8

Physical Education
Quarter 2- Module 1
Team Sports
PE8PF-Iia -36
Physical Education – Grade 8
Alternative Delivery Mode
Quarter 2 – Team Sports
First Edition, 2020

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authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Marianne O. Dela Cruz

Language Reviewer: Zenaida Y. Chico
Content Editor: Ria P. Mortera
Illustrator: Ria P. Mortera
Layout Artist: Charizze Aiko R. Castillo

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Marquez T. Cartel
EPS – MAPEH

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 8

Physical Education
Quarter 2- Module 1
Team Sports
PE8PF-Iia -36
 Introductory Message

For the Facilitator:

Welcome to the Physical Education 8 Project CAP-LRE Alternative Delivery Mode (ADM) Module on
Team Sports.

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

For the Learner:

Welcome to the Physical Education 8 Project CAP-LRE Alternative Delivery Mode (ADM) Module
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:

This will give you an idea of the skills or competencies

you are expected to learn in the module.

This part includes an activity that aims to check what

you already know about the lesson to take. If you get
all the answers correctly (100%), you may decide to
skip this module.
This is a brief drill or review to help you link the
current lesson with the previous one.

1

.......................................
In this portion, the new lesson will be introduced
to you in various ways; a story, a song, a poem, a
problem opener, an activity
or a situation.
This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.
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.
This includes questions or blank sentence/paragraph
to be filled in to process what you learned from the
lesson.

This section provides an activity which will help you

transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

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!

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 This module was designed for your advantage and specifically written to suit your needed knowledge
about Team Sports and how to conduct physical activity and physical fitness assessments of family/
school peers (PE8PF-Iia -36). This can be used in all types of learning situations as the diversity of
students in terms of their vocabulary level is being put into consideration. The lessons are organized,
but it was modified to match with the textbook you are now using.

After going through this module, you are expected to:

• Identify the meaning of team sports and its examples;
• Appreciate the importance of team sports in achieving one’s fitness and building
camaraderie; and
• Perform physical activities involving team sports together with family/ school peers.

Before you proceed, let us assess first your prior knowledge about team sports. Read the directions
carefully and write your answers in your answer sheet.

A. Choose the letter of the answer that corresponds to the given statement/ situation.

_____ 1. Regular physical activity provides young people with important physical, mental and social health
benefits EXCEPT:
a. Strong bones and muscles c. improved posture
b. Heart and Lungs problems d. enhance self-esteem
_____ 2. It is a team sport wherein the objective is to shoot a ball through a basket horizontally positioned
to score points while following a set of rules.
a. Basketball c. Volleyball
b. Softball/ Baseball d. Football
_____ 3. Any sports which involves participants working together as they seek to achieve a shared objective.
a. Combative Sports c. Team Sports
b. Individual Sports d. Dual Sports
_____ 4. It is a game played by two teams who alternate between offense and defense. The goal is to
score more runs than the opponent
a. Basketball c. Volleyball
b. Softball/ Baseball d. Football
_____ 5. The following are the values and virtues that team sports can develop in you EXCEPT:
a. Selfishness c. Cooperation
b. Teamwork d. Respect

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B. The table indicates the basic skills in playing basketball, baseball/softball and volleyball. Your
task is to identify which sport is appropriate for each of the skills given.

BASKETBALL BASEBALL/SOFTBALL VOLLEYBALL

BASIC SKILLS TEAM SPORTS

1. Shoot

2. Setting

3. Homerun

4. Bunt

5. Serving

6. Pitch

7. Free Throw

8. Dribble

9. Strike

10. Spiking

You have already learned about Health-Related Fitness in your previous modules. Health-related fitness is
the ability to become and stay physically healthy. Match the following Health-related Fitness components to
its corresponding meaning. Write the letter of the correct answer in your answer sheet.

_____ 1. It is the ability to move a body part through a full range of motion (ROM) at a joint.
_____ 2. It is the composition is the ratio of body fat to lean body mass (including water, bones,
muscles, and connective tissues).
_____ 3. It refers to the maximum amount of force a muscle can exert against an opposing force.
_____ 4. It is ability of the heart (cardio) and circulatory system (vascular) to supply oxygen to
muscles for an extended period of time.
_____ 5. It refers to the ability of the muscle to work over an extended period of time without fatigue.

A. Cardiovascular Fitnes s D. Mu s c u l a r S tr e n g th
B . Muscular E nduranc e E . F l e x i b i l i ty
C. Body Composition

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 In this module, you will now explore how team sports can improve one’s physical fitness. You will learn
how to conduct physical activity of family/ school peers through team sports.

This time focus your attention on the team sports engagement survey form. This will assess your
engagement in team sports which will serve as your reference in identifying your personal goals and
targets.
Here are your tasks:

1. Copy the survey form in your activity notebook and reflect on your participation in team
sports by responding honestly to the following survey questionnaire.
2. Put check ( ) in the corresponding column under the sports for your response.
It’s quite easy, right? So grap a pen and accomplish the questionnaire.
3. When you’re done with the preceding task, state in your answer sheet your targets/ goals
on involving yourself, your family and community in team sports programs.

BASEBALL/
BASKETBALL VOLLEYBALL
SURVEY QUESTIONS SOFTBALL
YES NO YES NO YES NO
1. Do you have experience
in playing team sports?
2. Do you play team sports
often?
3. Do you play team sports
with friends?
4. Do you play team sports
with your family?

5. Are you a member of

the school varsity team?
6. Do you participate
in community sports
programs?
7. Do you enjoy
participating in team
sports?
8. Do you consider the
benefits derived from
playing team sports?
9. Are there team sports
enthusiasts in your
family?
10. Do you plan to make
team sports as one of
your lifetime fitness
activities?

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 TEAM SPORTS

Team Spo rts a re a n y sports whic h in v o lv e s p a rt ic ip a n t s wo rk in g t o g e t h e r a s t h e y

s e e k to achieve a sh a red o b jective.
Whe n yo u co n sid e r the a d v a n t a g e s o f t e a m s p o rt s , t h e c h a n c e s a re y o u r f i r s t
t h o u g hts will have to do with the phys ic a l b e n e f it s o f re g u la r f it n e s s . Wh ile it ’s tr u e t h a t
re g u lar acti vi ty is e sse n tia l in main tain in g a h e a lt h y lif e s t y le , re s e a rc h h a s a ls o s h o w n
t h a t par ti ci patin g in exe rcise and sport s ma y h e lp e n h a n c e t h e min d a lo n g s id e t h e b o d y.
A s i gni ficant body o f re search has fo u n d t h a t in a d d it io n t o t h e o b v io u s — im p r o v e d
p h y s ical health — sp o rts p lay a p o sit iv e ro le in s u p p o rt in g y o u t h d e v e lo p me n t , l e a d i n g
t o i m pr oved academic a chie veme n t, f e we r b e h a v io ra l p ro b le ms , b e t t e r p s y c ho s o c i a l
h e a l th, and m ore. In fa ct, almost eve ry s t u d y re v e a ls b e n e f it s in c o mp e t e n c e , c ha r a c t e r,
c o n f idence, and oth e r critica l comp o n e n t s o f p o s it iv e d e v e lo p me n t .
Follow i ng a re ju st some o f th e b e n e f it s t h a t s t u d e n t s c a n a c c e s s t h ro u g h r e g u l a r
p h y s ical activity and team sp o rts.

• hea lth y g rowth a n d deve lo p me n t ;

• str on g bones and muscle s ;
• control of we ight and b o d y c o mp o s it io n ;
• im p ro ved p o stu re;
• im p ro ved card iova scu lar h e a lt h ;
• r educe d blo o d ch o lestero l;
• opp o rtu n ities to ma ke frien d s a n d e n h a n c e s e lf -e s t e e m;
• r educe d stre ss, d e p ressio n a n d a n x ie t y ;
• im p ro ved a cademic performa n c e ;
• learn important va lues.

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Th e follow i ng are some of th e co mmo n t e a m s p o rt s t h a t s t u d e n t s c a n le a rn a n d en j o y.

BASKETBALL

B asket ball is a team sp o rt, where in t h e o b je c t iv e is t o s h o o t a b a ll t h ro u g h a b a s k e t

