Athletics Module g8 1

8
Subject Area
Quarter 1 – Module 1:
Special program for Sports
ATHLETICS
Subject Area – Grade 8
Self-Learning Module (SLM)
Quarter 1 – Module 1
First Edition, 2020
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8
Subject Area
Quarter 1 – Module 1:
Special program for Sports
ATHLETICS
Introductory Message
For the trainers:
Welcome to the Physical Education Grade 8 Self-Learning Module (SLM) SPS

Athletics
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet 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 trainer 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 SPS Athletics Grade 8 Self-Learning Module (SLM).
The hand is one of the most symbolized part 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 is 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.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a 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 the module.
3. Read the instruction 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!
What I Need to Know
Hi Guys! Being physically fit and healthy can help you get through with the
stresses and demand of life. It improves your self-esteem, develops your confidence
and clarifies yourself concept which can only be realized as you get older.
In this module, you will learn some Health-related Fitness activities that play
a vital role in the holistic development of a person. Physical Fitness is one’s ability
to meet the demands of the daily life without much effort, and still have enough
energy to respond to unexpected difficult situations. Hence, it is very essential that
it can also provide you and to your family to set a fitness goals to develop a lifelong
habit of physical fitness and wellness.
After going through this module, you are expected to:
1. identify the skill related parameter of physical fitness.
What I Know
Directions: Choose the letter of the correct answer and write your answer on
your notebook.
1. Which of the following is one of the 5 components of Physical
Fitness?
a. flexibility c. throwing a ball
b. running a mile d. weight
2. The ratio of body fat to lean body tissue, including muscle, bone,
water and connective tissues such as ligaments cartilage and tendons
is which component of fitness?
a. health b. body composition
c. endurance d. muscular strength
3. The sit and reach are example of what component of fitness?
a. flexibility b. endurance
c. strength d. body composition
4. Sit ups are an example of what component of fitness?
a. flexibility c. endurance
b. strength d. body composition
5. The amount of force the muscle exerts is called ________.
a. muscular strength c. flexibility
b. muscular endurance d. cardio-respiratory endurance
6. Which of the following is the BEST type of exercise to improve
cardiorespiratory endurance?
a. lifting weights c. aerobic exercise
b. anaerobic exercise d. pull-ups
7. Which of the following terms describes the ability of a muscle or
group of muscles to exert force for extended periods?
a. muscle strength c. muscle endurance
b. cardiorespiratory endurance d. flexibility
8. If you wanted to reduce your risk of injury, you could move your
joints through their full range of motion on a regular basis. This
would improve which component of physical fitness?
9. Which exercise would be considered a cardiovascular endurance
activity?
a. cycling c. jumping rope
b. running d. all of them
10. Which activity would be considered a muscular endurance
activity?
a. push up c. curl up
b. weight lifting d. a and b
11. Cooling down after exercise will
a. Lower one’s heart rate gradually c. Minimize muscle soreness
b. Prevent blood from pooling d. All of the above
12. Which of the following physical fitness activity is to measure
cardiovascular endurance?
a. 3-minute step test c. Sit and reach
b. Zipper test d. Curl ups
13. The ability of the heart, lungs and blood vessels to deliver oxygen
to working muscles and tissues during physical activity for a long
period of time.
a. Muscular strength c. Cardiovascular endurance
b. Flexibility d. balance
14.Which of the following exercises would best test the muscular
strength of your arms?
a. Sit and Reach c. Squats
b. Curl ups d. 90-degree Push ups
15.____________ is the ability to do daily activities without becoming
overly tired.
a. Healthy c. Overweight
b. Physical fitness d. Aerobics
1 Skill-Related Parameters of Physical
Fitness
Knowing the components of physical fitness will help the athletes

understand there body better and develop the area on which they are weak.
What’s In
Hi Guys! In our previous module you already have undertaken fitness test
which help you to make your goals and to set for your desire fitness level using
fitness related activities.
Fitness is defined as a condition in which an individual has enough energy to avoid
fatigue and enjoy life. Try to look back and reflect on your day’s activity. Do you
have lots of energy, or do you get tired easily?
Physical fitness is divided into four health- and six skill-related components.
Agility- skill-related component measures your ability to change direction and
position of your body without losing control. The quicker you can complete these
tasks, the more agility you have. The following are the components of Physical
Fitness:
A. Balance measures your ability to stay upright and in position, even in
the face of obstacles.
B. Coordination Athletes with great coordination process visual
information quickly and react accordingly with their hands and feet.
For example, soccer players with excellent coordination can pass to
one another seamlessly. Furthermore, basketball players use
coordination to dribble, pass, and shoot.
C. Speed is perhaps the most intuitive of the skill-related fitness
components, as it measures how quickly you can complete certain
tasks. One of the most common skill-related fitness tests for speed is
to run and time sprints. However, you can also test your time on other
tasks as well.
D. Power is the combination of your speed and strength during a given
physical activity. Often, having lots of physical power means being
able to generate lots of force quickly, even though you may only
maintain that force for short bursts. For example, power runners do
well in sprints and power lifters have high one-rep maxes.
This time, we will conduct physical activity and physical fitness

assessments.
What’s New
Activity 1: Do you Know Me?

This Activity will help you to find out how well you understand the importance
of physical movements in your daily life. These activities will assess your knowledge
and skills on Health-Related Fitness.
A. Identify and classify what kind of component of physical fitness will

improve with these exercises. Write your answer on your notebook.
1. 3.
2. 4.
B. Explain briefly how these activities can benefit your body in terms of
physical wellness.
______________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________.
What is It
The decision to carry out physical fitness activities or programs cannot be

taken lightly. It requires a lifelong commitment of time and effort. Exercise must
become one of those things that you do without question, like bathing and
brushing your teeth.
Here are the amounts of time for the activities necessary for the average,
healthy person to maintain a minimum level of overall fitness.
1. WARMUP
Why warm up before exercise?

 Question and answer. Doing a warm up before an exercise is important because.
Doing a warm up before an exercise is important because a good warm up will
gradually increase your heart rate, increase circulation to your muscles, tendons
and ligaments, and mentally prepare you for your workout.
How to properly warm up before exercise?
 Holcomb recommends brisk walking or slow jogging for about five minutes, rather
than stretching before exercise. "Warming up increases blood flow, which increases
the temperature in the muscle, which makes the collagen fibers more elastic like a
rubber band," he explains.
What does a warm up do to the body?
 Warming up helps prepare your body for aerobic activity. A warmup gradually revs
up your cardiovascular system by raising your body temperature and increasing
blood flow to your muscles. Warming up may also help reduce muscle soreness and
lessen your risk of injury.
What is a warm up exercise?
1. Jumping Jacks.
2. Knee Lifts.
3. Core Rotation.
4. Stretches.
5. Mountain Climber Slow Motion.
6. Butt Kicks.
2. MUSCULAR STRENGTH
Muscular strength relates to your ability to move and lift objects. It’s
measured by how much force you can exert and how much weight you can
lift for a short period of time.
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Examples of exercises that develop muscular strength and power include
resistance training, such as weightlifting, bodyweight exercises, and
resistance band exercises. Running, cycling, and climbing hills are also
options.
What Is Muscular Strength, and What Are Some Exercises You Can Do?
 Strength vs. endurance
 Benefits
 Exercises
 Cautions
 When to see a pro
 Takeaway
 Video
Muscular strength relates to your ability to move and lift objects. It’s measured by
how much force you can exert and how much weight you can lift for a short period
of time.
Examples of exercises that develop muscular strength and power include resistance
training, such as weightlifting, bodyweight exercises, and resistance band
exercises. Running, cycling, and climbing hills are also options.
Read on to learn more about the difference between muscular strength and
muscular endurance, as well as muscular strength benefits, cautions, and
exercises.
Strength vs. muscular endurance
While muscular strength and muscular endurance are similar in some ways, they
have some key differences. Muscular strength is determined by how much force
you can exert or how much weight you can lift. Building muscular strength uses
heavier weights for fewer repetitions.
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Muscular endurance refers to the ability of a muscle to sustain repeated
contractions against resistance for an extended period of time.
Activities that build muscular endurance include long-distance running, cycling, or

swimming, along with circuit training and bodyweight exercises. You can improve
muscular strength and endurance by doing repetitive movements until the point of
exhaustion.
Benefits
Muscular strength enhances overall health and boosts athletic activity.
 A strong body allows you to perform movements and activities that require
power without getting tired.
 Muscular strength helps you maintain a healthy body weight by burning
calories and enhancing your body composition, which is the ratio between
fat and muscle.
 Building strength may also boost mood and energy levels while promoting
healthy sleep patterns. This may boost confidence, provide a sense of
accomplishment, and allow you to add more difficult or strenuous activities
to your fitness routine.
 Developing muscular strengths helps to build strong, healthier muscles and
bones. This helps to develop good posture and relieve back pain.
 You’ll have more stability, balance, and flexibility, making injuries and falls
less likely.
Exercises
To build muscular strength, size, and power, do exercises and activities that make
you work your muscles harder than normal.
Since you’re focusing on getting stronger, you may want to try to intensify the
exercises by using heavier weights and increasing your body resistance, even if it
means that you do fewer repetitions.
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Do these exercises at least two times per week? If you don’t have time for a longer
session, squeeze in a few sets throughout your day.
Watch this video for a demonstration of some of the following exercises.
Squats
Sit into a chair as you squat to make this exercise easier. To increase the intensity,
hold dumbbells or a bar at chest level.
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To do it
1. Stand with your feet slightly wider than hip distance.

2. Slowly bend your knees to squat down.
3. Pause in this position before returning to the starting position.
4. Do 2 to 3 sets of 8 to 12 repetitions.
Biceps curl
For this exercise, you’ll need dumbbells or a barbell.

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To do it
1. Stand with your feet shoulder-width apart and your knees slightly bent.
2. Place your arms alongside your body with your palms facing up.
3. Draw your elbows in toward your body as you slowly lift the weight.
4. Pause and then slowly lower your hands back down to original position.
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Modified pushup
Once you’ve mastered the form of this exercise, try doing standard pushups with
your knees raised and your feet extended behind you.
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To do it
1. From tabletop position, lift your feet off the floor.

2. Keep your head, neck, and spine in line as you slowly lower your body down
toward the floor.
3. Slowly return to the starting position.
Forearm plank
This plank variation is a good option if you have concerns with your wrists.
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To do it
1. From tabletop position, extend your feet and legs.

