Health Optimizing

Physical Education 2
2nd Semester - Module 1
Individual/Dual and Team Sports

This Photo by Unknown Author is licensed under CC BY-SA

Health Optimizing Physical Education 2 – Grade 11
Alternative Delivery Mode
2nd Semester - Module 1: Individual/Dual and Team Sports
Revised Copy, 2021

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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Development Team of the Module

Writer / Compiler : Jonathan E. Olofernes, TIII, CC Don Carlos A. Gothong MNHS

Editors : Cindy O. Perigo, Ed. D. Principal 2, City Central High School

Egmedio Avendanio Jr., MT1, CC Don Carlos A. Gothong MNHS
Wilson C. Gonzales, TIII, CC Don Carlos A. Gothong MNHS

Reviewer : Renezar T. Ferolino

Division MAPEH Coordinator

Management Team : Rhea Mar A. Angtud, EdD

Schools Division Superintendent
Bernadette A. Susvilla, EdD
Assistant Schools Division Superintendent
Grecia F. Bataluna
Chief, Curriculum Implementation Division
Luis O. Derasin Jr., EdD
EPSvr AP, Senior High School Coordinator
Vanessa L. Harayo
EPSvr, LRMDS
Renezar T. Ferolino
Division MAPEH Coordinator

Printed in the Philippines by: DepEd Cebu City Division, RO7

Office Address: New Imus Road, Cebu City
Telefax: (032) 2551516/328-2020
E-mail Address: cebucity@deped.gov.ph

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 11

Health Optimizing
Physical Education 2
2nd Semester - Module 1
Individual/Dual and Team Sports

ii
Introductory Message
For the facilitator:

Welcome to the Health Optimizing Physical Education (HOPE) 2 Alternative Delivery

Mode (ADM) Module on Individual/Dual and Team Sports!

This module was collaboratively designed, developed, and reviewed by teachers from
public schools to assist you in meeting the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Health Optimizing Physical Education 2 First Quarter Lessons on

Individual/Dual and Team Sports.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you, as a learner,
are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

This part includes an activity that aims to

What I Know check what you already know about the
(Pretest) lesson to take.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a story,
What’s New
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity, or a situation.

This section provides a brief discussion of

What is It the lesson. This aims to help you discover
(Discussion) and understand new concepts and skills.

This section provides activities which will

What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled in to
(Generalization) process what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or
(Enrichment Activities) skill into real life situations or concerns.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
(Posttest) competency.

This contains answers to the following:

• What I Know
Answer Key
• What’s In
• What’s More

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At the end of this module you will also find:

References This is the list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you, students, in mind. It is here to help
you achieve optimum health through active engagement in dance. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the Most Essential Learning Competencies (MELCs) released by the
Department of Education (DepEd) for this school year 2020 – 2021.

__________________________________________________________________________________

The 1st Quarter is divided into 4 lessons, namely:

• Lesson 1- Categories of Sports and Their Nature (Managing Stress Through Sports)
• Lesson 2- Badminton Skills
• Lesson 3- FITT Principle
• Lesson 4- Strength Training for Sports

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 Second Semester – Module 1
Lessons 1 - 4
Individual/Dual and Team Sports

Quarter : First Quarter

Content Standard : The learner demonstrates understanding of sports in

optimizing one’s health as a habit; as requisite for
physical activity assessment performance, and as a
career opportunity.

Performance Standard : The learner leads sports events with proficiency and
confidence resulting in independent pursuit and in
influencing others positively.

Competencies : 1. Describes the role of physical activity assessments in

managing one’s stress (PEH11FH-IIf-5)

2. Self-assesses health-related fitness (HRF) status,

barriers to physical activity assessment participation
and one’s diet (PEH11FH-IIg-i-6)

3. Sets FITT goals based on training principles to achieve

and/or maintain HRF (PEH11FH-IIi-j-7)

4. Engages in moderate to vigorous physical activities

(MVPAs) for at least 60 minutes most days of the week
in a variety of settings in and out of school (PEH11FH-
IIa-t-8)

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 What I Know

Instructions: Read the items carefully. Write the letter of the correct answer on a
separate sheet of paper. On your paper, write your complete name,
grade, and section.

1. The following statements are correct about sports, EXCEPT:

A. Sports improve physical ability and skills while providing enjoyment to
participants, and in some cases, entertainment for spectators.
B. Sports are activities that require nonphysical actions and skills performed
under a set of rules.
C. Sports include all forms of competitive activity or games.
D. Sports improve cardio-respiratory function.
2. Choose a sport that is best played in singles or doubles category.
A. football B. hockey C. soccer D. table tennis
3. Choose a sport that is best played in teams.
A. arnis B. basketball C. boxing D. fencing
4. The following are individual sports, EXCEPT:
A. sepak takraw B. judo C. kickboxing D. muay thai
5. Which of the following statements is correct about stress?
A. When people have the resources to cope with a situation, they get
stressed.
B. Stress is a physical response experienced on encountering a threat.
C. There are bodily signals that result from stress.
D. All human beings have the same stressors.
6. Which of the following statements about sports and stress is correct?
A. Physical activity triggers brain chemicals that make you feel happier and
more relaxed.
B. There are no social benefits in joining team sports.
C. Physical activities such as sports cause more stress.
D. Physical activity triggers anxiety.
7. The following statements are correct about sports and concentration,
EXCEPT:
A. Engaging in sports three to five times a week for at least 30 minutes is
beneficial to us.
B. Regular physical activity helps keep your key mental skills sharp as you
age.
C. Sports can help improve critical thinking skills.
D. Sports have no mental health benefits.
8. The following statements are true about sports and stress, EXCEPT:
A. When you are physically active, your mind is focused on daily stressors.
B. When you are physically active, your mind is distracted from daily
stressors.
C. Endorphins are natural mood lifters that are triggered by physical
activities.
D. Exercise reduces the levels of stress hormones in your body.