h o ri z ontal l y positio n e d to score poin ts wh ile f o llo win g a s e t o f ru le s . Us u a lly, t wo te a m s o f
f i v e player s pl ay o n a marked rectangula r c o u rt wit h a b a s k e t a t e a c h wid t h e n d . B as k e t b a l l
is o n e of t h e wo rld ’s mo s t p o p u la r a n d wid e ly v ie we d s p o r t s .
A re g u latio n b a s k e t b a ll h o o p c o n s is t s o f a rim 1 8 in c h e s i n
dia mete r a n d 1 0 f e e t h ig h mo u n t e d t o a b a c k b o a rd . A t e a m
ca n score a f ie ld g o a l b y s h o o t in g t h e b a ll t h ro u g h t h e b a s k e t
during re g u la r p la y. A f ie ld g o a l s c o re s t wo p o in t s f o r t h e
sh o o tin g te a m if a p la y e r is t o u c h in g o r c lo s e r t o t h e b a s k e t
th a n th e th re e -p o in t lin e , a n d t h re e p o in t s (k n o wn c om m o n l y
as a 3 -poi n t e r o r t h re e ) if t h e p la y e r is b e h in d t h e t h re e - p o i n t
line. Th e t e a m wit h t h e mo s t p o in t s a t t h e e n d o f t he g a m e
wins, but a d d it io n a l t ime (o v e rt ime ) ma y b e is s u e d w h e n t h e
game e n d s wit h a d ra w. T h e b a ll c a n b e a d v a n c e d o n t h e
co u rt by bo u n c in g it wh ile wa lk in g o r ru n n in g (d rib bl i n g ) o r
th rowing ( p a s s in g ) it t o a t e a mma t e . I t is a v io la t io n t o m o v e
with o u t d rib b lin g t h e b a ll (t ra v e llin g ), t o c a rry it , o r t o h o l d t h e
ball with b o t h h a n d s t h e n re s u me d rib b lin g (d o u b le dr i b b l e ) .

BASIC SKILLS IN BASKETBALL

Dr ibbling in basketb a ll is a skill t h a t y o u s h o u ld ma s t e r. I t

a l l o ws you to move a round th e court wh ile y o u ’re in p o s s e s s io n
o f t he ball. It i s a le g a l meth o d th a t a llo ws y o u t o a d v a n c e wit h
t h e bal l and m ake a score a s o p p o s e d t o t h a t o f p a s s in g it t o a
t e a mm ate to sho o t it fo r th e b a ske t. T h is mo v e in v o lv e s b o u n c in g
t h e bal l off the flo o r with your hands a s y o u c o v e r t h e f lo o r.

Th e first basic sk ill t o b e le a rn e d is s h o o t in g . E v e ry b a s k e t b al l p l a y e r

l ove s to shoot the ball! T h e mo s t p ra c t ic e d s k ill in t h e g a me is sh o o t i n g .
Playe rs spend a good d e a l o f t h e ir p ra c t ic e t ime o n s h o o t in g d r i l l s t o
i mp rove th e ir skill le vel. A f t e r a ll, if y o u c a n ’t s h o o t - y o u c a n ’t s c o r e !

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 Basketball is a team game . T h a t me a n s a ll
p l a y er s ar e i nvo lve d with the p roce s s o f p la y in g t h e
g a me and shou ld fu n ction as o n e . On e o f t h e p rima ry
s k i l l s cr eated to a cco mplish this is p a s s i n g. I t is a
s k i l l that m aximizes th e in volveme n t o f a ll p la y e rs in
s e t t ing up a play to e a rn su cce ssful s h o t s a n d e a rn
p o i nts for the wh o le team.

Reboundi n g is o n e o f t h e ma jo r a s p e c t s o f t h e g a m e . I t i s
yo u r a b ility to jump wit h p o we r t o g a in p o s s e s s io n o f t h e b a l l a s i t
bounce s to the rim a f t e r a f a ile d s h o t b e f o re it t o u c h e s t he f l o o r.
Ju st h o w import a n t is re b o u n d in g ? Wh e n e v e r y o u g ra b a reb o u n d ,
yo u r team gain s a c h a n c e t o s h o o t a g a in wh ile t h e o t h e r t e a m l o s e s
it. Th e diffe rence is d o u b le .

Running is one o f th e b a sic s k ills t h a t a b a s k e t b a ll

p l a y er shoul d p ossess. B eca u se in this s p o rt , s p e e d d e f in e s
t h e best. Whethe r you’re o n th e offens iv e o r d e f e n s iv e s id e
o f t h e gam e, pa ssing, rece iving, shoo t in g o r re b o u n d in g a
b a l l , you always mu st ru n in any wa y p o s s ib le .

BASEBALL/SOFTBALL
A b a s e b a l l / s o ftb a l l g a me is p la y e d b y t wo t e a m s
who a lte rn a t e b e t we e n o ff e n s e a n d d e f e n s e . T h e re ar e n i n e
p laye rs o n e a c h s id e . T h e g o a l is t o s c o re mo re ru n s t h a n
the oppon e n t , wh ic h is a c h ie v e d b y o n e c irc u it o f f o u r b a s e s
that are p la c e d o n t h e d ia mo n d .
The d e f e n s e we a rs b a s e b a ll/ s o f t b a ll g lo v e s , a l e a t h e r
contraptio n t h a t f it s o n t h e h a n d , t o c a t c h t h e b a ll. A b a s e b a l l
is a whit e b a ll ro u g h ly t h re e in c h e s in d ia me t e r w i t h r e d
stitchin g . A s o f t b a ll is ro u g h ly t wic e a s b ig , s o me t imes y e l l o w
(but no s o f t e r).
The o ff e n s e u s e s a b a t , wh ic h is ma d e o f wo o d i n t h e
p rofe ssion a l ra n k s , a n d lik e ly ma d e o f a lu min u m o r a m e t a l
comp o sit e a t a ma t e u r le v e ls . A lmo s t a ll s o f t b a ll b a t s a r e
a luminum o r me t a l.
The p a rt o f t h e f ie ld c lo s e s t t o t h e b a s e s is c a l l e d
the in fie ld , a n d t h e g ra s s y f a rt h e r re a c h e s is c al l e d t h e
o u tfield . T h e b a s e s a re 9 0 f e e t a p a rt o n t h e d ia mo n d , c l o s e r