2. Come onto your forearms with your elbows underneath your shoulders and
your hands extended.
3. Align your neck, spine, and hips to make a straight line with your body.
4. Hold this position for up to 1 minute.
5. Do it 2 to 3 times.
Abdominal crunch
This exercise targets your back and core to promote stability and good posture.
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To do it
1. Lie on your back with your fingers interlaced at the base of your skull.
2. Bend your knees to bring your feet in toward your low back.
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3. Slowly raise your head and shoulder blades off the floor.
4. Pause for a few counts before lowering back down to the starting position.
Jumping jacks
This cardio exercise will help to get your heart rate going and your blood pumping
while also building strength in your lower body.
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To do it
1. Stand with your feet shoulder-width apart and your arms alongside your
body.
2. Jump up and spread your feet as far as they’ll go.
3. At the same time, raise your arms overhead to clap your hands together.
4. Jump back to the starting position.
5. Do 2 to 3 sets of 15 to 30 jumps.
Cautions
Use caution when starting a strengthening exercise program if you’re new to

exercise or have any injuries or medical concerns. Here are a few tips to help you
avoid injury:
 Start slowly and gradually build up the intensity and duration of your
workouts over a few weeks.
 Listen to your body and stop if you need a break or start to feel any pain.
 Allow for 1 day of recovery between working different muscle groups.
 Always use proper form and technique to make sure you’re getting the most
benefits from your workouts.
 Use steady, controlled movements, especially if you’re doing heavy lifting.
 Give yourself time to rest in between sets.
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 Use caution when working out any area of your body that’s prone to pain or
injury. This may include your neck, shoulders, and back and joints, such as
your wrists, knees, and ankles.
 Avoid being short of breath or holding your breath, which can cause your
blood pressure to rise. For each movement, exhale as you lift and inhale as
you lower.
3. MUSCULAR ENDURANCE
What is muscular endurance and how do you improve it?
Keep Your Muscles Hydrated. Drinking plenty of water throughout the day helps in
losing weight.
Try High Intensity and Fast Paced Lifting.
Combine Strength and Cardio. It's a very simple equation.
Quit Routines. If you wish to improve and increase endurance, you need to stay
away...
What is the difference between muscular endurance and muscular strength?
While muscular strength is the ability of a muscle to exert maximum force
against resistance, muscular endurance is the ability of a muscle to exert less than
maximum force repeatedly, over a period of time. Thus, endurance is different from
strength; it requires the ability to perform a muscular action for a prolonged time
period.
How does muscular endurance benefit you?
1. Improves stamina
2. Increased metabolism
3. Fewer injuries
4. Extend workout time

What are the three types of muscular endurance?
The force one will put out will naturally become smaller as the time increases.
The two main types of muscular endurance are Anaerobic and Aerobic ... the
former being a short period of time (i.e.- Sprinting) and the latter being a longer
period (i.e.- Cross Country running).
4. CARDIORESPERATORY ENDURANCE
The definition of cardiovascular endurance simply put is the body’s

ability to continue exertion while getting energy from the aerobic system
used to supply the body with energy.
How does cardiovascular endurance benefit you?
1. Improved Heart Health
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2. Increased Metabolism
3. Improved Hormonal Profile
4. Improved Recovery Ability
5. Management of Diabetes
What does the term cardiovascular endurance mean?
 Cardiovascular endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those
muscles and tissues to utilize that oxygen.
What are the benefits of cardiovascular endurance?
 Benefits of Endurance. Having cardiovascular endurance is integral for heart
health. Cardiovascular endurance training activities help control several heart
disease risk factors, including high cholesterol, high blood pressure and obesity,
according to Mayo Clinic.
What are the best exercises for cardiovascular endurance?
 The best exercises for improving cardiovascular endurance are activities that
elevate your heart rate and keep it elevated for a sustained period of time.
According to the American College of Sports Medicine, these activities include fast-
paced walking, running, cycling, swimming, cross-country skiing, jumping rope
and in-line skating.
5. FLEXIBILITY
What does flexibility stand for?

Flexibility or limberness refers to the range of movement in a joint or series
of joints, and length in muscles that cross the joints to induce a bending
movement or motion. Flexibility varies between individuals, particularly in
terms of differences in muscle length of multi-joint muscles.
What exercise is best for flexibility?
 Pilates is one of the best exercises for gaining the most flexibility benefits. It allows
you to train several muscle groups at the same time and is relatively low impact,
says Mayo Clinic, so it's safe for anyone to do.
How can I Improve my flexibility?
 The most important step toward improved flexibility is to make it a daily
pursuit. Yoga may improve flexibility. Dynamic, gentle stretches can help improve a
runner's flexibility, while also helping prevent muscle damage.
What are the health benefits of flexibility?
 5 Unexpected Health Benefits of Being Flexible
1. It improves athletic performance. 2. Flexibility supports functional movement. 3.

Being flexible helps prevent injury and illness. 4. It aids in good posture. 5.
Flexibility training helps you get in touch with your body.
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What are some benefits of good flexibility?
 Now look through the list of benefits that good body flexibility can bring
you. Easing of minor aches and pains. Relaxation. Improved appearance.
Stretching elongates tight and stiff muscles and can result in a sleeker overall
appearance. Ease of carrying out everyday activities (e.g., reaching and bending).
6. COOL DOWN
What does cooling down mean?

 Cooling down. Cooling down (also known as limbering down or warming down) is
an easy exercise, done after a more intense activity, to allow the body to gradually
transition to a resting or near-resting state.
What is a cool down heart rate?
 A cool down after exercise is mostly used for aerobic exercise. A cool down includes
moving your muscles at a lower intensity and stretching. It is important to
gradually lower the heart rate back to under 120 beats per minute during a cool
down, instead of drastically stopping after exercise.
How do you cool down after exercise?
 An effective way to cool-down after exercise is to perform 5-10 minutes of low-
intensity activity such as cardio or flexibility exercises including foam rolling (a self-
massage technique used to alleviate knots in your muscles) and static stretching.
What is good cool down?
 Jogging in place is another of the most effective cool down exercises. Without
forward momentum, your body doesn’t have to work as hard to keep you in motion.
You’re essentially just bring your legs up in place briskly. So it’s like running
minus all the effort, which is what makes it a great cool down.
Source: K-12 MAPEH-Physical education books of grade 8
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What’s More
Activity 2: Physical Fitness Test (HRF)
1. Prepare for the test.

 Review the procedures in conducting the Physical Fitness Test.
 Wear appropriate attire.
 Do the warm-up exercises on your own or with your partner.
 Re-orient yourself on the proper execution of the tests and record
of test results.
 Go through with the test without exerting maximum effort.
 Observe safety.
2. Perform the test with a partner.
3. Record your test results.
Health Related Fitness

BODY COMPOSITION – is the body’s relative amount of fat to fat-free mass.
A. Body Mass Index (BMI)
WEIGHT [in Kilograms]

HEIGHT [in Meters]2
Example: 30 30 20.83 (NORMAL)

(1.2)2 1.44
CLASSIFICATION:
BELOW 18.5 Underweight
18.5 – 24.9 Normal
25 – 29.9 Overweight
30.0 – ABOVE Obese
A.1 Weight – the heaviness or lightness of a person.
Equipment:
Weighing Scale
Procedure:
For you as the test taker:

a. Wear light clothing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For your partner:

a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
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Scoring – record body mass to the nearest 0.5 kilograms
A.2 Height – it is the distance between the floor to the top of the head in standing
position.
Equipment:
1. An even and firm floor and flat wall
2. L – square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.
Procedure:
For you:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.
For your partner:

a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.
Scoring – record standing height.

* 1 meter = 100 centimeters
B. Waist Circumference
– waist circumference is a good predictor of visceral fat which
contributes more risk of cardiovascular disease and diabetes
than fat located in other areas of the body.
Equipment:
Tape Measure
Procedure:
For you:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.
For your partner:

a. Record the score in centimeters.
Standard
Men Women
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >43.5
High 100 – 120 39.5 – 47 90 – 109 35.5 – 43
Normal 102 40 88 34.6
Low 80 – 99 31.5 – 39 70 – 89 28.3 – 35
Very Low <80 <31.5 <70 <28.5
Source: K-12 MAPEH-Physical education books of grade 8
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1. 90 – Degree Push-up
Purpose – to measure strength of upper extremities
Equipment
Exercise mats or any clean mats
Procedure
For you:
a. Lie down on the mat; face down in standard push-up position: palms
on the mat under the shoulders, fingers pointing forward, and legs
straight, parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-
degree angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20

push-ups per minute (2 seconds going down and 1 second going up).
For the tester:

a. As the student assumes the position of push-up, start counting as the
student lowers his body on the ground until he reaches 90-degree
angle at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the
push-ups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or when cadence is broken.
Scoring – record the number of push-ups made.
2. Curl-ups
Purpose – to measure strength of abdominal muscles
Equipment
Exercise mats or any clean mats
Procedure
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For you:
a. Lie on your back with the knees flexed and the feet 12 inches from the
buttocks.
b. Feet cannot be held or rested against an object. The arms are extended
and are resting on the thighs
c. Complete a slow, controlled curl-up, sliding fingertips along the floor
until they touch the second tapeline.
d. The curl-up should be performed at a rate of one every 3 seconds or 20
curl-ups per minute (2 seconds going up and 1 second going down).
e. There should be no rest at the bottom position, and perform as many
curl-ups as possible without stopping.
For the tester

a. One curl-up is counted each time the student’s shoulder blade
touches the floor.
b. Make sure that the student performs the curl-ups in the correct
form.
c. The test is terminated when the subject can no longer perform the
curl-ups in the correct form (three corrections are allowed), is in
pain, voluntarily stops or when cadence is broken.
Scoring – record the number of curl-ups made.
3. Sit and Reach – a test of flexibility for the lower extremities particularly
the hamstring.
Purpose – reach as far as possible without bending the hamstring
Equipment:
Tape Measure
Procedure
For you:
a. Sit on the floor with back flat on the wall with feet approximately 12
inches apart.
b. Without bending your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending
the knees.
For your partner:

a. As the student assumes position (b) procedure, position the zero point
of the tape measure at the tip of the finger farthest from the body.
14
b. See to it that the knees are not bent as the test taker reaches the
farthest that he/she could.
c. Measure the farthest distance reached.
d. record the score in centimeters.
Scoring - record sit and reach to the nearest 0.1 centimeter.
4. Zipper Test – a test of upper arm and shoulder girdle flexibility intended to
parallel the strength / endurance assessment of the region.
Purpose – to touch the fingertips together behind the back by reaching

over the shoulder and under the elbow.
Equipment:
Ruler
Procedure:
For you:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back,
bend your elbow up across your back, and try to cross your fingers over
those of your right hand.
d. Reach with the right hand over the right shoulder and down the back
as if to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a – d with the left hand over
the left shoulder.
For your partner:

a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
Scoring – record zipper test to the nearest 0.1 centimeter.
Standard
0 – did not touch fingers
1 – just touched fingers
2 – fingers overlapped by 1-2 cms.
5 – fingers overlapped by 8 cms. or more
15
4. 3–Minute Step Test
Purpose - to measure cardiovascular endurance
Equipment
1. Step with a height of 12 inches
2. Stopwatch
Procedure
For you:
a. Position in front of the step.
b. At the signal go, step up and down on a bench for 3 minutes at a rate
of 24 steps per minute. One step consists of 4 beats, – that is, “up with
the left foot, up with the right foot, down with the left foot, down with
the right foot.”
c. Immediately after the exercise, stand and relax. Don't talk.
d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.
For your partner:

a. As the student assumes the position in front of the step, signal,
“Ready” and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and
multiply it by 6.
Scoring – record the 60-second heart rate for the activity.
16
PERFORMANCE TARGETS FOR BOYS
STRENGTH FLEXIBILITY ENDURANCE
90
Sit and 3 min. 1 Km.
AGE Partial degree Zipper
Reach Step Walk/Ru
Curl-Ups Push- Test
(cm.) Test n
Ups
9 23 15 37 122 4:57
10 25 16 39 121 4:40
11 26 17 41 119 4:27
12 28 18 43 117 4:25
13 32 19 45 115 4:19
14 36 20 50 110 4:18
15 38 21 55 107 4:14
16 42 22 56 105 4:10
17 45 23 64 102 4:00
18 47 24 69 99 3:55
19 49 25 70 98 3:45
20 51 26 72 96 3:35
21 55 27 72 95 3:30
PERFORMANCE TARGETS FOR GIRLS
STRENGTH FLEXIBILITY ENDURANCE
90
Sit and 3 min. 1 Km.
AGE Partial Degree Zipper
Reach Step Walk/Ru
Curl-Ups Push- Test
(cm.) Test n
Ups
9 20 7 43 119 5:30
10 21 7 45 117 5:00
11 21 8 47 115 4:55
12 22 9 49 113 4:50
13 22 10 52 111 4:47
14 23 11 54 108 4:38
15 23 12 58 103 4:30
16 24 13 63 101 4:25
17 25 14 68 100 4:17
18 26 14 72 98 4:10
19 27 15 74 96 4:05
20 30 15 75 95 3:37
21 30 16 75 93 3:35
You did it! So now, you can have a comparison of your previous fitness test
result with your current test result. Have you improved? Well, that means you are
doing well physically.
The succeeding activities will assess your skills on HRF. The variety of
activities, like sports and fitness exercises, are prepared for you to which will suit
the needs of your family.
17
What I Have Learned
Physical fitness has been defined as one’s ability to meet the demands of
daily life without much effort, and still have enough energy to respond to
unexpected difficult situations. It can also be achieved through regular physical
activities, proper nutrition, and sufficient rest.
Engaging in a physical fitness program provides an individual with
immediate and long term benefits. It reduces the risk of coronary heart disease,
controls overweight conditions, lowers hypertension, manages emotional and
psychological stress, speeds up rehabilitation from illnesses, and postpones the
debilitating effects of ageing.
1. Is physical fitness important? Justify.
__________________________________________________________________________________
_________________________________________________________.
2. Describe the importance of having a physically fit body.

__________________________________________________________________________________
_________________________________________________________.
What I Can Do
Let us now try to apply what we have learned in our lesson by performing
succeeding activity.
ACTIVITY 3: Because I Care
Directions: Identify the strengths and weaknesses of each family member
with regards to the health-related fitness. Give special attention to the aging
members of the family and those with physical disabilities. Copy the following table
and do your own assessment:
Family Health Assessment

Family Age Body Medical Physical Fitness components
Members Composition history
Weaknesses Strengths
(BMI)
Father
Mother
Sister
Brother 1
Brother 2
Me
ACTIVITY 4: Let’s Do IT!
18
Directions: Perform the following exercises.
EXERCISE REPETITIONS LEVEL OF TIME
INTENSITY (in seconds)
90 – Degree Push-up
Curl-ups
Assessment
Directions: Choose the letter of the correct answer and use separate sheet of paper
for your answer.
1. Cooling down after exercise will
a. Lower one’s heart rate gradually
b. Prevent blood from pooling
c. Minimize muscle soreness
d. All of the above
2. After completing a long distance run, it is best cool down in order to
a. Lose weight
b. Minimize muscle soreness and gradually lower heart rate
c. Become more flexible
d. None of the above
3. Which of the following exercises would best test the muscular strength of
your arms?
a. Sit and Reach
b. Curl ups
c. Squats
d. 90-degree Push ups
4. ____________ is the ability to do daily activities without becoming overly tired.
a. Healthy
b. Physical fitness
c. Overweight
d. Aerobics
5. Flexibility is best describe as the ability to:
a. Ability to exert effort
b. Ability to work the muscle over a period of time
c. Range of movement possible at various joints
d. The ability to bend and touch the toes
6. Which of these statements best describe the result of exercise?
a. Breathing rate decreases to increase oxygen flow to muscles
b. Breathing rate increases to increase oxygen flow to muscles
c. Breathing rate decreases to reduce oxygen flow to muscle
d. Breathing rate decreases to increase carbon dioxide flow to muscles
7. Which of the following exercises is to measure strength of upper extremities?
a. 90-degree Push Ups
b. Zipper Test
19
c. Curl Ups
d. Seat and Reach
8. Which of the following statements describes a physical benefit of physical
activity?
a. Physical activity can enhance body shape.
b. Physical activity can develop an understanding of rules.
c. Physical activity can help to relieve stress and tension
d. Physical activity can help develop friendships
9. Which of the following is the best strategy to help yourself to become more
flexible?
a. Start your activity with warm-up activity and stretching
b. Start your activity with a short rum and jumping jacks
c. End your activity with sprinting exercises
d. Incorporate massages into the weekly class schedule
10.Which of the following types of fitness training is the best choice for an
individual who wishes to improve overall muscle definition and tone?
a. Strength training with a moderate degree of resistance and a high
number of repetitions
b. Static stretching of major muscles and joints in which stretches are held
for at least 30 seconds
c. Variable-resistance training with heavy weights and a low number of
repetitions
d. Dynamic stretching involving sports movements in which reach, force,
and speed are gradually increased
11. Which of the following is the BEST type of exercise to improve
cardiorespiratory endurance?
a. lifting weights c. aerobic exercise
b. anaerobic exercise d. pull-ups
12. Which of the following terms describes the ability of a muscle or group of
muscles to exert force for extended periods?
13. If you wanted to reduce your risk of injury, you could move your joints
through their full range of motion on a regular basis. This would improve
which component of physical fitness?
14. Which exercise would be considered a cardiovascular endurance
activity?
a. cycling jumping rope
b. running d. all of them
15. Which activity would be considered a muscular endurance activity?
a. push up c. curl up
b. weight lifting d. a and b
20
Additional Activities
ACTIVITY 5: Physical Fitness family Journal

Make a program exercise involving your family as a physical fitness activity by
preparing a documentary of their family’s engagement in program exercises.
Reminders:
 photographs of you and your family engaging in your program exercise as

physical fitness activity
 coloring materials
 folders or card boards and other similar materials
 writing or printing materials
 adhesives or glues
 anything good for collage like recyclable materials as in old magazines
 computer (with any of these software applications: movie-maker, photoshop,
power point, nero, etc.)
 camera
 blank CD/s
Criteria/Indicators for Assessment:
 Uniqueness and originality

This includes the family’s unique way of scheduling or programming
physical fitness activities including the kind of program exercise and how
they are captured in pictures or videos.
 Creativity and resourcefulness

This involves the use of less expensive materials such as indigenous or
recyclable ones with a touch of the learner’s creativity and craftsmanship in
putting together the artistic elements like color, line, texture, harmony,
balance, and proportion.
 Deep understanding of the benefits derived from participating in

physical fitness activities
This defines the understanding of the essence of physical fitness activities as
shown through pictures and/or videos relative to the physical fitness
activities.
 Involving the family in physical fitness activities endeavors

Strong evidence that the learner’s family is really involved in any fitness
endeavor related to physical fitness activities.
Here’s how learners will accomplish the activity:
1. Ask learners to gather some pictures or videos of their family’s physical

fitness activities. Let them prepare a documentary by organizing them in a
portfolio or scrapbook or any other form of presentation they wish to do.
Encourage them to have it digitally presented. For example: videograph,
powerpoint presentation, movie-maker presentation and other similar media.
2. Let them put descriptions or captions for each documented activity. Their
descriptions or captions may include the physical fitness activities done,
date and place it was taken, and the like.
3. The last page or final slide, in case they prefer digital presentation, should
include their insights gained from participating in physical fitness activities
in general. Include also the benefits that they and their family as a whole
have gained from engaging in the said activities.
4. Encourage and challenge learners’ uniqueness, imagination, creativity, and

resourcefulness through this activity.
5. In case learners have difficulty in finding or gathering their family’s pictures

in their engagement in physical fitness activities, look for pictures of families
engaging and participating in physical fitness activities in magazines,
newspapers or pamphlets. Cut them out, organize, and paste them on a
clean bond paper or colored paper. Put captions on these pictures which
may include the benefits the family derives from participating in physical
fitness activities.
Answer Key
Assessment What's More

1. D 1. A
2. B 2. B
3. C 3. A
4. B 4. C
5. C 5. A
6. A 6. C
7. C 7. C
8. C 8. D
9. A 9. D
10.D 10.D
11.C 11.D
12.C 12.A
13.D 13.C
14.D 14.D
15.D 15.B
What I Need to Know
 identifies proper technique and form when performing balance, agility, speed, and
power exercises.
What I Know
your notebook.
1. It is an ability to change the body's position efficiently.

a. speed b. agility c. flexibility d. endurance
2. It is how fast something moves.

