8

PHYSICA
L
EDUCATIO
N
FIRST
QUARTER

LEARNING ACTIVITY
SHEETS
 Republic of the Philippines
Department of Education

COPYRIGHT PAGE
Learning Activity Sheet in MAPEH
(Grade 8)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material 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.”

This material has been developed for the implementation of K to 12 Curriculum through
the Curriculum and Learning Management Division (CLMD). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work including
creating an edited version, an enhancement of supplementary work are permitted provided all
original works are acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent : REYNANTE Z. CALIGUIRAN, PhD
Asst. Schools Division Superintendent: JESUS B. MAGGAY
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ESTELA S. CABARO, PhD

Development Team
Writers : AMIEL A. CARAG, CNHS
JOVEN D. ADDUN, CNHS
ROMEL C. BOSI, CNHS
JOSE M. GUMABAY, CNHS
REYNALDO P. PEDRO, CNHS
Content Editor :JOSEPH TUMALIUAN, CNHS
Language Editor : RONNIE F. TEJANO, EPS-ENGLISH, CLMD Focal
Persons : RANDALL B. TALAMAYAN, PhD
JESSICA T. CASTANEDA, PhD, LR Supervisor
DENIS M. AGBAYANI, EPS-MAPEH CLMD
RIZALINO G. CARONAN, EPS-LR, CLMD

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph

Note: Practice Personal Hygiene protocols at all times. i

 Table of Contents

Undertakes physical activity and physical

fitness assessments
Sets goals based on assessment results ----------------------- 1-11
Conducts physical activity and physical
fitness assessments of family/school
----------------------- 12-14
peers

Prepares a physical activity program --------------------- 15-21

Describes the nature and background of the 22-26
sport -----------------------

Executes the skills involved in the sport ----------------------- 27-32

Note: Practice Personal Hygiene protocols at all times. ii

 PHYSICAL EDUCATION 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

PHYSICAL ACTIVITY AND PHYSICAL FITNESS ASSESSMENTS

Background Information for Learners

In this Pandemic that we are experiencing, fear and panic has brought to the world
since there are still no approved medicine or vaccine yet. The only thing that will help you
survive in case you are infected is your immune system. Having a high level of
immune system is achieved by having a well-rounded physical fitness.
This is designed to explore knowledge and skills that will help you and your family
develop a lifelong habit of physical fitness and wellness. This activity will be a real challenge
for you and your family. Nowadays, people become less physically active because of various
reasons and one of those is brought by the advancement of science and technology. You will
be encouraged to design an HRF (Health Related Fitness) plan that will cater to the needs of
your family. An HRF plan is a set of fitness goals.

Learning Competency with code

Undertakes physical activity and physical fitness assessments. Sets goals based
on assessment results (Quarter 1, Week 1) (PE8PF-Ia-h-23)

Note: Practice Personal Hygiene protocols at all times. 1

Activity 1
Directions: Identify and classify the pictures as shown based on the components of health-
related fitness. Write your answer on the blank provided for.

1. 4.

2. 5.

3. 6
Activity 2. “WORD SEARCH”
Directions: Find words which is associated with Health-Related Fitness that is being
described in the sentences below. The answers may be found horizontally,
vertically or diagonally. Write these words in the spaces provided below
after each item.

1. The ability to move a body part through a full range of motion (ROM) at a joint.
2. The ratio of body fat to lean body mass (including water, bones, muscles,
and connective tissues).
3. The ability of the muscle to work over an extended period of time without fatigue.
4. Refers to the maximum amount of force a muscle can exert against an opposing
force.

B I F H Y O Y D B A
CO T T R T G D P R O
YD S R A N G X A M C
DO F S E N N N P S E
OC I L I T Y O E T L
BY T I G C S I X R I
EF L E X I B I L I T
YG I C T F R C B D Y
SO N I E P G P S R E
CR O E C N A R U D N
E
N D U C R C N C E D B

My answers:

1.

2.

3.