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i n c h i l dr en’s l ea g u e s a n d so ftb a ll. Oth e r f ie ld s a re v a ria b le , a n d t h e o u t f ie ld f e n c e s o r t h e
a mo unt of “ foul te rrito ry” - the a mount o f g ro u n d t h a t b o rd e rs t h e f ie ld b e t we e n t h e l o n g
w h i t e lines that co n n e ct first base to h o me p la t e a n d t h ird b a s e t o h o me p la t e – v a r i e s
f ro m fi eld to field.

In defense , there ’s a pitch e r in t h e mid d le o f t h e mo u n d wh o in it ia t e s t h e a c t i o n

b y t hr owing the b a ll towa rd h o me p lat e . T h e c a t c h e r c a t c h e s t h e b a ll if it ’s n o t h i t . T h e
i n f i e lder s ar e the first base man, seco n d b a s e ma n , s h o rt s t o p (b e t we e n s e c o n d an d t h i r d
b a s e ) and the third b a sema n . Th e re are t h re e o u t f ie ld e rs : T h e le f t f ie ld e r, c e n t e r f i e l d e r
a n d ri ght fiel der.

Ther e ar e nin e in n ings in pro fes s io n a l b a s e b a ll g a me s (s o me t ime s f e we r i n l o w e r

l e v e ls) , and each in n ing is divid e d in h a lf t o t h e t o p o f t h e in n in g (wh e n t h e v is it in g t e a m
h i t s and the home te a m p lays d e fense ) a n d t h e b o t t o m o f t h e in n in g (wh e n t h e h o m e t e a m
h i t s and the vi s iting team pla ys defe n s e ). E a c h t e a m g e t s t h re e o u t s in e a c h h a l f o f t h e
i n n i ngs.

On offense, each team has nine players in its batting order, and they must stick to that or-
der throughout the game (players may substitute in for other players). A play begins with a batter
waiting to hit a pitch from the pitcher. If the batter hits the ball into the field of play, the batter
runs to first base and can run to as many bases as he or she deems fit without getting “out.” If a
player hits the ball over the outfield fence in fair territory (between the foul lines), it’s a home run,
and the batter can circle all four bases.

On defens e , th e re are many way s t h a t t h e t e a m o n d e f e n s e c a n g e t a n o ff e n s i v e

p l a y e r out. Four co mmo n wa ys are :
• Str ikeouts (hitte r misse s t h re e p it c h e s )
• For c e outs (wh e n , a fte r the b a ll is h it , t h e d e f e n s iv e p la y e r wit h t h e ba l l
r eaches a b a se b e fore th e ru n n e r)
• Fly outs (wh e n a p laye r h it s t h e b a ll in t h e a ir, a n d i t ’ s c a u g h t b y a
defensive p laye r b e fore th e b a ll h it s t h e g ro u n d )
• Tag outs (when a runner is touched with the ball, or a glove with the ball in it).

BASIC SKILLS IN BASEBALL/SOFTBALL

Hitti n g t h e b a ll c o n s is t e n t ly t a k e s t imin g , h a n d - e y e
coord inat io n a n d c o n f id e n c e . T h e s e s k ills a re d e v e l o p e d
thro u g h re g u la r b a t t in g p ra c t ic e . Hit t e rs mu s t b e b a l a n c e d
when stan d in g a t t h e p la t e a n d d riv e t h e ir h a n d s t h r o u g h
the b a ll w it h a ll t h e ir s t re n g t h a n d mo me n t u m b e h in d t h e i r
swings.