3. it is the quality of bending easily without breaking:
4. the ability to withstand hardship or adversity especially the ability to
sustain a prolonged stressful effort
5. It is an even distribution of weight enabling someone or something to
remain upright and steady:
a. speed b. balance c. flexibility d. endurance
6. It means with oxygen; in normal situations your muscles use energy
(glucose) that requires the addition of oxygen (O2); the oxygen is captured in
your lungs (respiratory) and transported to your muscles by your heart and
blood vessels (circulatory); once combined with O2, the glucose fuels the
muscle contractions and, thus, body movement
a. aerobic b. anaerobic c. aerobic exercised. anaerobic exercise
7. It is a moderate form of exercise that is sustained over an extended period
of time, generally involving the large muscle groups and placing a demand
on the heart and lungs to deliver oxygen to the muscles; aerobic exercises
are most effective for developing cardiovascular fitness, for example,
walking, jogging, cycling and swimming
8. (without oxygen) as your muscles work faster and harder, they require
more energy and, thus, more oxygen; your lungs breathe deeper and your
heart beats faster trying to keep up with the demand; when your muscles
demand for energy surpasses your lungs' and heart's abilities to deliver
oxygen, your muscles have to burn energy (glycogen) without O2, which is
used up fairly quickly and produces more waste products, specifically lactic
acid
9. It is a form of exercise that involves short, intense bursts of energy;
anaerobic exercise can only be maintained for 1-2 minutes, slightly longer
through specific anaerobic training. Anaerobic exercises are generally used
to build muscle mass, increase muscular strength, speed and power, for
example sprinting (running, cycling, swimming, etc), and bodybuilding
a. aerobic b. anaerobic c. aerobic exercise d. anaerobic exercise
10. the components of physical fitness that are directly related to good
health and wellness: body composition, cardiovascular fitness, flexibility,
muscular endurance, and strength
a. health-related b. skill-related c. motor skill d. aerobic
11. the physical ability to perform a specific motor task or physical activity,
for example: shooting a basketball, riding a bike, or surfing a wave; motor
skills are learned and improved through practice
12. the components of physical fitness that are directly related to the
performance of motor skills: agility, balance, coordination, power, speed and
reaction time; these skill-related fitness components are inherent, not
learned, and they are part of a person's genetic makeup
13. Which of the following is a skill-related component of physical fitness?
a. body composition b. agility c. muscular strength d. flexibility
14.The ability to transfer energy explosively into force is _____.
a. agility b. muscular strength c. speed d. power
15. The maintenance of equilibrium while stationary or moving is termed
_____.
a. balance b. coordination c. agility d. muscular strength
Lesson
2
Proper Technique and Form When
Performing Balance, Agility, Speed,
And Power Exercise
Knowing the proper technique and form when performing balance, agility, speed, and
power exercise will help the athletes understand there body better and develop the
area on which they are weak.
What’s In
Hi Guys! In our previous lesson you already determined the parameters of

fitness which will help you determine the area you need to develop to become better
athlete.
Activity 1: Where Am I?
Let’s do this activity. Read and identify what the statement is referring to by
arranging the scrambled letters given in each question. Write it on your activity
notebook.
1.What is an activity requiring physical effort, carried out to sustain or improve

health and fitness
E C R E S I E X
2.What do you call an even distribution of weight enabling someone or something
to remain upright and steady?
B L A A N E C
3.It is the ability to transfer energy explosively into force.
P W O E R
4. It is the ability to move quickly and easily.
L I T Y A G I
5.It is the rate at which someone or something is able to move or operate.
S P E E D
This time, we will conduct physical exercise and assessments.
What’s New
Activity 1: Do you Know Me?
This Activity will help you to find out how well you understand the importance
of physical movements in your daily life. These activities will assess your knowledge
and skills on Health-Related Fitness.
A.Identify which area will improve with these exercises. Write your answer on your
notebook.
1. 3.
2. 4. B.
Make an essay on how these exercises will improve your balance,
agility, power and speed. Write your answer on your notebook.
______________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________.
What is It
Hello learners! Let us read and understand the following lessons. Let’s explain
this.
What is proper form exercise?
 Doing each exercise with proper form makes sure that you make use of the full
potential of your body. Proper form ensures that your body is stressed
properly, and so it will respond and adapt in the best way possible. The result is
that your strength, power and/or muscular endurance improves.
Why do you need proper form of exercise?
 As we said earlier, exercises are generally created to target specific muscle groups.
Doing each exercise with proper form makes sure that you make use of the full
potential of your body. Proper form ensures that your body is stressed
properly, and so it will respond and adapt in the best way possible.
What are the four most important types of exercise?
 The 4 most important types of exercise 1 Aerobic exercise. Aerobic exercise, which
speeds up your heart rate and breathing, is important for many body functions. 2
Strength training. As we age, we lose muscle mass. ... 3 Stretching. Stretching
helps maintain flexibility. ... 4 Balance exercises. Improving your balance makes
you feel steadier on your feet and helps prevent falls.
What is proper technique?
 When you move with good form, your body works together as a unit, rather than as
a collection of parts. Proper technique is a combination of body
stability and mobility in the respective appropriate areas.
What’s More
Activity 2: Balance, Agility, Speed, And Power Exercises.

1. Tree Pose
Purpose – Tree pose is great on the floor, a folded mat, or BOSU. It strengthens
your ankles, improves your balance, and engages your core.
Procedure:
Stand with feet together, spine tall, and arms outstretched. If you are on a BOSU,
you can use either side, ball or flat.
Slowly lift your left foot up to the side of your calf and balance on the right foot
only.
Slowly lift arms overhead to make the branches of the tree. Hold for 30 seconds,
then switch legs.
2. Lateral jump with agility ladder

Purpose – to improve agility
Equipment
Agility ladder
Procedure
Stand to the left of the first square of the ladder, with feet
shoulder-width apart. Lower nearly into a squat, then drive through heels
to pop off the ground and jump into the ladder square diagonally in front
of your feet.
Immediately pop off the ground again to jump to the right side of
that ladder square. Continue moving forward quickly. At the end of the
ladder, run backward to the starting point. Repeat.
3. Speed Workout
Purpose – to improve speed
Procedure
Straights and Curves. Walk for five minutes to warm up. ...
Gear Shifter. In this workout, alternate between your easy, medium, and fast
paces. ...
The Even Steven. Walk to warm up, then run three laps around the track. ...
The Long Run. Want to stretch out your workout for longer?
Destination Run. Covering the same old route can get downright old.
4. Power exercise
Purpose – to measure strength of upper extremities
Procedure:
Hang Power Cleans: 3 sets of 6 reps, fast.
Push Press: 3 sets of 6 reps, fast.
Hang High Pulls: 3 sets of 6 reps, fast.
Romanian deadlifts: 3 sets of 6 reps, fast.
What I Have Learned
Doing each exercise with proper form makes sure that you make

use of the full potential of your body. Proper form ensures that your body is
stressed properly, and so it will respond and adapt in the best way possible.
The result is that your strength, power and/or muscular endurance
improves.
As we said earlier, exercises are generally created to target specific
muscle groups. Doing each exercise with proper form makes sure that you
make use of the full potential of your body. Proper form ensures that your
body is stressed properly, and so it will respond and adapt in the best way
possible.
The 4 most important types of exercise 1 Aerobic exercise.
Aerobic exercise, which speeds up your heart rate and breathing, is
important for many body functions. 2 Strength training. As we age, we lose
muscle mass. ... 3 Stretching. Stretching helps maintain flexibility. ... 4
Balance exercises. Improving your balance makes you feel steadier on your
feet and helps prevent falls.
1. Is the proper technique and form in conducting exercise important? Justify.

__________________________________________________________________________________
_________________________________________________________.
2. What benefit will you get from in doing proper technique and form in exercising?
__________________________________________________________________________________
_________________________________________________________.
What I Can Do
ACTIVITY 3: let’s work out together
Directions: Identify the strengths and weaknesses of each family member in
each exercise. Give special attention to the aging members of the family and those
with physical disabilities. Copy the following table and do your own assessment:
Family Health Assessment

Family Age Body Medical Tree Lateral 100 m Push-
Members Compositi history pose (s) step dash (s) ups
on (BMI)
Father
Mother
Sister
Brother 1
Brother 2
Me
ACTIVITY 4: Let’s Do IT!
Directions: Perform the following exercises.
EXERCISE REPETITIONS LEVEL OF TIME

INTENSITY (in seconds)
Lateral step
90-degree push-up
100 m dash
Tree pose
Assessment
your notebook.
1. It is a form of exercise that involves short, intense bursts of energy;

anaerobic exercise can only be maintained for 1-2 minutes, slightly longer
through specific anaerobic training. Anaerobic exercises are generally used
to build muscle mass, increase muscular strength, speed and power, for
example sprinting (running, cycling, swimming, etc), and bodybuilding
a. aerobic b. anaerobic c. aerobic exercise d. anaerobic exercise
2. the components of physical fitness that are directly related to good health
and wellness: body composition, cardiovascular fitness, flexibility, muscular
endurance, and strength
3. the physical ability to perform a specific motor task or physical activity,
for example: shooting a basketball, riding a bike, or surfing a wave; motor
skills are learned and improved through practice
4. the components of physical fitness that are directly related to the
performance of motor skills: agility, balance, coordination, power, speed and
reaction time; these skill-related fitness components are inherent, not
learned, and they are part of a person's genetic makeup
5. Which of the following is a skill-related component of physical fitness?
a. body composition b. agility c. muscular strength d. flexibility
6. .The ability to transfer energy explosively into force is _____.
a. agility b. muscular strength c. speed d. power
7. The maintenance of equilibrium while stationary or moving is termed
_____.
a. balance b. coordination c. agility d. muscular strength
8. It is an ability to change the body's position efficiently.
9. It is how fast something moves.

10. it is the quality of bending easily without breaking:
11. the ability to withstand hardship or adversity especially the ability to
sustain a prolonged stressful effort
12. It is an even distribution of weight enabling someone or something to
remain upright and steady:
a. speed b. balance c. flexibility d. endurance
13. It means with oxygen; in normal situations your muscles use energy
(glucose) that requires the addition of oxygen (O2); the oxygen is captured in
your lungs (respiratory) and transported to your muscles by your heart and
blood vessels (circulatory); once combined with O2, the glucose fuels the
muscle contractions and, thus, body movement
14. It is a moderate form of exercise that is sustained over an extended
period of time, generally involving the large muscle groups and placing a
demand on the heart and lungs to deliver oxygen to the muscles; aerobic
exercises are most effective for developing cardiovascular fitness, for
example, walking, jogging, cycling and swimming
15. (without oxygen) as your muscles work faster and harder, they require
more energy and, thus, more oxygen; your lungs breathe deeper and your
heart beats faster trying to keep up with the demand; when your muscles
demand for energy surpasses your lungs' and heart's abilities to deliver
oxygen, your muscles have to burn energy (glycogen) without O2, which is
used up fairly quickly and produces more waste products, specifically lactic
acid
ACTIVITY 5: Physical Fitness family Journal

Make a program exercise involving your family as a physical fitness activity by
preparing a documentary of their family’s engagement in program exercises.
Reminders:
 photographs of you and your family engaging in your program exercise as

physical fitness activity
 coloring materials
 folders or card boards and other similar materials
 writing or printing materials
 adhesives or glues
 anything good for collage like recyclable materials as in old magazines
 computer (with any of these software applications: movie-maker, photoshop,
power point, nero, etc.)
 camera
 blank CD/s
Criteria/Indicators for Assessment:
 Uniqueness and originality

This includes the family’s unique way of scheduling or programming
physical fitness activities including the kind of program exercise and how
they are captured in pictures or videos.
 Creativity and resourcefulness

