, the highest, without a pole). That
is the point of the high jump. High jumpers run a curved approach, then, at a
precise spot, translate that forward motion into vertical motion as they drive
their arms, shoulders, hips, and opposite leg into the air to get as much height as
possible. They lay first their head, then shoulders, back, hips, and legs over the
bar. Having an impeccable technique to put all of these steps together is crucial,
but being naturally long and lean is a big plus. Pole Vault. Athletes sprint down
the runway carrying a long pole. At the end of the runway, they plant the pole
27
into a box, bend the pole down and catapult themselves over the bar. An event
not suited to those with a fear of flying, but those with a background in
gymnastics have done well transitioning to the vault.
The Throws
a. Discus Throw. The discus requires ballet-like footwork as the athlete rotates
through a series of spins to build momentum to hurl the discus nearly the entire
length of the track. The disc is thrown out of a high-sided steel mesh cage that
protects bystanders from errant throws. Hammer Throw. The Hammer shares
similarities with the discus, including the cage, the circle, and the spinning
approach to the throw. The major difference is that the implement being
thrown is a steel ball on the end of a wire
b. Javelin Throw. The javelin is a long, spear-like implement with a sharp tip on the
end. Athletes take a running approach before launching their javelins, and often
their bodies, into the air.
c. Shot Put. The shot is a steel ball, and the competition is to see who can put or
throw it the farthest. As in the Discus and Hammer, a circle delineates the fair
area from which the put must be launched. There are two techniques for
generating the momentum to get maximum distance on one's put.
https://www.momsteam.com/sports/track-and-field-events
A Track Oval
Oval track racing is a form of closed-circuit motorsport that is contested on
an oval-shaped race track. An oval track differs from a road course. The layout
resembles an oval with turns in only one direction, and the direction of traffic is almost
universally counter-clockwise. (see the diagram of track oval at next page)
28
Figure 1 track Oval
https://www.dlgsc.wa.gov.au/sport-and-recreation/sportsdimensions-guide/athletics-track-
events
29
Learning Activities
Below are activities for you to have a deepening of the lessons.
Activity 1 Track and Field is Fun
Directions: Make a collage out of the collected pictures related to Track and Field
activities from various sources. From the collage, formulate your meaning of Track and
Field.
Activity 2 Pyramid of Time
Directions: Draw a giant pyramid ladder and summarize the history of track and
field, indicating the years and events, starting from the oldest time to the latest event
that track and field evolved. The base of the pyramid will be the oldest one, and the top
part will be the latest.
Activity 3 Paired them Up

Directions: Study the names of track and field events on the box. Match the pictures
of the equipment with its name and write it on the line below to pair them up
Starting blocks
Discus Iron shot
High jump equipment Pole Vault equipment
Baton Javelin Hurdle
__________________ _________________
______________
__________________ _________________
_______________
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__________________ _________________
Activity 4 A Venn with Events

Directions: Make a Venn diagram on the different events of track and field. Write
the various sports on every side of the diagram.
Field Events
Track Events
INDIVIDUAL
SPORTS
Activity 5 Coloured Drawing

Directions: Draw and color a track oval in a 1/8 illustration board. Label the different
locations of the events. Indicate the measurements also. (See Rubrics for scoring)
31
Learning Outcomes
1. Make a “Tik Tok” video about the rules in playing Track and Field events;
and
2. Apply the rules by giving reactions to every situation stated;
Rules in playing Track and Field
While track and field events may have complex rules and rule books, primary events
such as sprinting and long-distance running have only a few key rules that must be
followed by all participants. Failure to follow the basic rules of track and field can result
in an automatic disqualification.
Most of the rules and etiquette around track and field are very simple: don't interfere
with other competitors, wait for the starter's gun to go off before running, jump or
throw before the foul line, jump over the bar without making it fall, and pass the
baton, a hollow metal tube, to other teammates.
Basic Rules
a. Each participant is allowed to compete in three events, including relays.

b. Each runner is allowed one false start but disqualified in the second false start.
Events include 100 meters, 200 meters, 400 meters, 800 meters, 1600 meters,
3200 meters, 4x100 relay, 4x400 relay, High Jump, Long Jump, Shot Put, Discus.
http://web.mst.edu/~ima/Rules/track%20and%20Fieldrules.html
Hurdle and Sprint Rules
32
Start: Starting blocks are used for all hurdles, relay, and sprint events.
The starting blocks consist of two adjustable footplates attached to a
rigid frame. Hurdle and sprint races commence with the firing of the
Starter's gun. The starting commands are "On your marks" and "Set."
Once all athletes are in the set position, the Starter's gun is fired,
officially starting the race.
For the 100m, women's 100m hurdles and men's 110m hurdles, all
competitors are lined up side-by-side. For the 200m, 400m, and 400m
hurdles, which involve curves, runners are staggered for a start.
False Starts: If a sprinter commences his or her starting motion from
the set position before the Starter's gun is fired, it is deemed a false
start. The first false start of race results in automatic disqualification to
the offending runner.
Lanes: For all sprint and hurdle events, runners must remain within their pre-
assigned lanes, measuring 1.22 meters (4 feet) wide, from start to finish.
The lanes are numbered 1 through 8, starting with the inside lane. Any
athlete who runs outside the assigned lane is subject to disqualification.
If the athlete is forced to run outside of his or her lane by another
person, and no material advantage is gained, there will be no
disqualification. Also, a runner who strays from his or her lane in the
straightaway crosses the outer line of his or her lane on the bend, and
gains no advantage by it, will not be disqualified as long as no other
runner is obstructed.
The finish: The first athlete whose torso (as distinguished from the head,
neck, arms, legs, hands or feet) reaches the vertical plane of the closest
edge of the finish line is the winner.
Negotiating hurdles: Any competitor who trails a foot or leg below the
horizontal plane of the top of any hurdle at the instant of clearance will
be disqualified.
Middle Distance Rules
Start: With all individual races 800m and more prolonged, there are no
starting blocks; runners begin in an upright position, their hands
prohibited from touching the ground. The starting command for these
races is "On your marks." Once all athletes are at the mark, the Starter's
gun is fired, officially starting the race. An 800m race comprises eight
runners, each in his or her own lane for the staggered start; in the 1500m
and steeplechase, which have up to 12 runners, a group start is used.
33
Lanes: In the 800m, all runners must stay within their assigned lanes
through the first turn, after which they break for position to the inside
lane. In the 1500m and steeplechase, there are no lane assignments and
runners jockey for position from the start.
Negotiating barriers: In the steeplechase, any competitor who steps to the side of
a jump or trails his foot or leg alongside any barrier will be disqualified.
Athletes may go over the barriers in any way, as long as no part of the
foot or leg falls below the horizontal plane of the top bar at the instance
of clearance.
Distance Rules
Start: In distance events, there are no starting blocks; runners begin in

an upright position, their hands prohibited from touching the ground.
The starting command for these races is "On your marks." Once all
athletes are at the mark, the Starter's gun is fired, officially starting the
race. Distance races begin with mass starts. When there are more than
12 competitors in a race, they can be split into two staggered groups for
a start: one with roughly 65 percent of the runners on the regular start
line, another with the other runners on a separate start line across the
track's outer half. The latter group runs on the outer half until clearing
the first bend.
Lanes: In Olympic distance races, there are no lane assignments, so
runners can break for position from the start.
Race Walking Rules
Definition: Race walking is a progression of steps so taken that the walker

makes constant contact with the ground. The advancing leg shall be
straightened from the moment of the first contact with the ground until
the vertical upright position.
Judges: There are six to nine judges for each Olympic race-walk event.
Athletes are given warnings by the judges when they violate the
definition of race walking by exhibiting a visible loss of contact or a bent
knee. Warnings from three different judges result in disqualification.
Competitors must retire from the race if ordered to do so by a member
of the official medical staff. A competitor may leave the course with the
34
permission of a race judge, as long as it doesn't result in the shortening
of the race distance.
Jumping Rules
High Jump: Athletes must take off from one foot. A failed attempt occurs
when the crossbar does not remain on the supports after the jump
because it was touched by the athlete. Athletes have three misses at each
height before being eliminated from the competition. Whoever clears the
highest bar wins, although ties are frequent in the HJ. The same rules as
the high jump apply: each athlete has three attempts to successfully clear
a height to remain in the competition.
Pole Vault: Athletes can place a substance on their hands or the pole to
obtain a better grip, but are not permitted to use tape on their hands or
fingers except to cover an open wound. Athletes may use their poles
during competition. The poles may be made of any material and can be of
any length and diameter. If the pole is broken during the attempt, it isn't
considered a failure, and the vaulter gets another attempt.
A failed attempt occurs when:
 The bar does not remain on the pegs after the vault
because the athlete touched it.
 The athlete moves his lower hand above the upper one or
moves the upper hand higher on the pole once he has left
the ground.
 The athlete steadies or replaces the bar during the vault.
Long Jump: All jumps are measured from the take-off line to the nearest
break in the landing area made by any part of the body. A board, 20 cm
wide, near the end of the runway, marks the take-off point, and the
distance jumped is measured from the end of the board to the spot where
the athlete first breaks the sand. If any part of the jumper's feet goes
beyond the board during takeoff, the jump is ruled a foul and will not be
measured or counted.
A failed attempt occurs when:
 The athlete touches the ground beyond the take-off line
upon executing the jump; the take-off line is the edge of
the take-off board (roughly 8 inches wide) closest to the
landing pit.
 The athlete takes off from outside either end of the take-
off board.
35
 In the course of landing, he touches the ground outside
the landing area closer to the take-off line than the
nearest break made in the sand.
Triple Jump: The triple jump consists of a hop, a step, and a jump, in that
order. The hop is made so that the athlete lands on the same foot from
which he or she has taken off. In the step, the athlete lands on the other
foot from which the jump is performed. The jumper first takes off and
lands with the same foot (the hop phase), takes off again from that same
foot and lands on the opposite foot (skip phase), and then takes off from
that landing foot to leap into the sand. Maintaining correct body position
and alignment in the air during the three phases is a crucial component to
completing a lengthy jump. It is not considered a failure if, while jumping,
the athlete touches the ground with the non-jumping or "sleeping" leg.
Failed attempts occur as described in "Long Jump" above.
Throwing Rules
Implements: All implements used in competition must meet the exact

specifications set forth by the International Association of Athletics
Federations (IAAF). No modification to any implement is allowed during
the game. No device used to assist an athlete when attempting is
permitted. This includes the taping of fingers together. The use of tape
on the hands is only allowed to cover an open cut or wound. The use of
gloves is not permitted except in the hammer throw event.
The Throws: The shot, discus, and hammer are all thrown from the throwing
circle. The javelin is thrown from a runway. The name of the game in all of
the throwing events is distance. The farthest throw wins. If the athlete
steps out of the throwing circle or runway during the act of throwing, the
throw is considered a failed attempt. A valid throw must fall entirely
within the marked landing area. The athlete must not leave the circle or
runway until the implement has touched the ground.
a. Discus throw
The cage is a circle that designates the throwing area. Stepping out of
the circle during a throw constitutes a foul, and the throw will not be
measured. Each competitor is allowed three initial throws with the
longest distance determining her place in the standings. After the
first three throws, the competition can be narrowed to allow only a
set number of the top placers in the standings to take an additional
three throws to determine the final order of finish.
b. Javelin throw
36
The trick is to get the maximum forward motion on the approach
without stepping over the line. As in the other throws, if the athlete steps
over the designated throwing line, the result is a foul and an unmeasured
throw. Another tricky thing about the Javelin is that it must land tip down to
be considered fair.
c. Shot put
The glide involves starting in a crouched position, shot tucked
between neck and shoulder under the chin, then taking a large, powerful
stride backwards towards the launching point while turning the body and
uncoiling the legs to release the put up and out towards the landing area.
New putters usually master the glide technique before graduating to the
spin. Spinners will do one to 1 ½ rotation before releasing the shot from the
edge of the circle and, often, hopping around on tiptoe to keep themselves
from over-rotating out of the circle, thereby fouling and nullifying their puts.
Exceptions
In the long jump and throwing events (shot put, discus, javelin),
competitors are allowed three attempts only.
In track events, a false start is assigned only to the athlete who committed it,
and disqualification only occurs when the same athlete false starts twice.
http://archivepyc.nbcolympics.com/news/track-and-field-101-rules
37
Learning Activities
Below are activities for you to have a deepening of the lessons.
Activity 1 Tik Tok is a Rule!
Directions: Study the rules of playing track and field events. Make a Tik Tok video
about the rules. Send it to my messenger account. (see appendix B for rubrics)
Activity 2 This is my Judgement!

Directions: Below is some situations for you to analyze. Based on the rules discussed
earlier, what would be your judgment if you’ll encounter these situations? Write your
discussions below.
1. Situation #1: A team coach enters on the track and resets or move the hurdles
so that an athlete can warm up and do run-outs before a race. Is it acceptable?
Why or why not?
Answer:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
38
_________________________________________________________________
___________________________.
2. Situation #2: In the 800 m Run, on command, the competitors step up to their
marks. The Starter fires the gun, starting the race. The Recall Starter
immediately fires the gun, calling the competitors back. After the Starters
discuss the situation, a competitor is disqualified as they had started the race
with their foot on the Start Line. Is this correct procedure for this situation?
Answer:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________.
3. Situation #3: During a distance race, a coach was observed inside the track
running along the backstretch from turn 2 to turn 3, while calling instructions to
the athletes. Is this considered violation, pacing by persons not participating in
the event?
Answer:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________
39
Post-test
I Matching Type
Directions: Match column A with column B. Write the letter on the blank before the
number.
_____1. Sand
_____2. Baton
_____3. Track and Field
_____4. 8
_____5. 7 ft
_____6. 7 ½
_____7. Leap
_____8. 3
_____9. 4
_____10. Oval
40
a. Runners may refer to this triple jumpers typically land
as a "stick"? on during their last jump?
b. How many laps are run in a f. How many jumping events
3200m race? are there?
c. What are the two main g. How many steps should you
categories in athletics? take between hurdles in the
d. As its name implies, the 110 or 100m hurdles?
triple jump is essentially h. What is the diameter of a
three separate jumps. Of shot putt circle?
the following, which is not i. How many laps around a
the name of one of these 400m track is a 3000m
jumps? race?
e. Similar to most distance j. The area where events have
jumping events, what do done
II TRUE OR FALSE
Directions: Check the line before the number that matches your answer.
1. The primary emphases in a track and field unit at the tertiary level should be on
practice, improvement, and personal accomplishment.
_____ True _____ False
2. Javelin is not permitted to be introduced at the college level.
3. Sprinting is a simple locomotor skill that forms the basic building blocks for a
track and field program.
4. Serious efforts to achieve proper form should be a part of instruction in sports.
5. In proper sprinting form, the body is more erect, and the motion of the arms is
less pronounced.
6. The right hand to the left-hand method of baton passing is the best choice for
students as it is easy to perform.
7. Hurdling is not included in the tertiary physical education program.
41
8. The standing start should be practiced because this start has a variety of uses in
physical education activities.
9. Several kinds of sprint start, but teachers are advised to concentrate on the
conventional sprint start.
10. When introducing the high jump activity, it is best to begin away from the mats.
_____ True UnitFalse
_____ 3
Learning Contents:
1. Basic Skills in Running Events
2. Lead – up Games
Learning Outcomes:
At the end of this unit, the students should be able to:
1. Perform the basic skills appropriately in the running; and
2. Construct a game proposal as a substitute activity to develop individual running
skills.
When COVID-19 arrived in the Philippines, sports went

into lockdown too. Athletes were forced to train
from home. Sport may have changed forever,
trying to adapt to a new normal that may last for
years to come.
42
The COVID-19 pandemic has recalibrated everything: work, life, and play. As
work, schooling, socializing, and play have moved into the digital and the confines of
our homes, cities, and municipalities and have become spaces for reimagining,
especially as new sites for formal and informal play.
Playgrounds were once filled with children, parents, grandparents, and even
animals, but now, it looks like crime scenes and has become forbidden territories. As
the play goes into the home and digital, we are reminded of the importance of non-
digital play in how we socialize and innovate.
Play as a form of creativity, sociality, and innovation is a crucial skill for future
workforces. It provides possibilities for reimagining the environment. It reminds us of
the importance of play in the social fabric of a healthy environment.
In Physical Education, it helps us to ‘rebrand’ and focus on the health and well-being of
our communities. PE is more than just ‘Games.’ It is a chance to go back to basics and
focus on helping our students to improve their movement skills.
In this unit, the students will be given a chance to explore and not to stop the
enjoyment that they were experiencing when sports activities were not prohibited, and
games can be spent anytime and anywhere during leisure time. Physical activities are
suitable for health and should not be stopped even in this new normal.
43
Pre – Test
Direction: each multiple-choice question on the pre-test has four answer choices. Read
each item carefully and choose and encircle the ONE best answer.
1. Which of the following is not part of fundamental skills in running events for
girls?
a. Sprint b. run c. hurdles d. relays
2. It is the skill in running events that the runner will atop speed for a given
distance?
a. Sprint b. relays c. hurdles d. run
3. It is a cylinder of wood, metal, plastic, or cardboard approximately 30 meters
long carried by each runner in a relay race?
a. Baton b. blind pass c. stick d. none of the
above
4. This type of distance run covered 3,000, 5,000, and 10,000 meters?
a. Sprints b. middle distance c. relays d. running
distance
5. A skill of running events that in the last few meters, the runner makes the
sprint?
a. Running distance b. relays c. sprint d.
middle distance
6. Which of the following is a NOT event in hurdles?
a. 100 meter high hurdles for girls
b. 110 meter high hurdles for boys
c. 300 meter low hurdles for girls
d. 400 meter low hurdles for boys
44
7. The type of running events that performed the 4 x 100 meters and 4 x 400
meters?
a. Relays b. sprint c. run d. middle
distance
8. Which of the following statement is TRUE about baton passing in relay events?
a. A baton is carried on the left hand to give it into the right hand of the next runner
b. When received, it should be changed to the new runner’s left hand
within the 2-meter exchange zone
c. A baton is carried on the left hand to give it into the left hand of the next runner
d. None of the above
9. Which of the following statements is correct about starting hurdle events?
a. Starting does not hold as in sprinting.
b. Stride to the first hurdle. Most high hurdles take eight steps to the first
hurdle and three steps between hurdles.
c. For girls' low hurdles, twenty steps are taken for the first hurdle and five
steps between.
d. All statements are correct
10. What do you call the pass in relay events?
a. Pass b. by pass c. blind pass d. baton pass
Learning Outcomes
1. Execute the fundamental skills properly in running events; and
2. Measure individual speed by running 100 - meter sprint in their backyard.
Fundamental Skills in Running Events
For Boys:
Sprint – 100 meter, 200 meters and 400 meters
Middle and Distance Run – 800 meters, 1,500 meter, 3,000 meters, 5,000
meters and 10,000 meters.
Relays – 4 x 100 and 4 x 400 meters
45
Hurdles – 110 meter high hurdles, 400 meter low hurdles
For Girls:
Sprint – 100 meters, 200 meters, 400 meters
Run – 800 meter and 1,500 meters
Hurdles – 100 meters and 400 meters
A. Sprints. This is a run at top speed for a given distance.
A.1. Starting Position

 On the signal given by the starter, “on your marks,” the sprinter assumes
a position behind the starting line with the front foot.
 The runner kneels on one knee behind the starting line, usually with the
foot of the more muscular leg to the rear. At the same time, he places his
hands and touches or reaches behind the starting line.
 At no time may a foot or hand touch or reach beyond the starting line
until “Go” is given. The distance of the front foot from the starting line
varies with the size of the participants, but generally, space used range
from 10 centimeters to 18 centimeters. The three distances used maybe
a bunch, medium, and elongated.
 On the signal “Get Set,” the runner raises the knee of the rear leg and
throws body weight forward over the front leg, arms and hands. The
arms are straight, with wrists and elbows locked, thereby providing a
more substantial and steadier base. Hands are outside the knees, yet in
line with the shoulders. The thumbs and first two fingers or all the
fingers, in a tripod position, carry a large proportion of the body balance;
backs are flattened with head and hips on the same level. The chin is
raised, with eyes focused on the ground some 15 meters away.
 At the sound of the gun or “Go,” the runner springs forward. The rear
foot should give an extra-strong push; hold the breath throughout the
sprint, since to relax the abdominal muscles interferes with the power of
the action.
A.2. Stride
 The feet should be parallel with no toeing out, the knee action, straight
backward and forward
 The sprinter brings the knees up high, and the arms are driven forcefully
with the hands clenched. The shoulders should not be twisting to the
right and left.
 Throughout the run, the body should be slightly bent forward.
A.3. Finish
 The runner should be able to get a little on his toes drive and to bring his
arms up higher and harder.
 He should not jump, lunge or turn for the yearn, as any of these causes a
change of good running form and slows down performance.
Rule
Runners should not start before the “Go” or sound of the gun (jumping
the gum) is given. To do so is a false start. All runners are required to stand
46
up, and the offender is warned not to repeat the offense. Repeating the
violation causes the disqualification.
Reminder
You practice running slowly with the knees carried up in front, and the
weight of the body is carried on the balls of the feet. See to it that you swing
your arms naturally without cross movements. You walk and run with feet
pointed straight forward. Do not run the full distance at a top speed more
than once a week.
Runners should not start before the “Go” signal is given. To do so is a
false start. All runners are to stand up, and the offender is warned not to
repeat the offense. Repeating the offense causes the disqualification.
Runners should not run outside their assigned lane, and the baton should be
passed within the exchange zone in a relay.
Vocabulary
o Baton – This is a cylinder of wood, metal, plastic, or cardboard
approximately 30 meters long carried by each runner in a relay race. It
must be handed to the man running the next leg of the race, and the last
runner must bring it across the finish line. The transfer of the baton takes
place within a defined exchange zone, and if the rod is dropped, the
runner must pick it up before continuing the race.
o Blind Pass – A baton pass in a relay race is said to be blind when the
receiving
the runner does not look back at the passer.
B. Middle Distance. In the middle - distance run, 3,000, 5,000 and 10,000
meters are covered.
B.1. Starting
 The runner just stands behind the starting line, the toes of the front foot
not touching the line, bend the trunk and assumes the running position.
 The starter will only give the signal “Go.”
B.2. Stride.
 In the running distance and middle distance, running is built on the
conservation of energy and energy distribution.
 The trunk is straighter than in sprint, and the stride is shorter and more
rhythmic.
 The arm and leg action is less vigorous, and the hands are carried lower
and are more relaxed. The knee action is not so high, and the foot may
land with either a ball-heel or heel-ball landing.
B.3. Coast
 This is the time when the runner glides after he has gained the maximum
speed, maybe after 200 meters from the start.
 The runner concentrates on relaxing by lowering the arms, breathing,
and changing the length of the stride.
B.4. Finish
47
 This is the making of speed on the last one-fifth of the race.
 In the last few meters, he makes the sprint.
C. Hurdles
The events are the following:
 100 meter high hurdles for girls
 110 meter high hurdles for boys
 200 meter low hurdles for girls
 400 meter low hurdles for boys
C.1. Starting
 Starting holds as in sprinting.
 Stride to the first hurdle. Most high hurdles take eight steps to the first
hurdle and three steps between hurdles.
 For girls’ low hurdles, ten steps are taken for the first hurdle and three
steps between. To hit the proper take-off, the strike nay is lengthened or
chopped.
C.2. Hurdle Clearance
 The form of hurdling should be observed. The front foot or lead leg is
thrown straight forward, barely clearing the hurdle, knees slightly bent,
toe up.
 This action is accomplished by a forward thrust of the opposite arm or
both arms, which helps the body lean. The trailing leg would place the
upper leg, lower leg, and the foot parallel to the top of the barrier,
forming three right angles.
C.3. Finish
 After the last hurdle, the hurdler becomes a sprinter and drives for the
tape.
D. Relay
The relays in this event are the 4 x 100 meters and 4 x 400 meters.
D.1. Baton passing

 A baton is carried on the left hand to give it into the right hand of the
next runner. When received, it should be changed to the new runner’s
left hand within the 20 - meter exchange zone.
D.2. Placing of runners.
 Runners are placed in such a way that the second-best runner is the first
runner, the slowest, the third-best, and the last, the best runner.
48
Learning Activities
Activity 1 Paint Me A Picture and Run!
Directions: After learning the fundamental skills above, take a photo/screenshot
WHEN IN POSITION from the Start, Stride, and Finish position for the Sprints, Hurdle,
and Relay. You may or not revise the equipment to be used. Print those pictures, label,
and paste it on an A4 bond paper. Put it in an A4 brown folder. (You can use fastener or
slide)
Activity 2 Mark, Set, Go!

Directions: Make a video from the start-up to finish in a 100 - meter sprint. Be sure
that time is also seen and recorded. Submit it to my messenger individually. Do not
forget to put your name and section and wear proper attire. Choose a 100 - meter area
in your place free from obstructions to avoid injuries while performing running
activities. Only one (1) trial is allowed.
49
Learning Outcomes
1. Demonstrate properly lead up games; and
2. Create a game proposal applicable to everybody during this pandemic.
50
Lead – up Games
Lead up games are very important for you to acquire the skills you need for
playing major games directly. Mastering those skills is part of following the correct
techniques that will make you become an excellent player in the relevant competition.
Further playing will be led up to games and helps to improve the physical fitness that is
required for playing or games as well as to perform your day to day activities. Not only
that, playing lead up games also helps improve one’s mental and social fitness too.
 Special features of the lead-up games

The rules of the lead-up games are simple

These games can be played with or without the use of equipment

Activities can be designed to suit the availability of space and facilities.

They provide enjoyment and combined with the experience of
competitiveness
 Activities can be designed to suit the availability of space and facilities
 They provide enjoyment combined with the experience of
competitiveness
 Activities can be designed according to preference
 How is the physical, mental, and social fitness improved by playing lead up
games?
 Physical
 Helps to build endurance
 Acquires training in techniques of the major games
 Builds up fitness required for day to day activities
 Mental
 Provides enjoyment and pleasure
 Creates interest in taking part in major games
 Encourages to design sports activities
 Develops the ability to accept both victory and defeat
 Builds up confidence required for facing competitions in major
games
 Builds up self - discipline
 Social
 Develops team spirit
 Develops the ability to be cooperative
 Helps develop skills needed for undertaking the responsibility
 Develops leadership
 Bits of help learn to respect the views of others
 Develops interpersonal relationships
 Develops the ability to work following relevant rules
 Knows to be considerate about the safety of others
Note: Lead up games can be with or without an equipment
http://www.e-
thaksalawa.moe.gov.lk/moodle/pluginfile.php/38747/mod_resource/content/1/Eg8_Hel_Chapter07.pdf
51
Learning Activities
Activity 1 Creeping and Running!
Directions: (An example of a lead – up game)
In your area, find at least six (6) persons (may or may not be your classmates) and play
Creeping and Running. Two groups will be formed and arrange in a column facing each
other. The distance between teams is 5 meters. The procedure on how to do it is stated
below. Provide video while doing this activity. Send it to my messenger, and don’t
forget to write your names. Include also who would be the winner, for they will be
given 20 points.
 The procedure of the Game:
52
On receiving a signal given, the first student of each team standing close to line
A turns about, runs to line B, and gives a touch on the back of the first student of his
team standing close to line B. Then he turns back and runs to line A, touch at the back
of the next student standing close to line A. This process is continued until all the
students of each team have completed this activity. The team to complete it first
becomes the winners.
 Rules of the Game
1. The student standing in the lines should not turn back and look at the student
who is running
2. The student should start running only after receiving the touch on the back.
3. Running should not be started being within the area between the two lines.
4. The student should start running only after receiving the touch on the back.
5. Running should not be started being within the area between the two lines.
Activity 2 My Own Lead – up game