Cat ching and fie lding th e ba s e b a ll t a k e s a t h le t ic is m,

a g g ressi veness, timin g and coord in a t io n . F ie ld in g g ro u n d
b a l l s r equir es th e p laye r to g e t to a s p o t o n t h e f ie ld q u ic k ly,
t o g et hi s body in front of th e ball a n d t o c a t c h it o u t in f ro n t
o f h im . C atchin g fly balls take s sp e e d , t imin g , a n t ic ip a t io n a n d
c o o rdinati on. Field e rs need to catch h u n d re d s o f g ro u n d b a lls
a n d fly bal l s in pra ctice to le a rn h o w t o f ie ld c o n s is t e n t ly.

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 Thr o w i n g t h e b a ll we ll re q u ire s a rm s t re n g t h , b a l a n c e
a n d timing . B a s e b a ll p la y e rs mu s t b u ild t h e s t re n g t h i n t h e i r
a rm b y th ro win g re g u la rly wit h t h e p ro p e r t e c h n iq ue . T h a t
means p la y e rs mu s t s t e p t o wa rd t h e t a rg e t wh e n t h ey t h r o w
a n d mu st g e t t h e ir mo me n t u m t ra v e lin g t o wa rd t h e ir t a r g e t .

H aving speed alo n e d o e s not ma k e

o n e a good ba se runner. S peed h e lp s ,
b u t under standin g the ro u te to run , t h e
a rm str ength of opposing outfie lder s a n d
t h e gam e si tu a tio n a re mo re impo rt a n t
s k i l l s than fla t-out speed. A g o o d b a s e
ru n ner will l i ste n to advice fro m co a c h e s
o n the base path s b u t will ma ke the f in a l
d e c isi ons w hether to ru n o r stop bas e d o n
h i s know l edge.
VOLLEYBALL

Volleyba ll, game p laye d b y two t e a ms , u s u a lly o f s ix p la y e rs o n a s id e , i n w h i c h

t h e player s use their hands to bat a b a ll b a c k a n d f o rt h o v e r a h ig h n e t , t ry in g t o m a k e
t h e ball touch th e co u rt with in the o p p o n e n t s ’ p la y in g a re a b e f o re it c a n b e re t u r n e d .
To pr event this a p laye r o n th e oppos in g t e a m b a t s t h e b a ll u p a n d t o wa rd a t ea m m a t e
b e f o r e i t touches the court surface —th a t t e a mma t e ma y t h e n v o lle y it b a c k a c ro s s t h e n e t
o r b at i t to a third teammate wh o vo lle y s it a c ro s s t h e n e t . A t e a m is a llo we d o n l y t h r e e
t o u c hes of the ba ll befo re it mu st be re t u rn e d o v e r t h e n e t .

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 BASIC SKILLS IN VOLLEYBALL

Use d to put t h e b a ll in p la y. T h e a c t io n is d o n e wit h a r m s w i n g

th a t sends th e ball o v e r t h e n e t in t o t h e o p p o n e n t ' s c o u rt .

U sed to r e ceive the b a ll from yo u r o p p o n e n t s , a s in

s e rvice, or as a tech n ique to a ccu rate ly c o n t ro l t h e b a ll
i n a w ay that e limin a tes liftin g or ca rry in g t h e b a ll. T h e
f u n dam ental action of p a ssing is to re b o u n d t h e b a ll o ff
o f t h e for ear m s (which a re h e ld toget h e r t ig h t ly wit h t h e
p a l m s and thumbs positioned togeth e r) f ro m a s lig h t ly
s q u a tted and b a lance d position.

Use d t o p u t t h e b a ll in t o t h e o p p o n e n t ' s c o u rt in or d e r t o
earn a poin t o r s id e o u t . T h e f u n d a me n t a l a c t io n o f a t t a c k i n g
in corp o rate s a q u ic k a p p ro a c h f o llo we d b y a s t ro n g , f u l l a r m
swin g , a n d fo llo w-t h ru .

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 Use d to re c e iv e a t e a mma t e ' s p a s s in o rd e r t h a t t h e p l a y
may co n tin u e by p a s s in g t h e b a ll o v e rh e a d t o a n a t t a c k e r. T h e
fundame n tal a ction o f s e t t in g is t o c o n t a c t t h e b a ll wit h t h e f i n g e r
p a d s mome n tarily a t t h e f o re h e a d a n d f o llo win g t h ro u g h wit h a r m s
fully extended to t h e h it t in g t a rg e t .

U sed to re ceive the o p p o n e n t's a t t a c k . T h e k e y s k ills a re d ig g in g a n d s p r a w l i n g .

Th e di g r esem ble s a fo rearm pass fro m a lo w re a d y p o s it io n a n d is u s e d mo re f o r b a l l s
t h a t ar e hit near the defe n d e r. The sp ra wl is a re s u lt o f a n a t t e mp t e d d ig f o r a b a l l t h a t
i s h i t fur ther away from th e defe n d e r a n d re s e mb le s a d iv e .

