PE 7 Quarter 2 Module 1: Strengths and Weaknesses in Skill-Related Fitness Activities

Physical Education Quarter 2 – Module 1: Strengths and Weaknesses in Skill-Related Fitness Activities

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[illustration: students studying under a tree and at a desk, with a teacher, a lamp, and a globe]

CO_Q2_PE 7_ Module 1

Physical Education – Grade 7 Alternative Delivery Mode Quarter 2 – Module 1: Strengths and Weaknesses in Skill-Related Fitness Activities First Edition, 2020

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Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Zouie A. Barretto, Adrian Anthony D. Osano

Editors: Language: Beatriz I. Masikat, Florencio D. Muyo Jr. Content: Joanna Rose C. Canta, Mary Jane S. Dagohoy, Orly A. Orsos, Social Content: Maria Salvacion P. Villanueva IPR Reviewer: Raizza Marie R. Buñag Technical Reviewer: Ma. Rubynita T. Del Rosario

Reviewers: Language: Dr. Adelardo I. Malaluan, Sheena Mae G. Galin Content: Armando C. Bonbon, Christian I. Rotoni

Illustrators: Ronie Luther G. De Jesus, Peterson D. Enriquez, Jefferson R. Repizo

Layout Artists: Ma. Rubynita T. Del Rosario, Mark Angelo A. Dacayanan, Joel F. Capus Edsel D. Doctama, Mark Roger A. Dacayanan

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Physical Education

Quarter 2 – Module 1: Strengths and Weaknesses in Skill-Related Fitness Activities

Introductory Message

This Self-Learning Module (SLM) has been prepared for you so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

This SLM is composed of different parts. Each part will guide you step-by-step as you discover and understand the lesson prepared for you.

In this SLM, a pretest is provided to measure your prior knowledge on the lesson in it. The result of it will tell you if you need to proceed on completing the activities in it or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson in it. At the end of this SLM, you need to answer the posttest to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this SLM with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

If you have any question in using this SLM or any difficulty in answering the activities in it, do not hesitate to consult your teacher or facilitator.

Thank you.

What I Need to Know

This module has been designed and written for you. It helps you identify the strengths and weaknesses in doing skill-related fitness activities. The scope of this module could be used in different learning situations and physical exercises. The lesson here has been prepared to overcome your weaknesses that hinder you to be physically fit. The order in which you read it can be changed to align with the textbook you are using.

The module is about:

• Lesson 1 –Strengths and Weaknesses in Skill-Related Fitness Activities

After going through this module, you are expected to:

1. undertake physical activity and physical fitness assessments (PE7PF-IIah-23), and
2. review goals based on assessment results (PE7PF-IIa24).

What I Know

PRETEST

Activity 1.1 Match It!

Directions: Match the sport/physical activity in Column B with the primary physical fitness component needed to perform it in Column A. Write the letters of your answers in your activity notebook.

Column A	Column B
____ 1. Power	a. 100 m Sprint
____ 2. Speed	b. Dodgeball/Tamaan Bata
____ 3. Balance	c. Marathon
____ 4. Coordination	d. Hopscotch/Piko
____ 5. Flexibility	e. Exercise and proper diet
____ 6. Muscular Strength	f. Badminton and Table Tennis
____ 7. Agility	g. Archery
____ 8. Cardiorespiratory Endurance	h. Patintero
____ 9. Reaction Time	i. Shotput
	j. Leg splits and yoga poses

Activity 1.2 Physical Fitness Activities

Directions: Identify the skill – related fitness activity used under the given situation. Choose your answers from the choices in the box and write them on your activity notebook.

Speed	Agility	Reaction Time	Power
Balance	Coordination

_____________________ 1. Running away from stray dogs.

_____________________ 2. Walking with books placed on top of your head.

_____________________ 3. Avoiding getting tagged by classmate while playing habulan.

_____________________ 4. Throwing heavy objects.

_____________________ 5. Using a slingshot to hit tin cans.

_____________________ 6. Quickly covering a frying pan catching fire.

Lesson 1: Identifying Strengths and Weaknesses in Skill-Related Fitness Activities

This lesson focuses on your strengths and weaknesses in doing exercises aligned to your skill-related fitness activities.

