HOPE Quarter 1 Module 2 Grade 11, Lecture notes of Physical education

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Health Optimizing Physical

Education (H.O.P.E. 1)

Quarter 1 – Module 4:

Skill Related Fitness

Health Optimizing Physical Education 1 (H.).P.E. 1) Alternative Delivery Mode Quarter 1 – Module 4: Skill Related Fitness First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 Telefax: 02 - 8682 - 5773/8684-4914/8647- 7487 E-mail Address: [email protected] Development Team of the Module Writer: Emil I. Loteyro Editors: Aleli C. Nitoral / Roderick C. Tobias Reviewers: Lorelyn P. Arellano / Raine P. Ramos / John Lester F. Guerrero / Celeste A. Cortez / Pacita Q. Lungcay Illustrator: Roderick B. Blando Layout Artist: Katherine O. Cordora Management Team: Wilfredo E. Cabral , Regional Director Job S. Zape Jr., CLMD Chief Eugenio S. Adrao, EPS in Charge of LRMS Elaine T. Balaogan, Regional ADM Coordinator Fe M. Ong-ongowan, Regional Librarian Rosemarie C. Blando, CID Chief August M. Jamora, Division EPS in Charge of LRMS Meliton Berin Jr., Division ADM Coordinator

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Introductory Message For the Facilitator: Welcome to the Health Optimizing Physical Education 1 Grade 11 Alternative Delivery Mode (ADM) Module on Skill Related Fitness 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: As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

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For the Learner: Welcome to the Health Optimizing Physical Education 1 Alternative Delivery Mode (ADM) Module on Skill Related Fitness. 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.

What I Need to Know This module was designed and written with you in mind. It is here to help you master skill related fitness. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is namely:

• Lesson 1 – Physical Fitness: Skill Related Activity After going through this module, you are expected to:

1. identify the components of skill-related fitness;
2. perform the six components of skill-related fitness activity; and
3. appreciate the importance of skill related fitness through your well- being

What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. What is the skill-related fitness used to knock out opponent with a strong punch in boxing? A. Agility C. Coordination B. Balance D. Power
2. What is the skill-related fitness manifested when you run 100-meter dash.

A. Coordination C. Speed

B. Power D. Reaction Time

3. Which type of person most likely possesses high skill-related fitness? A. Businessman C. Engineer B. Chess player D. Gymnast
4. What is the skill related fitness that manifests when a gymnast executes tumbling without falling to the mat? A. Agility B. Balance C. Coordination D. Reaction time
5. Which is the best example of executing reaction time? A. Blocking a punch B. Lifting a chair C. Pick a piece of paper D. Running
6. What is the ability to change and control the direction and position of the body while maintaining a constant, rapid motion? A. Agility B. Balance C. Coordination D. Power
7. What is the ability to reach or respond quickly to what you hear, see, or feel? A. Coordination B. Power C. Speed D. Reaction time
8. What is the ability to move the body parts swiftly while applying the maximum force of the muscles? A. Coordination C. Speed B. Power D. Reaction time

Lesson

Skill Related Fitness

Skill-related physical fitness consists of those components of fitness that have a relationship with enhanced performance in athletic activities. Skill-related fitness increases one’s ability to perform in various activities and only have an indirect connection with health. The skill-related components of fitness are considered to be agility, balance, coordination, power, speed, and reaction time though some people feel that other abilities such as spatial awareness should be included. It is assumed that children who possess high skill-related fitness will be more likely to participate in a variety of activities and for this reason will also exemplify a high standard of health-related fitness. Skill-related fitness components are assessed with several different tests. Such components as reaction time and speed are considered by some to be more related to heredity than healthy lifestyles, especially in young people. What’s In Let us review your lesson about Fitness Plan Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. What is the most important rule in setting goal in making a fitness plan? A. establish a frequency of 2 to 3 times per week to exercise B. establish a vigorous intensity work out to see the result right away C. establish goals that can be achieved in a very short time D. establish realistic ones
2. What is the purpose of the cooling down exercise? A. allow the body to gradual transition in a near-resting state B. elevate blood pressure and increase blood flow C. increase heart rate and breathing rate D. prepare the muscle for intense activity
3. What principle do you used when doing a physical activity and you’re not able to say more than a few words without pausing for a breath? A. overload principle B. progression principle C. vigorous intensity D. warm-up exercise

4. What kind of exercises are weight lifting, push-ups and crunches, working your muscles by using dumbbell or your own body weight? A. Aerobic exercise B. Circuit training C. Resistance training D. Stretching exercise
5. Which of the following refers to stretching with movement? It is when the body transitions gradually into a position and this movement is repeated as you increase your reach and range of motion. A. Active Stretching B. Dynamic Stretching C. Passive Stretching D. Static Stretching

Notes to the Teacher

Reviewing the previous lesson will ensure that the learner are ready for the next lesson or activity. Before engaging to the next activity remind the learner that they need to practice precautionary measures to avoid accident or injury while performing the different activities.