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 9. What FITT principle refers to the number of times an individual engages in a
week?
A. Frequency B. Intensity C. Time D. Type
10.The following statements are correct about sports, EXCEPT:
A. People engage in sports both for health purposes and entertainment.
B. Sports help in managing stress and depression.
C. There are 3 sports categories.
D. All sports are extreme physical activities.
11. Why is it important to observe proper etiquette in playing sport?
A. So you won’t be given a warning and be expelled.
B. To play effectively and avoid accidents and injuries.
C. In order to become professional athletes.
D. To prove you are educated.
12. Cardiorespiratory fitness development involves four FITT elements. What are
these elements?
A. Fitness, Inertia, Time, Technique C. Frequency, Intensity, Time, Type
B. Fit, Individuals, Tough, Tempers D. Frequent, Intensified, Total, Type
13. “Doing more than normal” is a principle of physical activity that
applies_____________.
A. Principle of Progression C. Principle of Specificity
B. Principle of Reversibility D. Overload Principle
14. In Badminton game, when your opponent hits a drop shot, what stroke will
you apply to hit or return the shuttlecock?
A. Underarm stroke C. Sidearm stroke
B. Overhead stroke D. Forehand stroke
15. What type of stance will you apply when you make a drop shot?
A. Attacking stance C. Net stance
B. Defensive stance D. Side stance

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 Categories of Sports
Lesson 1 and Their Nature
Week 1 and 2
(Managing Stress Through Sports)

What I Need to Know

At the end of the session, you will be able to:

• describe the different types of sports under their categories and nature;
• create an awareness on how the different categories of sports are being
played; and
• perform different types of physical activities such as sports in managing
one’s stress.

What’s In

Activity 1: Say Whaaat??

Instructions: Answer the following questions by choosing your answer from the
choices provided inside the box. Write your answer on a separate
sheet. Label it as Activity 1.

1. What fitness component refers to the ability of

the muscles to exert maximum force in a single effort? * Flexibility
2. What fitness component refers to the ability of * Body
the heart, blood vessels, and the lungs to supply Composition
oxygen to the working muscles?
* Muscular
3. What fitness component refers to the amount Strength
of body weight that is fat compared to muscles, bones,
and other body tissues? * Muscular
Endurance
4. What fitness component refers to the ability
to move joints through its normal range of motion? * Cardiovascular
Endurance
5. What fitness component refers to the ability of the
working muscles to perform efficiently for
a long period of time?

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 What’s New

Stress is inevitable and eliminating it entirely from one’s life is impossible.

Changes in daily events are beyond any person’s capacity. However, one’s reaction
to stressful changes can be managed. Many of the physical symptoms of stress can
be managed through physical activity like sports. In this lesson, you will learn about
different types of sports and managing stress through sports.

What Is It

What is a Sport?

Definition:
Sport – an activity that requires physical actions and skills where individual
or teams compete under a set of rules.

Types of Sports
Individual sport – played by one participant on each competing side.
Dual sport – played by two competing pairs.
Team sport – played by three (3) or more players on each opposing sides.

There are some individual and

dual sports that can be played in
teams, depending on the tournament
and sponsoring sports organizations.

It is necessary to learn the

basics of each sport in order to
properly play the game. Nonetheless,
understanding how the game is played
is most essential.

In whichever sports, the

benefits of participating in a physical
activity is the most significant.

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Individual and Dual Sports

These Photos by an Unknown Authors are licensed under CC BY-SA

Individual and dual sports provide benefits that team sports do not. Aside
from providing development in terms of motor skills, agility, hand-eye coordination
and endurance, individual and dual sports combine physical fitness and mental
development. Unlike with team sports, a player's success or failure in individual
sports is totally dependent on his own ability. Individual sport athletes are completely
responsible for every play and cannot rely on the help of other teammates. This builds
coping skills and resilience while developing self-esteem and confidence.

Team Sports

These Photos by Unknown Authors are licensed under CC BY-SA

The dynamic of team sports is even more different than individual or dual
sports because of the cooperation and specialization of roles on teams. Being a part
of a team can be one of the most rewarding things a person can do. The camaraderie,
the character building, and of course, the teamwork, are just some of the positives
to being a part of a team. In team sports, teams must work together to win the game;
there's no single person who can carry the rest of the team themselves. And there is
nothing like watching a team come together for a big victory.

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 Managing Stress Through Sports
What is Stress?

Stress is a biological and psychological response experienced on encountering

a threat, which we feel we do not have the resources to cope with. A stressor is a
stimulus that causes stress, e.g. exam, death of a loved one, defeats, losses, etc.
Sudden and severe stress manifests through bodily signals such as an increase in
heart rate, difficulty in breathing, loss of appetite, excessive sweating, shaking and
sometimes even disorientation and weakness. Our body judges a situation and
decides whether it is stressful. Therefore, stressors and stress levels vary from person
to person.

How can sports help you manage your stress?

Stress can be managed in a lot of ways. By having a positive outlook in life

and by seeking the help of the people around you, overcoming stress will be a little
bit easier for you. Engaging into sports can also be a good way to overcome stress.
Here is how:

1. Sports can improve your mood.

Getting involved in a physical activity whether
playing sports, working out at a gym, or taking a brisk
walk, physical activity triggers brain chemicals that
make you feel happier and more relaxed. Team sports
provide a chance to unwind and engage in a satisfying
challenge that improves your fitness. They also
provide social benefits by allowing you to connect with
teammates and friends in a recreational setting.

2. Sports can improve your concentration.

Regular physical activity helps keep your key

mental skills sharp as you age. This includes critical
thinking, learning, and using good judgment.
Participating in this kind of activity three to five times a
week for at least 30 minutes can provide these mental
health benefits.

3. Sports can reduce stress and depression.

When you are physically active, your mind is

distracted from daily stressors. This can help you avoid
getting bogged down by negative thoughts. Exercise
reduces the levels of stress hormones in your body. At the
same time, it stimulates production of endorphins.
Endorphins may even leave you feeling more relaxed and
optimistic after a hard workout.

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4. Sports can improve your sleep habit.

Sports and other forms of physical activity

improve the quality of sleep. They do this by helping
you fall asleep faster, deepening your sleep. Sleeping
better can improve your mental outlook the next day,
as well as improve your mood. Just be careful not to
engage in sports too late in the day. Evening practices
within a few hours of bedtime may leave you too
energized to sleep.

What’s More

Activity 2: My Sport Engagement Plan

Instructions: Create your own sport engagement plan by filling in the table below.
Write your answers on a separate sheet of paper. Label it as Activity
2. (10 pts.)

Sport that Health-related Exercise

improves and Skill- Benefits of the chosen sport schedule
your chosen related (Suggested
fitness components exercise per
components to improve week is 3x.)

Health-related 1. __________________________ Day 1:

__________________________ Date: ________
_______________ Time: ________
2. __________________________
Name of sport __________________________ Day 2:
Date: ________
_____________ Time: ________
Skill-related 1. __________________________
__________________________ Day 3:
_______________ Date: ________
2. __________________________ Time: ________
__________________________

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 What I Have Learned

Activity 3: Let’s Reflect

Instructions: Take time to remember the things you learned from the lesson and
use them to complete the following statements. Label it as Activity 3.
In this lesson, I learned that:
1. Sport is ____________________________________________________________.
2. One thing that I need to consider in choosing a sport is
________________________________________________________________________.
3. The 3 types of sports are _______________________________________________.
4. I learned that stress is _________________________________________________.
5. I will manage my stress by _____________________________________________.

What I Can Do

Activity 4: Fill It In!

Instructions: Fill in each box with Advantages and Disadvantages of playing each
of the Types of Sports. Write your answer in a long size bond paper.
Share this to any member of the family. Label it as Activity 4.

INDIVIDUAL AND DUAL SPORTS

Advantages Disadvantages

TEAM SPORTS

Advantages Disadvantages

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 Activity 5: Play Your Stressors Out!

Instructions: Choose one individual, dual, or team sport. Then write down how
playing your chosen sport can help you manage your stress. Label it
as Activity 5.

Sport How it helps me manage stress

1.

2.

3.

4.

5.

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 Lesson 2
Week 3 and 4
Badminton Skills

What I Need to Know

At the end of the session, you will be able to:

• identify the basic skills in badminton;

• perform the basic skills through shadow play;
• assess the fitness level and performance after performing the basic
skills; and
• create a list of possible barriers that hinder you to perform physical
activities and find solutions on each of the barriers.

What’s In

Activity 1: Individual/Dual Sports vs. Team Sports

Instructions: Using the Venn diagram, classify the following sports listed inside the
box. Write your answer on a separate sheet of paper with your
complete name, grade level and section. Label it as Activity 1.
chess badminton boxing basketball
pole vault bowling table tennis volleyball
wrestling softball baseball fencing
taekwondo sepak takraw football ice hockey

Individual/ Team
Dual Sports Sports

Types of
Sports

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 What’s New

Activity 2: Tell Me What You Know!

Instructions: Observe the picture shown below and answer the given questions.
Write your answer on a separate sheet of paper. Label it as Activity 2.

This Photo by Unknown Author is licensed under CC BY-NC-ND

Questions:

1. What sport does the picture show?

2. Do you know how to play this sport? Share you experience in five
(5) sentences.
3. What are the movements applied or performed when you play this
sport? Write at least five (5).

What Is It

In sports, the movements that you are doing inside the court or in the playing
area are skills. Skills are the basic movements like striking, running, jumping,
hopping, and catching. These movement skills will be applied to a sport situation. It
is necessary to know first the basic skills before you play a particular sport to
minimize injury. In this lesson, you will learn the different badminton skills and how
to perform them properly.

Badminton is a racket sport played by either two opposing players (singles)

or two opposing pairs (doubles), who take positions on opposite halves of a
rectangular court that is divided by a net. It is also a technical sport, requiring good
motor coordination and the development of sophisticated racket movements.

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 Fundamental Skills in Badminton
Basic grip – is a way of holding the racket in order to hit shots during a match.
Two (2) types of badminton grips:

• Forehand grip – is used to hit forehand shots.

• Backhand grip – is used to hit backhand shots.

http://www.badminton-information.com/badminton_grip.html

Stance - is the way you stand when retrieving certain shots from your opponent.

Three (3) types of badminton stances:

1. Offensive Stance - You’ll need to use this stance

whenever you hit an overhead forehand stroke.

To get into the attacking stance,

• Turn your body facing the side of the court.

• Place your racket leg behind, your non-racket
leg forward.
• Both legs should be shoulder width apart.
• Raise your racket and non-racket arm.

2. Defensive Stance - The key to strong defense is to

retrieve your opponent’s smash via the defensive
stance.

To get into the defensive stance,

• Face your body to the front of the court.

• Place your racket in front of you, around waist
height, and pointing slightly forward.
• Raise your non-racket arm for better
balance.

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 3. Net Stance - The net stance enables you to take the shuttle at the highest
point when you are at the net. This stance is also used when you make a
drop shot.

To get into the net stance,

• Place your racket foot forward, non-racket

foot at the back.
• Place your racket in front of your body,
slightly above waist height.
• Raise your non-racket arm for body balance.
• Place your body weight slightly forward and
get ready to pounce forward.

Basic stroke – is the swing motion of your racket arm. It is not a badminton shot.
However, you will need to perform some strokes to hit certain shots.

Two (2) types of badminton strokes:

1. Underarm Strokes - These strokes are usually performed when your

opponent hits a badminton drop shot to your forehand and backhand area
at the front of the court.

Forehand lift Backhand lift

https://www.masterbadminton.com/badminton-underarm-clear.html

2. Overhead Strokes

Forehand - The overhead badminton forehand stroke is very common and is

used most often in badminton. The key to generate power in any badminton
shot is to make a complete swing in your strokes. This stroke is also used
when you do a smash.

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 Steps:

A. Preparation Phase B. Aiming Phase C. Preloading Phase

https://www.masterbadminton.com/badminton-forehand-stroke.html

Backhand - Like the forehand, you make a complete backhand swing to

generate the power to hit strong backhand shots.

Steps:

A. Preparation Phase B. Preloading Phase C. Execution

https://www.masterbadminton.com/badminton-backhand-stroke.html

Serve - is how you start the rally. There are two types of serve, the forehand and
backhand serve.
1. Forehand serve - The badminton forehand serve is typically executed in a
singles game. Thus, you should practice by standing in the position on the
court as shown below, at about 2 meters away from the net.

2. Backhand serve - The backhand low serve is the main serve used in doubles
and men’s singles.
Forehand serve Backhand serve

Photo credit: www.badmintonworldfederation.com

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Other terminologies

▪ Clear - a shot hit deep to the opponent’s back court.

▪ Court - area of play, as defined by the outer boundary lines.
▪ Drive - a fast and low shot that makes a horizontal flight over the net.
▪ Drop - a shot hit softly to fall rapidly and close to the net on the opponent’s
side.
▪ Half-court Shot - a shot hit low and to midcourt, used effectively in doubles
against the up-and-back formation.
▪ Kill - fast, downward shot that cannot be returned; a "put away."
▪ Net Shot – a shot hit from the forecourt that just clears the net and drops
sharply.
▪ Push Shot – a gentle shot played by pushing the shuttle with little wrist
motion, usually from net or midcourt to the opponent’s midcourt.
▪ Racket - instrument used by player to hit shuttlecock (Weight: About 3
ounces. Length: 27 inches. Made of: Ceramic, graphite, or boron frame; beef-
gut string).
▪ Rally – occurs when the players hit the shuttlecock back and forth several
times before one side scores a point.
▪ Service Court – an area into which the serve must be delivered; different for
singles and doubles play.
▪ Shuttlecock - the name for the object that players hit, made of a ball of cork
or rubber with a crown of feathers in an open conical shape.
▪ Smash – the shot that can see you take control of the game in that
particular point. It's a quick, powerful shot, hit from high up downwards and
aimed at the opponent's court.
▪ Match - a series of games.
▪ Shadow Play – a practice of the badminton basic skills without hitting a
shuttlecock.

What’s More
Activity 3: Name That Skill!

Instructions: Identify what type of badminton skill is being asked. Write your answer
on a separate sheet. Label this as Activity 3.
________________1. A type of stroke commonly used when you do a smash.
________________2. A type of stance you will apply to prepare for the next shot when
you do a drop shot.
________________3. A type of stance you will apply in retrieving the opponent’s smash.
________________4. A type of badminton stroke used to hit the shuttlecock above your
head.
________________5. A kind of serve commonly used in badminton doubles event.
________________6. A type of stroke you will apply to hit or return the shuttlecock
when your opponent hits a drop shot.
________________7. A type of stance you will apply when you are going to hit a
shuttlecock over your head.
________________8. A phase of movement in forehand overhead stroke wherein
“Racket is on contact with the shuttlecock.”
________________9. A type of serve commonly used in badminton singles game.
________________10. A way of holding the racket to hit shots during a match.

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 What I Have Learned

Activity 4: Fill Me In!

Instructions: Take time to remember the things you learned from the lesson and
use them to complete the following statements. Label this as Activity
4.
In this lesson, I have learned that:

1. Sports skill is ________________________________________________________________.

2. The important basic skills in badminton are __________________________________.
3. It is necessary to learn the important skills before playing this sport because
______________________________________________________________________________.

What I Can Do

Activity 5: It’s Shadow Play Time!

Instructions:
1. Create a short video clip of yourself explaining and demonstrating at
least 5 badminton skills.
2. Each of the demonstrated skills will be graded using the rubric given
below.
3. The length of your video must be two to four (2-4) minutes only.
4. Send the video to your subject teacher.
5. You can use improvised material as your racket.

Application of Skills:

5 – Masters (The student performs individual skill consistently with good form
all the time.)

4 – Applies (The student performs individual skill consistently with good form
most of the time.)

3 – Performs (The student performs individual skill inconsistently, beginning to

perform correctly.)

2 – Attempts (The student performs individual skill ineffectively with many form
breaks.)

1 – Needs improvement (The student is unable to perform individual skill.)

Note: Please refer to your teacher for an alternative submission of output.

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 Activity 6: Let’s Reflect!

Instructions: Answer the following questions/statements below. Write your answer

on a separate sheet. Label this as Activity 6.

1. How well did you perform the badminton skills? Assess your performance
based on the rubric given in the previous activity.
2. How do you feel after performing the skills? Did you encounter any
difficulties while performing these skills?
3. What are the possible barriers that you may encounter and hinder you
to play badminton? In the table below, enumerate three (3) major
barriers/problems that you may encounter and write your solution in
the second column.