Us e d t o s t o p t h e b a ll f ro m c ro s s in g t h e n e t a s a
resu lt o f a n o p p o n e n t ' s a t t a c k . A b lo c k is e ff e c t i v e i f
it imme d ia t e ly p la c e s t h e b a ll b a c k in t o t h e o p p o n e n t ' s
court o r if it t e mp o ra rily s lo ws d o wn t h e b a ll in o r d e r
for a de f e n d e r t o ma k e a d ig . T h e f u n d a me n t a l a c t i o n
o f blo c k in g is t o s t a n d f a c in g t h e n e t wit h f e e t s h o u l d e r
wid th ap a rt , a rms n e a rly e x t e n d e d a b o v e t h e h e a d, r e a d y
to jum p a b o v e t h e n e t t o d e f le c t t h e b a ll b a c k i n t o t h e
o p p o n e n t ' s c o u rt .

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I n d e pendent Activity 1

Take a l oo k a t the following p ic t u re s . I d e n t if y wh a t t e a m s p o rt s a n d b a s ic s k i l l s i s

b e i n g i l l ustr ated . Write yo u r a n swe r in y o u r a n s we r s h e e t .

1. 2.

3.

4. 5.

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I nde p endent A ssessme nt 1

The fol l owin g ta b le h a s thre e c o lu mn s n a me ly : t e a m s p o rt s , b a s ic s k i l l s , a n d

c o m p onents of physical fitness in volv e d in p e rf o rmn in g t h e b a s ic s k ills . Co p y t h e t a b l e i n
y o u r answer shee t.

The team sp o rts at the first colu mn h a v e a lre a d y b e e n p ro v id e d wit h t h e re s p e c t i v e

b a s i c skills. Identify the comp o n e n t o f p h y s ic a l f it n e s s in v o lv e d in p e rf o rmin g t h e re s p e c t i v e
s k i l l s. Wr ite your answers in the g ive n c o lu mn .

Component/s of Physical
Team Sports Basic Skills
Fitness Involved
1. Shooting
2. Passing
Basketball
3. Dribbling
4. Rebounding
5. Running
1. Throwing
2. Catching
Baseball/ Softball
3. Hitting
4. Base Running
1. Serving
2. Passing
Volleyball 3. Setting
4. Spiking
5. Blocking
6. Digging

In d e p en d ent Ac tiv ity 2

Team sports are famo u s wo rld wid e d u e t o t h e d iff e re n t k n o wn s p o rt s c o mp e t i t i o n s

w e see in the te levision. S eve ral pro f e s s io n a l a t h le t e s a re k n o wn in t h e ir o wn f iel d . I n a
s e p ar ate sheet o f paper, p a ste a p icture o f a k n o wn t e a m s p o rt s p ro f e s s io n a l a t h l e t e t h a t
i n s p ir e you. Wr ite a ca p tio n on why yo u c h o o s e t h is a t h le t e .

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I nde p endent A ssessme nt 2

Based on your exp e rie n ces re g a rd in g t e a m s p o rt s , a n s we r t h e f o llo win g q ue s t i o n s .

Write your answers in your answer sheet.

1. What is your fa vorite te a m s p o rt ? Wh y ?

2. Who influence d or mo tivat e d y o u o n y o u r t e a m s p o rt s o f in t e re s t ? How ?
3. Do you think playing team sports can promote fitness, health, and wellness
am on g fa mily me mbers? Ho w?
4. What other physical, emotional, mental, and social benefits can you derive
fr om p laying team sports ?
5. G i ve yo u r reactio n re g a rdin g t h e s a y in g : “I n s p o rt s , it ’s n o t win n in g t h a t
m atters most, it’s h o w you p la y t h e g a me . ”

I nde p endent A ctivity 3

Let’s improvise and have some fun activity. The following are some basic skills that can be
performed in the comfort of your place. Together with your family, find a spacious place where you
can perform the following skills.

SAFETY PRECAUTIONS!

● Do warm up exercise before proceeding with the activity

● Wear appropriate attire
● Follow social distancing

Shooting: Basketball
● You will need a ball and a basket. You can improvise by using what is available in your
home (for example: small ball and fruit basket). As long as you can perform shooting.
● In the period of 1 minute, write how many times you shoot the ball in the basket

How ma n y time s did yo u s h o o t

the b a ll in th e given time?

Base running: Baseball/Softball

● Measure a space where you can run 100 meter.
● Get a timer and see how fast you can run the given length.

How fast ca n you ru n a 1 0 0

m ete r? Write yo u r time.

Passing: Volleyball
● Improvise a ball that can substitue as volleyball.
● Get someone whom you can exhange passing the ball.
● With a two meter distance and 3 minutes given time, count how many times you
exchange pass the ball.

How ma n y times did yo u p a s s

the b a ll?

15
I nde p endent A ssessme nt 3

H ow w ell did yo u performed in t h e la s t a c t iv it y ? A n s we r t h e s e lf -a s s e s s me n t

t o o l based on your performance . P u t c h e c k in t h e c o rre s p o n d in g c o lu mn wh e re y o u r
p e rf o m ance fits in.

I CAN EXECUTE
I CAN’T EXECUTE THE I CAN EXECUTE THE
THE SKILLS
SKILL PROPERLY. SKILL PROPERLY. MY
EXCELLENTLY. MY
BASIC SKILLS MY SCORES SCORES INDICATE I
SCORES INDICATE
INDICATE POOR CAN DO THE BASIC
MASTERY OF THE
PERFORMANCE SKILLS
SKILL
Shooting
Running
Passing

Let’s generalize the knowledge you acquired from this module. Fill-up the missing information in the
concept map.

TEAM SPORTS

BASIC SKILLS BASIC SKILLS BASIC SKILLS

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 You w i l l l i s t d o wn your goals a s re g a rd s y o u r p e rs o n a l, f a mily, a n d c o mmu n it y i n v o l v e
t e a m spor ts i n g e n e ral. This aims to re a ff irm y o u r c o mmit me n t in ma k in g t e a m s p o r t s
y o u r l i fetim e fi tness e n d e a vor. Th e fo llo win g is a n e x a mp le o f a n o u t p u t o n t h is a c t i v i t y.
Yo u a r e encour aged to h a ve oth e r mo d e s o f p re s e n t a t io n e mp lo y in g y o u r c re a t iv i t y a n d
re s o ur ceful ness in th is ch a lle n g e .

Pe rsonal Goal:
________________________________________________________________________
_ _ _ _ ____________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ .

Fa mily G oal:
________________________________________________________________________
_ _ _ _ ____________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ .

C om munit y G o al:
________________________________________________________________________
_ _ _ _ ____________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ .

Ex a m ple:

Pe rsonal Goal: I will make te a m spor t s my lif e t ime f it n e s s a c t iv it y.

Fa mily G oal: I will sh a re my kn o wle d g e a n d s k ills in t e a m s p o rt s wit h my s ib lin g s , father

and mo ther so we ca n en jo y t h e b e n e f it s o f p la y in g p a rt ic ip a t in g in i t .

C o mm unit y Goa l: I will a ctive ly partic p a t e in c o mmu n it y t e a m s p o rt s a c t iv it ie s .

After accomp lishin g your g o a ls a n d t a rg e t , t ry t o c re a t e a s imp le p h y s ic a l a c t i v i t y

p l a n involving team sp o rts for yo u r family. F o llo w t h e g iv e n e x a mp le b e lo w.

SAFETY PRECAUTIONS!

● Do warm up exercise before proceeding with the activity

● Wear appropriate attire
● Follow social distancing

DAILY PHYSICAL ACTIVITY PLAN FOR MY FAMILY

TIME PHYSICAL ACTIVITY

5:00-5:30 Wake up. Fix our beds and ready ourselves.
5:30-5:40 Warm up
5:40-6:10 Jog
6:10-6:40 Basketball ( shooting, dribbling and passing)
6:40-7:00 Cool down
7:00-7:30 Breakfast
7:30 onwards Start of our day

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A. Multiple Choice. Chose the letter of the correct answer. Write your answer in your activity notebook.

_____ 1. Any sports which involves participants working together as they seek to achieve a shared objective.
a. Combative Sports c. Team Sports
b. Individual Sports d. Dual Sports
_____ 2. It is a game played by two teams who alternate between offense and defense. The goal is to
score more runs than the opponent
a. Basketball c. Volleyball
b. Softball/ Baseball d. Football
_____ 3. Regular physical activity provides young people with important physical,mental and social health
benefits EXCEPT:
a. Strong bones and muscles c. improved posture
b. Heart and Lungs problems d. enhance self-esteem
_____ 4. The following are the values and virtues that team sports can develop in you EXCEPT:
a. Selfishness c. Cooperation
b. Teamwork d. Respect
_____ 5. It is a team sport wherein the objective is to shoot a ball through a basket horizontally positioned
to score points while following a set of rules.
a. Basketball c. Volleyball
b. Softball/ Baseball d. Football

B. True or False. Write True if the satement is correct and write False if not.

_____ 1. In baseball/ softball, having speed alone does not make one a good base runner.

_____ 2. Participating in exercise and sports may help enhance the mind alongside the body.

_____ 3. The goal in volleyballl is to score more runs than the opponent, which is achieved by one circuit of
four bases that are placed on the diamond.

_____ 4. Running is one of the basic skills that a basketball player should possess. Because in this sport,
speed defines the best.

_____ 5. In playing team sports, one value that you can learn is selfishness.

_____ 6. Basketball is a team sport, wherein the objective is to shoot a ball through a basket
horizontally positioned to score points while following a set of rules.

_____ 7. Digging is used to receive the opponent's attack.

_____ 8.Team Sports are any sports which involves participants working together as they seek to achieve a
shared objective

_____ 9. Throwing the ball in baseball/ softball does not requires arm strength, balance and timing.

_____10. Dribbling in basketball allows you to move around the court while you’re in p o s s e s s i o n o f th e
ball.

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Team Sports Family Journal

This activity will encourage you to involve your family in playing team sports . This is
a form of fitness activity wherein you prepare a documentary of your family’s engagement in
team sports.

You will need:

• team sports photographs of you and your family/ relatives/ school peers
• coloring materials
• folders/card boards, etc.
• writing/printing materials
• adhesives/glues
• anything that could be used for collage, recyclable materials/old magazines)
• computer and computer programs (Movie-maker, Photoshop, Powerpoint, Nero, etc.)
• camera
• blank CD/s

Skills to be demonstrated:
• Uniqueness and originality
• Creativity and resourcefulness
• Deep understanding of the benefits derived from participating in team sports
• Involving the family in team sports endeavors

Procedure:
1. Gather some pictures or videos of your family/ relatives/ school peers’ team sports activities.
Prepare a documentary by organizing them in a portfolio or scrapbook or any other presentation you wish to
do. You can also have it digitally presented (videograph, powerpoint presentation, movie maker presentation,
etc.).

2. Don’t forget to put descriptions or captions in each documented activity. Your descriptions/
captions may include the team sport played, date and place it was taken and the like.

3. If learners find it difficult to gather said pictures of their family’s engagement in team sports,
they may collect cut-out pictures from magazines depicting families engaged in team sports. As they include
these cut-outs in their team sports journal, they may include captions or essays that clarify their ideas about
the qoute: “The family that plays together, lives longer!”

4. The last page or final slide, in case you prefer digital presentation, should include your insights
gained from participating in team sports in general and the benefits that the learner and the family as a whole
gained from engaging in it.

5. Your uniqueness, creativity,and resourcefulness will be challenged through this activity so

don’t waste your chance. Go and start your masterpiece!

Criteria for Assessment:

Content and relevance of pictures presented 30%

Creativity, resourcefulness and quality of presentation 30%
Understanding (benefits of team sports to family fitness wellness) 40%
Total 100%

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 20
What I Know What’s In Assessment
A. A.
1. B 1. E 1. C
2. A 2. C 2. A
3. C 3. D 3. B
4. B 4. A 4. A
5. A 5. B 5. A
B. B .
1. Basketball 1. True
2. Volleyball 2. True
3. Baseball/Softball 3. False
4. Baseball/Softball 4. True
5. Volleyball 5. False
6. Baseball/Softball 6. True
7. Basketball 7. True
8. Basketball 8. True
9. Volleyball 9. False
10. Volleyball 10. True
What’s More
Independent Activity 1
1. Shooting, Basketball
2. Catching, Baseball/Softball
3. Serving, Volleyball
4. Passing, Basketball
5. Base Running, Baseball/Softball
Independent Assessment 1
Basketball:
1. Coordination, Muscular Strength
2. Coordination, Muscular Strength
3. Coordination, Muscular Strength, Speed
4. Muscular Strength, Speed
5. Speed, Power, cardiovascular strength and endurance
Baseball/Softball:
1. Muscular Strength
2. Coordination, Muscular Strength
3. Coordination, Muscular Strength
4. Speed, Power, Cardiovascular Strength and Endurance
Volleyball
1. Strength, Power
2. Coordination, Strength
3. Coordination, Strength
4. Power, Strength, Coordination
5. Strength, Coordination
 References

Book:

Department of Education (Deped). Learner’s Material: Physical Education and Health 8. Pasig City,
Philippines,2015.

Online:

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/
phasephys.pdf

https://www.slideshare.net/fitango/team-sports-19779867

https://armyandnavyacademy.org/blog/beyond-physical-fitness-the-benefits-of-playing-team-sports/

https://www.britannica.com/sports/volleyball

https://sites.google.com/a/frco.k12.va.us/fcvball/skills

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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

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