Using hands and eyes together is called hand-eye coordination.

4. Speed is the ability to move your body or parts of your body swiftly.

In sports, players rely on speed to gain advantage over your opponents.

For example: a basketball player making a fast break to perform a lay- up, a

tennis player moving forward to get to a drop shot, a football player out

running the defense to receive a pass

5. Power is the ability to move the body parts swiftly while applying the

maximum force of the muscles.

Power is a combination of both speed and muscular strength.

For example: punching in boxing and kicking for taekwondo

6. Reaction Time is the ability to reach or respond quickly to what

you hear, see, or feel.

For example, an athlete quickly runs when he hears the starting gun, or

stealing a base in baseball

What’s More Perform the Six Components of Skill-Related Fitness Activity The purpose of this activity is to help you gain understanding of what happens to your heart rate when you perform activities to develop the six components of skill- related fitness. Perform each activity as fast and as many times as you can for 30 seconds. Use your heart rate monitor and record your heart rate before and immediately after the activity. Also, take note if you were breathless or panting at the end of an activity. Between each exercise, walk slowly and allow your heart rate to go below 125 if possible. In case your heart rate is over 125 at the end of an exercise, record how long it takes to get below 125. Activity Time Component of Skill- Related Fitness Heart Rate Before Heart Rate After Breathing Notes Time to Get Heart Rate Below 120 BPM Obstacle Drill (Run through tires plastic bottles or chairs)

seconds

Activity Time (seconds) Component of Skill- Related Fitness Heart Rate Before Heart Rate After Breathing Notes Time to Get Heart Rate Below 120 BPM 1.Weave Through Chairs Run as fast as you can weave through chairs.

seconds

2. Balance at Three Levels Use blocks or stairs. Balance with one leg Move to a low level and balance ( seconds). Move to a medium level and balance ( seconds). Move to a high level and balance ( seconds).

seconds

3. Pick Me Up Place an object in front with 12 inches apart from your feet then stand in one leg and pick up the object.

seconds

4. Catch the Ball Throw a ball against the wall and move to catch the ball. If possible, use specially made ball that causes irregular bounce.

seconds

5. Tap Me Please Place any kind of ball on the

seconds

Grab Me First Work with a partner. Both in push-up position facing each other with a cap placed between the two of you. See who can grab the cap the fastest.

seconds What I Have Learned

1. In what activity or activities did your heart rate reach above 180? Why do you think it occurred?

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2. In what activity or activities did your heart rate reach from 150 to 180? Why do you think that occurred?

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3. In which activity or activities did you feel winded or out of breath? Why do you think it happened?

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4. In what activity or activities did your heart rate remain below 125? Why do you think it occurred?

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1. Why do athletes or athletic individuals need skill-related fitness?

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2. Can others, besides athletes, benefit from skill-related fitness? Why?

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3. Do you think that skill-related fitness could also be a health-related fitness component? Explain

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4. How will you benefit from having a strong or healthy skill-related fitness? Explain

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5. How might developing a strong or healthy skill-related fitness, affect the way you perform household chores and other physical activities? Explain

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**_What I Can Do_** 

7. Memvie was walking with is boyfriend when someone threw a stone at them. She quickly pushed her boyfriend to prevent the stone from hitting her. What skill related fitness did she exhibit? A. Balance B. Coordination C. Speed D. Reaction time
8. Shekinah wants to be an Olympic gold medalist in gymnastics. What skill- related fitness should she master to perform difficult stunts while keeping in the state of equilibrium? A. Agility B. Balance C. Coordination D. Reaction time
9. Emil makes a strong smash in badminton that no one can easily return his shots. What skill related fitness is dominant in his shot? A. Coordination B. Power C. Speed D. Reaction time
10. What is the secret of Lydia De Vega in sprinting to win the 100 m dash and call as the fastest Asia’s women in 1980? A. Coordination B. Power C. Speed D. Reaction time
11. Mamiit hit a forehand cross-court shot. What will be the key factor to consider in returning the ball successfully to his court? A. Agility B. Balance C. Coordination D. Power
12. What skill-related fitness Glenn measured by hexagonal run or shuttle run? A. Agility B. Balance C. Coordination D. Reaction time
13. Which simple exercise develops your upper body muscular power? A. Jog in place B. Jumping jack C. Push up D. Stretching
14. Which skill-related fitness you developed when shooting a basketball? A. Agility B. Balance C. Coordination D. Reaction time

15. Which daily activity can improve your balance?

A. Cleaning the house

B. Playing basketball with friends

C. Throwing garbage in the trash can

D. Walking in uneven or slippery surface

Additional Activities My Skill Related Fitness Plan Direction: Using the chart below, list down activities that you can do every day to improve your skill related fitness. Days Physical Activity or Exercise Skill Related Fitness developed Monday 1.

Tuesday 1.

Wednesday 1.

Thursday 1.

Friday 1.

Saturday 1.

Sunday 1.