Barriers to Physical Your Solutions

Activity
1.

2.

3.

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 Lesson 3
Weeks 5 and 6 FITT Principle

What I Need to Know

At the end of the session, you will be able to:

• explain the components of FITT principle;

• apply these principles during your training exercises; and
• design a training plan based on FITT principle to improve
performance in playing sports.

What’s In

Activity 1: Let’s Recall!

Instructions: Recall our previous lesson by answering the items below. Write your
answer in a separate sheet of paper with your complete name, grade
level and section. Label this as Activity 1.
1. List down your five (5) chosen badminton skills that you had performed in
the previous lesson.
2. Did you find it hard performing those skills? Support your answer.
3. Give at least three (3) possible ways to improve your performance in sports.

What’s New

Numerous Filipino athletes nowadays excel in their field of event locally and
internationally. We have Mary Joy Tabal who made history for the Philippines, ending
the country's SEA GAMES 2019 medal drought by securing a silver medal in the
women's marathon. Just recently, men’s artistic gymnast Carlos Edriel Yulo has won
bronze and gold at the World Artistic Gymnastics Championships. And the greatest
of them all, boxer Senator Emmanuel “PACMAN” Pacquiao made history for holding
a record of eight division boxing champion.

19
 Do you think that these athletes will excel in their field of event without
passing hard and vigorous training? This module will help you explore how to be
with these excellent athletes. But before you engage in any strength training it is
important for you to know the guidelines for a safe and effective training design to
achieve your fitness goal.

What Is It?

When you approach your FITT fitness plan, the best way is to have a better
understanding of the principles of physical activity and FITT principle. This will help
improve your strength training performance and serve as your guide to achieve your
goal in sports.
The Principles of Physical Activity:

1. Overload Principle - This is the most basic principle that indicates “doing
more than normal” for improvement to happen. For the skeletal muscles to get
stronger, additional load must be added and greater load exerted than what
was used to.

2. Principle of Progression - It is a gradual increase in exerting effort or load

that is done not too slowly, nor too rapidly. This principle aids safe and effective
results.

3. Principle of Specificity - This suggests that overloading must specifically

train a desired body part for it to improve. For example, cardiovascular fitness
may only improve flexibility to a small degree, and so jogging and running will
not be a part of the exercise program for developing flexibility. Instead, select
exercises with emphasis on stretching out the muscles and joints. Use the
appropriate type of exercise that directly improves your target muscles.

4. Principle of Reversibility/Disuse - Development of muscles will take place

if regular movement and execution is done, and if activity ceases, it will be
reversed. This shows that benefit and changes achieved from overload will last
only if training is continuous. The effect of training is lost if the training is
discontinued.

The FITT Principle

Understanding the F.I.T.T. Principle helps you create a workout plan that
will be more effective in reaching your fitness goals. F.I.T.T. stands for frequency,
intensity, time, and type of exercise. These are the four elements you need to think
about to create workouts that fit your goals and fitness level.
(https://www.verywellfit.com/)

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1. Frequency

The frequency of exercise refers to number of times a physical activity

is done in each week. According to the American College of Sports Medicine
guidelines, it is recommended to exercise 3-5 days per week and for more
optimal results, exercise can be done in most days of the week with a
combination of light-moderate-vigorous activity.

2. Intensity

The rate at which the activity is performed is called Intensity. It is also

referred to as the magnitude of the effort required to perform an activity or
exercise. It describes how easy or how hard a person must work in a certain
activity, and it varies from one person to another. The determination of intensity
depends on some individual factors such as exercise experience, relative level
of fitness, and needs of fitness.

The intensity level target may be determined by computing the target

heart rate (THR) range based on the results of an exercise stress test,
considering the resting and exercise heart rate, with 60% to 80% intensity level.

3. Type

The type of activity is determined by following the principle of progression

and specificity. To attain a higher level of fitness, select the type of physical
activity that challenges the body to accept an increase of work and that answers
your need.

4. Time

Time is the duration or the length of session of a physical activity. It is

inversely related to Intensity for the more intense a work is done, the shorter
time it is performed.

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 What’s More

Activity 2: You Must Be Right!

Instructions: Choose the letter of the correct answer. Write your answer on
a separate sheet of paper. Label this as Activity 2.

1. “Doing more than normal” is a principle of physical activity that applies_____.

A. Principle of Specificity C. Principle of Progression
B. Principle of Reversibility D. Overload Principle
2. Target heart rate relates to which part of the FITT Principle?
A. Frequency B. Intensity C. Type D. Time
3. He’s the first Filipino artistic gymnast who won bronze and gold medal at the
World Artistic Gymnastics Championships.
A. Carlos Edriel Yulo C. Daniel Ledermann
B. EJ Obiena D. Jeordan Dominguez
4. The Target Heart Rate (THR) of an individual is set at range of__________.
A. 50% - 75% B. 60% - 90% C. 50%- 80% D. 60% - 80%
5. What FITT principle refers to the number of times an individual engages in a
week?
A. Frequency B. Intensity C. Time D. Type
6. The principle of physical activity which states, “The effect of training is lost if
the training is discontinued.”
A. Principle of Specificity C. Principle of Progression
B. Principle of Reversibility D. Overload Principle
7. The principle of physical activity that states, “For an individual to achieve his
or her fitness goal he or she must do fitness activities intended for what
specific part to be developed.”
A. Principle of Specificity C. Principle of Progression
B. Principle of Reversibility D. Overload Principle
8. If you are walking at a pace that causes your heart to beat less than 50% of
its maximum heart rate, which FITT principle do you need to change to
improve your cardiorespiratory endurance?
A. Frequency B. Intensity C. Type D. Time
9. The principle of progression suggests that for the individual to achieve his or
her fitness goal he or she should do it ____________.
A. very slowly, nor too rapidly C. rapidly
B. not too slow, nor too rapidly D. slowly
10. Which of the following is a key to achieve your training goal?
A. gym workout C. physical exercise
B. daily diet D. fitness plan

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 What I Have Learned

Activity 3: Fill It In!