This involves the use of less expensive materials such as indigenous or
recyclable ones with a touch of the learner’s creativity and craftsmanship in
putting together the artistic elements like color, line, texture, harmony,
balance, and proportion.
 Deep understanding of the benefits derived from participating in

physical fitness activities
This defines the understanding of the essence of physical fitness activities as
shown through pictures and/or videos relative to the physical fitness
activities.
 Involving the family in physical fitness activities endeavors

Strong evidence that the learner’s family is really involved in any fitness
endeavor related to physical fitness activities.
Here’s how learners will accomplish the activity:
6. Ask learners to gather some pictures or videos of their family’s physical

fitness activities. Let them prepare a documentary by organizing them in a
portfolio or scrapbook or any other form of presentation they wish to do.
Encourage them to have it digitally presented. For example: videograph,
powerpoint presentation, movie-maker presentation and other similar media.
7. Let them put descriptions or captions for each documented activity. Their
descriptions or captions may include the physical fitness activities done,
date and place it was taken, and the like.
8. The last page or final slide, in case they prefer digital presentation, should
include their insights gained from participating in physical fitness activities
in general. Include also the benefits that they and their family as a whole
have gained from engaging in the said activities.
9. Encourage and challenge learners’ uniqueness, imagination, creativity, and

resourcefulness through this activity.
10.In case learners have difficulty in finding or gathering their family’s pictures
in their engagement in physical fitness activities, look for pictures of families
engaging and participating in physical fitness activities in magazines,
newspapers or pamphlets. Cut them out, organize, and paste them on a
clean bond paper or colored paper. Put captions on these pictures which
may include the benefits the family derives from participating in physical
fitness activities.
Answer Key

1. B 1. D
2. A 2. A
3. C 3. C
4. D 4. B
5. B 5. B
6. A 6. D
7. C 7. A
8. B 8. B
9. D 9. A
10. A 10.C
11. C 11. D
12. B 12. B
13. B 13. A
14. D 14. C
15. A 15. B
What I Need to Know
 understands the concepts of acceleration and deceleration and their applications in

sport
What I Know
your notebook.
1. It is the dimensions of velocity (L/T) divided by time
a. speed b. velocity c. time d. acceleration
2. What is the unit of measurement in acceleration?
a. m/s2 b. m c. s d. km
3. Which of the following needs acceleration in sports?
a. vertical jump b. planking c. running at constant speed d. walking
4. Which of the following does not needs acceleration in sports?
a. vertical jump b. planking c. phase running d. horizontal
jump
5. Which of the following needs deceleration in sports?
jump
6. Which factor is necessary for acceleration?
a. speed b. distance c. time d. all of them
7. It describes how quickly you can increase your velocity towards maximum
speed.
8. It describes a change in velocity over a given time frame
a. speeding up b. turning right c. turning left d. all of
them
10. Why is the best reason why acceleration in sports important?
a. to maximize top speed at the shortest given time c. to win games
b. to avoid bumping d. to catch projectiles
Lesson
3
Acceleration and Deceleration in
Sports
What’s In
Hi Guys! This time we will understand the importance of acceleration and

deceleration in sports.
Speed is one of the biggest factors that set athletes apart in modern sports.
But, contrary to popular beliefs, maximal speed is usually not the skill that sets
athletes apart during competition. This is due to the fact that reaching your top
speed takes a relatively long time (around 6-7s), which means that you’ll rarely face
these situations during in-game scenarios. In fact, the average sprint distance in
field sports is only 10-20m and only lasts two to three seconds. With this in mind,
the most important factor is how quickly you are able to accelerate, decelerate, stop
and change direction to throw off your competition.
While acceleration and speed are often used interchangeably, it is important

to understand their fundamental differences in order to train them
accordingly. This article explains the basic mechanics of acceleration in sports and
why it is so important for athletic performance. You can also go straight to our
acceleration training post to learn how to create your own training program. There
are also some free samples to get you started!
What is acceleration in sports exactly?
Acceleration describes how quickly you can increase your velocity towards
maximum speed. However, since acceleration refers to velocity, it is
a vector quantity and therefore has a direction and magnitude. In a sports context,
this means a change in the magnitude or direction of the motion or both. For
example, sprinting requires you to accelerate horizontally whereas jumping relies
on vertical acceleration. Thus, every time an athlete changes speed or direction can
be considered acceleration in sports.
If you want to look at acceleration from a scientific standpoint, we can
refresh our memories with a simple lesson in physics:
Acceleration
Velocity / Time
In short, acceleration describes a change in velocity over a given time frame. It is

also often misunderstood among sports journalists, who only mention acceleration
when athletes are moving fast. In fact, acceleration has nothing to do with being
fast or slow – it merely describes an object’s change in velocity. You can even be
already moving with constant velocity and not be accelerating. Thus, even changing
from walking to a slow jog is considered acceleration in sports.

assessments.
What’s New
Try to identify if the following activities needs acceleration or not. Write the letter A if it
requires acceleration if it needs acceleration and write the D if it does not require
acceleration.
1. ________________ 2. _______________ 3. _______________ 4. _____________

What is It
When an athlete is accelerating, they are fighting against inertia. This

simple rule of physics means that any object with a mass tends to resist change in
velocity or direction. In short, an object wants to continue moving in a straight line
with constant speed. Thus, an athlete must use quite a bit of strength to fight
against the forces of gravity in order to overcome inertia and gain momentum.
As far as performance goes, the time it takes to accelerate to your maximum

speed can also be misleading. This is due to the fact that the lower your top speed
is, the quicker you’ll be able to reach it. Thus, an average middle-aged person
might even reach their top speed faster than a world-class sprinter. However, an
elite-level athlete is able to accelerate for a longer time and reach higher speeds.
Here’s an example:
In his world record run, Usain Bolt reached his top speed at around 60m
while his competitors reached maximum velocity closer to the 50m mark. This
means that Bolt was able to reach his top speed in around 6.5s – a full second later
than his competitors. However, since his top speed was faster than anyone else’s,
he was able to accelerate even further. Thus, even though Bolt’s acceleration took
longer, he became the fastest athlete alive.
Different phases of acceleration in sports
Acceleration can be divided into two distinct phases; initiation phase, also

known as pure acceleration or drive phase and transition acceleration phase.
Initiation acceleration phase describes the first few seconds of acceleration

where the athlete’s speed is still relatively low. During this pure acceleration phase,
the athlete must propel themselves forward and gain speed as quickly as possible.
Additionally, since the starting velocity is often very low, the athlete has the
capacity to significantly increase their speed.
Transition acceleration phase refers to the plateau where the athlete

comes closer to maximum speed and therefore unable to accelerate much further.
Thus, as the distance gets longer, your ability to accelerate more decreases.
However, since most field-sport athletes rarely sprint for more than 2-3s,
your focus should therefore be on improving your initial acceleration. On the other
hand, if your sport requires you to run a straight line for a longer time, you should
also train at the transition acceleration phase as well.
What’s More
Find a partner in your home and do the following activity to improve acceleration:
Exercise #1 One arm One leg tubing row
This is one of the great speed exercises because it focuses on and helps to
improve both deceleration (which is what most quick athletes do better than other
athletes in athletic speed) and acceleration.
a. The initial position is having the athlete squat/bend on one leg and resist
the pulling action of the tubing. The decelerators are kicked on.
b. Then the athlete quickly stands and pulls on the tubing while driving the
knee up. This recruits the accelerators.
c. The extra benefits of this exercise are the balance and stability training.
Do 2-4 sets of 5-8 reps per side. Go down slow into the squat/bend and be
explosive coming up.
Exercise #2 Reactive Shuffles and Crossovers
In this shot the athlete is ready to react

and shuffle or crossover in the
direction the coach points. This is a
real live setting for athletes to develop
their skill and for coaches to use great
feedback.
a. The athlete will get into a loaded

athletic stance and be prepared to
shuffle or crossover (already determined by the coach) and react to the coaches
point.
b. This type of exercise is great for athletic speed development because the
athlete must randomly react. The athlete will use his or her innate abilities. If
a mistake is made the coach can easily correct and have the athlete
reproduce a better pattern for many reps.
Do 2-3 sets of 3-5 reps. The athlete will react out to the cone and get back as quick
as possible for one rep. Because I am after speed, I will allow decent rest so the
athlete isn’t completely pooped out.
Exercise #3 Resisted power skips
I like resisted power skips for speed because it increases force production and
extension of the hips.
a. The athlete must learn to drive hard to move the resistance of the tubing
yet maintain good posture for acceleration.
b. The athlete will learn to coordinate the arms and the legs during this
exercise. It isn’t easy at first.
c. The biggest benefit is that more muscle fiber gets recruited when
attempting to power skip. This is the goal to generate more acceleration
speed.
Perform 3-6 reps for 20 meters. This is enough distance to get enough quality push
offs yet not too far to get overly fatigued and change mechanics.
What I Have Learned
Answer trhe following questions briefly.
1.In what instance do you need acceleration in athletics? Site at least three
instances.
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
2. In what instance do you need acceleration in athletics? Site at least three
instances.
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
3.In athletics, is acceleration and deceleration important? Justify.
What I Can Do
ACTIVITY 3:
Cutting is a great way to improve the efficiency of the athlete in athletic speed.
Most court and field sport require so much in regards to change of direction it is
important to address it.
a. The first thing I want my athlete to understand about cutting is the reactive
nature of it. There is not enough time to think about the cut. Just do what
comes naturally and we can correct mistakes if they present themselves
b. The athlete must learn to make the cut by re-directing the cutting foot
outside the width of the body that meets the angle they cut will be made at. I
do not want the athlete to purposely drop low with the hips if the cut must be
quick and not real sharp.
c. If the cut is sharp and the athlete must come back then the hips may lower
slightly but only enough to control the center of mass.
d. The key to cutting is to create separation if an offensive player and to close

the gap if a defender. The better body position you have and foot placement
the better the results
Do 3-6 reps of 2-3 different variations of cutting:
a. Speed cuts
b. Sharp cuts
c. Rehearsed cuts
d. Random cuts
e. Jump stop cuts
f. Spin cuts
Assessment
your notebook.
1. Which factor is necessary for acceleration?
a. speed b. distance c. time d. all of them
2. It describes how quickly you can increase your velocity towards maximum
speed.
3. It describes a change in velocity over a given time frame
a. speeding up b. turning right c. turning left d. all of

them
5. Why is the best reason why acceleration in sports important?
a. to maximize top speed at the shortest given time c. to win games
6. It is the dimensions of velocity (v/T) divided by time
7. What is the unit of measurement in acceleration?
a. m/s2 b. m c. s d. km
a. vertical jump b. planking c. running at constant speed d. walking
9. Which of the following does not needs acceleration in sports?