4.
Activity 3.
Directions: Identify the physical activities or household chores of the family at home during
this pandemic in terms of health-related fitness components.
Family Age Activities involved or Household HRF component
Members chores involved
Example:
14 Cuts firewood Strength
Brother
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Activity 4. Physical Fitness Test

Directions: Perform the following physical fitness test (Pre-Test). Be sure to follow correctly
the procedures indicated in each Battery Test. Record and interpret the result in
your notebook using the standard Performance Target for Boys and Girls as
shown in the table.
Note: (a) The result will be submitted to your teacher after a week
(b) Observe precautionary measures in doing the activities. Please be careful.
PERFORMANCE TARGETS FOR BOYS
STRENGTH FLEXIBILITY ENDURANCE
AGE
90 degree Push-Ups Sit and Reach (cm.) 3 min. Step Test
9 15 37 122
10 16 39 121
11 17 41 119
12 18 43 117
13 19 45 115
14 20 50 110
15 21 55 107
16 22 56 105
17 23 64 102
18 24 69 99
19 25 70 98
20 26 72 96
21 27 72 95
AGE
 PER
FOR STRENGTH FLEXIBILITY ENDURANCE
MA 90 degree Push-Ups Sit and Reach (cm.) 3 min. Step Test
NCE
TAR
GET
S
FOR
GIR
LS
9 7 43 119
10 7 45 117
11 8 47 115
12 9 49 113
13 10 52 111
14 11 54 108
15 12 58 103
16 13 63 101
17 14 68 100
18 14 72 98
19 15 74 96
20 15 75 95
21 16 75 93

Health Related Fitness Test

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.

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

STRENGTH – refers to the muscle’s ability to generate force against physical objects. In
the fitness world, this typically refers to how much weight you can lift for
different strength training exercises.

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).

FLEXIBILITY – refers to the ability of the joints to move through a full range of motion.

1. 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.
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 centimeter.

Scoring - record sit and reach to the nearest 0.1 centimeter.

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.
Endurance may also refer to the ability of the muscle to do repeated work
without fatigue.

1. 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.

Activity 5. RADIAL CYCLE ACTIVITY

Directions: After the Health-related fitness test you are now able to identify which component
you need improvement. List down the different physical activities or household
chores that can help you and your family to achieve a maximum health related
fitness despite of the pandemic.
REFLECTION:
1. I learned that

2. I enjoyed most on

3. I want to learn more on

REFERENCES:
Book:
Benavinte, Domingo, Doria, et al. 2013. Physical Education and Health - Grade 8 Learner’s
Module. First edition. Pasay City, Philippines: Department of Education

Website:
http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 1024-
12
http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012
http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-
types/ 11-28-2012

Some Photos by: Sherwin T. Simangan

Answer Key:

Activity 1.
1. Endurance
2.Body Mass Index
3.Endurance
4.Strength
5. Flexibility
6. Strength

Activity 2
1. Flexibility
2. Body Mass Index
3. Endurance
4. Strengt

Activity 3 Answers may vary.

Activity 4 Physical fitness test result compared to set standards.
Activity 4 Answers may vary.

Prepared by: JOSE M.

GUMABAY
Writer
 PHYSICAL EDUCATION 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

PHYSICAL ACTIVITY AND PHYSICAL FITNESS ASSESSMENTS OF
FAMILY/SCHOOL PEERS

Background Information for Learners:

Physical activity is the movement that our body do every day that needs energy. This
activity has a relation to our fitness level. There are two categories of physical activities, they
were the Non–exercise and Exercise activities, Non- exercise activities are common
body movements that we do daily, Example Household chores (cleaning, cooking and others)
while Exercise activities are meant to enhance our Physical Fitness because of its
vigorous and intense movements, Example brisk walking, jogging and others.

Physical fitness is the ability of the individual to do his daily routine without undue
fatigue and with extra reserve energy for relaxation and in case of emergency.
Physical fitness is classified into two fitness components, the Health Related Fitness
components which simply means an activities that you performed daily to maintain your
body healthy, this involves the Cardio-Vascular endurance (Heart and Lungs),
Muscular strength, Flexibility and Body Composition and Skill Related Fitness components.
These activities are performed efficiently that relate to a particular sports activities, these
include the different skill fitness components such as Speed, Agility, Power, Balance,
Coordination and Reaction time.

Legend:
1. Cardio – Vascular endurance – to sustain performing the movements in a
longer period
2. Muscular strength – to exert maximum force repeatedly
3. Flexibility – to move joints with wide range of motion
4. Speed – to cover a distance in a short period of time
5. Power – to release maximum force quickly
6. Coordination – to link the different senses in performing
7. Balance – to become stable even when moving
8. Agility - to move and change direction quickly
9. Reaction Time – to make a physical response to any stimuli that needs
an action in short amount of time

Learning Competency:
Conducts physical activity and physical fitness assessments of family/school
peers.
(Quarter 1, Week 2) (PE8PF-Ib -36)
Activity 1. Match Me
Direction: Write capital letter A if the physical activity stated in each item below is Non –
Exercise and write capital letter B if it is Exercise. Write your answer on the space
before each item.
1. Push ups 6. Brisk walking
2. Gardening 7. Cooking
3. Sit ups 8. Fetching water
4. Sitting 9. Mountain climbing
5. Reciting 10. Jumping jack

Activity 2. Identify me
Direction: Identify the fitness component that the physical activity is tested.

1. Riding a bicycle
2. Lifting the table
3. Throwing a javelin
4. Dancing with a partner
5. Carrying one sack of rice
6. Catching the ball thrown to you
7. Continues walking for two hours
8. Running 100 meters in 8 seconds
9. Turning to Left/Right in a split second
10. Reaching your toes while bending forward

Activity 3. Fact or Bluff

Direction: Write FACT if the Physical activity shows Skill Related Fitness and BLUFF if it
does not
1. Fast running
2. Playing a guitar
3. Hip hop dancing
4. In line skate boarding
5. A person pulling a carabao
6. A long-distance slow running
7. Changing direction to hit something
8. A player quickly blocking the spike ball
9. A person driving a motorcycle for 3 hours
10. A person out running another person to receive the award

Reflection:
Complete the following sentences

I learned that…

I understand that…
References:

Benavinte, Domingo, Doria, et al. 2013. Physical Education and Health - Grade 8 Learner’s
Module. First edition. Pasay City, Philippines: Department of Education

Website:
https//www.google.com/ https//www.everyday healthy.com/
https//www.science direct.com

Answer key:

Activity 1. Match Me
1. B 6. B
2. A 7. A
3. B 8. A
4. A 9. B
5. A 10. B

Activity 2. Identify Me
1. Balance 6. Reaction time
2. Power 7. Cardio – Vascular Endurance
3. Muscular Strength 8. Speed
4. Coordination 9. Agility
5. Muscular Strength 10. Flexibility
.
Activity 3. Fact or Bluff
1. Fact 6. Fact
2. Bluff 7. Fact
3. Bluff 8. Fact
4. Fact 9. Bluff
5. Fact 10. Fact

Prepared by: REYNALDO

P. PEDRO JR.
Writer
 PHYSICAL EDUCATION 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

PHYSICAL ACTIVITY PROGRAM
Background Information for Learners

What are the activities that you prioritize most during your leisure time? Do
you engage in physical activities or prefer to watch TV or use gadgets?
Today, technology plays a huge role in maintaining our modern life, because
we utilize it not just for convenience but also for necessity. Through modern gadgets
like smartphones, laptops, smart T.V and etc. which connects us with our family and friends
even if they are miles away, laptops that able your teachers to teach easier and better and the
like make our lives a lot more delightful. Technology can be a nice thing. It can do a lot of
task for us which makes our lives convenient and easier but as the old saying goes “too much
of anything can be bad”. Some people nowadays especially teenagers like you might feel life
is incomplete without gadgets. But the technology that we are using today has bad impacts on
our health. The rate of people with diseases like diabetes and heart disease due to inactivity
had increase.

Understanding the importance of being physically fit at your teenage years is

vital because you can carry that as you get older. Fitness is concern of everybody, a
healthy individual can help his/her family to become healthy and can influence their
community too. In this activity sheet, you will make a physical activity plan for you and your
family that can be considered as your lifetime engagement to achieve family wellness.

Learning Competency with code

Prepares a physical activity program. (Quarter 1, Week 3) (PE7PF-Ic-27)

Activity 1: Health Related Fitness Plan
Directions: In making your plan you should consider your family needs. You can assess your
needs by referring to your outputs in your previous activities’ sheets. Your plan
should include physical activities needed by your family members to
achieve wellness and to enjoy lifelong good health. The activities must be
fun and attainable.
Remember that the plan should be complete and detailed. For your basis you
can copy the format of the sample HRF Plan below.

FITT Table
Frequency Intensity Type Time
Cardiovascular 3 – 6 times/week Moderate to Running, 20 – 60 minutes
Endurance Vigorous walking,
swimming,
dancing, cycling
etc.

Muscular 2 – 3 times/week Progressive Weight training, 20 – 60 minutes

strength and Moderate push-ups, curl-
endurance Resistance ups etc.
Flexibility 3 – 7 times/week Moderate Stretching, yoga 3 – 5 minutes
Stretch dynamic during warm up
stretching etc. and cool down

Suggested Plan: Include household chores

Note: If anyone in the family has a medical condition like asthma, heart disease etc. ask them
to do the exercises lightly or just choose the exercises that they can perform

You may choose exercises from the suggested exercises below or you can search for
other similar exercises.
1. Jog in Place: Jogging in a stationary
position
2. Staircase Exercise: Using a staircase for
everything for jogging up and down

3. Hamstring Stretch: From a standing

position, take the left foot in front of
you, foot flexed and tip from the hips,
lowering the torso until you feel a stretch in
the left hamstring. Keep the back flat and
hold for
15-30 seconds, repeating on the right leg

4. Quad Stretch: Hold onto a wall

for balance if needed and bend the left
knee, taking the heel towards the
glutes. Grab onto the foot with your left
hand, keeping the knee pointing toward the
floor and feel a stretch in the front of the leg.
Hold for 15 to
30 seconds and repeat on the other side.

5. Shoulder Stretch: Take right arm straight

across your chest and curl the left hand
around your elbow, gently pulling on the
right arm to deepen the stretch in
the shoulder. Hold for 15 to 30 seconds
and switch sides.

6. Pigeon Stretch: Begin on the hands

and knees and bring the left knee in, resting
it on the floor between your hands (you
should be on the outside of the knee).
Straighten the right leg out behind you
and, if you can, bend forward and rest
the forearms on the floor.
7. Sit-ups: (1) Start by lying flat on
your back, with your legs bent and your feet
flat on the ground. Cross your hands in front
of your chest. (2) Clench your
stomach muscles and bring your torso up so
that it’s flush with your thighs. Resist the
urge to use momentum, rather than your
muscles, to bring your body up. (3) Guide
your body down in a controlled motion
to maximize your muscle use.
8. Plank: (1) Lie flat on your stomach (hips
touching the ground) with your legs flat and
upper body propped up by your
forearms. (2) Tightening your lower
back and shoulder muscles raise your
hips off the ground. (3) Hold for as long as
you can (aim for intervals of 30 to 45
seconds) and then relax. That completes one
repetition (rep).
9. Push-ups: (1) Start by lying flat on your
stomach. (2) Push yourself off the
ground into a plank position. Hold your
body up with your toes and with your
hands. (3) Lower yourself back down,
letting your chest touch the ground. (4)
Promptly push down on your palms and
raise your body back to a plank position.
10. High Knees: Involves running in place,
so you can do it anywhere with minimal
space. (1) Stand with your legs together and
arms at your sides. (2) Lift one knee toward
your chest. Lower your leg and repeat with
the other knee. (3) Continue
alternating knees, pumping your arms up and
down.

11. Butt kicks: The opposite of high knees.

Instead of lifting your knees up high,
you will lift your heels up toward your butt.

12. Jumping Jacks: Repeatedly jumping the

feet wide while circling the arms overhead,
then back again
13. Mountain Climbers: Running the knees
in and out from a push-up position

14. Burpees: Squatting to the floor, jumping

the feet to a plank position, jumping
back in, and standing up

15. Squats: (1) Start by standing upright

with your feet placed in a position
slightly wider than shoulder-width apart,
and your toes pointed straight ahead. (2)
Bend your legs and drop your buttocks
down to the height of your knees. Your legs
should form a 90-degree angle when
you are at the bottom of the movement.
(3) With your weight on your heels, push
yourself back upright, squeezing through
your glutes (buttock muscles) on the way
up.

Activity 2: Show Me What You have Got!

Directions: After finishing your HRF Plan, send pictures (with captions) or videos to your
MAPEH Teacher while performing your planned activities.

Rubrics for Activity 1:

Appropriateness of the HRF activities for the family: 5 points

Relevance of the needs of the family members: 5 points
Completeness of the plan: 10 points
Total: 20 points
Rubrics for Activity 2 (photos):

Best (5 points) Better (3 points) Good (2 points)

The photo effectively

communicates a
message or action
Correct/proper
execution of the
exercises

Unimportant aspects
of the photo have
been cropped out

Rubrics for Activity 2 (videos):

Best (5 points) Better (3 points) Good (2 points)

Proper execution of
the exercises
Correct sequence of
the exercises based
on the plan

The overall quality of

the video was
excellent

REFLECTION:

Answer the following questions:

1. Why do you need to have a plan before exercising?

2. Do you think following the plan will improve your fitness? Why?

3. What exercises did you include that are beneficial in developing your Health related fitness
(cardiovascular endurance, flexibility and muscular strength and endurance?
References:
Books
Benavinte, Domingo, Doria, et al. 2013. Physical Education and Health - Grade 8 Learner’s
Module. First edition. Pasay City, Philippines: Department of Education

Website
https://www.verywellfit.com/best-home-cardio-exercises-1231273
https://www.healthline.com/health/fitness-exercise/muscular-endurance-exercises
https://www.verywellfit.com/core-and-flexibility-workout-1230746
https://www.healthline.com/health/cardio-exercises-at-home

Images https://www.google.com/search?
q=jumping+jacks+pictures&tbm=isch&source=iu&ictx=1&f ir=CTGYHjZAt1QROM%253A
%252C6M7xBXB8CP9gSM%252C_&vet=1&usg=AI4_-
kT6og5fKd_X5YxLUz1BCVpgcwZZug&sa=X&ved=2ahUKEwjU2O_86InqAhVOKewKH
YLCDvsQ9QEwCnoECAYQMA&biw=1360&bih=608#imgrc=CTGYHjZAt1QROM:

Prepared by

JOVEN D. ADDUN
Writer
 PHYSICAL EDUCATION 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

BACKGROUND AND NATURE OF BASKETBALL

Background Information for Learners

In early December 1891, Dr. James Naismith, a Canadian-born physical education

professor and instructor at the International Young Men's Christian Association
Training School (YMCA) (today, Springfield College) in Springfield, Massachusetts, USA,
was trying to keep his gym class active on a rainy day. He sought a vigorous indoor game to
keep his students occupied and at proper levels of fitness during the long New England
winters. After rejecting over ideas as either too rough or poorly suited to walled-in
gymnasiums, he wrote the basic rules of his game and nailed a peach basket onto a 10-foot
(3.05 m) elevated track. In contrast with modern basketball nets, this peach basket retained its
bottom, and balls had to be retrieved manually after each "basket" or point scored; this proved
inefficient, however, so the bottom of the basket was removed allowing the balls to be poked
out with a long dowel each time. The peach baskets were used until 1906 when they were
finally replaced by metal hoops with backboards. A further change was soon made, so the ball
merely passed through, paving the way for the game we know today. An association
football was used to shoot baskets. Whenever a person got the ball in the basket, his
team would gain a point. Whichever team got the most points won the game. The baskets
were originally nailed to the mezzanine balcony of the playing court, but this proved
impractical when spectators on the balcony began to interfere with shots. The backboard
was introduced to prevent this interference; it had the additional effect of allowing rebound
shots.
The object of the game is to outscore one's opponents by throwing the ball through the
opponents' basket from above while preventing the opponents from doing so on their own. An
attempt to score in this way is called a shot. A successful shot is worth two points, or three
points if it is taken from beyond the three-point arch which is 6.25 meters (20 ft 6 in) from the
basket in international games and 23 feet 9 inches (7.24 m) in NBA games. A one-point shot
can be earned when shooting from the foul line after a foul is made. Games are played in four
quarters of 10 (FIBA) or 12 minutes (NBA). Fifteen minutes are allowed for a half-time break
under FIBA, NBA, and NCAA rules. Overtime periods are five minutes in length.
Teams exchange baskets for the second half. The time allowed is actual playing time; the
clock is stopped while the play is not active. Therefore, games generally take much
longer to complete than the allotted game time, typically about two hours. Five players from
each team may be on the court at one time. Substitutions are unlimited but can only be done
when play is stopped. Teams also have a coach, who oversees the development and
strategies of the team, and other team personnel such as assistant coaches, managers,
statisticians, doctors and trainers. For both men's and women's teams, a standard uniform
consists of a pair of shorts and a jersey with a clearly visible number, unique within the team,
printed on both the front
and back. Players wear high-top sneakers that provide extra ankle support. Typically, team
names, players' names and, sponsors are printed on the uniforms. A limited number of time-
outs, clock stoppages requested by a coach (or sometimes mandated in the NBA) for a short
meeting with the players, are allowed. They generally last no longer than one minute (100
seconds in the NBA) unless, for televised games, a commercial break is needed. The game is
controlled by the officials consisting of the referee (referred to as crew chief in the NBA), one
or two umpires (referred to as referees in the NBA) and the table officials. For college, the
NBA, and many high schools, there are a total of three referees on the court. The
table officials are responsible for keeping track of each teams scoring, timekeeping, individual
and team fouls, player substitutions, team possession arrow, and the shot clock.

Learning Competency with code

Describes the nature and background of the sport.
(Quarter 1, Week 4) (PE8GS-Id-1)

Activity 1. Basketball word search.

Directions: Find and encircle all the words related to basketball.

S B A L L B S V I PT
L O Y P G H Z S EH
O D U N K O X T AR
C W U A H O C E CO
K E I S J T V A HM
L R F D J U E L JE
T O O O K U R U MO
H T V F U O M O P
J E R S E Y L U P N
L N A I S M I T H M
Activity 2.
Directions: Read and analyse the questions carefully and write the letter of the correct answer
on the space provided.

1. Who was known as the inventor of Basketball?

a. Dr. James Naismith c. Dr. Luther Gulick
b. Dr. Jaime Naismith d. Mr. Martin Luther
2. When was basketball created?
a. 1891 b. 1981 c. 1881 d. 1906
3. What is the International governing body of Basketball?
a. FIBA b. PIBA c. PBA d. NBA
4. Where was basketball first played in the Olympics in 1936?
a. Berlin b. China c. Europe d. Greece
5. What year did Basketball become officially recognized as a permanent winter sport?
a. 1904 b. 1905 c. 1906 d. 1903
6. How many minutes is required to declare a winner if after the regulation period the
score is tied?
a. 10 minutes b. 8 minutes c. 5 minutes d. 2 minutes
7.What was the first ring/hoop being used in Basketball?
a. Apple basket c. Pineapple basket
b. Peach basket d. Mango basket
8. Which part of the Basketball court is intended for jump ball?
a. Free throw line c. Center line
b. Three-point line d. Baseline
9. He is the basketball team’s teacher. He organizes practice sessions to prepare the team
of each game and selects the player who will start the game. Who is He?
a. Assistant coach c. Coach
b. Team Manager d. Team Physician
10. Who helped Dr. James Naismith in the invention of Basketball?
a. Dr. Luther Gulick c. Dr. William Morgan
b. Elwood S. Brown d. Dr. Alfred Halstead
Activity 3. True or False.
Directions: Write the words My Name if the statement is correct and the words Your Name if
it is incorrect.
1. Basketball is a team sport played by two teams in a rectangular court with
5 players each.
2. The invention of basketball came into being when the students of Dr.
Luther Gulick felt the boredom of doing nothing.
3. In an actual Basketball competition, players are not allowed to enter the
court without asking permission to the referee.
4. Peach basket was the first ring in basketball until it was replaced into metal
ring in 1906.
5. In Basketball, each field goal is worth 3 points.
6. In amateur basketball game, a timeout can be requested even the ball is in
play.
7. The Basketball game starts with a jump ball in the center circle between the
two opponents.
8. Physical contact with an opponent can result in a foul if the contact
impedes the desired movement of the player.
9. Basketball became part of the Olympic games in 1936.
10. In Basketball, good sportsmanship should always be displayed by all.

Activity 4.
Directions: In this activity, you can select one among the options for your
performance- based output.
1. Draw a poster-slogan showing the benefits of playing basketball.
2. Create a two-minute promotional video on the effect of basketball to the level of fitness of
everyone.
3. Write a short story about your experience in playing basketball.

Guide Questions:
1. What are the necessary driving factors in order for you to play basketball?

2. What benefits one can get from playing basketball?

Reflection:
Complete this statement:

What I have learned in this activity

References:
Book:
Benavinte, Domingo, Doria, et al. 2013. Physical Education and Health - Grade 8 Learner’s
Module. First edition. Pasay City, Philippines: Department of Education

Answer Key
Activity 1
1. FOUL 6. JERSEY
2. BLOCK 7. JUMP
3. PEACH 8. SHOOT
4. NAISMITH 9. DUNK
5. BALL 10. STEAL

Activity 2.
1. A- Dr. James Naismith 6. C- 5 minutes
2. A- 1891 7. B- Peach basket
3. A- FIBA 8. C- Center line
4. A- Berlin 9. C- Coach
5. B- 1905 10. A- Dr. Luther Gulick

Activity 3.
1. MY NAME 6. YOUR NAME
2. YOUR NAME 7. MY NAME
3. YOUR NAME 8. MY NAME
4. MY NAME 9. MY NAME
5. YOUR NAME 10. MY NAME

Activity 4. Answers may vary

PREPARED BY:

ROMEL C. BOSI
Name of Writer
 PHYSICAL EDUCATION 8
Name: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

SKILLS IN BASKETBALL

Background Information for Learners:

Basketball is a team event which is consider as a competitive and recreation game. In

playing Basketball there are basic skills to be considered such as dribbling, passing
and shooting. To become a quality player in basketball you should know and execute
these different basic skills in Basketball.
In this activity you will learn the different skills in basketball and able to execute it.

Learning Competency with code

Executes the skills involved in the sport (Basketball).
(Quarter 1, Week 5-8) (PE8GS-Id-h-4)

ACTIVITY 1
Directions: Draw a ball inside the box below the picture that shows the basic skills in
basketball.

2
1 3 4 5

6 7 8 9 10

Source: wikihow.com, common concepts

ACTIVITY 2
Directions: Identify the different Basic skills in Basketball and put your answer on the given
Box.

SOURCE: wikihow.com
1. _

SOURCE: Twinkl.com
2. _

SOURCE: Twinkl.com

3. _
SOURCE: Twinkl.com
4. _

5. _

SOURCE: Can Stock Photo, shutterstock.com

6. _

SOURCE: Twinkl. Com

 7. _
SOURCE: 123rf.com

ACTIVITY 3:
Directions: Execute the following basic skills following the instructions indicated in each
item and record the result it in the blank.

1. DRIBBLING: SECONDS/MINUTES

√ Dribble the ball across the 10 cones from end to end using your right and left hands
alternately.

2. PASSING: PERFECT PASS Set a pair and execute the following

pass in 10 repetitions than record the perfect pass.

A. BOUNCE PASS

3 METERS
 B. CHESS PASS:

3 METERS

C. OVERHEAD PASS:

3 METERS
Rubric for Scoring DRIBBLING:

Execute properly within less than 2 minutes 10 points

Execute properly within 2 minutes to 3 minutes in time 8 points
Execute properly within 3 minutes to 4 minutes in time 6 points
Did not execute the skills properly 4 points

Reflection:
In this activity I learned that

Reference:
Book:
Benavinte, Domingo, Doria, et al. 2013. Physical Education and Health - Grade
8
Learner’s Module. First edition. Pasay City, Philippines: Department of Education
Answers Key:
Activity 1
1. 6.
2. ----- 7.
3. 8. -----
4. 9. -----
5. ----- 10. -----

Activity 2
1. DRIBBLING
2. CHEST PASS
3. BOUNCE PASS
4. OVER HEAD PASS
5. JUMP SHOT
6. LAY UP
7. SLAM DUNK/DUNK

Activity 3
ANSWERS MAY VARY

Prepared by:

AMIEL A. CARAG
Writer