In this lesson, I have learned that:

1. FITT Principle means _________________________________________________________.

2. I can incorporate the FITT principle in my _____________ because _______________.
3. In designing a FITT fitness plan, it is better to apply ___________________________,
in order to ___________________________________________________________________.

What I Can Do

Activity 4: My FITTness Plan

Instructions:
1. Inside the box are the list of strength and training exercises
applicable for any kinds of sport. Choose at least five (5) and include
them in your strength training program.
2. Using the FITT principle of exercise, create your own training
program plan by filling in the given table below.

List of sports strength training exercises:

- lunges - pull-ups - planking - squats - jump ropes

- leg raises - push-ups - jogging in place - crunches - jumping jacks
- heel raises - chair dips - running in place - curl-ups - leg deadlifts

FITT Goals Frequency Intensity Type Time

Parts of the Indicate Light, Form of exercises, Total fitness
training days of the Moderate, selected physical plan not more
plan week (e.g. Vigorous activities than 60 mins.
M-W-F.)
Warm-up
1.
Workout 2.
proper 3.
4.
5.
Cool down

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 Lesson 4 Strength Training for Sports
Weeks 7, 8, 9, and 10

What I Need to Know

At the end of the session, you will be able to:

• define strength training for sports;

• classify different strength training activities according to their
intensity;
• perform the moderate to vigorous strength training exercises based on
the designed training plan; and
• display enthusiasm in performing different physical activities.

Good day, learner! Today is the start of your very perspiring week. Since, we
are still in pandemic and we cannot do outside activities like sports, just stay at
home and be engaged in a sports-related strength training exercise.

In this lesson, you will learn healthy activities that will engage you to have at
least 60-minute workout routine most days of the week. You are expected to classify
some of the activities according to the level of intensity. You are also reminded to
observe personal safety and health protocol. Before you start the lesson, have you
done any warm-up exercise?

What’s In

Activity 1: Where Do I Belong?

Instructions: Draw the table and classify the following physical activities in the word
pool according to health-related fitness component achieved in
performing them. Make sure to write your complete name, grade level
and section. Label this as Activity 1.

stair walking yoga lunges walking swimming

brisk walking sit-ups planks stretching running
bike riding push-ups sit and reach jogging dancing

Cardiovascular Fitness Flexibility Muscular Strength and

Endurance

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 What’s New

Activity 2: Moderate vs. Vigorous

Instructions: Identify the following activities as moderate or vigorous activity. Put
a check mark ( ) for your answer. Write your answer in a separate
sheet of paper. Label this as Activity 2.

Physical Activities Moderate Vigorous

1. Flutter kicks _________ _________
2. Mountain climbers _________ _________
3. Muscle stretching _________ _________
4. Burpees _________ _________
5. Brisk walking _________ _________

Essential Questions:
1. Have you tried performing some of the activities mentioned above? How
does it feel?
2. Did you find those activities engaging and interesting? Why?

What Is It?

Let’s talk about some important points!

Strength training – is also
known as weight resistance. It is
important to stimulate sport
skills. Involves the performance
of physical exercises which are
designed to improve strength
and endurance. It is often
associated with the use of
weights but can take a variety
of different forms.
This Photo by Unknown Author is licensed under CC BY-NC

Benefits of Strength Training

When properly performed, strength training can provide significant functional
benefits and improvement in overall health and well-being, including increased bone,
muscle, tendon, and ligament strength and toughness, improved joint function,
reduced potential for injury, increased bone density, increased metabolism,
increased fitness, and improved cardiac function.

25
The Three (3) Levels of Intensity for Strength Training:

1. Light intensity exercises require the least effort compared to moderate and
vigorous activities. These are activities classified as < 3 METS.

Some examples of light physical activities include:

• walking around the house

• eating
• cooking
• washing dishes
• preparing food
• ironing and dusting
• hanging out the laundry

2. Moderate intensity exercises require moderate amount of effort and noticeably

accelerate the heart rate. These are activities that are approximately 3-6 METS.

Example:

Chest Upper back Back of upper arms Calf

Front of thighs Back of thighs Inner thighs Torso

Front of thighs Back of thighs Inner thighs

Lower back Lower back Lower back

https://thewholeu.uw.edu/2015/02/09/week-five-dare-to-do/

26
3. Vigorous intensity exercises require a great deal of effort that caused rapid
respiration and a significant increase in heart rate. These are activities of around
> 6 METS.

Example:

Arm circles Push-ups Side leg raises Jumping jacks

Plank hold Shoulder taps Side plank Plank rotation

Flutter kicks Heel taps Crunches Mountain climbers

Squats Butt kicks Alternating lunges High knees

https://darebee.com/workouts/cronus-workout.html

27
The Three (3) Phases of Exercise:

Each of the phases plays an important role in helping you reach your fitness
goals while maintaining your health and safety.

A warm-up will warm your body and get you ready to work out. It raises the
temperature of your body, loosens your muscles, and warms up your joints to get
you ready for work.

Workout is an exercise or practice session aimed at improving fitness, as in athletic

competition.

A cool down is a vital part of your workout. It may last 5-10 minutes, including
stretches or gentle variations of the movement you've made during your workout.

What’s More

Activity 3: Boost Your Strength!

Instructions: Identify the following exercises below as light, moderate, or vigorous

physical activities. Write your answer in a separate sheet of paper.
Label this as Activity 3.

__________ 1. plank rotation __________ 6. ironing and dusting

__________ 2. calf stretching __________ 7. torso twist stretching
__________ 3. washing dishes __________ 8. shoulder taps
__________ 4. outer thigh stretching __________ 9. cooking
__________ 5. alternating lunges __________ 10. mountain climbers

What I Have Learned

Activity 4: Why Do You Fill Me Up!

In this lesson, I have learned that:

1. Strength training is __________________________________________________________.

2. Light intensity exercises are __________________________________________________.
3. Moderate exercises are ________________while vigorous exercises are ___________.
4. Strength training is important especially in playing sports because ____________.

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 What I Can Do

Activity 3: My Strength Training Plan

Instructions:
1. Using the sample table below (Table 1), make your own Strength
Training Plan for at least 30 minutes in 3 sessions a week.
2. Fill in Table 1 with appropriate physical exercises.
3. Implement your Strength Training Plan. Be sure to take pictures
or videos of your workout per session as documentation and
submit this to your subject teacher.
4. To monitor your heart rate in every session, fill in your Workout
Log (Table 2) before, during, and after your workout.
5. Write your Strength Training Plan in a long sized bond paper.

Name: __________________________ Grade & Section: ________________

Training schedule: ______________

Table 1 (Sample only)

Phases of Exercise Levels of Intensity/Types of Exercise Time
Stretching exercises:
- chest - front of thigh
- upper back - back of thigh
Warm-up - back of upper arms - inner thigh 5
- lower back - calf minutes
- torso
Note: Suggested counting in holding the
stretch is 10 seconds.
Strengthening exercises for sports:
- arm circles (20 seconds for 3 sets)
- butt kicks (20 seconds for 3 sets)
- high knees (20 seconds for 3 sets)
Workout - squats (20 seconds for 3 sets) 15-20
- alternating lunges (20 seconds for 3 sets) minutes
- push-ups (20 seconds for 3 sets)
- shoulder taps (20 seconds for 3 sets)
- plank hold (20-seconds for 3 sets)
Note: There will be rest in every set. (e.g. 30 sec.)
Cool down exercises:
- chest - front of thigh
- upper back - back of thigh
Cool down - back of upper arms - inner thigh 5
- lower back - calf minutes
- torso
Breathing exercises:
- inhale and exhale
Note: You may vary your training routine according to your level of capacity as long
as the physical activities or exercises are classified as moderate to vigorous intensity.

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 Workout Log
Table 2
Schedule (Week 1,2,3) Resting Exercise Recovery Remarks
(e.g. Mon., Wed., Fri.) Heart Rate Heart Rate Heart Rate
Week 1
(Day 1) _______________

Week1
(Day 2) _______________

Week 1
(Day 3) _______________

Week 2
(Day 1) _______________

Week 2
(Day 2) _______________

Week 2
(Day 3) _______________

Week 3
(Day 1) ______________

Week 3
(Day 2) ______________

Week 3
(Day 3) ______________

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Rubric for Rating:
Performance Level
Needs Improvement Fair Competent Excellent
(1 point) (2 points) (3 points) (4 points)
Goals Goals are non-existent Goals are too general Goals are clear and Goals are clear,
or too vague and and not measurable. realistic, but no measurable, and
unclear. Goals are not based identification of ways realistic. Goals based
on interpretation of to measure them. on interpretation of
any pretest data. pretest data.
Program Program not related to Program does not Program clearly Program clearly related
Design- goals. FITT Principles relate to goals but relates to goals but to goals. Identifies FITT
Planning not applied in training does include FITT does not relate to Principles in training
plan. Principles in training FITT Principles in plan. Demonstrates
plan. Demonstrates training plan. appropriate choice of
use of sets, reps, Demonstrates exercises, sets, reps
rests, but incorrect appropriate choice and rest.
exercises chosen. of exercises but the
order, sets, reps and
rest between
exercises is not
accurate.
Workout Log Does not monitor Sometimes monitors Regularly monitors Always monitors and
exercise. Training log is and follows original and follows original followed original plan.
incomplete. fitness plan. Training fitness plan. Made modifications
log completed to some Completed training if/when necessary.
degree. log. Completed training log.
Implementation Participates with Participates with some Regularly Always on task and
minimal effort and encouragement, demonstrates strives for personal
requires constant Completed at least consistent effort and best during selected
encouragement. 50+% of the days. stays on task. activities. Completed
Completed >50% of the Completed 80+% of 100% of the days.
days. the days.
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=C75643&

31
 Assessment

Instructions: Write the letter of the correct answer on a separate sheet of paper.
On your paper, write your complete name, grade level and section.

1. Choose a sport that is best played in teams.

A. arnis B. basketball C. boxing D. fencing
2. Choose a sport that is best played in singles or doubles category.
A. football B. hockey C. soccer D. table tennis
3. The following are individual sports, EXCEPT:
A. sepak takraw B. judo C. kickboxing D. muay thai
4. Which of the following statements is correct about stress?
A. When people have the resources to cope with a situation, they get
stressed.
B. Stress is a physical response experienced on encountering a threat.
C. There are bodily signals that result from stress.
D. All human beings have the same stressors.
5. The following statements are correct about sports, EXCEPT:
A. Sports improve physical ability and skills while providing enjoyment to
participants, and in some cases, entertainment for spectators.
B. Sports are activities that require nonphysical actions and skills performed
under a set of rules.
C. Sports include all forms of competitive activity or games.
D. Sports improve cardio-respiratory function.
6. Which of the following statements about sports and stress is correct?
A. Physical activity triggers brain chemicals that make you feel happier and
more relaxed.
B. There are no social benefits in joining team sports.
C. Physical activities such as sports cause more stress.
D. Physical activity triggers anxiety.
7. The following statements are true about sports and stress, EXCEPT:
A. When you are physically active, your mind is focused on daily stressors.
B. When you are physically active, your mind is distracted from daily
stressors.
C. Endorphins are natural mood lifters that are triggered by physical
activities.
D. Exercise reduces the levels of stress hormones in your body.
8. The following statements are correct about sports and concentration,
EXCEPT:
A. Engaging in sports three to five times a week for at least 30 minutes is
beneficial to us.
B. Regular physical activity helps keep your key mental skills sharp as you
age.
C. Sports can help improve critical thinking skills.
D. Sports have no mental health benefits.

32
 9. What FITT principle refers to the number of times an individual engages in a
week?
A. Frequency B. Intensity C. Time D. Type
10. “Doing more than normal” is a principle of physical activity that
applies_____________.
A. Principle of Progression C. Principle of Specificity
B. Principle of Reversibility D. Overload Principle
11. Why is it important to observe proper etiquette in playing sport?
A. So you won’t be given a warning and be expelled.
B. To play effectively and avoid accidents and injuries.
C. In order to become professional athletes.
D. To prove you are educated.
12.The following statements are correct about sports, EXCEPT:
A. People engage in sports both for health purposes and entertainment.
B. Sports help in managing stress and depression.
C. There are 3 sports categories.
D. All sports are extreme physical activities.
13. Cardiorespiratory fitness development involves four FITT elements. What
are these elements?
A. Fitness, Inertia, Time, Technique C. Frequency, Intensity, Time, Type
B. Fit, Individuals, Tough, Tempers D. Frequent, Intensified, Total, Type
14. In Badminton game, when your opponent hits a drop shot, what stroke will
you apply to hit or return the shuttlecock?
A. Underarm stroke C. Sidearm stroke
B. Overhead stroke D. Forehand stroke
15. What type of stance will you apply when you make a drop shot?
A. Attacking stance C. Net stance
B. Defensive stance D. Side stance

33
 34
Lesson 4
Activity 1
Cardiovascular Flexibility Muscular Strength & Lesson 3
Fitness Endurance Activity 2
- stair walking - stretching - sit-ups
- brisk walking - sit and reach - lunges 1. D
- bike riding - yoga - push-ups 2. B
- walking - planks 3. A
- jogging 4. D
- swimming 5. A
- running
6. B
- dancing
7. A
Activity 2 8. B
1. Vigorous 4. Vigorous 9. B
2. Vigorous 5. Moderate 10. D
3. Moderate
Lesson 2
Activity 1 Activity 3
Individual/Dual sport Team sports 1. Forehand stroke
- chess - softball 2. Net stance
- pole vault - sepak takraw 3. Defensive stance
- wrestling - baseball 4. Overhead stroke
- taekwondo - football 5. Backhand serve
- badminton - basketball 6. Underarm stroke
- bowling - volleyball 7. Offensive stance
- boxing - ice hockey 8. Forehand preloading phase
- table tennis 9. Forehand serve
- fencing 10. Basic grip
Lesson 1
Activity 1
1. Muscular strength
2. Cardiovascular
endurance
3. Body composition
4. Flexibility
5. Muscular endurance
Answer Key
References:

Books:

• Department of Education, Central Office, Learner’s Material, Physical

Education and Health, First Edition, 2016, pp. 30-36.
• Jerome A. Oporto, Aida A. Vargas, and Mia Elaine P. Callao, Health
Optimizing Physical Education for Senior High School, C & E Publishing,
Inc., 2016, pp. 72-85.
• Lualhati Fernando-Callo and Peter Fermin Dajime, Physical Education and
Health, Volume 1, First Edition, REX Book Store, Inc., 2016, pp. 98-104.

Online Sources:

• Retrieved from: http://www.topendsports.com/fitness/karvonen-

formula.html, Retrieved on July 10, 2020
• Retrieved from: https://www.verywell.com/f-i-t-t-principle-what-you-need-
for-great-workouts-1231593 Retrieved on July 10, 2020
• Retrieved from: https://en.wikipedia.org/wiki/Strength_training Retrieved
on July 28, 2020
• Retrieved from: http://www.badmintoninformation.com Retrieved on August
4, 2020
• Retrieved from: https://www.masterbadminton.com Retrieved on August 4,
2020
• Retrieved from: https://www.rcampus.com/ Retrieved on July 16, 2020
• Retrieved from: https://fitkidshealthykids.ca/basic-skills Retrieved on
September 12, 2020
• Retrieved from: https://www.everydayhealth.com/ Retrieved on September
15, 2020
Images:

• Retrieved from: https://www.topendsports.com/sport/badminton/terms.html

Retrieved on July 28, 2020
• Retrieved from: www.badmintonworldfederation.com Retrieved on August 4,
2020
• Retrieved from: https://thewholeu.uw.edu/2015/02/09/week-five-dare-to-
do/ Retrieved on August 4, 2020
• Retrieved from: https://darebee.com/workouts/cronus-workout.html
Retrieved on August 4, 2020
• Retrieved from: https://www.masterbadminton.com Retrieved on August 4,
2020

35
 For inquiries and feedback, please write or call:
Department of Education – Cebu City Division,
Curriculum Implementation Division
3rd Floor, DepEd Bldg., Imus Avenue, Cebu City, Philippines 6000
Telefax: (632) (032) 255 1516
Email Address: cebu.city@deped.gov.ph

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