jump
10. Which of the following needs deceleration in sports?

jump
ACTIVITY 5: Do the following activities with in a week and try to beat your
previous time record to improve your acceleration.
Activity Day time
Exercise #1 One arm

One leg tubing row
Exercise #2 Reactive
Shuffles and Crossovers
Exercise #3 Resisted
power skips
Answer Key

1 D 1. D
2 D
2. A
3 D 3. A
4 D 4. B
5 A 5. C
6 D 6. D
7. D
7 D
8. D
8 A
9. D
9 B
10. A
10 C
What I Need to Know
• understands the concepts of force and power and their applications in sports
What I Know
your notebook.
1. What is the ability to exert maximum force as quickly as possible?
a. speed b. strength c. power d. acceleration
2. What is the maximum force an athlete can apply to a given load?
3. Which of the following requires power in sports?
a. long jump b. high jump c. running d. all of them
4. Which of the following does not require power?
a. javelin throw b. discus throw c. sprinting d. none of them
5. What is the sum of all the forces contributed by each body part?
a. total force b. strength c. speed d. velocity
6. In sports it is the ability to exert maximum force as quickly as possible.
7. Which of the following events requires power in athletics?
a. shot put b. 100 m dash c. long jump d. all of them
8. why power is needed for athletics?
a. to maximize force at shortest possible time c. to run slowly
b. to avoid injury d. to win games
9. what are the factors that affects power?
a. distance and time b. direction and distance
c. displacement and time d. force and time
10. Why force is important in athletics?
a. all event in athletics requires force c. to win games
Lesson
4
Acceleration and Deceleration in
Sports
What’s In
Hi Guys! This time we will understand the importance of strength and power
in sports.
Power and strength are often seen as synonymous words as they both depict
an ability to do something and the state of being at an advantage. However, these
two have different meanings and it may sometimes sound strange if they would be
used interchangeably. Power is the combination of force and speed while strength
generally focuses on force. The following discussions further delve into their
distinctions.
assessments.
What’s New
Try to identify if the following events in athletics requires power or not. Write the
letter A if it requires acceleration if it needs acceleration and write the D if it does not
require acceleration.
1. ________________ 2. _______________ 3. _______________ 4. _____________

What is It
What is power in sports?

Power in sports is the ability to exert maximum force as quickly as possible,
as in jumping, accelerating and throwing. While strength in sports is the maximum
force an athlete can apply to a given load, power is proportional to the speed at
which the force is applied.
As a main component of total fitness, power is crucial for success in sports

such as boxing, baseball, football, and track and field. Power gives athletes the
explosive ability to run faster and jump higher, and it can be improved by lifting
weights, running against resistance and performing plyometric exercises such as
depth jumps or medicine ball throws.
Principles of Force in Sports
Principles of force offer guidance for teaching sport techniques and

leveraging training strategies that require the development of force--pushing or
pulling. Force is the product of the mass (weight) and acceleration of an object or
person. These principles and examples concern (a) general applications, (b) athlete-
produced force, and (c) force dissipation.
General Principles of Force
1. Total force is the sum of all the forces contributed by each body part. In
any explosive skill, each force in sequence should be applied at the peak of the
previous force. Examples include throwing a ball and performing a power clean.
2. Force is used more economically when it is applied constantly and

evenly. For example, a swimmer moves more efficiently when moving at constant
speed and with smooth application of force.
3. All forces should be applied in the intended direction. Deviations from the

required line of force waste energy. For example, a runner who points his toes
outward or bounces excessively exerts wasted force and energy.
4. Greater velocity is generated if force is applied over a longer distance. For

example, an outfielder can generate greater force for throwing to home plate by
using a long winding up, rotating the trunk, shifting body weight from the back leg
to the front, and following through.
Principles Concerning Athlete-Produced Force
5. To achieve maximum force, use larger muscles in the lower body before
actions of the trunk and upper body. For example, the force of a punch in boxing
or throwing is greater when initiated from the lower body and hips, rather than
from the shoulders.
6. Maintain a firm base of support to develop maximum force for throwing and
striking. For example, a tennis player can generate a more powerful stroke if the
feet are firmly set against the surface of the court.
7. Force generated by muscles can be increased by increasing initial tension

before a contraction. This increase in force production is called elastic recoil, or
the stretch-shortening cycle. For example, drawing the arm back to pitch a ball or
throw a javelin places the muscles of the throwing arm on stretch, increasing the
force of contraction upon the initiation of the throw.
8. Executing a follow through at the end of a throwing or striking action

maximizes force generation and eliminates the tendency to decelerate
prematurely. For example, reversing the feet at the end of the shot put or discus
maximizes acceleration while helping
prevent fouling.
Principles Concerning Force

Absorption
9. The force of a blow can be

diminished by distributing the force
over a greater time, distance, or
area. For example, flexing the joints or
rolling on the ground can help an athlete absorb the shock of landing at the end of
jump or fall.
10. Transferring momentum from vertical to horizontal can reduce force over
a longer time and greater surface area. For example, football players fall and roll
to dissipate the force of hitting the ground.
11. Catching objects should be accomplished by extending the arms and

fingers, flexing to absorb force and reduce the velocity of the object, and
grasping with the fingers to secure the object.
What’s More
Find a partner in your home and do the following activity to improve acceleration:
Power and Strength Exercises
The snatch, and the clean and jerk generate more power than any other
exercises, according to John Garhammer, Ph.D., a professor of biomechanics at
California State University, Long Beach. Strength exercises the squat, bench press
and deadlift allow you to use more weight than other lifts, and remain the prime
strength-building exercises. The snatch, and the clean and jerk take years to
develop technical mastery, but the powerlifts develop more quickly. All five lifts
build strength and power while transforming your physique. Consult a health care
professional before beginning any strength-training program.
Snatch
The snatch involves pulling a weight overhead in a single movement, and

bending your knees to catch it. The strength with which you pull the weight and
the speed with which you get underneath the bar make this a complex lift, and it is
the first lift contested in the Olympic sport of weightlifting. Much of the power in
this lift is generated by the speed with which you straighten your legs, according to
a 2002 study published in the "Journal of Strength and Conditioning Research."
Clean and Jerk
The clean and jerk requires you to pull a barbell to your shoulders while
bending your knees to catch it. You land in the bottom position of a front squat,
stand erect and then thrust the barbell overhead while moving your feet apart to
catch the weight. This is the second lift contested in the Olympics. According to a
1980 study published in "Medicine and Science in Sports and Exercise," the jerk
generates more power than any lift ever tested.
Squat
The barbell squat builds and tests the strength of your legs and core.
Squatting deeply requires both flexibility and an erect posture — leaning forward or
rounding your back exposes you to injury. The squat does not build just strength,
it also builds explosive power that improves both your sprint times and vertical
jump, according to a 2004 study published in the "British Journal of Sports
Medicine." Never squat outside of a squat rack or power cage, and always hold the
bar firmly on your upper back.
Bench Press
Out of the five exercises that generate the most power or build the most
strength, the bench press is the only one performed while lying flat on your back.
After lowering the bar to your chest, smoothly push it to full extension. This lift
works your chest, shoulders and triceps, and even works the muscles of your back
to a degree, according to a 1995 study published in the "Journal of Strength and
Conditioning Research." Do not bounce the bar off of your chest; allow your head,
shoulders or hips to come up off of the bench; or your feet to leave the floor.
What I Have Learned

1.In what instance do you need strength in athletics? Site at least three instances.
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
2. In what instance do you need power in athletics? Site at least three instances.
 ___________________________________________________________
 ___________________________________________________________
 ___________________________________________________________
3.In athletics, is power and strength important? Justify.
What I Can Do
ACTIVITY 3: Find a partner in your home and try to do your best record in the
following excercises.
1. Planks
Lie flat, facing down with your chin up and your
upper body held up by your forearms. Your legs
should be flat, with your hips touching the floor. As
you tighten your shoulders and lower back muscles,
lift your hips off the floor. Hold for 30-40 seconds.
Relax and rest for 5-10 seconds. Repeat 5 times. You know you have pushed
yourself to best if your arms are shaking at completion of final rep.
2. Body Weight Squats

Stand with your feet shoulder width apart and your feet facing straight forward.
Bend at your knees and lower yourself into a squatting position. Imagine you are
trying to sit on a very low stool. Stop when your thighs are parallel with the floor
and your knees are at a 90-degree angle. With your heels and using your glute
muscles, push yourself back into your original standing position. Repeat 10
times for 2 reps. Remember to keep your abdomen tight and shoulders back. To
make this one of the more difficult muscular strength activities, move your feet
further apart.
3. Walking Lunges

Stand with your feet apart about shoulder width.
Using your left leg, step forward and then lower
your body so that your right back leg touches the
floor. Push through with your front heel so you can stand back up. Do the same
thing with the opposite side. Repeat 15 times on each leg. Keep your abdomen
tight and shoulders straight.
4. Push-Ups
Lie flat on the floor with your stomach facing down. Push your body up into a
plank and hold yourself up by your hands and toes. Lower your body back down,
but only let your chest touch the floor. Immediately, push back up with the
palms of your hands and lift yourself back into a plank. Repeat 15 times. If
needed, you can start by supporting your lower body with your knees in lieu of
your toes. Increase reps as you gain strength.
5. Sit-Ups
Lie on your back, flat on the floor. Your legs should
be bent at the knee and your feet flat on the floor.
Your hands should be behind the nape of your
neck. Hold your elbows out to both sides. Using
your abdomen muscles, pull your core torso up so
that it almost touches your upper legs and thighs.
Use your muscles, not momentum, to pull your body into positon. Lower your
body back to its original position in a controlled manner. Repeat 20 times for 3
reps. Consider using an exercise mat to keep your back from rubbing on the
floor.
Same Category:
Assessment
your notebook.
1. In sports it is the ability to exert maximum force as quickly as possible.
2. Which of the following events requires power in athletics?
a. shot put b. 100 m dash c. long jump d. all of them
3. why power is needed for athletics?
a. to maximize force at shortest possible time c. to run slowly
b. to avoid injury d. to win games
4. what are the factors that affects power?
a. distance and time b. direction and distance
c. displacement and time d. force and time
5. Why force is important in athletics?
a. all event in athletics requires force c. to win games
ACTIVITY 5: Do the following activities within a week and try to beat your
previous time record to improve your strength and power.
Activity Day time
1. planks
2. body weight squats

3. Walking Lunges
4. Push-ups
5. Sit-ups
Answer Key

1 C 1. C
2 D
2. B
3 A 3. D
4 D 4. D
5 A 5. A
6 C 6. C
7. D
7 B
8. A
8 D
9. D
9 D
10. A
10 A
What I Need to Know
• performs and evaluates one’s balance, agility, speed and power using different
methods of testing
What I Know
your notebook.
1. Which of the following exercise is intended to improve balance?
a. rock the boat b. push-ups c. sprinting d. Single-Foot Hops
2. Which of the following exercise is intended to improve agility?
3. Which of the following exercise is intended to improve power?
4. Which of the following exercise is intended to improve speed?
5. Which of the following exercise is intended to improve balance?
a. Side-to-Side Jumps b. flamingo stand c. jogging d. curl-ups
6.Which event in athletics best requires power?
a. javelin throw b. discus throw c. shot put d. all of them
7. Which event in athletics best requires speed?
a. 100m dash b. 5000m run c. javelin throw d. shot put
8. Which event in athletics requires endurance?
9. Which event in athletics requires agility?
Lesson
5
Performs and Evaluates One’s
Balance, Agility, Speed and Power
Using Different Methods of Testing
What’s In
Hi Guys! This time we will test your balance agility and power trough
different exercise.
Fitness tests can be devised to test all aspects of fitness, providing the test
follows fitness testing principles. The following are examples of simple fitness
tests which can easily be reproduced away from a lab and measure strength,
power, anaerobic endurance, local muscular endurance, aerobic endurance,
flexibility, balance, reaction time and body composition.
This time, we will conduct an activity and physical fitness assessments.
What’s New
Identify which area will improve with these exercises (balance, agility, speed,
power). Write your answer on your notebook.
1. 2.
3. 4.
What is It
The following are the ways to test your balance, speed, agility and power.
Balance test
Wobble board
 Using a wobble board or cushion, balance for as long as possible.
 Tests can be conducted on one leg, or both as long as subsequent
tests are the same.
Stork Test
 Stand on one leg with the free foot positioned just below the standing
knee.
 Raise the heel of the standing foot and hold for as long as possible.
Power tests
Vertical jump test
 Stand sideways on to a wall with the arms raised above you, mark the
highest point you can reach.
 Still standing sideways, jump as high as you can, marking the point
you can reach.
 Your score is the difference between your standing and jumping score.
 This test measures the power in your leg muscles.
Standing Long Jump
 Start behind a starting line, jump from two feet and land on two feet
as far as possible.
 You may use your arms to aid you.
Speed tests
These fitness tests measure pure speed.
30m Sprint
 Acceleration must be eliminated and so a flying start of 20m is
recommended.
 Record the time between meters 20 and 50.
Agility test
Quick Feet Test
 This is a simple test of foot speed and agility, in which the participant
runs along a ladder placing a foot in each space. This test gives an
indication of the ability to move the feet quickly and accurately.
 The subject starts at one end, and when ready starts running along the
ladder, placing a foot in each space without touching the sticks/rungs.
The timing starts when their foot first touches the ground between the
first and second stick, and ends when they step beyond the last stick.
Rest for two minutes and repeat the test.
What I Have Learned

1.How can you measure the following?

 Balance-_________________________________________________________
 Speed-___________________________________________________________
 Power-___________________________________________________________
 Agility-___________________________________________________________
2. as an athlete, why is it necessary for you to measure your balance, speed, power
and agility?
What I Can Do
ACTIVITY 3: Find a partner in your home and try to do your best record in the
following exercises.
EXERCISE RECORD
Stork Test ________________seconds
30m Sprint ________________seconds
Quick Feet Test ________________seconds
Vertical jump test ________________meters
Assessment
your notebook
1.Which event in athletics best requires power?
a. javelin throw b. discus throw c. shot put d. all of them
2. Which event in athletics best requires speed?
4. Which event in athletics requires agility?
ACTIVITY : Do the following activities within a week and try to beat your
previous record.
EXERCISE DAY RECORD
Stork Test
30m Sprint
Quick Feet Test
Vertical jump test
Answer Key

1 D 1. A
2 A 2. D
3 B 3. B
4. C
4 A
5. B
5 B
6. D
6 A
7. A
7 D 8. B
8 B 9. A
9 C 10. B
10 B
What I Need to Know
• identifies errors in performance and is able to correct technique.
What I Know
your notebook.
1. Which is incorrect?
a. Place arms shoulder-width apart c. Learn to pace yourself in advance
b. same arm and foot forward d. distributes their weight evenly
2. What is the proper way of holding the discus?
a. Hand under the discus b. Hand over the discus
c. Thumb over the edge of the discus d. Locking the discus in with the wrist
a. Rest their thumb on the back of the discus b. Hand over the discus
c. Thumb over the edge of the discus d. don’t lock the discus in with the wrist
4. Which is the correct way of holding the discuss?
6.Which of the following is the proper way to start a short distance race?
a. Place arms shoulder-width apart c. Feet Too Wide Apart
b. same arm and foot forward d. Both Feet Pointed to the Side
7 Which of the following is the proper way to start a distance race?
a. both feet pointing forward c. Feet Too Wide Apart
8. Which of the following is correct during the start of the race?
a. stepping back on go c. Feet Too Wide Apart
over both feet when in the “set” position and pushes off with both feet on “go”.
9. Which of the following is the proper way to start a race?
a. look at the ground about a meter ahead of them c. Feet Too Wide Apart
10. Which of the following is the correct way of running?
a. Learn to pace yourself in advance c. Feet Too Wide Apart
Lesson
6
Identifying Errors in Athletics
Performance and Correcting
Technique.
What’s In
Hi Guys! This time we will Identifying Errors in Performance and Correcting

Technique.
Although sprinting may seem like a basic movement, sprinting technique is
actually quite complex. Many athletes suffer from poor form, and minor flaws in
technique could be keeping you from achieving your maximal speed and
performance.
Here are some common sprinting technique errors, causes and corrections you
should be aware of to increase your speed.
Start and Acceleration Phase
Error 1
Hands too far apart in four-point stance
 Cause: Misunderstanding of movement
 Correction: Place arms shoulder-width apart
Error 2
Front leg knee not 90 degrees
 Cause: Hips too high or too low
 Correction: Adjust hip height to proper position
Error 3
Excessive weight distributed to arms
 Cause: Improper weight distribution
 Correction: Raise hips more upward than forward to straighten arms and
evenly distribute your weight
Error 4
Excessive tension in dorsal muscles and neck hyperextension
 Cause: Misunderstanding of movement
 Correction: Maintain normal head alignment and keep eyes focused on the
ground
Error 5
Jumping your first stride
 Cause: Push-off angle is too high and your upward thrust is too steep
 Correction: Increase your forward lean, maintain proper head alignment
and accelerate back leg action
Error 6
Premature upright position
 Cause: Not enough push-off force, and upward thrust too steep
 Correction: Increase push-off force, maintain forward lean and keep your
eyes focused on the ground without lifting your head
Maximum Velocity Phase
Error 7
Not enough leg extension at push-off
 Cause: Improper power transmission
 Correction: More ankle joint work in forward movement, running and
jumping; incorporate special strengthening exercises
Error 8
Feet turned excessively outward
 Cause: Poor running form
 Correction: Practice running in lane; practice walking, then jogging, then
slowly running with feet slightly inward
Error 9
"Bouncing" with vertical swaying
 Cause: Too much vertical push-off
 Correction: Longer push-off; practice hitting chalk/line markers at regular
intervals, starting exercises, and increased stride rate
Error 10
Wide forward swing of lead leg with flat foot plant
 Cause: Trunk and thigh weakness or fatigue
 Correction: Drills or training involving high knee lift via hills, sand, ankle
weights
Error 11
Poor arm movement (transverse movement, excessive backward swing, hunched
shoulders)
 Cause: Excessive shoulder movement and poor shoulder joint flexibility
 Correction: Practicing proper movements during easy stride or light jogging,
dynamic and static stretching and mobility training
Error 12
Head and neck hyperextension or hyperflexion
 Cause: Fatigue and misunderstanding of movement
 Correction: Normal erect head position; eyes focused ahead
This time, we will conduct an activity and physical fitness assessments.
What’s New
Identify the posture if its correct or not. Put check if its correct and an x if its
wrong.
1. Looking Forward When in “Set”____ 2. Looking Off to the Side_______ 3. A low

release_________
What is It
The following are common mistakes in athletics and how to correct them.
Below are 10 of the most common skill errors that I see kids make when they are
performing a standing discus throw.
1. Incorrect discus grip
Ideally, when gripping the discus, a young athlete should:
 Hold the discus flat against their palm.
 Sit the edge of the discus on the pads of their fingers, next to their first
finger joints.
 Rest their thumb on the back of the discus.
The following mistakes are often made with the discus grip:
 Thumb over the edge of the discus
 Fingers too far over the edge of the discus
 Locking the discus in with the wrist
A thumb over the edge of the discus can lead to the discus “sticking” in the hand
and under-rotating.
With the fingers too far over the edge, this discus can slip out of the hand.
If the discus is locked in by the wrist, the thrower cannot achieve a smooth release.
2. Hand under the discus
This discus should be released with the hand over the top of the discus.
Beginner discus throwers, however, are often scared that they will drop the discus,
so will try to swing and deliver the discus with their hand underneath the
implement.
Hand under the discus

This hand position makes it impossible to release the discus
correctly.
Work with athletes to develop their confidence in handling
the discus.
3. Too many wind-up swings
Many young athletes perform too many preliminary “warm-
up” swings prior to throwing a discus. Some even believe that
this is what they are supposed to do.
One preliminary swing at most should be used. In fact, I
coach young athletes to swing the discus back and then
release the discus on the subsequent forward swing. Multiple swings are not
needed.
4. Bobbing up & down when winding-up
When performing their preliminary swings prior to a standing
throw, many young athletes will bob up and down. They will
squat down when swinging the discus back and stand up
again when swinging it forward. Instead, they should be
shifting their weight backwards and forwards over their back
and front foot.
Done properly, a shift in weight from the back to the front foot
will help an athlete to propel the discus out into the sector.
This is because they are moving their body weight in the
direction of the throw. A bobbing action will mean that the
athlete will be directing forces up and down, not in the
direction of the throw.
Bobbing down
5. Arm-only delivery
Many young athletes plant their feet and don’t move them
when throwing a discus. This leads to a very ineffective “arm-
only” action.
Experienced discus throwers throw with their whole body,
utilizing the muscles in their legs and torso as well as their
arms and shoulders. Watch out for the athletes who start in a
side-on preparatory stance and leave their feet fixed to the
ground throughout the movement. Their hips will remain in
virtually the same position as they awkwardly attempt to throw the discus around
and across their body.
Static feet
A lack of movement of the feet is a common cause of a discus
being released too early and “sliced” out to the side. The
discus may land outside the right-hand sector line (for a right-
handed thrower) or even hit the right-hand-side of the cage.
Discus sliced to right side

Even when young athletes do pivot their feet, many stop the
pivot before the toes of their back foot are pointing to the
front, resulting in the same problem as above.
If an athlete regularly “slices” the discus out to the side, look
to see which way their back foot is pointing. It will most likely
be exactly where the discus went.
Teach young athletes to, on delivery, point their back foot and
“belly-button” where they want the discus to land. i.e straight
down the middle of the landing sector.
6. Moving backwards on delivery
Some young athletes lean backwards when they are trying to
throw a discus. Obviously, moving backwards while trying to
throw an object forwards is not very effective.
Leaning back
This occurs when the athlete loses balance, loses control, or
does not properly transfer their weight from their back to their
front foot during delivery. It can also be caused by an athlete fearing that they will
fall forwards out of the circle and record a failed throw.
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At the extreme, some athletes will even take a step or “walk” back away from the
front of the circle as they throw.
“Walking away” on delivery

A loss of balance, an over-rotation, and a poor block can all cause
this to occur.
Work on the athletes balance, control and blocking action.
7. Bending forward at the hips
Watch for athletes who, when throwing a discus, tip over (“like a
teapot”) to their non-throwing side or bend forward from the hips.
This results in a low delivery position and therefore a low release of
the discus.
Teach a tall finishing position, with the chin “as far away from the
ground” as the athlete can get it.
A low release
8. Bowling the discus
It is not uncommon for young athletes to use a cricket-style
overarm bowling action when trying to throw a discus. For a right-
handed thrower, this is often the result of them dropping their left
arm and shoulder, lowering their head and bending at the hips.
Bowling the discus

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This can cause many problems including a low delivery position, a
poor blocking action, and a vertically spinning discus. The discus
may even tip fully over in flight.
Teach a tall, upright delivery position, with the lead shoulder and
non-throwing arm kept up. Teaching an effective block will will
also help.
9. Arm leading the action
An experienced discus thrower will use an “arm last” throwing
action. In other words, they will rotate their feet, hips, chest,
shoulders and head to the front before pulling the discus through
in a whip-like action.
Beginners often use an arm-dominant action, allowing the
throwing arm and hand to lead the throwing action. This results in
far less force being applied to the implement and a lessened ability to accelerate the
implement through the arm delivery action.
It can also result in a late arm action and release of the discus, causing the
implement to be hooked to the right (for a right-handed thrower).
10. Releasing the discus out of the back of the hand
The discus should ideally spin off the index finger and rotate out of the front of the
hand when released.
Therefore, a right-handed thrower will release the discus so that it spins in a
clockwise direction when viewed from above. A left-handed thrower will spin the
discus in an anti-clockwise direction when viewed from above.
Many young athletes are not aware of this and release the discus out of the back of
the hand.
Releasing the discus out of the back of the hand can result in many problems
including a bent throwing arm which leads to lead to a shortened lever and a loss
of momentum, and a shortened follow-through. It is also much more difficult to
apply a rotating force to the discus on release.
A standing start for sprints is used by many young athletes who are too young to
attempt, or have not yet been taught, a crouch or block start.
Below are 10 of the most common skill errors that I see kids make when they are
performing a standing start. I’d love for you to continue the list in the comments
section of this blog:
1. Same Arm and Leg Forward
Youngsters will often stand with the same arm and leg forward in the
“On Your Marks” and “Set” positions, when in fact it is better to stand
with opposite arm and leg forward. Running involves an opposite arm
to leg action, therefore starting with opposite arm and leg forward
allows an athlete to quickly run away from the line without wasting
valuable time by having to first “swap” arms.
Mistake: Same Arm & Leg Forward

2. One or Both Feet Pointed to the Side
It is very common for a youngster to stand with one or both feet
pointed off to the side (“like a speed-skater”), where in fact they
should be both pointed down the track in order to propel the body
forward off the starting line.
Mistake: Both Feet Pointed to the Side
Mistake: Back Foot Pointed Out to the Side

3. One Foot Directly Behind the Other
When asked to stand with both feet pointing to the front, it is
not uncommon for young athletes to stand with their back
foot directly behind, and in line, with their front foot, like
they are “balancing on a tightrope”. This is a very unstable
position. Tell the athletes to stand with the feet shoulder-width
apart.
4. Feet Too Wide Apart
When taking up a standing start position, it is extremely
common for young athletes to take up something that resembles
a “lunge” position, with the feet way too far apart. I am yet to really understand
where this tendency comes from, but always instruct the youngsters that their feet
should be about one foot-length apart.
5. “On Your Marks” & “Set” Positions Are The Same
Many youngsters will move straight into the “set” position when
called into “On Your Marks” and hold this position until the start of
the race. Teach athletes that the positions are different. I tell them
that “On your marks” means to get a “little bit ready”; set means to
get “very ready”. I have also had success in relating the starting
positions a car race.
6. Looking Forward During the “Set” Position
Many young athletes believe that it is correct to “look towards the
finish line” when in the set position. Whilst this is good advice
during the race, when in the set position this can cause tension in
the back of the neck and compromise a good acceleration posture. The athletes
should look at the ground about a meter ahead of them so that when they
accelerate, all of their power is directed through the top of their head.
Mistake: Looking Forward When in “Set”
7. Looking at the Starter
Lots of kids cannot resist the temptation to look at the starter,
rather than down at the track. I tell the athletes that even though
it is usually polite to look at someone when they are speaking with
you, the starter won’t be offended if you look away in this instance!
Mistake: Looking Off to the Side

8. A Straight Back Leg
It is common to see young athletes standing ready to race with
their back leg straight. If their back leg is already straight, how will
they push with it? Both legs need to be somewhat flexed at the
knees so that when the starting gun sounds, the athlete can
propel themselves forward by powerfully extending both legs.
Mistake: A Straight Back Leg

9. Stepping Back on “Go”
Even the most inexperienced athlete knows that they must move
forward when the race starts; but many take a step back first.
This wastes precious time and places the athlete into a poor
acceleration position. This movement may be caused by the
athlete standing with too much weight on the front foot, leading
them to search for some propulsion from the back foot by re-
positioning when the race starts. Teach the athlete to distribute
their weight a bit more evenly over both feet when in the set
position.
Mistake: Stepping Back on “Go”

10. Lifting Front Foot on “Go”
Another common fault is for a young athlete’s first movement to
be a lifting of the front foot. This can often be caused by the
athlete standing with too much weight on the back foot. Again,
make sure that the athlete distributes their weight evenly over
both feet when in the “set” position and pushes off with both feet
on “go”.
Mistake: Lifting the Front Foot on “Go”

What I Have Learned
1.What are the common mistakes in athletics? Site at least three and write how to
correct such mistakes.
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
2. As an athlete, why is it necessary for you to identify mistakes and how to correct
them?
What I Can Do
ACTIVITY:
conduct the correct procedure in each of the following:
Conduct the proper way of setting-up and push-off from the starting
blocks. (three repetition)
Assessment
your notebook
1.Which of the following is the proper way to start a short distance race?
a. Place arms shoulder-width apart c. Feet Too Wide Apart
2 Which of the following is the proper way to start a distance race?
a. both feet pointing forward c. Feet Too Wide Apart
3. Which of the following is correct during the start of the race?
a. stepping back on go c. Feet Too Wide Apart
over both feet when in the “set” position and pushes off with both feet on “go”.
4. Which of the following is the proper way to start a race?
a. look at the ground about a meter ahead of them c. Feet Too Wide Apart
5. Which of the following is the correct way of running?
a. Learn to pace yourself in advance c. Feet Too Wide Apart
a. Place arms shoulder-width apart c. Learn to pace yourself in advance
7. What is the proper way of holding the discus?
9. Which is the correct way of holding the discuss?
ACTIVITY : Do the following activities everyday within a week.

1. Proper start-up and push-off in the starting line. (five repetitions)
2. Proper way of running. (at least 30 meters, five repetitions)
3. Proper way of throwing the discuss. .(five repetitions)
Answer Key

1 A 1. B
2 A 2. B
3 D 3. C
4. B
4 A
5. C
5 A
6. A
6 B
7. A
7 B 8. D
8 C 9. A
9 B 10.A
10 C
REFERENCES:
https://coachingyoungathletes.com/2016/10/09/10-biggest-mistakes-
young-athletes-make-when-throwing-a-discus/
https://athletesacceleration.com/6-amazing-exercises-improve-athletic-
speed/
https://search.yahoo.com/search?
fr=mcafee&type=E210US91213G91319&p=acceleration+in+sports
https://thesportsedu.com/acceleration-definition/
http://www.differencebetween.net/language/words-language/difference-
between-power-and-strength/
https://www.teachpe.com/training-fitness/types-of-fitness-test
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph

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8

Development Team of the Module

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Welcome to the Physical Education Grade 8 Self-Learning Module (SLM) SPS

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

Welcome to the SPS Athletics Grade 8 Self-Learning Module (SLM).

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in

The following are some reminders in using this module:

Knowing the components of physical fitness will help the athletes

This time, we will conduct physical activity and physical fitness

Activity 1: Do you Know Me?

A. Identify and classify what kind of component of physical fitness will

The decision to carry out physical fitness activities or programs cannot be

Why warm up before exercise?

 Strength vs. endurance

 When to see a pro

Strength vs. muscular endurance

Activities that build muscular endurance include long-distance running, cycling, or

Muscular strength enhances overall health and boosts athletic activity.

Watch this video for a demonstration of some of the following exercises.

1. Stand with your feet slightly wider than hip distance.

For this exercise, you’ll need dumbbells or a barbell.

1. From tabletop position, lift your feet off the floor.

1. From tabletop position, extend your feet and legs.

Use caution when starting a strengthening exercise program if you’re new to

What is muscular endurance and how do you improve it?

4. Extend workout time

The definition of cardiovascular endurance simply put is the body’s

3. Improved Hormonal Profile

4. Improved Recovery Ability

What does flexibility stand for?

1. It improves athletic performance. 2. Flexibility supports functional movement. 3.

What does cooling down mean?

Source: K-12 MAPEH-Physical education books of grade 8

Activity 2: Physical Fitness Test (HRF)

1. Prepare for the test.

Health Related Fitness

A. Body Mass Index (BMI)

WEIGHT [in Kilograms]

Example: 30 30 20.83 (NORMAL)

A.1 Weight – the heaviness or lightness of a person.

For you as the test taker:

For your partner:

For your partner:

Scoring – record standing height.

For your partner:

Source: K-12 MAPEH-Physical education books of grade 8

Purpose – to measure strength of upper extremities

c. Perform as many repetitions as possible, maintaining a cadence of 20

For the tester:

1. ________ 2. _ 3. _ 4. _____