Directions: Create a lead – up game proposal applicable in your locality. It may have
equipment or not. Provide the procedure and the rules on how to play it. Write it in an
A4 bond paper. Submit it through group chat at messenger. Follow the format below:
Name: ________________________________
Section: ________________________________
Title of the Game: _____________________________
Procedures: ________________________________
Rules: ________________________________
Approved: ________________________________
Disapproved: ________________________________
Note: If your teacher will approve this proposal, then you perform it and provide video
while playing. Please stay tuned with the dates.
Post test
1. Which statements are the best features of the lead-up games?
a. Activities can be designed to suit the availability of space and facilities.
b. Rules of the lead-up games are complicated
c. These game cannot be played without the use of equipment
d. All statements are the best
2. How is the physical fitness improved by playing lead up games?
a. Does not Help to build endurance
b. Acquires training in techniques of the major games
53
c. Builds up fitness required for year activities
3. Which of the following statements are TRUE about improvements of the mental
fitness by playing lead up games?
a. Provides enjoyment and pleasure
b. Creates interest in taking part in major games
c. Encourages to design sports activities
d. All of the above
4. How is social fitness improved by playing lead up games?
a. Develops team spirit
b. Develops the ability to be cooperative
c. Helps develop skills required for undertaking the responsibility
d. All of the above
5. Why lead up games is essential?
a. For you directly acquire the skills you need for playing major games
b. Mastering the skills will help you become an excellent player
c. It helps improve one’s mental and social fitness
d. All of the above
6. This type of distance run covered 3,000, 5,000, and 10,000 meters?
a. Sprints b. middle distance c. relays d. running distance
7. A skill of running events that, in the last few meters, the runner makes the
sprint?
a. Running distance b. relays c. middle distance d. sprints
8. Which of the following is a NOT event in hurdles?
a. 300 meter high hurdles for girls c. 110 meter high hurdles for boys
b. 100 meter low hurdles for girls d. 400 meter low hurdles for boys
9. The type of running events that performed the 4 x 100 meters and 4 x 400
meters?
a. Relays b. sprint c. run d. middle distance
10. Which of the following is not part of fundamental skills in running events for
girls?
a. Sprint b. relay c. hurdles d. run
Unit 4
Learning Contents:
54
1. Basic skills in throwing and jumping events
2. Lead up games for throwing and jumping events
Learning Outcomes:
1. Execute the fundamental skills properly in throwing and jumping events.
2. Perform lead – up game in a competitive way for throwing events.
Many students enjoy the game aspect of sports but

don’t enjoy practicing isolated skills.
Typically, students become more
interested in learning if they play in game-like
scenarios. Therefore, lead-up games provide an opportunity for students to
practice skills in a simulated game situation. The combination of games and
drills provides optimal learning experiences for the students. While most of these
activities are designed to be used in limited spaces such as the classroom,
teachers must use professional judgment and discretion when selecting
activities.
In this unit, lead – up games for throwing events will be introduced and
done by students at home. This will help them cope with the “new normal” that
the world is facing. This will enable them to do some throwing events, but
modified ways through these lead 0 up games. Since everything is limited, the
situation may not be the reason that an individual can do physical activities,
which is very important to everybody’s health. Directions are stated clear lt in this
unit to help the students perform and enjoy while staying at home.
Pre – Test
1. What muscles are used for shot put throw?
a. quadriceps, hamstrings and gluteus Maximus muscles
b. Biceps, triceps, and gastrocnemius muscles
c. Hamstrings, quadriceps, and biceps muscles
d. All of the above
2. Which of the following statements is TRUE between shot put and discus throw?
55
a. The discus thrower focuses on the area while shot put the focus on the ball
b. Discus throwers focus on having the disc come out a flat while, Shot
put throwers to hold the ball correctly.
c. The discus thrower focuses on the position while the shot put the focus on the
distance
3. What is the longest discus throw ever?
a. 74.08 meters b. 86.74 meters c. 96. 43 meters d. 65.23
meters
4. How heavy is the shot put ball?
a. 6.23kg for men, 5kg for women c. 7.26kg for men, 4kg for women
b. 8.25kg for men, 7.21 kg for women d. 8.21 kg for men, 7.25 kg for
women
5. What are the three grips for javelin throw?
a. The first finger, second finger, and the thumb
b. The V grip, the second finger, and third finger
c. The V grip, the second finger, and thumb with the first finger going down
d. The V grip, the second finger, and thumb with the first finger going up
6. Is javelin thrower called?
a. Javelineer b. Javelin c. Javeline crew d. Javelin
throw
7. Which of the following statements stated the difference between a high jump and a long
jump?
a. The high jump means a fully vertical upward jump in which the height of the jump is measured
b. The long jump means a high jump aiming at crossing long horizontal
c. The high jump is for men, and long jump is for women
8. What are the four main components of a long jump?
a. The run, the two strides, take off and action in the air
b. the approach run, the last two strides, take off and act in the air, and landing
c. the starting position, strides, jump, and landing
d. none of the above
9. Which of the following are the techniques in the high jump?
a. The L, curve, and flared approach c. The J, spread, and hook approach
b. The J, flared, and curve approach d. Curve, straight, and hook
10. What is the longest long jump ever?
a. 9.80 b. 9.10 c. 8.75 d. 8.90
56
Learning Outcomes
1. Execute the fundamental skills properly in throwing and jumping events; and
2. Perform throwing and jumping activities using modified equipment.
Throwing Events
A. Shot Put
A.1.Grip
 Hold the shot with the first, second, and third fingers at the shot; the
thumb and little finger maintain the support.
A.2. Initial stance
 Take position at the back of the circle with the right foot pointing to the
rear of the circle, the back facing the direction of the throw, weight on
the right foot and knee slightly bent.
 The left leg is out toward the toe board.
 The shot is held above the right shoulder.
A.3. Glide
 Start the hop by bending forward at the waist, lifting the leg, and
cocking it in the forward position.
 Thrust left leg to the rear and hop backward on the right foot.
 Keep the body moving and turning left in the direction of the toe board.
 Step on left foot, and in one upward as right leg pushes backward.
A.4.Delivery
 Impart a forward and upward thrust with left arm as the shot is allowed
to roll from palm to fingers.
 Deliver the final force to the shot with a flick of the right wrist.
 To put should travel out past the eyes, and the sights and hand should
follow through in the direction of the throw.
A.5. Recovery
 The putter stays in the circle after the throw by executing a reverse,
which is a snappy exchange of the feet positions and a cutting downward
and backward of the left arm.
Reminder
Each competitor is allowed three trials in the finals; in a massive
competition, an initial set of three attempts is used to determine the finalist.
The best effort of the competitor in either the trial or the finals is credited to
the player in determining his final standing.
57
B. Discus Throw
B.1. Grip
 The discus is held in the right hand. The fingers are spread wide with the
thumb flat against the side of the discus.
B.2. Initial stance
 The thrower stands with feet parallel to the back of the circle r with
heels to the back, facing the direction of the throw.
 His weight is balanced as he starts his preliminary swings.
B.3. Preliminary swing
 Bring discus down and behind the body in a pendulum movement,
allowing left arm to swing up and across the body.
B.4.Movement across circle
 Starts the spin by stepping the left leg backward toward the center of the
circle while pivoting on the right foot. Now swing right foot in front of
the body while left foot pivot then steps right foot forward with the
body, making a ¾ turn counterclockwise. The body should be kept low.
B.5.Delivery
 The right leg is straightened, the right hip thrust forward, and trunk
twisted rapidly to the left, followed by a whipping around the sling-like
throwing arm.
 The discus should spin off the index finger at approximately a 40-degree
angle. It should also be spinning, not wobbling.
B.6. The final movement
 It is the reverse that comes as a follow-through to the throw.
 The position of the feet is reversed after the toss.
Reminder
To qualify as a legal throw, the discus must land on the throwing sector
formed by 2 lines extending out in a 60® angle from the center of the throwing
circle.
C. Javelin Throw
C.1.Grip
 The thrower grasps the shaft at the rear of the cord so that the middle
finger encircles the shaft with one half of the finger on the cord and one
half on the wood of the shaft and the fingertip barely touching the
thumb.
 The third and fourth fingers are wrapped securely around the shaft, and
the index finger is free. The javelin rests in the palm.
C.2. Carry
58
 The javelin is carried over the shoulder with the point slightly down, or
the point of the javelin is slightly up.
C.3. Approach
 The thrower starts slowly, and with abounding and relaxed stride,
increases his speed as he approaches the take-off boards. The javelin
movement is synchronized with the leg action.
C.4.Footwork.
 Step one is planting the right foot straight ahead.
 Step two is planting the left foot, pointing to the right.
 Step three is crossing over the left foot with the right and planting it,
pointing to the right, parallel to the take-off board.
 Step four is a long step, bringing the left foot in the direction of the
throw and the body into throwing.
C.5. Throwing position
 The throwing arm reaches back and is fully extended to the rear, the
right shoulder, dipped, and the body, cocked back at the waist.
C.6. Throw, release, and recovery.
 The throw starts as the left foot is about to strike the ground.
 Simultaneously the arm starts forward, the shoulder twists, the right leg
is sharply extended, and the body lunge starts.
 The release is made above just in front of the shoulder. The angle release
for the javelin is approximately 45 degrees.
Jumping Events
D. High jump
D.1. Flop
 This is a method of high jumping in which the athlete goes over the
backward, head first, and lands on his back.
D.2. Western roll
 The take-off foot or left foot lands flat-footed about 90cm from the bar,
the outside foot is kicked upward and forward, the arms are thrown up,
and the head and shoulders are thrown back just as a powerful spring is
made from the inside foot.
 The outside leg goes up, and over the bar, the left leg is flexed and
brought up to the right, the body rolls over on the left side, and the hips
are thrown up to give the jumper a layout on his left side.
 The landing is made on the left foot.
E. Long Jump
E.1. Approach.
 The distance varies with the individual jumper.
 It may be 8 to 10 meters. Mark the strides from the board and work it
out, utilizing trial and error.
59
E.2. Take-off
 The last two strides are shortened in a gather for the jump. He hits the
jumping board flat-footed in a hard stamp under the body.
 The free leg is kicked forward; the take-off leg is forcefully straightened
and pushed backward, and the arms are vigorously synchronized with
the leg to lift the body.
E.3. The flight
 It can be running in the air on the hitch-kick, and upon landing, both
legs should be brought together.
 In the knee tuck, the jumper brings his take-off leg and assumes a sitting
position.
E.4. Landing
 It can be a forward roll or a turn to the side opposite the take-off foot.
60
Learning Activities
Activity 1. Throw, Jump, and click!
Directions: After learning the fundamental skills above, take a photo/screenshot
WHEN IN POSITION in throwing and jumping events. You may or not revise the
equipment to be used. Print those pictures, label, and paste it on an A4 bond paper.
Put it in an A4 brown folder. (You can use fastener or slide. Submit the hard copy.
Activity 2. Record Me While Throwing.

Directions: You’ve already learned from previous lessons the equipment used in
these events. Take videos while performing the throwing and jumping events. You may
modify the equipment. Submit your output to our Facebook group. (See rubrics for
video presentation)
61
Learning Outcomes
A. Perform lead up games for throwing and jumping events through
competition; and
B. Create a video newscasting about the game.
Total Jump
Procedures:
Formation: Form equal teams in columns (by pairs), 10 meters apart.
Station the first players on the starting line.
Game: At a signal, the first player in each column makes a

standing long jump. The second player makes his jump from the
point nearest the starting line, where any part of the first
contestant’s body touched the ground. Thus, the contestants
continue until all players have jumped. After jumping, each
contestant remains where he lands until the next contestant
locates his take-off mark. The team to complete the task will be
the winner.
LeapFrog
Procedures:
Formation: Form equal teams in columns 1 meter apart. Station
individual players about three apart. All players except the last
one in each column shout bend forwards, feet apart, hands and
knees, elbows straight. They thus form a row of “Backs.”
The Game: At a signal, the last player takes a few quick steps, springs,
places his hands flat on the first “Backs,” and jumps over the
player. The previous player continues jumping over the “Back” in
turn until he reaches the head of the column. He then becomes a
62
“Back” at a distance of three meters in front of the last player he
jumped. When all players have had a tum and when starting,
jumper thus is again at the end of the line; he repeats his leaps
and, upon reaching the head of the column again, he raises his
hand to indicate that his team has finished. The winner is the first
team to complete these activities.
Modified Shot Put Relay
Procedures:
Formation: Form 4 teams of any number. You can use modification or a
medicine ball for the iron shot. The first person of every team will
throw as far as they can. Then followed by the next person and so
on. Measure the distance of each player. The team who
collectively throw the put the farthest will be the winner.
63
Learning Activities
Activity 1 Lead up Games Competition
Directions: Perform the following lead- up games for jumping and throwing events.
This is a competition type of game. The winner will get a score of 20 points, and the
loser will have 15 points. Take videos while doing so for monitoring purposes only.
Submit it to the group chat messenger account.
Activity 2: Be My Reporter
Directions: Make a newscasting video about the Lead Up games. Act like a reporter.
Record it and post it to your personal Facebook account. After posting the newscasting
video, send the link to the group chat messenger account.
64
Post test
Directions: Read and analyze the following statements and choose what type of
jumping and throwing events. Write only the letter in the space provided.
A. Shot put B. Discus throw C. Javelin throw D. High jump E. Long jump
1. ______ Hold the shot with the first, second, and third fingers at the back
of
the shot; the thumb and little finger maintain the support.
2. ______ It is held in the right hand. The fingers are spread wide with the
thumb flat against the side of the discus.
3. ______ The thrower grasps the shaft at the rear of the cord so that the
middle
finger encircles the shaft with one half of the finger on the cord
and one half on the wood of the shaft, and the fingertip is barely
touching the thumb.
4. ______ This is a method of high jumping in which the athlete goes over
the
backward, head first, and lands on his back.
5. ______ The distance varies with the individual jumper.
6. ______ The throwing arm reaches back and is fully extended to the rear,
the
right shoulder dipped, and the body cocked back at the waist.
7. ______ The thrower stands with feet parallel to the back of the circle r
with
heels to the back, facing the direction of the throw.
8. ______ The left leg is out toward the toe board.
9. ______ Start the hop by bending forward at the waist, lifting the leg, and
cocking it in the forward position.
10. ______ It Brings down and behind the body in a pendulum movement,
allowing the left arm to swing up and across the body.
11. ______ It is carried over the shoulder with the point slightly down.
12. ______ The outside leg goes up, and over the bar, the left leg is flexed
and
brought up to the right, the body rolls over left side, hips are
thrown up to give the jumper a layout on his left side.
13. ______ The putter stays in the circle after the throw by executing a
reverse
65
a snappy exchange of the feet positions and a cutting downward
and backward of the left arm.
14. ______ The right leg is straight forward, the right hip thrust forward, and
the
trunk twisted rapidly to the left, followed by a whipping around
of the sling-like throwing arm.
15. ______ It can be running in the air on the hitch-kick and upon landing,
both
legs should be brought together.
REFERENCES
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Introduction - Very Short Introductions.

https://www.veryshortintroductions.com/view/10.1093/actrade/9780199688340.001.0001/act
rade-9780199688340-chapter-1
Competitive Sports | Sports, and Recreation.

https://nicole10nsportsandrecreation.wordpress.com/competitive-sports/
6 reasons why sports is important in a student's life | JHS. https://www.jhs.ac.in/6-reasons-

why-sports-is-important-in-a-students-life.php
10 BENEFITS OF SPORTS FOR STUDENTS – SPORT AND STUDY. http://sportandstudy.org/10-

benefits-of-sports-for-students/
Sports – Zamung Kor. https://zamungkor.org.pk/sports/
www.prashantigroup.com. http://www.prashantigroup.com/default59.aspx
Individual Sport.docx - Individual Sports 1 Introduction ....

https://www.coursehero.com/file/36726936/Individual-Sportdocx/
66
APPENDICES
I. KEY ANSWERS
Unit 1 Unit 2 Unit 3 Unit 4

Pre-test Pre-test Pre-test Pre-test
1. D 1. A 1. D 1. A
2. C 2. D 2. A 2. B
3. D 3. D 3. A 3. C
4. C 4. D 4. B 4. C
5. C 5. C 5. D 5. D
6. D 6. D 6. C 6. A
7. C 7. B 7. A 7. A
8. B 8. C 8. A 8. B
9. A 9. B 9. D 9. C
10. A 10. A 10. C 10. D
Post-test Post-test Post-test Post-test
Note: The Matching Type 1. A 1. A
answers to this 1. E 2. B 2. B
test will base 2. A 3. D 3. C
on the 3. C 4. D 4. D
understanding/ 4. B 5. D 5. E
learning of the 5. H 6. B 6. C
students 6. I 7. C 7. B
7. D 8. A 8. A
8. G 9. A
9. F 10. B
10. J 11. C
True or False 12. D
67
1. True
2. False
3. True
II. RUBRICS
1. Collage making Rubric

CATEGORY 4 3 2 1
All of the graphics or Most of the graphics Only a few graphics None of the graphics
objects used in the or objects used in or objects reflect or objects reflects
Creativity collage reflect a the collage reflect student creativity, student creativity.
degree of student student creativity in but the ideas were
creativity in their their display. typical rather than
display. creative.
Graphics are cut to 1-2 graphics are 3-4 graphics are Graphics are not an
an appropriate size, lacking in design or lacking in design or appropriate size
shape and are placement. There placement. Too shape. Glue marks
Design arranged neatly. may be a few much background is evident. Most of the
Care has been taken smudges or glue showing. There are background is
to balance the marks. noticeable smudges showing. It appears
pictures across the or glue marks. little attention was
area. Items are given to designing
glued neatly and the collage.
securely.
Much time and Class time was used Class time was not Class time was not
effort went into the wisely. Student always used wisely. used wisely and the
Time and Effort planning and design could have put in student put in no
of the collage. It is more time and additional effort.
clear the student effort.
used class time
efficiently.
The student gives a The student gives a The student gives a The student's
reasonable reasonable fairly reasonable explanations are
Attention to explanation of how explanation of how explanation of how weak and illustrate
68
Theme every item in the most items in the most items in the difficulty
collage is related to collage are related collage are related understanding how
the assigned theme. to the assigned to the assigned to relate items to
For most items, the theme. For many of theme. the assigned theme.
relationship is clear the items, the
without explanation. relationship is clear
without explanation.
Completely conveys Reasonably conveys Somewhat conveys Does not convey

message of collage message of collage message of collage message of collage
Formulation of the as it relates to as it relates to as it relates to as it relates to
meaning personal style personal style personal style personal style
choices. choices. choices choices
Total Grade: _________/20

2. Rubrics for Artwork
Criteria 4 3 2 1
All of the Some of the Few of the
Important details Important details Important details Contents have
and information and information and information nothing to do with
Concepts and
are clearly defined are clearly defined are clearly defined the assigned topic
ideas
Few of the
Lay - out and All information are Some of the information are Lay out and
focused and can information are not focused and designs are not
design
easily identified focused and can but can easily properly made
easily identified identified
Very organized and
attractive to see, Colors are not
colors are good given importance No harmony of No colors
Attractiveness
colors
Not all of the
Originality All of Activities are activities are based Not related to the
based on the from the previous previous No basis
previous assessment assessment
assessment
3. Rubrics for Video Presentation
Criteria 4 3 2 1
It covers all the
topics in depth It includes basic
with details and knowledge about It includes The content
examples. The the topic. The essential includes minor
knowledge of the content seems to information about details.
Content topic is excellent be good. the topic.
It shows ideas from
It shows great other people than
originality. The It shows certain family members. Uses ideas from
ideas are creative originality. There is little other people other
and original evidence of than family
Originality original ideas. members
69
The quality of the
Over all clarity of video is not very The quality of the
videos and the Most of the videos good but the over - focus and the focus
Clarity of videos
focus are excellent. and the focus are all focus was are not very good.
excellent. excellent.
A lot of different Several or 3-4 One or two
shots, angles, different shots, different shots, Little effort has
sounds and angles, sounds and angles, sounds and been made to
zooming providing zooming providing zooming providing provide variety in
Interest of variety in the variety in the video variety in the video the video.
videography video.
Total Score: ______________________
4. Rubric in Opinion Writing

Criteria 4 3 2 1
Has a strong Lacks an

introduction and Has a strong Has an introduction or
conclusion with an introduction introduction or a conclusion with
opinion. Groups and/or conclusion conclusion with an an opinion. Ideas
ideas into at least with an opinion. opinion. Uses at do not flow
Introduction/Con
three well-formed Groups ideas into least three throughout
clusion with
paragraphs using at least three well- paragraphs. Most paragraphs. Does
Opinion Format transitional words formed ideas flow not contain at
and statements. paragraphs. throughout least three
paragraphs. paragraphs.
Clearly states Clearly states Somewhat states Does not state

reasons that are reasons that are a reason(s) that is any reasons that
easy to identify easy to identify. easy to identify. are easy to
and it is well Follows their Follows most of identify. Does not
Reasons
written. Follows opinion their opinions follow their
their opinion throughout the throughout most opinion
throughout the essay. of the essay. throughout the
essay without essay.
wavering.
Uses specific Uses specific Uses general Nice try.
Evidences evidence to evidence to evidence from the

support opinion support opinion text(s) to support
Uses no or very
and explain and explain opinion and
or thinking. explain thinking.
little general
thinking. Uses
Can be from evidence from
factual
Examples information to writer's mind, not the text(s) to
further support factual evidence. support opinion
opinion. and explain
thinking.
70
Little or no errors Some errors occur Many errors occur Many errors
occur in spelling, in spelling, in spelling, occur in spelling,
punctuation and punctuation and punctuation and punctuation and
Mechanics grammar, but they grammar, but they grammar, that grammar, that
do not interfere do not interfere somewhat greatly interfere
with meaning. with meaning. interfere with with meaning.
or
Uses precise Uses some precise meaning. Uses few Uses little to no
language and language and precise languages precise language
Grammar linking words to linking words to and linking words and linking words
connect ideas. connect ideas. to connect ideas. to connect ideas.
Total Score: ______________________
III. COURSE SYLLABUS
71
Authors’ Profile
Mary Joan De café Eta is Instructor III and currently the Sports
Coordinator at JH Cerilles State College's main campus. She
finished her Bachelor of physical education at Mindanao State
University Marawi City and Masters in Education major in
educational management at Saint Columban College. She is currently taking her second
Master's degree in Physical Education at Mindanao State University Marawi City.
She is teaching physical education for 21 years, a mother of two kids, and a
lifetime member of the Philippine Folk Dance Society.
Joseph Bayani Salimbangon is Instructor I and the Buswak Dance Ensemble In-charge at
JH Cerilles State College, a cultural educator scholar given by the National Commission
for Culture and Arts. He finished several undergraduate courses such as Associate in
Computer Technology at JH Cerilles State College, Bachelor of Science in Nursing at
Medina College, and Bachelor of Secondary Education Major in Music, Arts, Physical
Education and Health at Western Mindanao State University. He finished his Masters in
Education major in cultural education at La Salle University – Ozamis City. He is taking
his doctoral degree in physical education at Mandaue City College, Cebu.
He is a member of the Zumba Instructors Network and a lifetime member of the
Philippines Folk Dance Society.
72

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PREFACE

Lesson 8 Lead – up Games 59

What is ‘sport,’ and why has the urge to run or jump, to

2. Which of the following is not a social benefit of sports participation?

3. How do sports benefit people?

4. What is the benefit of social play?

5. As an adolescent, their concerns and beliefs evolve the concept of fairness.

6. Which socio-cultural benefit of sports can increase feelings of self-esteem and

8. Regular physical activity can

9. The original meaning of the English word "sport" is _____.

10. The Greek word arete means, _____

Activity #1: Supply and Define.

My definition of sports is ………

Activity #2: Sports and Me.

Football Cycling Events

Individual Sports Dual Sports Team sports

Activity 2 Venn Me Good and Bad.

Activity 3 You are Beneficial.

1. The importance of sports – historically was based on skills prized by hunters,

2. Which of the following Track and Field events would be an excellent

The Facilities and Equipment

The Events of Track and Field

The Field Events

Activity 1 Track and Field is Fun

Activity 2 Pyramid of Time

Activity 3 Paired them Up

Activity 4 A Venn with Events

Activity 5 Coloured Drawing

a. Each participant is allowed to compete in three events, including relays.

Hurdle and Sprint Rules

Middle Distance Rules

Start: In distance events, there are no starting blocks; runners begin in

Race Walking Rules

Definition: Race walking is a progression of steps so taken that the walker

Implements: All implements used in competition must meet the exact

Activity 2 This is my Judgement!

When COVID-19 arrived in the Philippines, sports went

A. Sprints. This is a run at top speed for a given distance.

A.1. Starting Position

D.1. Baton passing

Activity 2 Mark, Set, Go!

 The procedure of the Game:

 Rules of the Game

Activity 2 My Own Lead – up game

Many students enjoy the game aspect of sports but

Activity 2. Record Me While Throwing.

Game: At a signal, the first player in each column makes a

([ CITATION AQU84 \l 1033 ]

Introduction - Very Short Introductions.

Competitive Sports | Sports, and Recreation.

6 reasons why sports is important in a student's life | JHS. https://www.jhs.ac.in/6-reasons-

10 BENEFITS OF SPORTS FOR STUDENTS – SPORT AND STUDY. http://sportandstudy.org/10-

Sports – Zamung Kor. https://zamungkor.org.pk/sports/

Individual Sport.docx - Individual Sports 1 Introduction ....

Unit 1 Unit 2 Unit 3 Unit 4

1. Collage making Rubric

Completely conveys Reasonably conveys Somewhat conveys Does not convey

Total Grade: _________/20

4. Rubric in Opinion Writing

Has a strong Lacks an

Clearly states Clearly states Somewhat states Does not state

Uses specific Uses specific Uses general Nice try.

Evidences evidence to evidence to evidence from the