What’s In

Activity 1: Picture Me

This activity will assess if you still remember our past lesson. Answering this activity will let you know about the learning outcome you have attained.

Directions: Identify the different Skill – Related Physical Fitness Tests and the components they measure. Write your answers in your activity notebook. The first item is done for you.

Skill – Related Physical Fitness Test	Fitness Activity	Skill – Related Fitness Component
1. [illustration: a person in a standing long jump take-off position beside a measuring tape]	Standing Long Jump	Power

[transcriber’s note: table continued from the previous page]

Skill – Related Physical Fitness Test	Fitness Activity	Skill – Related Fitness Component
2. [illustration: two runners breasting a finish tape]
3. [illustration: a hexagon with two footprints in the center and arrows labeled A, B, C, D, E, and F pointing outward]
4. [illustration: a child standing on one leg with hands on hips]

[transcriber’s note: table continued from the previous page; its header row is not on this page]

5. [illustration: boy holding a small stack of cards, with “P.E.” printed on his shirt]
6. [illustration: a standing person holding a measuring stick above the head of a seated student]

What’s New

[illustration: hand holding a sprouting plant, in a circle]

[illustration: archery target with an arrow in the bullseye]

Reflective Questions:

1. What comes to your mind when you see the illustration above?
2. Have you experienced setting a goal or target?
3. Have you tried fulfilling such a goal or target?
4. How do you feel about achieving your goal or target?

What is It

[illustration: magnifying glass held in a hand, in a circle]

Physical Activity and Improving One’s Health

The World Health Organization (WHO) defines physical activity as any bodily movement produced by skeletal muscles that requires energy expenditure – including activities undertaken while working, playing, carrying out household chores, travelling, and engaging in recreational pursuits.

The term “physical activity” should not be confused with “exercise”, which is a subcategory of physical activity that is planned, structured, repetitive, and aims to improve or maintain one or more components of physical fitness. Beyond exercise, any other physical activity that is done during leisure time, going from one place to another, or as part of a person’s work has a health benefit. Further, both moderate and vigorous intensity physical activities improve health.

Recommended Levels of Physical Activity for Health

(Global Recommendations on Physical Activity for Health, WHO, 2010)

For children and young people 5–17 years old, physical activity includes play, games, sports, transportation, recreation, physical education or planned exercise, in the context of family, school, and community activities. In order to improve cardiorespiratory and muscular fitness, bone health, cardiovascular and metabolic health biomarkers, and reduced symptoms of anxiety and depression, the following are recommended:

1. Children and young people aged 5–17 years old should accumulate at least 60 minutes of moderate to vigorous-intensity physical activity daily.
2. Physical activity having greater than 60 minutes daily will provide additional health benefits.
3. Most of the daily physical activities should be aerobic. Vigorous-intensity activities should be incorporated, including those that strengthen muscle and bone, at least 3 times per week.

Regular physical activity of moderate intensity – such as walking, cycling, or doing sports – has significant benefits for health. At all ages, the benefits of being physically active outweigh potential harm, for example through accidents. Some physical activity is better than doing none. By becoming more active throughout the day in relatively simple ways, people can quite easily achieve the recommended activity levels. The regular and adequate levels of physical activity result in:

• improved muscular and cardiorespiratory fitness;
• improved bone and functional health;
• reduced risk of hypertension, coronary heart disease, stroke, diabetes, various types of cancer (including breast cancer and colon cancer), and depression;
• reduced risk of falls as well as hip or vertebral fractures; and
• conditions fundamental to energy balance and weight control.

(Source: “Physical Activity.” World Health Organization. World Health Organization, February 23, 2018. https://www.who.int/news-room/fact-sheets/detail/physical-activity)

Follow – up Activity

Directions: In your activity notebook, write your answers to the following questions:

1. What is “physical activity”?
2. Besides exercises, what other activities help improve one’s health?
3. How much time and how hard should a child like you spend doing a physical activity?
4. What are the benefits of having regular and adequate levels of physical activity?

What’s More

[illustration: hand stacking blocks, in a circle]

Activity 1: Fitness Goals Revisited

Look back on the results of your physical fitness test and personal contract in the first quarter. What goals have you set to improve your fitness?

Directions: Accomplish the portion of Physical Fitness Scorecard in the answer sheet given to you by supplying your scores from your Test in the first quarter. On the spaces provided, write your answers to the questions that follow.

Part 2: Skill-Related Fitness Test

A. COORDINATION: Juggling Score: [blank box]

B. AGILITY: Hexagon Agility Test

Clockwise: Time (00:00)	Counterclockwise: Time (00:00)	Average

C. SPEED: 40 meter sprint Time: [blank box]

D. POWER: Standing Long Jump

First Trial	Second Trial

(Distance in centimeters)

E. BALANCE: Stork Balance Stand Test

Right Foot: Time (00:00)	Left Foot: Time (00:00)

F. REACTION TIME: Stick Drop Test

1st Trial	2nd Trial	3rd Trial	Middle Score

Reflective Questions:

1. What do you feel having revisited your fitness test scores?
2. In what test or tests did you perform well? Test or tests you got low scores?
3. Have you fulfilled your personal fitness contract?

Activity 2: Fitness and Physical Activities

Directions: Select an appropriate activity from the box that develops a specific fitness component. Write your answers in your activity notebook.

Walking to and from school	Lifting a heavy basket to a table	Playing Patintero	Playing Tumbang Preso
Using “poso” in fetching water	Taking a balanced diet	Running to the store	Stretching upon waking up.
	Making a meter stick stand on your palm.	Avoiding objects that might hit you

Fitness Component — Physical Activity

1. Body Composition ______________________________
2. Flexibility ______________________________
3. Muscular Strength ______________________________
4. Cardiorespiratory Endurance ______________________________
5. Speed ______________________________
6. Power ______________________________
7. Agility ______________________________
8. Reaction Time ______________________________
9. Balance ______________________________
10. Coordination ______________________________

Activity 3: Get Set, Goals!

Directions: Copy and complete the table below in your activity notebook. Set goals based on the results of your physical fitness tests and identify the physical activities that improve your Skill – Related Fitness.

Skill – Related Fitness Component	Fitness Goal	Physical Activities
Agility
Speed
Power
Balance
Reaction Time
Coordination

What I Have Learned

[illustration: hand holding a light bulb, in a circle]

Activity 1. 3 – 2 – 1

Directions: Describe 3 takeaways (things you have learned), 2 questions you have, and 1 aspect you have enjoyed the most in our lesson. Write your answers in your activity notebook.

What I Can Do

[illustration: hand holding hexagonal nuts, in a circle]

Activity 1. My Weekly Fitness Plan

Directions: Make a one-week activity plan using the FITT principle. Copy the table below in your activity notebook. Follow the FITT guide in filling up this table with different physical activities that will help you achieve your fitness goals. Write your answers in it.

Fitness Component	Frequency	Intensity	Time	Type
Flexibility
Cardiorespiratory Endurance
Muscular Strength
Muscular Endurance

FITT guide:

Frequency – how many days a week you should do the activities Intensity – how much effort you put in doing the activities Time – how many minutes you are going to spend doing the activities Type – what activities are you going to do

Reflective Questions:

1. How do you feel about the activity?
2. What part of the activity do you enjoy?
3. What part of the activity are you having a hard time at?
4. Do you think you could do all the activities that you have listed?
5. What do you think might hinder you to accomplish your fitness goals?

Assessment

[illustration: hand holding a pencil, in a circle]

POSTTEST

Activity 1.1 Match It!

Directions: Match the sport/physical activity in Column B with the primary physical fitness component needed to perform it in Column A. Write the letters of your answers in your activity notebook.

Column A	Column B
1. Power	a. Patintero
2. Speed	b. Marathon
3. Balance	c. Dodgeball/Tamaan Bata
4. Coordination	d. 100 m Sprint
5. Flexibility	e. Badminton and Table Tennis
6. Muscular Strength	f. Exercise and proper diet
7. Agility	g. Hopscotch/Piko
8. Cardiorespiratory Endurance	h. Shotput
9. Reaction Time	i. Archery
	j. Leg splits and yoga poses

Activity 1.2 Physical Activities and Fitness

Directions: Identify the skill – related fitness used under the given situations. Choose your answers from the box and write them in your activity notebook.

Speed	Agility	Reaction Time	Power
	Balance	Coordination

_____________________ 1. Avoiding getting tagged by classmate while playing “habulan”.

_____________________ 2. Quickly covering a frying pan catching on fire.

_____________________ 3. Running away from stray dogs.

_____________________ 4. Throwing heavy objects.

_____________________ 5. Walking with books placed on top of your head.

_____________________ 6. Using a slingshot to hit tin cans.

Additional Activities

[illustration: two gears above a hand, in a circle]

Directions: Execute your weekly fitness plan. In your activity notebook, make a checklist of the activities that you have completed and the activities that you have left undone.

Answer Key

Activity 2. Get Set, Goals!

(Varied answers)

What I Have Learned

(Varied answers)

What I Can Do

Activity 1. My Weekly Fitness Plan

(Varied answers)

Assessment

Activity 1.1 Match It!

1. H
2. D
3. G
4. i
5. j
6. e
7. a
8. b
9. c

Activity 1.2. Physical Activity and Fitness

1. Agility
2. Reaction Time
3. Speed
4. Power
5. Balance
6. Coordination

Additional Activities

(Varied answers)

What I Know

Activity 1.1 Match It!

1. i
2. a
3. d
4. g
5. j
6. f
7. h
8. c
9. b

Activity 1.2 Physical Activity and Fitness

1. Speed
2. Balance
3. Agility
4. Power
5. Coordination
6. Reaction Time

What’s In

Activity 1. Picture Me

1. Speed – 40 m Sprint
2. Hexagon Agility Test
3. Agility – Stork Stand Balance
4. Balance – Test – Juggling
5. Coordination – Stick Drop Test
6. Reaction Time

[transcriber’s note: the answer lines in this rotated section are wrapped across several printed lines, so the pairing of the wrapped fragments is read from their layout]

What’s New

Activity 1. Fitness Goals Revisited

(Varied answers)

What is It

(Varied answers)

What’s More

Activity 1. Fitness and Physical Activity

Physical Activity

1. Taking a balance diet.
2. Stretching upon waking up.
3. Using “poso” in fetching water.
4. Walking to and from school.
5. Running to the store.
6. Lifting a heavy basket to a table.
7. Playing Patintero.
8. Avoiding objects that might hit you.
9. Making a meter stick palm stand on your palm.
10. Playing “tumbang preso”.

References

Department of Education. Physical Education and Health 7 Learner’s Materials Pasig City: Department of Education, 2017.

Department of Education. Revised Physical Fitness Test Manual. Pasig City: Department of Education, 2020.

“Physical Activity.” World Health Organization. World Health Organization, February 23, 2018. https://www.who.int/news-room/factsheets/detail/physical-activity.

“Standing Long Jump.” Cartoon. Jump Clipart Standing Long Jump 2869790, 2019. https://webstockreview.net/image/jump-clipart-standing-longjump/2869790.html.

“Runners on Finish.” Cartoon. Vector – Runners on Finish Line, 2019. https://www.123rf.com/photo_104034814_stock-vector-runners-on-finishline-vector-illustration-of-young-man-and-woman-on-sport-marathon-orsprint-runnin.html.

“Balance Stork Test – Cartoon.” Cartoon. Balance- Stork Test, 2020. https://www.pngkit.com/view/u2e6u2t4a9t4a9o0_balance-stork-testcartoon/.

“Vector – Boy with Sipa Toy Winking.” Cartoon. Boy with Sipa Toy Winking, 2020. https://www.123rf.com/photo_51253940_stock-vector-boy-with-sipa-toywinking.html.

“Ruler Drop Test.” Cartoon. Investigation: Caffeine and Reaction Time (1. Planning and Data Collection), n.d. https://www.lbq.org/Search/Biology?quickRef=11672.

“Hexagon Test.” Cartoon. Hexagon Agility Test. Accessed October 29, 2020. https://nccp.lacrosse.ca/tools/testing/Hexagonal%20Agility%20Test.pdf.

For inquiries or feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph