PE 2 and 3 PRIMER

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
MINDANAO
TCG P.E. 02/03

RECREATIONAL ACTIVITIES PRIMER
(For classroom use only)
PROF. ROLLY ROLONA BALBUTIN
Philippine Normal University– Mindanao

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About this Primer
This primer is to assist students with completing

the course TCG PE 02/03. This serves a fundamental
source of information as students should work through
the primer in class or in their own time.
This contains information about the course as

specified in the course syllabus about unit of
competency which includes topic information, exercises,
and assessment activities to complete. Each assessment
activity is given with rubrics as criteria to ensure
students’ competence in fulfilling all the assessment
requirements.
Hence, this primer is designed to help students

strengthen and develop their knowledge and skill
acquisitions in the adoption of various recreational
activities for lifelong physical wellness.
ROLLY ROLONA BALBUTIN

Instructor

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Course Syllabus
Course Title Lifetime Fitness for Active Filipinos

Course No. TC-G-PE 02/03
Course NONE
Pre-requisite
Course The course covers the fundamental skills and abilities in the different recreational activities. Focus of the
Description activities will be the acquisition of the different skills in movement and rhythm, games, sports, social
dances, and other alternative recreational activities leading to the adoption of lifelong physical wellness.
VMGO
Program Specializa- Transition Curriculum- General Education (TO BE FINALIZED)
tion Outcomes
Course Learning Out-
Course Matrix Content Instructional Delivery Assessment
comes
Day 1 Course Orientation/Giving
of syllabus
After the end of the
term, students are ex- Unit I. Overview of Recrea-
pected to: tional Activities for Lifetime
Wellness
1. Demonstrate a clear
Day 2-4 understanding of the Essential Questions:
nature, values, and Why do we engage in recrea-
characteristics of leisure tional activities? What are the
and recreation with em- benefits derived in these ac-
phasis on the acquisi- tivities?
tion of skills in move- Teacher Managed Activi-
ment and rhythm, Concepts and definition ties
games, sports, social of Leisure and Rec- Quiz
dances, and other alter- reation Facilitation
native recreational ac- Benefits Derived from Reflection
tivities Leisure and Recrea- Students Managed Paper on the
tion Learning Activities contribution of
Avenues for Recreational recreational
2. Ass ume s elf - Activities Video Clips Critiquing activities to
responsibility in main- Group Discussion lifelong well-
taining one’s fitness and Making of Covenant ness (with
health through active (Fitness Contract)) rubrics)
participation in various/ Diary Log
specific recreational
activities.

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3. Apply various princi- Menu of Recreational Activi-

ples of leisure and recre- ties (according to students’
ation for lifelong well- preference)
ness.
Rhythm and Dance Experi-
ences
Indigenous Dances
Social dances
Philippine Folk Dances
Contemporary Dances
Other Dance Forms
Games and Sports

Racket Games
(Badminton, Table
Tennis)
Ball Games
(Basketball,Volleyball, Soccer,
Softball)
Aquatics
Track and Field
Traditional Games
Outdoor/ Alternative Recre-

ational Activities
Hiking/
Orienteering/ Caving
Mountain Climbing
Biking
Canoeing
Bird Watching/ Agusan
Marsh Exploration
After the end of the term,

students are expected Unit II. Rhythm and Dance Teacher Managed Activi-
to: ties Quiz / Sum-
Day 5 Essential Questions: Do you mative Exam
1. Demonstrate a clear find dancing important in your Interactive
understanding of the life? How does it affect your Discussion
nature, values, and char- life? Q&A
acteristics of leisure and
recreation with emphasis Students Managed
on the acquisition of Introduction to Rhythm and Learning Activities Performance
skills in movement and Dance Concepts -Based As-
rhythm. Movement Concepts Individual/ Group sessment
Body Awareness Movement Explo- Rubrics
Space Awareness ration and Devel-
Relationship opment
Quality

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2. Ass ume s elf -

responsibility in main-
taining one’s fitness and
health through active
participation in various /
specific recreational
activities on movement
and dance.
Unit Questions: Teacher Managed Activi-
What kind of dance do you ties
Day 6-7 3. Apply various princi- like the most? What are its
ples of leisure and rec- characteristics that made you Interactive Quiz / Sum-
reation for lifelong well- appreciate the dance? Can Discussion mative Exam
ness. you perform some of these Q&A
Day 8-9 dances?
Students Managed
History of the Dance Learning Activities
(according to preference)
Day 10-16 Semantic mapping Performance-
Nature and Characteristics of Practical work Based As-
Dance Online video produc- sessment
Day 17-18 tion of created Rubrics
Skill Learning and Develop- routines
ment
Fitness Enhancement/ Devel-

opment
After the end of the Unit III. Recreational Games

term, students are ex- and Sports
pected to:
Essential Questions:
1. Demonstrate a clear What recreational game do
understanding of the you engage most during your
nature, values, and leisure time? How does it con-
characteristics of leisure tribute to your life? Teacher Managed Activi-
and recreation with em- ties
phasis on the acquisi- History of the (preferred) Video Clips Critiquing Quiz / Sum-
tion of skills in games Recreational Game/Sport Lecture-demo mative Exam
and sports,. Resourcing
Nature and Characteristics of
the Game/Sport Students Managed
Rules and Regulations of the Learning Activities Performance-
Game/Sport Practical Work Based As-
Skill Learning and Develop- Tournament / Actual sessment
ment Competition Rubrics
Fitness Enhancement/ Devel- Documentation of
opment local traditional
games

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2. Assume self-
responsibility in main-
taining one’s fitness and
health through active
participation in Games
and sports.
3. Apply various princi-

ples of leisure and rec-
reation for lifelong well-
ness.
After the end of the Unit IV. Outdoor/ Alternative

term, students are ex- Recreational Activities
pected to:
1. Demonstrate a clear What outdoor/ alternative rec-
understanding of the reational activity do you prefer
nature, values, and to be actively involved into
characteristics of leisure during your leisure time? How
and recreation with em- does it significantly affect your
phasis on the acquisi- being?
tion of skills in move-
ment and rhythm, Development of the
games, sports, social (preferred) Outdoor/ Al-
dances, and other alter- ternative recreational Teacher Managed Activi-
native recreational ac- activity ties
tivities Video Clips Critiquing Quiz / Sum-
Nature and Characteristics of Resourcing mative Exam
the Outdoor/ Alternative
2. Ass ume s elf - recreational activity Students Managed
responsibility in main- Learning Activities
taining one’s fitness and Risk Assessment/ Precaution- Practical Work
health through active ary and Safety Measures Submission of online vid-
participation in various / eo production Performance-
specific recreational Fitness Enhancement/ Devel- Compilation of indigenous Based As-
activities. opment dances sessment
Training - Workshop on Rubrics
Risk Assessment and
3. Apply various princi- Reduction
ples of leisure and rec-
reation for lifelong well-
ness.
Unit V. Fitness Monitoring Teacher-Student Man-

and Evaluation aged Activities Performance-
Fitness contract Evalua- Based As-
tion sessment
Submission of diary/log Rubrics

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Course Aquino, Francisca R. 1969. Dances for All Occasions. Manila.

References Aquino, Francisca R. 1982. Philippine folk Dance Vol I-VI
Andin, Carmen T. 1984. Handbook on Rhythmic Activities. Manila, Philippines.
Andin, Carmen T. Teaching Physical Education in Philippine Schools. Manila,
Philippines.
Belmonte, Paz Cielo A. et.al. 1970. Physical Education Handbook. Rex Bookstore.
Manila, Philippines.
Joyce, Mary. 1973. First Step in Teaching Creative Dance. Mayfield Publishing Company
Sayaw: Dances of the Philippine Islands. 1999.
Schurr, Evelyn L. 1997. Movement experiences for Children: A Humanistic approach
to Elementary School Physical Education. Prentice-Hall, Inc. Englewood Cliffs, N.J.
Additional Supplemen- Internet sources

tary Materials
Ball Games
http://inventors.about.com/library/inventors/blbasketball.htm
http://inventors.about.com/gi/o.htm?zi=1/
XJ&zTi=1&sdn=inventors&cdn=money&tm=9&f=00&su=p284.13.342.ip_&tt=2&bt=2&bts=52
&zu=http%3A//volleyball.org/history.html
Racket Games
http://poolandpatio.about.com/od/outdoorliving/qt/What-Is-Badminton.htm
http://tabletennis.about.com/od/beginnersguide/a/history_of_tt.htm
Dances
http://dance.about.com/od/socialdancing/p/Competition.htm
Outdoor/ Alternative Recreational Activity

http://www.supportrealteachers.org/teaching-styles-in-pe.html
www.ecoventure.com/oac/teacheroutdoor.html
www.fourcornersschool.org/custom-programs/item/88-sample-activities-themes

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Performance Indicator Course Performance Indicators Evidences of Performance Performance Standard (Assessment
and Evidences of Per- Criteria)
formance
Achieve at least 75% rating Summative test Summative Exam
of summative exam
Reflection Paper Reflection Paper
Participate in all recreational Depth of reflection 50%
activities in the course Structure 25%
Practical Work Evidence of Practise 25%
Perform/execute some forms Practical Work

of dances and games. Video Production Presentation/
Performance 50%
Produce a video on their Production Design 25%
created routines show- Documentation of Local Cooperative Effort 25%
casing their most liked Traditional Games
dance form Video Production
Content 40%
Produce documents of the TechnicalRequirements30%
local traditional games Visual Presentation 30%
Traditional Game Documentation

Clarity of Rules 50%
Accuracy of Content 30%
Fun Element 20%
Course Requirements Reflection Paper

Practical work
Video production
Traditional Game Documentation
Quizzes
Course Policies 100% attendance is required.
15- minute late is tantamount to one day absence yet allows students to participate in the
discussion.
Excuses may be allowed but with prior notice and with valid reasons
Wearing of the prescribe P.E. uniform is a must every meeting
When a student has incurred 20% or more of the total number of hours of
unexcused absences within a semester, he/she will be dropped from the roll and
will be given a failing grade. If the majority of the absences are excused the
students are advised to make up for such absences.
Cheating during quizzes and examinations will be reported for official sanctions.
Consultation Period Wednesday 2:30 – 3:30

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TABLE OF CONTENTS
Preliminaries Page
Title Page 1
About this Primer 2
Course Syllabus 3
Table of Contents 9
UNIT 1: Overview of Recreational Activities for
Lifetime Wellness 12
A. Explore Your Understanding 12
Activity #1 Benefits of Physical Activity 12
Activity #2 Fitness Log 13
B. Firm Up Your Understanding 14
Concepts and Definition of Recreation 14
Benefits Derived from Leisure & Recreation 17
Avenues for Recreational Activities 18
C. Deepen Your Understanding 19
Activity #1 Follow Up Quiz 19
D. Transfer Your Understanding 20
Assessment Task #1 Activities That
Make Us Healthy 20
Assessment #2 Reflection Paper 20
UNIT 2: Introduction to Rhythm and Dance 21
Activity #1 Locomotor Skills Rubric 21
Activity #2 Fundamental Positions of the
Arms and Feet in Dancing 22
Activity #3 Costumes and Dances 22
Movement Concept 23
Dance Concept 26
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Menu of Recreational Activities:

Rhythm & Dance 28
Philippine Folk Dances/Indigenous Dances 28
Social Dances 29
Contemporary Dances 32
Lyrical Hip Hop Dance 34
Activity #2 Why Dance? 35
Activity #3 Dance Interpretation 36
Assessment Task #1 Reflection Paper 37
Assessment Task #2 Checking for Mastery 37
Assessment Task #3 DressTech & Presentation 38
UNIT 3: Introduction to Recreational Games and Sports 39
Activity #1 Sports Trivia 39
Activity #2 Name Game 41
Sports Concepts 42
Menu of Recreational Activities :
Games & Sports 44
Racket Games: Badminton 44
Ball Game: Basketball 48
Ball Game: Volleyball 53
Athletics (Track and Field) 56
Philippine Traditional Games 62
Activity #1 Picture Identification 69
Activity #2 Parts Identification 70
Activity #3 Diagram Completion 70

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Assessment Task #1 Skill Assessment 72
Assessment Task #2 Game Tournament 72
Assessment Task #4 Essay Writing 73
UNIT 4: Outdoor Alternative Recreational Activities 74
Activity #1 Name Game 74
Introduction to Outdoor Recreation 75
Menu of Recreational Activities :
Outdoor Recreation 75
Risk assessment/Precautionary and Safety
Measures 78
Activity #1 Advertisement Making 80
Assessment Task #2 Risk Identification
And Management 82
Course Year Ender Journal 83
Fitness Monitoring and Evaluation 84

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UNIT 1: Overview of Recreational

Activities for Lifetime Wellness
Why do we engage in recreational activities?
What are the benefits derived in these activities?
EXPLORE your understanding!

In this learning phase you will be given activities to diagnose and activate your prior
knowledge. Your expectations and tentative understandings will also be revealed
through different questions prepared. At the end of this unit, you are expected to have
a thorough knowledge and skill about the topic.
Activity #1:
Benefits of Physical Activity
1. Think about any physical activities you participate in during your vacant or
unoccupied time. List down as many as you can.
2. Name your favorite activity from among the lists.
3. Think about why you like to participate in this activity.
4. Describe how it keeps you healthy
5. Describe why you enjoy participating in the activity
6. Describe how you are challenged by the activity.
7. Describe how the activity helps you learn to work with other people.
8. Draw a picture of you doing the activity.

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Activity# 2:
Fitness Log
Pre assessment: Conducted on day 1 of the unit by the teacher. From the pre-assessment
results, you will set one goal for each of the following components for the next four weeks. You
are asked to keep a record of your workout in the fitness lab three days a week for one month.
Record your results using an excel spreadsheet. At the end of the month, you will be asked to
reflect on your work in the fitness lab.
Goals:
1. Cardiovascular endurance
2. Flexibility
3. Muscular strength and endurance
Record of Results:
Health-related fitness Components Results
Cardiovascular endurance
Flexibility
Muscular strength and endurance
Reflection: Guided questions

• How did you feel about your participation in this activity?
• What was your favorite exercise/activity?
• Are there other exercises /activity that you would like to try?
• What health-related concepts were learned?
• Did you meet your goals for this unit? Why or why not?
• Is goal setting something that you use in the future in order to achieve and maintain a healthy
enhancing level of physical fitness? Why or why not?
Based upon your above results and reflection responses, what are your health related fitness
goals for the next month?
Goals: 1. Cardiovascular endurance

2. Flexibility
( As you will be exposed to various recreational activities in this course, try to assess your
Fitness Status at the end of the course to compare the result.)
Modified from Rink. J. (2006). Teaching physical education: New York: McGraw

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FIRM-UP your understanding!

In this learning phase you will be introduced to various readings for your
understanding about the topic.
READ AND YOU WILL UNDERSTAND
Humans spend their time in activities of daily living, work, sleep, social
duties, and leisure, the latter time being free from prior commitments to
physiologic or social needs, a prerequisite of recreation. Leisure has
increased with increased longevity and, for many, with decreased hours spent
for physical and economic survival, yet others argue that time pressure has
increased for modern people, as they are committed to too many tasks. Other
factors that account for an increased role of recreation are affluence,
population trends, and increased commercialization of recreational offerings.
While one perception is that leisure is just "spare time", time not consumed by
the necessities of living, another holds that leisure is a force that allows
individuals to consider and reflect on the values and realities that are missed
in the activities of daily life, thus being an essential element of personal
development and civilization. This direction of thought has even been
extended to the view that leisure is the purpose of work, and a reward in itself,
and "leisure life" reflects the values and character of a nation. Leisure is
considered a human right under the Universal Declaration of Human Rights.
(From Wikipedia, the free encyclopedia)
What is Recreation?
 Recreation is an essential part of
human life and finds many different
forms which are shaped naturally by
individual interests but also by the
surrounding social construction.
 Recreational activities can be
communal or solitary, active or
passive, outdoors or indoors,
healthy or harmful, and useful for
society or detrimental.
A traditional view holds that work

is supported by recreation, recreation being useful to "recharge the
battery" so that work performance is improved. Work, an activity generally
performed out of economic necessity and useful for society and organized
within the economic framework, however can also be pleasurable and may
be self-imposed thus blurring the distinction to recreation.
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5 DESCRIPTIVE TERMS ASSOCIATED TO RECREATION:
CHARACTERISTICS:
1. Recreation involves activity. 6. Engagement in recreation is entirely
voluntary.
2. Recreation has no single form.
7. Recreation is serious and purposeful.
3. Recreation is determined by motivation
8. Recreation is flexible.
4. Recreation occurs in an unobligated time.
9. Recreation has by-products.
5. Recreation is universally practiced and
sought. 10. Recreation is enjoyable.

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RECREATION: Its Scope of Activities

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What are the benefits derived

from Recreation?
RECREATION VALUES AND THE INIVIDUAL FACTORS

WHICH CREATE PERSONALITY:

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What are the benefits derived

from Recreation?
Read more at Buzzle: http://www.buzzle.com/

articles/importance-of-leisure-why-is-leisure-
important.html
AVENUES FOR
RECREATIONAL ACTIVITIES
 Public space such as parks and beaches are essential venues for many
recreational activities.
 Tourism has recognized that many visitors are specifically attracted by

recreational offerings.
 In support of recreational activities government has taken an important

role in their creation, maintenance, and organization, and whole industries
have developed merchandise or services.
 Recreation-related business is an important factor in the economy; it has

been estimated that the outdoor recreation sector alone contribute to the
upliftment of economy and generates million jobs.

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DEEPEN your understanding!

In this learning phase you will be provided with an enhancement activities for you
to revisit, rethink and refine your understanding about the topic.
Activity #1: Follow –up Quiz.

I- IDENTIFICATION: Identify what descriptive term related to recreation is described below.
_____________ the activity engaged in during one’s free time.
_____________ the activity engaged in is satisfying and enjoyable to the participants.
_____________ the individual must have chosen his own violation to engage in this pursuit.
_____________ it helps the individual to become a better and well-integrated individual.
_____________ it is not for the purpose of life maintenance or existence.
II- Classify the following recreational activities based on the following scope of activities. (Write minus wrong)
*GAMES AND SPORT * ARTS AND CRAFTS * DANCE AND MUSIC
*DRAMA AND MENTAL LINGUISTIC * OUTDOOR RECREATION
Kayaking discus throw hiking lectures ballet

Jewelry making journalism aerobics storytelling beadworks
Beach outing cross stitching rhythmic activities snorkeling lantern making
Mountaineering trail running water rafting card making jingle making
Archery wake boarding painting characterization scuba diving
III- ENUMERATION:
Recreation values and the individual factors which create personality.
Characteristics of Recreation
IV- MULTIPLE CHOICE: Encircle the correct answer inside the parenthesis. Strictly no erasures.
1. A descriptive term related to recreation that refers to the activity engaged in during one’s free time.
( A.voluntary, B. leisure time, C. non-survival, D. enjoyable )
2. The activity engaged in is satisfying to the participants. ( A.voluntary, B. leisure time, C. non-survival,
D. enjoyable )
3. The individual must have chosen his own violation to engage in his pursuit. ( A.voluntary, B. constructive,
C. non-survival, D. enjoyable )
4. It is not for the purpose of life maintenance or existence. ( A.voluntary, B. constructive, C. non-survival,
D. enjoyable )
5. It is the division of time where one is free. ( A. Time for existence, B. Time for subsistence, C. Time for
leisure, D. Time for sleep)

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TRANSFER your understanding!

In this learning phase you will be performing your final output to your
teacher and you will be assessed thoroughly using a given rubrics.
Assessment Task #1
Activities that Make Us Healthy
Regular Physical Activity
 COLLECT and CUT pictures from magazines or newspapers that show activities
that you do on a regular basis.
 SAY SOMETHOING ABOUT IT.
Guide Questions:
 Think about why you like to participate in this activity. Describe how it keeps you
healthy Describe why you enjoy participating in the activity Describe how you are
challenged by the activity. Describe how the activity helps you learn to work with other
people.
Rubrics for Output Presentation:
Content 50%
Visual Presentation/Creativity 25%
Evidence of Practice and Fun Element 25%
Assessment Task #2
REFLECTION PAPER:
On the contribution of recreational activities
to lifelong wellness.
Rubrics for Reflection Paper:
Depth of reflection 50%
Structure 25%
Evidence of Practice 25%

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UNIT 2: Introduction to
Rhythm and Dance Concept
Do you find dancing important in your life?
How does it affect your life?

Activity #1:
Locomotor Skills Rubric
Name: ______________________ Class/Section: _________ Date: ________
Observe the student performing each of the locomotor skills listed below. If he/she remembered all 3
key points listed, draw a star in the appropriate column. If he/she remembered 2 of the 3 key points,
draw a happy face in the appropriate column. If he/she remembered 1 of the 3 key points, draw a
checkmark in the appropriate column. If he/she cannot perform the skill, draw a circle in the
appropriate column. Underline any key point the student does not perform.
Performs all Performs 2 of Performs 1 Cannot

3 3 of 3 key
Skill/Key Points perform the
key points key points points listed skill
listed listed
Key Points:
Walk (heads up, arms swing, slow speed)
Run (heads up, arms pump, fast speed)
Hop (heads up, arms out, take off and land on one foot)
Jump (heads up, arms swing in, take off, and lands on both feet)
Leap (heads up, arms out, take off on one foot, and land on the other foot)
Gallop (heads up, arms out, lead foot and trail foot)
Slide (heads up, arms out, outside of lead foot points in direction of movements)
Skip (heads up, arms out or swinging, step hop pattern)

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Activity #2:
 Review on the Fundamental Positions of the Arms and Feet in Dancing
Activity #3:
COSTUMES AND DANCES
 In this activity, you will be tasked to tell whether the costume shown is worn in any of
the five (5) Folk Dance classifications. Write only the letter of the Folk Dance that wears
the costume given in each number. A. Cordillera B. Spanish-Influenced C. Rural
D. Muslim E. Tribal.

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A.) Movement Concepts

Movement concepts are basic to understanding efficient, effective
movement. They assist students in developing the structure of the content (the
classification) and the language (vocabulary) of the field. The classification used here
includes body awareness, space, qualities of movement, and relationships. The use
of movement vocabulary is an essential part to learning in physical education. These
concepts are inherent in any movement, from the simplest of motor skills to the
most complex sport skills.
The classification listed here is a combination of concepts taken from Robert

Pangrazzi’s 15th edition of Dynamic Physical Education for Elementary School Children
and Beverly Nichols’ 3rd edition of Moving and Learning; The Elementary Physical
Experience.
 1. Body Awareness – what the body can do; the shapes it can make, how it can balance,
the transfer of weight, and flight
Shapes the body makes – Many shapes can be formed with the body, such as long
and short, wide or narrow, straight or twisted, stretched or curled, symmetrical or
asymmetrical.
Balance or weight bearing – Balance demands that different body parts of the body
support the weight or receive the weight. Different numbers of body parts can be
used as body supports and involved in movements. The body is in a balanced
position when its center of gravity is over its base of support.
Transfer of body weight – Many skills demand moving the body weight from one
body part to another, such as walking, leaping, rolling, etc.
Flight – The amount of time off the floor distinguished flight from the transfer of
body weight. Examples include jumping onto a climbing rope, hanging, and running.

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Movement Concepts
 2. Space –where the body can move
General or personal – General space (also known as playing area) is the total area
used by all students. Personal space is the immediate area surrounding a person,
including the space within the natural body extensions.
Directions – This refers to the desired route of movement, whether it is up or down,

forward or backward, right or left.
Level – This defines the relationship of the body to the floor or apparatus or height
in space, whether it is low, medium, or high.
Pathways – This trait describes the lines of movement in space, straight, curved,
zigzag, or other combinations.
Planes – Planes are somewhat specific pathways defined as circular, vertical, and
horizontal.
 3. Qualities of Movement – how the body moves (Many of the qualities of movement
require the application of mechanical principles.)
Time or speed – This quality deals with the speed and duration of the movement,
moving to a constant rhythm or accelerating or decelerating.
Force – Force is the effort or tension generated in movement. Learning how to

generate, absorb, and direct force is an important outcome.
Flow – This factor establishes how movements are purposely sequenced to create
continuity of movement, usually in terms of interrupted (bound) or sustained (free)
flow. Interrupted flow stops at the end of a movement or part of a movement.
Sustained flow involves smoothly linking different movements or parts of
movements.

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Movement Concepts
 4. Relationships – with whom and/or to what the body relates
Near-far – close to the body/object or a distance away from the body/object
Above-below – in a position higher than the body/object or lower than the body.
Over-under – similar to above and below
In front-behind – forward of the body/object or in back of or to the rear of the body
On-off – engaged in an activity or suspension of an activity
Together-apart – simultaneously or separately
Leading-following – position at the front or to go after someone or something
Mirroring-matching – parts are reversely arranged in comparison with someone/

thing or parts are similarly arranged in comparison with someone/thing
Unison-opposites – when two or more parts work together or when two or more
parts work contrary to one another
Together-apart – in association with another/thing or away from one another/thing
Symmetrical-asymmetrical – having corresponding points/proportions or lacking

corresponding points or proportions

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Unit Questions:
What is dance?
B.) Dance Concepts
 What is Dance?
Dance is the art form in which human movement becomes the medium for sensing, under-
standing, and communicating ideas, feelings, and experiences. Dance provides a way of
learning—one that develops communication abilities, problem solving techniques, and cre-
ative and critical thinking skills along with kinesthetic abilities. At its core, the goal of
dance education is to engage students in artistic experiences through the processes of cre-
ation, performance and response.
 The Elements of Dance

Dance has its own content, vocabulary, skills, and techniques, which must be
understood and applied to be proficient in the art. The elements of dance are the
foundational concepts and vocabulary for developing movement skills as well as
understanding dance as an art form. All these elements are simultaneously present
in a dance or even in a short movement phrase.
Body
Action
Space
Time
Energy
The acronym BASTE helps educators and students recall these elements of dance. Use
the links above and in the right sidebar to find out more about each element and see
video clip examples from outstanding Minnesota dancers and choreographers.

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Dance Elements
For further readings, link to this:
http://opd.mpls.k12.mn.us/the_elements_of_dance
http://www.artsconnected.org/collection/158105/the-elements-of-dance?print=true

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Unit Questions:
What kind of dance do you like the most?
What are its characteristics that made you
appreciate the dance?
Can you perform some of these dances?
C.) Menu of Recreational Activities : Rhythm & Dance

1. FOLK DANCE AND INDIGENOUS DANCE
 Folk Dance is a dance genre which is primarily performed for social functions by people with
little or no training usually to traditional music which is a product of inherited tradition which is
passed from one generation to another.
 Classifications According to Cultural Origin:
 Cordillera Dances - These are dances of the Kalingas, Ifugaos and other
ethnolinguistic groups of the Cordillera mountains. They are known for their
distinct costumes such as G-strings and tapis and grounded movements which is a
reflection of their daily routine.
 Spanish-Influenced Dances - These dances are a reflection of Spanish culture

merged with that of ours. From the costumes alone, you can really tell
whether it’s a Spanish-influenced Folk Dance or not. Males swear the barong
tagalong and females wear the Maria Clara of different elaborate designs.
 Rural Dances - These are dances which reflect the true spirit and character of
the Filipino people. They wear peasant—occupational costumes but reflect in their
movements activities of fishing, farming, courtship and merrymaking. Some others
mimic movements of animals like birds, fish and others.
 Muslim Dances - The are dances of the exotic southern part of the country.
They mirror the character and colorful culture of Muslims as seen in their
discrete expression and brightly colored silk costumes.
 Tribal and Indigenous Dances - These dances are of tribal origin. They reflect the
culture and ways of a specific tribal group in any point of the country. They may be
from Luzon, Visayas or Mindanao.
ADDITIONAL READINGS, LINK ON THIS SITE:

http://www.philippinesdance.com
http://thejunglerestaurant.weebly.com/
http://philippinesculturalfolkdances.blogspot.com/2010/02/introduction.html

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2. SOCIAL DANCE
info@dancesportcouncil.com

30
Benefits of Social Dancing

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Basic Dance Positions:
Back cross, Butterfly, Challenge/Shine,

Cross, Closed, Conversation Open, Cud-
dle, Escort, Face Off, Hammerlock, In-
side Hands Joined, Jockey, Latin Social,
Left Parallel, Little Window, Octopus,
Open, Pigeon Wing, Promenade, Re-
verse Open, Reverse Varsouvienne,
Right Parallel, Semi-Open, Shoulder-

Waist, Social Swing, Swing Out-Flirtation,
Swing Out-Lindy Style, Two Hands
Joined, Varsouvienne, Yoke/Bridge

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3. CONTEMPORARY DANCE
(From Wikipedia, the free encyclopedia)
A dancer performing a contemporary dance piece
 Contemporary dance is a popular form of dance which developed during the middle
portion of the twentieth century and has since grown to become one of the
dominating performance genres for formally trained dancers throughout the world,
with particularly strong popularity in the U.S. and Europe. Although originally
informed by and borrowing from classical modern, and jazz styles, it has since come
to incorporate elements from many styles of dance, but due to its popularity amongst
trained dancers and some overlap in movement type, it is often perceived as being
closely related to modern dance, ballet and other classical concert dance styles.
 In terms of the focus of its technique, contemporary dance tends to utilize both the
strong and controlled legwork of ballet and modern dance's stress on the torso, and
also employs contact-release, floor work, fall and recovery, and improvisation
characteristic of modern dance. Unpredictable changes in rhythm, speed, and
direction are often used, as well. It sometimes also incorporates elements of non-
western dance cultures such as elements from African dance including bent knees,
or movements from the Japanese contemporary dance Butoh.

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HISTORICAL BACKGROUND:
Contemporary dance performed by Le Sacre
 Contemporary dance draws on both classical ballet and modern dance, whereas
postmodern dance was a direct and opposite response to modern dance.
 Merce Cunningham is considered to be the first choreographer to "develop an

independent attitude towards modern dance" and defy the ideas that were
established by it.
 In 1944 Cunningham accompanied his dance with music byJohn Cage, who
observed that Cunningham's dance "no longer relies on linear elements (...) nor does
it rely on a movement towards and away from climax. As inabstract painting, it is
assumed that an element (a movement, a sound, a change of light) is in and of itself
expressive; what it communicates is in large part determined by the observer
themselves." Cunningham formed the Merce Cunningham Dance Company in 1953
and went on to create more than one hundred and fifty works for the company, many
of which have been performed internationally by ballet and modern dance
companies.
 Cunningham's Key Ideas Includes:

 Contemporary dance does refuse the classical ballet's leg technique in favor of
modern dance's stress on the torso
 Contemporary dance is not necessarily narrative form of art
 Choreography that appears disordered, but nevertheless relies on technique
 Unpredictable changes in rhythm, speed, and direction
 Multiple and simultaneous actions
 Suspension of perspective and symmetry in ballet scenic frame perspective such as
front, center, and hierarchies
 Creative freedom
 "Independence between dance and music"
 Dance to be danced, not analyzed
 Innovative lighting, sets, and costumes in collaboration with Andy Warhol, Robert
Rauschenberg, and Jasper Johns
 Other pioneers of contemporary dance (the offspring of modern and postmodern)

include Ruth St. Denis, Doris Humphrey,Mary Wigman, Francois Delsarte, Émile
Jaques-Dalcroze, Paul Taylor, Rudolph von Laban, Loie Fuller, Jose
Limon andMarie Rambert.

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4. LYRICAL HIP HOP DANCE

SOMETHING NEW!
LYRICAL HIP HOP dance is a recent development to the

hip hop genre. Some people call it a different style
completely, but most refer to it as a sub-style of hip hop
dance.
There are choreographers who have been doing lyrical hip

hop for a while in studios, performances and classes.
However it had not really been in the public eye until

recent TV dance shows like So You Think You Can
Dance.
What Is Lyrical Hip Hop?
 To describe lyrical hip hop perhaps it is best to go back a little further and understand what
lyrical dance is.
 Lyrical dance is a style of dance that incorporates elements of various style from jazz,
tap, ballet, contemporary without being any of them.
 Perhaps the key to understanding lyrical dance is emotional connection. The dancers try to
tell the story of a song by using gestures, facial expressions and any other means as well
as movement.
 In lyrical as they are trying to tell a story it is normal to ride through the beat kind of flowing
through moves.
 Now back to hip-hop. Hip-hop is usually danced in relation to the beat with moves hitting
the beats for effect. It is primarily about feeling the beat.
 So, lyrical hip hop dance is a mix between the two. It is the mix of telling the story of
the song and a dancer's emotions while using hip-hop movements and lyrical style to
be as expressive and connected to the emotion of the music as possible.
The rhythm of the dance is unique and a good quote from Shane Sparks helps us understand
more clearly, "In hip hop, if you were dancing with a partner, you would punch and stop at his
face. But in lyrical hip hop, you would punch and go past his face. Lyrical hip hop contains
movements across measures."
It looks like hip hop choreography, with elements and movements that are more free flowing,
contemporary inspired movements all while telling a story
(http://www.hiphopmoves.org/lyricalhiphop.html)

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Activity #1: Follow –up Quiz. Write the correct answer on the space provided.
1. It is the mix of telling the story of the song and a dancer's emotions while using hip-hop
movements and lyrical style to be as expressive and connected to the emotion of the music as
possible. _____________________
2. It is a partner dance which is enjoyed both socially and competitively around the world and for
recreational purposes. ______________________
3. A dance genre in which execution is dominated by an inherited tradition rather than innovation,
often to traditionally based music. _____________________
4. These dances are of tribal origin. They reflect the culture and ways of a specific tribal group in
any point of the country. They may be from Luzon, Visayas or Mindanao. ___________________
5. It is a style of expressive dance that combines elements of several dance genres including
modern, jazz, lyrical and classical ballet where dancers strive to connect the mind and the body
through fluid dance movements. _____________________
Activity #2: WHY DANCE?
Here’s a diagram which indicates the hierarchical benefits derived from performing
dances. Write in your notebook a paragraph of 200 words expressing your interpretation
of the given flowchart.

36

Activity #3: DANCE INTERPRETATION (Group Reporting)
In a drawn by lot basis, the group will:

1. Choose one from among the dance classifications and will report the dance based on
the following:
A. History of the dance (according to preference)
B. the Nature and Characteristics of dance
C. Skill Learning and Development
D. Fitness Enhancement/Development
2. Try to master the steps and the sequence of dance figures.
3. Consider the given feedbacks.
Practical Work Rubrics:

Presentation/Performance 50%
Production Design 25%
Cooperative Effort 25%

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Assessment Task #1
REFLECTION PAPER on DANCE (Guide Questions):
 Do you find dancing important in your life?

 How does it affect your life?
 What kind of dance do you like the most?
 What are its characteristics that made you appreciate the dance?
 Give your over-all reflection on the dances that we discussed and performed.
Structure 25%
Assessment Task #2
CHECKING FOR MASTERY OF YOUR UNDERSTANDING
Make documentation, video production, of your preparation of your final output.
Include your impression to the activity, and your understanding of the benefits derived
from participation in Dance. If possible combine all media of presentation from printed
to audio-visual or even automated presentation of your documentation. Submit it to
your teacher for evaluation.
Rubrics for Grading: Video Production
Content 40%
Technical Requirements 30%
Visual Presentation 30%

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Assessment Task #3
DRESSTECH
In this activity, you will be given time to prepare for your final presentation.
1. Based from your researched videos and from the dance literature you have chosen,
consider the costumes, accessories and other relative implements used in the dance.
2. Prepare all the needed materials, costumes and accessories.
PRESENTATION OF OUTPUT FOR EVALUATION

In this activity, prepare yourself for the final evaluation. You are to perform to your
teacher your prepared Local/Indigenous Philippine Folk Dance, Social Dance,
Contemporary Dance and Lyrical Hip Hop. Don’t forget to wear the proper costume and
accessories, footwear and other implements required of the dance.
RUBRICS FOR DANCE PRESENTATION (Group)

39
Recreational Games and Sports
What recreational game or sport do you engage most
during your leisure time?
How does it contribute to your life?

Activity #1: Sports Trivia

What do you know or remember from the Sports over the last 100 years
All the questions in our quizzes are taken from information on The People History
Question 1
One of the greatest Hockey players of all time, Wayne Gretzky, played for what team in the
1980s?
Question 2
Muhammad Ali retired from boxing in 1981, what was his career record?
Question 3
In what year were the first Wimbledon Tennis Championships held in England?
Question 4
The first World Cup for Soccer (Football) was held in which country in 1930?
Question 5
The Olympic Games were not held during which three years, for what reason?
Question 6
Pelé, the Brazilian Soccer King, joined which North American Soccer League team in 1975?
Question 7
Babe Ruth began his baseball career for the Boston Red Sox in what year, playing which posi-
tion?
Question 8
In what year did Tiger Woods begin his professional golf career?
Question 9
The 1968 Winter Olympics were held in which French city?
Question 10
US Figure Skater Tonya Harding won the National Figure Skating championship in 1994 but was
stripped of her title for attacking who?

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Activity #1: continuation

Question 11
What three nations were the original members of the "Imperial Cricket Council", now known as
the International Cricket Council?
Question 12
The first Super Bowl was played between which two teams and who won in 1967?
Question 13
Which golfer completed the only single-season Grand Slam by winning the U.S. Open, the British
Open, the U.S. Amateur Championship and the British Amateur Championship in 1930?
Question 14
What was the name of the horse that won the Triple Crown in 1973, to be the first winner in 25
years?
Question 15
The 1984 Winter Olympics were held where and in what country? (Hint: The country no longer
exists today)
Question 16
In 1952, the first Zamboni to be used in an NHL game was used at a game between which two
teams?
Question 17
Which gymnast won three gold medals with seven perfect scores at the 1976 Montreal Olym-
pics?
Question 18
In 1997, Tiger Woods became the youngest golfer at the time to win the Masters, how old was
he?
Question 19
In what year was the Indianapolis Motor Speedway for car racing built?
Question 20
The game of basketball was created in 1891 by whom?
Question 21
In what year were the Winter Olympics first separated from the Summer Olympics?
Question 22
In what tournament were the first red and yellow card systems for Soccer (Football) introduced?
Question 23
In 1988, where were the Summer Olympics held that year?
Question 24
In what year was the Rugby Football Union formed in London?
Question 25
In what year were women first allowed to participate in the modern Olympic games?
Answers :
1. Edmonton Oilers 2. 55 wins, 5 defeats 3. 1877 4. Uruguay 5. 1916, 1940, 1944, World Wars I and II 6. New York Cos-
mos 7. 1914, Pitcher 8. 1996 9. Grenoble 10. Nancy Kerrigan, rival figure skater 11. England, Australia, South Africa 12.
The Green Bay Packers and The Kansas City Chiefs, Packers won 35-10 13. Bobby Jones 14. Secretariat 15. Sarajevo,
Yugoslavia 16. Toronto Maple Leafs and Montreal Canadiens 17. Nadia Comaneci 18. 21 years old 19. 1909 20. Dr.
James Naismith 21. 1994, Held in Lillehammer, Norway 22. 1968 Olympic Tournament 23. Seoul, South Korea 24. 1871
25. 1900 at the Paris Olympics

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Activity #2: Name Game

A 30 minutes video clip about the best of the best in Sports and Achievements will be played
to the students.
Task:
1. The students will have to write down as many sports as they can.
2. The identified sports must be within the video clip.
3. The highest possible score from the identified sports is 70.
The following sports are found in the video clip. Can you identify them?

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A.) Sports Concepts

From Wikipedia, the free encyclopedia
Sport (or sports) is all forms of usually competitive physical activity which, through
casual or organized participation, aim to use, maintain or improve physical ability and
skills while providing entertainment to participants, and in some cases, spectators.
Hundreds of sports exist, from those requiring only two participants, through to those
with hundreds of simultaneous participants, either in teams or competing as individuals.
Sport is generally recognized as activities which are based in physicalathleticism or

physical dexterity, with the largest major competitions such as the Olympic
Games admitting only sports meeting this definition, and other organizations such as
the Council of Europe using definitions precluding activities without a physical element
from classification as sports.
Sports are usually governed by a set of rules or customs, which serve to ensure fair
competition, and allow consistent adjudication of the winner. Winning can be determined
by physical events such as scoring goals or crossing a line first. It can also be determined
by judges who are scoring elements of the sporting performance, including objective or
subjective measures such as technical performance or artistic impression.
Meaning and usage

Etymology
"Sport" comes from the Old French desport meaning "leisure", with the oldest definition
in English from around 1300 being "anything humans find amusing or entertaining".
Nomenclature
The singular term "sport" is used in most English dialects to describe the overall concept
(e.g. "children taking part in sport"), with "sports" used to describe multiple activities
(e.g. "football and rugby are the most popular sports in England"). American English uses
"sports" for both terms.

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TWO RELATED ASPECTS IN SPORTS:

44
Unit Questions:
What SPORT do you like the most?
What are its characteristics that made you
appreciate the sport?
Can you perform some of these sports?
B. ) Menu of Recreational Activities : GAMES & SPORTS

1. BADMINTON
Brief HISTORY, NATURE and CHRACTERISTICS:
Badminton is named for the country estate of the Duke of Beaufort, where the game was first played in
England in 1873. The first official rules for Badminton were written in 1877 by Bath Badminton Club
in England. Since then the rules for the game have changed very little. Badminton was introduced to
the United States by two British players in 1878, and shortly thereafter the New York Badminton Club,
the oldest existing club in the United States was formed.
Badminton is a great game for everyone, regardless of age, gender, or strength. The lightness of the
racket, the floating speed of the shuttle, and the restricted area of the court allow learners of all ages to
experience game satisfaction early on.
FACILITIES AND EQUIPMENT:
- Shuttlecock: also known as the bird or birdie comes in two varieties. The first, and the most tradi-
tional, is made with a cork base where it is struck and feathers which help direct it and provide wind
resistance so that it does not go far when it is hit. The second type works the same but is made out of a
rubber base and plastic feathers.
- Racket: an official racket is much thinner and lighter than a tennis racket. It can be made out of
metal, plastic, or wood.
- Court: a badminton court is rectangular and measures forty-four feet in length and seventeen feet in
width. If a game of doubles is played than three feet is added to the width. The net stands 5 ft high.
BASIC RULES:
Serving: Service rules are similar to those of tennis. If the court is thought of as divided into equal
quadrants, the serve goes from one quadrant to the one diagonally across. If the birdie hits the net, but
crosses and lands in the correct service area, the serve may be taken again with no penalty. If, however,
the birdie hits the net and lands outside the service area it is a fault.
 A Match consists of 2 out of 3 games to 21 points.

 Every time there is a serve a point is scored (Rally Scoring-like volleyball) The side winning a
rally adds a point to its score
 Games must be won by 2 points: but at the 29th point the side with the 30th point wins that game.
 The side winning a game serves first in the next game
 When the server’s score is 0-0 or even, the server serves from the right service court. When the
server’s score is odd, the server serves from the left service court.

45
Faults: Committed by the player or side receiving in a point for service.

1. Shuttle contacted on the serve is above the waist.
2. Shuttle on serve does not fall within boundaries.
3. Serve-Feet of serve and the receiver are not within the service courts. Feet on boundary line are
considered out of bounds. Each being in their proper courts.
4. Before or during the serve any player feints or balks his opponents.
5. Shuttle contacts the wall, the ceiling, the player, the clothing; passes through or under the net; fails
to pass the net; or does not fall within the court boundaries.
6. Reach across the net to contact shuttle, other than on follow-through.
7. Player’s person, clothing, or racquet touches net or supports.
8. Shuttle hit more than once in succession or is hit in succession by partners or caught on “slung”
when struck. Wood shots and simultaneous striking of the base and feathers of the shuttle are legal if
no slinging or catching occurs.
9. Player obstructs an opponent or invades an opponent’s court.
10. If the shuttle is not distinctly hit, but held momentarily on the racket.
11. If the shuttle hits any part of the player body.
BASIC SKILLS
Stroke As Determined By Bird Flights
1. Drive-A powerfully hit forehand or backhand stroke, which just clears the net. It is a difficult shot to
return because the shuttle’s trajectory is a straight line.
2. Clear-The clear is a strike, which sends the shuttle high over the opponent’s head and drops near the
backcourt boundary line. It may be hit with an overhead or underhand stroke and may be used for
offensive or defensive.
3. Smash-The stroke is a hard hit overhead stroke with a fast downward path. It is a chief attacking
stroke.
4. Drop Shot-The shot is one in which the shuttle is stroked over the net so it drops very close to the
net.
Basic Strokes
1. Serve-*Long Serve-Use a long back swing to sent the bird into opponent’s back court but within
serving area.
**Short Serve-Use a deceptive stroke with a flat arc so the bird skims the net and drops into the
court near the service line (preferably in the corners).
2. Forehand-For right handed players, a stroke hit when the shuttle is on the right side of the body.
3. Backhand-For right handed players, a stroke hit when the shuttle is on the left side of the body.
4. Overhead-A Stroke in which the bird is contacted “Over Head” and ahead of the body.
5. Round the Head-An overhead stroke played on the left or backhand side of the body.

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Supplemental:

47

48
2. BASKETBALL
Basketball is a game played by two teams on a hardwood curt 50 x 90 feet. Each team attempts to
score points as they move the ball down the court by passing, dribbling, and shooting it into the
opponent’s basket. At the same time they try to prevent their opponent from scoring. Each 5 member
team, usually 2 guards, 2 forwards, and 1 center, attempts to win by scoring more points than their
opponent. The game begins with a tossed ball at the center jump circle between any two opponents and
ends when one team has more points following a specified time.
The game was first introduced by Dr. James A. Naismith in 1891. He was the Physical Education
Director at the International YMCA Training School (now Springfield College) in Springfield,
Massachusetts. Basketball is a unique team sport in that it was totally originated by one man with one
specific objective in mind. That being to design an active, enjoyable indoor game that could be played
between the two popular sports of “fall” football and “spring” baseball.
The first game was not played with a basketball. Whether it was a soccer ball or a volleyball is not
known for certain, but we do know that the ball was shot into a peach basket. Hence the name
“basketball”. This proved to be inconvenient, as a ladder placed beside the basket was needed to
remove the ball. As the game gained popularity, the rules, as well as the equipment, changed
continually. In 1936, it became an Olympic sport.
 Basketball. For men, the official ball is 29.5 inches in circumference (size 7, or a "295 ball") and
weighs 22 oz. If women are playing, the official basketball size is 28.5 inches in circumference
(size 6, or a "285 ball") with a weight of 20 oz.
 Basket. It is a steel rim 18 inches diameter with an attached net affixed to a backboard that
measures 6 feet by 3.5 feet and one basket is at each end of the court. The white outlined box on
the backboard is 18 inches high and 2 feet wide. At almost all levels of competition, the top of the
rim is exactly 10 feet above the court and 4 feet inside the baseline. While variation is possible in
the dimensions of the court and backboard, it is considered important for the basket to be of the
correct height – a rim that is off by just a few inches can have an adverse effect on shooting.
 Basketball Court in international games is 91.9 feet long and 49.2 feet wide. In
the NBA and NCAA the court is 94 feet by 50 feet. Most courts have wood flooring, usually
constructed from maple planks running in the same direction as the longer court dimension
BASIC RULES:
1. Players: Five players per team on the floor at a time with unlimited substitutions. Usually players
fill the standard positions of 2 forwards, 2 guards, and 1 center. The names of these may be changed
depending on the offense played.
2. Offense: Team or individual patterns or play which are used to get the ball into scoring position.
There are two basic types of offensive attacks: the slow deliberate attack and the fast break attack.
3. Defense: Players may choose to play either a man to man defense (person to person) or zone. In
man to man each player is assigned a specific person to guard/play defense on. In a zone defense
players are assigned a specified area to guard. The object of defense is to try to take the ball away from
your person or person in your assigned zone area, to force them to turn over the ball, or force them to
take a low percentage shot.

49
4. Scoring: Field Goals = 2 or 3 points, Free Throws = 1 point

5. Timeouts: Timeouts are one minute or 30 seconds in length and can be requested during a dead ball
or anytime by the team in possession of the ball.
6. Timing: 40 minutes running time
o Time stops each time an official blows the whistle indicating a dead ball.
o There is one minute between quarters and 10 minutes at the half.
o Player has 10 seconds shoot a free throw
o A player has 5 seconds to inbound the ball
o The clock does not stop on dead balls.
PLAY:
 The game is started with a jump ball in the center circle between two opponents.
 A player is out of bounds when touching the floor on or outside the boundary line.
 The ball is out of bounds when it touches a player who is out of bounds or any other person, the
floor, or any object on or outside a boundary, or the supports of the backboard.
 The ball is caused to go out of bounds by the last player touching it before it goes out. The ball
would be awarded out of bounds for a throw-in by the opposing team.
 While the ball is alive, an offensive player cannot remain for more than three seconds in that part
of the free-throw lane between the end line, the free-throw line, and the free-throw lane lines.
 If an offensive ball handler while in the front court is closely guarded by the defense for five
seconds, a violation is called and the defense is awarded the ball.
 If two opponents are both firmly holding the ball a "jump ball" is called. A "jump ball" results in
an alternating possession which is kept track of at the official table.
 In physical education, intramurals, or pickup games, a "jump ball" is awarded to the defender.
 Violations include causing the ball to go out of bounds, double dribbling, running with the ball,
kicking the ball, striking the ball with the fist, interfering with the basket, illegal throw-in (taking
more than 5 seconds or stepping on the line), being closely guarded for 5 seconds while in
possession of the ball in the front court, and the three second lane rule.
 After one team makes a field goal or free throw the other team puts the ball into play from out of
bounds under the basket at which the goal was made. Each team possessing the ball is required to
advance it past the half-court line within 10 seconds after gaining possession.
 Fouls:
o Personal: involving pushing, charging, tripping, holding, body contact
After the fifth personal foul on a player, the player is disqualified from the game
The offended player is awarded:
one free-throw if the foul occurred during a field goal attempt and the basket was made
two free-throws if the foul occurred during a field goal attempt and the basket was missed
no free-throw, but the ball is awarded to offended player’s team out of bounds
After the seventh TEAM personal foul in the half, the person fouled will be given a BONUS free
throw.
After the tenth TEAM personal foul in the half, the person fouled will be given two free throws
commonly referred to as the Super Bonus.
o Intentional: foul involving "intent" to foul as opposed to trying to play the ball which awards the
person fouled two free throws and team possession of the ball after the free throws.
o Technical: involving delay of game, unsportsmanlike conduct, illegal entry, and excessive timeouts
with the offended team being awarded two free throws and the ball out of bounds.

50
BASKETBALL SKILLS:
Dribbling:
1. Keep a staggered balanced stance. Bend at the waist and the knees to be in a crouched position.
Keep your weight balanced on the balls of your feet.
2. Keep your head up – do not look at the ball.
3. Keep your wrist relaxed and cup your hand slightly.
4. Dribble the ball by pushing with the finger pads –not the palm of the hand.
5. Never bounce the ball higher than the waist.
6. Use the non-dribbling arm and hand to protect yourself from defenders while dribbling.
for speed dribbling:
• Keep the body more upright leaning only slightly forward.
• Push the ball forward out in front of the body.
• The faster you are running the further forward you should push the ball.
Passing and Catching:

Chest Pass:
1. Stand with your feet shoulder width apart and your knees slightly bent.
2. Hold the ball with both hands with your fingers on the sides of the ball and your thumbs behind
the ball.
3. Hold the ball at chest level with your elbows out to the sides.
4. Step forward when executing the pass.
5. Extend your arms outward and flip your thumbs downward (snap wrist upon release of ball)
causing backspin on the ball.
6. Focus your eyes on your target and follow through in the direction of your partner’s chest.
7. Safety point: never throw a pass unless the catcher is looking at you and expecting the pass.
Bounce Pass:
1. Same as the chest pass except as follows:
2. Keep your elbows at your side.
3. Focus on a point on the floor 2/3 of the way between you and your partner.
4. Extend your arms toward the spot 2/3 of the way to your partner.
5. Step forward and follow through toward that target spot on the floor.
Two Hand Overhead Pass:
1. Hold the ball with both hands above the head with your elbows out to the sides.
2. Extend the arms and flick the wrists with your fingers pointing down.
3. Focus on a target on your partner’s shoulder.
4. Release the ball at the forehead.
Catching:
1. Step out toward the ball when receiving it.
2. Catch the ball with both hands, grasping it with the fingers.
3. Pull the ball into your chest.
4. Keep the eyes focused on the ball
Blocking
A block is performed when, after a shot is attempted, a defender succeeds in altering the shot by
touching the ball. In almost all variants of play, it is illegal to touch the ball after it is in the downward
path of its arc; this is known as goaltending. It is also illegal under NBA and Men's NCAA basketball
to block a shot after it has touched the backboard, or when any part of the ball is directly above the rim.
Under international rules it is illegal to block a shot that is in the downward path of its arc or one that
has touched the backboard until the ball has hit the rim. After the ball hits the rim, it is again legal to
touch it even though it is no longer considered as a block performed.

51
To block a shot, a player has to be able to reach a point higher than where the shot is released. Thus,
height can be an advantage in blocking. Players who are taller and playing the power forward or center
positions generally record more blocks than players who are shorter and playing the guard positions.
However, with good timing and a sufficiently high vertical leap, even shorter players can be effective
shot blockers.
Shooting
Lay-ups:
1. Dribble the basketball approaching the basket at an angle.
2. At a distance of two strides away from the basket (For a right-handed lay-up) pick up the ball
with the left hand in front and under the ball.
3. Place the right hand on top and slightly behind the ball.
4. Bring the ball to shoulder and head height as the left foot pushes off of the floor.
5. Bring your right knee up.
6. Place the ball rather than throw it against the backboard aiming at the inside of the box painted
on the backboard.
7. Follow through with the palm of the right hand high in the direction of the intended target.
8. Reverse hands and feet for a left-handed lay-up.
Jump shot:
1. Square the body toward the basket.
2. Right-handed shooters should place the right hand underneath the ball using their left hand on
the side of the ball for balance (your right elbow should be directly below the ball).
3. Bring the ball slightly above and in front of the head.
4. Cock your wrist and jump upward.
5. Release the ball at the top of your jump and follow through in the direction of your target.
6. After release snap your wrist downward pointing your fingers at the basket.
Positioning: Popular descriptions of positions include:

 Point guard (often called the "1") : usually the fastest player on the team, organizes the team's
offense by controlling the ball and making sure that it gets to the right player at the right time.
 Shooting guard (the "2") : creates a high volume of shots on offense, mainly long-ranged; and
guards the opponent's best perimeter player on defense.
 Small forward (the "3") : often primarily responsible for scoring points via cuts to the basket and
dribble penetration; on defense seeks rebounds and steals, but sometimes plays more actively.
 Power forward (the "4"): plays offensively often with their back to the basket; on defense, plays
under the basket (in a zone defense) or against the opposing power forward (in man-to-man
defense).
 Center (the "5"): uses height and size to score (on offense), to protect the basket closely (on
defense), or to rebound.
Rebounding
The objective of rebounding is to successfully gain possession of the basketball after a missed field
goal or free throw, as it rebounds from the hoop or backboard. This plays a major role in the game, as
most possessions end when a team misses a shot. There are two categories of rebounds: offensive
rebounds, in which the ball is recovered by the offensive side and does not change possession, and
defensive rebounds, in which the defending team gains possession of the loose ball. The majority of
rebounds are defensive, as the team on defense tends to be in better position to recover missed shots.

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3. VOLLEYBALL
YMCA Director William G. Morgan developed the game of Volleyball in 1895 in Holyoke,
Massachusetts. It was devised as a recreational activity for businessmen who wanted a game that had
less physical contact than basketball. Morgan originally called the game “mintonette”. Dr. George
Fisher is known as the “father of volleyball” for his organization of the United States Volleyball
Association (USVBA) which was established in 1928. Volleyball was introduced to the Olympic
Games in Tokyo in 1964. In 1984, the US men won their first Olympic Gold Medal in Volleyball. In
recent years, the game has evolved to include more action and force through the use of power
volleyball skills.
Volleyball is a sport played by two teams on a playing court divided by a net. There are different
versions available for specific circumstances in order to offer the versatility of the game to everyone.
The object of the game is to send the ball over the net in order to ground it on the opponent’s court,
and to prevent the same effort by the opponent. The team has three hits for returning the ball (in
addition to the block contact).
The ball is put in play with a service: hit by the server over the net to the opponents. The rally
continues until the ball is grounded on the playing court, goes “out” or a team fails to return it
properly.
In Volleyball, the team winning a rally scores a point (Rally Point System). When the receiving team
wins a rally, it gains a point and the right to serve, and its players rotate one position clockwise.
 THE BALL shall weigh between 9 and 10 oz. (260-280 grams) and shall have 12 or more pieces
that measure 25.5"-27" (62 cm-68 cm). The ball pressure must be between 4.3 and 4.6 lbs. (0.30
and .325 kg/cm2)
 POLES, NET & STANDARDS Materials: Metal - Wood - Plastic2" - A double thickness of
white canvas or vinyl 5 cm (2") shall be sewn along the full length of the top of the net.
32' x 3' - The net shall be not less than 9.50 m (32') in length and .91 m (3') in width through
out the full length when stretched
7' 11 5/8" - The height of the net measured from the center of the court shall be 2.43 m
(7'11- 5/8") for men.
7' 4 1/8" - The height of the net measured from the center of the court shall be 2.24 m (7'4 1/8)
for women.
 THE COURT. The court diagram at the right shows the official USA Volleyball indoor specifica-
tions. The official court dimension is 9 meters by 18 meters with an attack line 3 meters from the
center line. Most U.S. outdoor and recreational courts use a net that is 32' x 3' and a court of 30' x
60' with a 10' attack line on indoor courts.
BASIC RULES:
1. Let serve – If the ball is served and makes contact with the net but reaches the opposing team’s side,
the ball is considered in play.
2. A player may not hit the ball two times in a row. The only exception is if a player attempts to block
and touches the ball, then he/she may play the next ball.
3. A team may only touch the ball three times before it is sent over the net.
4. There are 6 players on each team on the court at a time.
5. A net violation occurs when any player comes in contact with the net with any part of the body while
the ball is in play. When spiking the ball, the spiker’s follow-through may not contact the net.

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6. Players from the back row are allowed to spike the volleyball; however, they have to jump from
behind the 10 foot line (spiking line).
7. Line/Court Rules:
a. A ball is considered in bounds if any part of the ball is touching the side or end line.
b. A player may step on the centerline but his/her entire foot may not be completely over the line.
c. When serving, a player may not step on or over the end line until after contacting the ball.
d. If the ball hits the antenna, it is considered out of bounds.
e. If the ball hits the ceiling and comes down on the opposing team’s court, it is considered out
of bounds. However, if the ball contacts the ceiling and comes down on the same side of the
net, the ball is still playable.
8. No player may contact the ball on the opponent’s side of the net, unless it is a block.
9. Players rotate in a clockwise position.
10. Blocking a served ball is not permitted, nor is attacking a served ball while the ball is directly over
the net.
Game
Volleyball is a game played by two teams of 6 players, each on a rectangular court separated into two
areas by a net. One team serves the ball over the net, trying to make it land with the opponent’s playing
area. The receiving team shall return the ball over the net in a manner that it should land in the oppo-
nent’s playing area. Every time the ball hits the floor a point is scored. This method of scoring is
known as rally scoring.
Scoring
Rally scoring is when the serving team wins a rally, they score a point. When the receiving team wins a
rally, they gain a point and the right to serve. Games (Sets) are played to 25 points with a minimum
two-point advantage wins a set (no cap). Winning 2 out of 3 sets completes the match.
BASIC SKILLS:
 Forearm Pass - Method of passing the ball by bouncing it simultaneously off of both forearms.
Commonly used for serve reception, passing a hard spiked ball, or passing a ball lower than the
nose or away from the middle of the player’s body. Usually the first hit by the receiving team.
 Dig – Passing of a powerfully spiked or hit ball. The back row players are responsible for digging
the ball and keeping it in play.
 Set/Overhead pass - Overhand technique of putting the ball into the air close to the net for the
spike. Usually the second hit after the forearm pass.
 Spike - Striking of the ball with the hand above net height to send the ball forcefully downward
into the opponent’s court. This is the ideal third hit in a series. “BUMP, SET, and SPIKE” is the
ideal offense attack.
 Block - A defensive play by one or more of the front row players meant to intercept a spiked ball.
The block does not count as a hit.
 Serve - Method of putting the ball in play (from behind the end line of the court). The serve must
be made from within a service area from right side line to the left side line. There are three types
of serves: underhand, sidearm and overhand. The underhand serve is the easiest to master and is
used by beginners. The sidearm serve can be useful if you want lower trajectory and can put spin
on the ball. The overhand serve is the type most commonly seen and is very powerful and most
difficult to receive.

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4. ATHLETICS (TRACK AND FILELD)

The history of track and field traces back to the earliest of times. People have been walking, running
or throwing things since the beginning of man. Competition as a natural means of manhood took root
and individuals began to run against one another. The first race of record is noted to have taken place
at the first Olympic Festival in Ancient Rome in 776 B.C. It was said to have been a stadium race or
one length around the stadium.
During these times the Olympics remained the main stage for all track and field events and it only
showcased such events every four years. The events began to evolve over the centuries as a number of
new track competitions were incorporated as well as non track and field events. The pentathlon
consisting of five events, boxing, wrestling and foot races of varying length were installed into the
early Olympics. It is often said that the ancient Roman and Greek warriors often incorporated running
into there training. Daily doses of running through hills, jousting, wrestling and hand to hand combat
were routine forms of training.
It wasn't until the eighteen hundreds that the history of track and field began to formally organize as
grade schools and Universities began to incorporate daily exercise and running routines. Track and
Field history was so evidently rooted in Ancient Greek and Roman times then it slowly began to
evolve into English culture. It was said that the first college competition was held between Oxford and
Cambridge in 1864.
Track and field began to modernize around the time of the first modern day Olympic Games in
1896. Modern day track and field events take place around a four hundred meter track and the
remaining field events are usually occurring at the same time inside that track.
 Shoes/spikes (based on track surface)

 Starting blocks (used in sprints and hurdles)
 Hurdles (different size and numbers for events)
 Starting pistol (used by official)
 Batons (used in relays)
 Stopwatch (used by officials and timers)
 Discus (field event, different size for men and women)
 Shot put (field event, different size for men and women)
 Hammer (field event, different size for men and women)
 Pole vault pole (different weights for men and women)
 Athletics Oval ( measuring 400 m with 8 lanes-standard oval)
BASIC RULES:
TRACK EVENTS:
A. RUNNING EVENTS:
SPRINTS- Run on toes; keep elbows in; use arms in a pumping motion; long strides; lean forward;
run through the finish line.
STARTS: ALWAYS BACK UP INTO THE STARTTING BLOCKS.
STRONGEST FOOT GOES IN THE FRONT BLOCK.
COMMANDS:
1. Take Your Mark- hands move into the tripod position; thumb and forefinger are parallel to the
starting line.
2. Get Set- raise hips, weight on straight arms, head up, freeze.
3. Go- drive out of blocks horizontally and stay low for a few strides.

57
DISQUALIFICATION (DQ):
1. The runner false starts out of the blocks.
2. The runner crosses over into another lane.
DISTANCE RUNNING- Establish a pace and stick with it throughout the race. At the end you want
to kick and sprint toward the finish line. Run heel to toe; relax shoulders and arms.
RELAYS- There are 4 people on a relay team, who run 1 leg of the race each. A baton is passed
between the runners and no runner may complete their leg without the baton.
STRATEGY:
 First Leg- should be run by the second fastest person in the relay group; have the ability to gain an
early lead and run the curve.
 Second Leg- should be run by the slowest person; runs the straightaway
 Third Leg- should be run by the second slowest person
 Forth Leg- run by the fastest person
PASSING- : First person starts with the baton in their right hand, passes to the second person in their
left hand, third person in right, and fourth person in left.
Types of Handoffs: 1) Blind 2) Visual
DISQUALIFICATION (DQ)
1. Runner crosses over into another lane
2. Baton is dropped
3. Baton is passed outside of the passing zone
B. HURDLING EVENTS:
HURDLES- 100 Meter & 300 Meter (10 Hurdles)
1. First leg over is called the lead leg; head to knee

2. Second leg over is called the trail leg
3. Arms move in opposition; reach out over the lead leg
4. Step over hurdle- leading leg with the knee- DO NOT HOP OVER
5. Take off 3 feet before the hurdle and land 3 feet after the hurdle
DISQUALIFICATION (DQ): 1. The runner crosses over into another lane.
2. The runner deliberately knocks down the hurdle with the hand
3. The trail leg does not go over the hurdle but along side the hurdle
4. The runner does not go over a hurdle
STEEPLECHASE: The steeplechase covers 3,000 meters–seven and one-half laps around a 400-
meter track. On each lap, runners must leap four hurdles that are 91 cm tall for men and 76 cm for
women. In addition, each lap features a water jump, in which the athletes step on a barrier, then leap
into a sloping, 3.7-m (12-ft) long pool of shallow water. Many successful steeplechase runners are also
talented distance runners.
 An athlete can be disqualified if he does not jump any hurdle,
 steps to one side of the hurdle, or
 trails the leg or foot below the barrier at the moment of clearance.
FIELD EVENTS:
A. JUMPING EVENTS:
LONG JUMP- jump for distance; take off on one foot and land on two feet; measurement is taken
from the front of the take off board to the closest mark made in the pit by the jumper. May not step
over the take off board or jump will be disqualified. The athlete has three attempts to jump with the
longest of their attempt counting.

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TRIPLE JUMP- also jump for distance; hop, skip, and jump; measurement is taken from the hop to
the closest mark in the pit make by the jumper. Best of three attempts is also used to calculate jumper’s
score.
HIGH JUMP- jump for height in which participants must take off of one foot only.
TYPES: 1. Scissors- take off on the outside foot, inside leg goes over first.
2. Fosbury Flop- most commonly used; take off on the outside foot, arch back and go over the
bar head first with the back to the bar.
A jump counts when the bar stays on the standards; you can touch it, but not knock it off. *
The athlete is allowed 3 attempts at each height.
POLE VAULT:
 The Games Committee will establish the qualifying height standard at the meet.
 The athlete will get three attempts to make the height.
 Once the athlete has achieved the qualifying standard, he will not jump that height again and must
wait for the bar to be raised.
 If an athlete misses all three attempts at the height, he will not continue in the event.
 For a better grip, athletes are allowed to use an adhesive substance like resin or tape hands. Gloves
are not allowed.
 After the release of the pole, no one, including the athlete, is allowed to touch the pole unless it is
falling away from the bar or uprights.
 If the pole breaks during an attempt, that run will not be counted as an attempt or a failure. The
athlete will be awarded a new trial. Ties will be broken in favor of the athlete with the fewest
misses at the height at which the tie occurs. Further ties will be broken by the lowest number of
total misses throughout the competition.
 If a tie remains after applying the above tiebreakers, and it concerns the winner of the competition,
the stalemate will be broken by a jump off. The jump off height begins at the last clearance of the
tied athletes. This height is raised if both athletes clear, and lowered if both miss. This shall
continue until one athlete clears and the other does not.
B. THROWING EVENTS:
SHOT PUT- the athlete propels a heavy metal ball with one arm only. Strength is essential, but ath-
letes also need quickness and coordination to create momentum and maximum force during the
throwing motion. To prepare for an attempt, the athlete begins at the back of a marked circle 2.135 m
(7 ft) in diameter. The athlete faces backwards, holding the shot against the shoulder and under the
chin. Then, in two quick steps, the athlete turns, moves to the front of the circle, and launches the shot
by thrusting the arm forward—pushing, or putting, the shot, not throwing it. In most contests each
competitor takes three throws, and the eight best performers receive three more throws. Competitors
are ranked according to the distance of their longest throw. If the contestant steps outside the circle, the
throw does not count, and all puts must land within a fan-shaped in-bounds area. In international and
collegiate track, men put a 7.26-kg (16-lb) shot. High school boys put a 5.44-kg (12-lb) shot. Women
put a shot that weighs 4 kg (8 lb 13 oz) shot in high school, collegiate, and international events.

59
DISCUS- is a steel-rimmed hardwood or metal circular platter. To throw it, the athlete holds the discus
in one hand, with the palm facing down and the arm outstretched, spins several times toward the front
of a circle 2.5 m (8 ft 2.5 in) in diameter, and releases it. All legal throws must land in the prescribed
fan-shaped in-bounds area. Once the athletes enter the circle and begin a throw, they must not touch the
ground outside the circle until the discus has landed. Each competitor takes three throws, after which
the eight best throwers receive three more. The athletes are placed according to their longest throw. For
men, the discus measures from 219 to 221 mm (8.63 to 8.75 in) in diameter and 44 to 46 mm (1.75 to
1.88 in) in thickness; it weighs 2 kg (4 lb 6.5 oz). For women at all levels, the dimensions are 180 to
182 mm (7 to 7.25 in) across, 37 to 39 mm (1.5 to 1.63 in) in thickness, and 1 kg (2 lb 3.25 oz) in
weight. At the high school level, boys use a discus that is 209 mm (8.25 in) in diameter and weighs
1.62 kg (3 lb 9.12 oz).
JAVELIN- the competitors throw a steel-tipped metal spear as far as they can. To begin the throw, the
contestant grasps the javelin near its center of gravity and sprints down a runway that is 4 m (13 ft 1.5
in) wide, toward a scratch line. Near the line, the athlete twists to one side and draws back the javelin.
Then, to maintain running speed while leaning back for the throw, the athlete executes a hop or a fast
cross-step before hurling the javelin. The throw is disallowed if the athlete steps across the line or if the
javelin does not fall to earth point first. The javelin must also land within a fan-shaped throwing sector.
In most meets, contestants throw three times, and the eight best throwers receive three more throws.
Competitors are placed according to their best throw. The javelin’s minimum length is 260 cm (8 ft
6.25 in) in men’s competition and 220 cm (7 ft 2.5 in) for women. It has a minimum weight of 800 g
(1.75 lb) for men and about 600 g (1.5 lb) for women. The javelin’s grip measures about 15 cm (6 in)
long.
HAMMER is a metal ball attached to a wire and a handle. Athletes throw it with a spinning motion
similar to that used in the discus event. The athlete grips the handle with both hands and while keeping
the feet stationary whirls the ball around in a circle above the head. The hammer gains momentum as
the athlete spins the body around three times; at the point of greatest speed, the athlete releases the
hammer upward and outward. If it falls outside the fan-shaped in-bounds area, the throw is invalid.
Most competitions allow each thrower three tries, after which the eight best performers receive three
more tries. A foul occurs when any part of the competitor's body, or the hammer itself, touches the
ground outside of the throwing circle during a throwing attempt. The hammer’s handle is 11 cm (4.3
in) wide and is attached to a thin steel wire. At the opposite end of the wire, the heavy ball, called the
head, measures 110 to 130 mm (4.3 to 5.1 in) in diameter. The total length of the handle, wire, and
head must be between 117.5 and 121.5 mm (4.6 and 4.7 in) and the total minimum weight is 7.26 kg
(16 lb). High school athletes do not commonly compete in the hammer event.

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62
5. TRADITIONAL GAMES
These are games commonly played by children, usually using native materials or instruments. In the
Philippines, due to limited resources of toys of Filipino children, they usually come up on inventing
games without the need of anything but the players themselves. With the flexibility of a real human to
think and act makes the game more interesting and challenging. Because it is a tradition for Filipinos to
play in a bigger and spacious area, most games are usually played outside the house. Some games are
played or held during town fiestas in the provinces. These games of Filipino children include the
following:
AGAWAN BASE
There are two teams with two bases. How many

players on each team depends on the players.
There are two bases which each team claims as
their own. The goal is to tag the other team's base
without getting tagged. If you're tagged, you're
transferred to the other team and must be
rescued. There are several variations in which the
rules are changed, in some, you can connect
other items on the base so you can easily touch
the base. There are usually set points, such as
first team to tag the other team 5 times wins. You can tag other people who has touched their base be-
fore you and are on the opposite team. If they've touched their base after you've touched your base,
they can tag you, and you can't tag them.
AGAWANG SULOK
- catch and own a corner - The it or tagger stands in the middle of the ground. The players in the
corners will try to exchange places by running from one base to another. The it should try to secure a
corner or base by rushing to any of those when it is vacant. This is called "agawan base" in some
variants, and "bilaran" in others
ARAW-LILIM
- sun and shade - The it or tagger tries to tag or touch any of the players who is in direct contact with
the light.
BAHAY-BAHAYAN
A hand-clapping game generally involving 4 people. They are split into two pairs, a pair having 2
people facing each other, and all members from both pairs facing the center (the two pairs being
perpendicular to each other). Each pair then does a hand clapping "routine" while singing the "bahay
kubo." At the middle of the song, each pair exchanges "routines" with the other.

63
BATI-COBRA
This is a hitting and catching game. This game is played outdoors only by two or more players. To play
this game, 2 pieces of bamboo sticks (1 long, 1 short) are required. A player acts as a batter and stands
opposite the others players at a distance. The batter holds the long bamboo stick with one hand and
tosses the short one with the other hand. The batter then strikes the shorter stick with the longer stick.
The other players will attempt to catch the flying shorter stick. Whoever catches the stick gets the turn
to be the next batter. If nobody catches the stick, any player can pick it up. The batter then puts down
the longer stick on the ground. The holder of the shorter stick will throw it with the attempt to hit the
longer stick on the ground. If the longer stick is hit, the hitter becomes the next Batter. If the player
with the shorter stick misses to hit the longer one, the same batter will continue.
BULONG-PARI
- whisper it to the priest - It is composed of two teams and an it. The leader of team A goes to the priest
and whispers one of the names of the players of team B. Then he returns to his place and the priest
calls out, "Lapit!" ("Approach!"). One of the players of team B should approach the priest, and if it
happens to be the one whom the leader of team A mentioned, the priest will say, "Boom" or "Bung!"
The player then falls out of line and stays somewhere near the priest as a prisoner.
BUWAN-BUWAN
A rough circle is drawn on the ground and one person from the group is tagged. He is not allowed to
enter the circle, but instead has to touch one of the people inside the circle without having entered it. If
he succeeds, he can enter the circle, and the person touched becomes the next one tagged.
CALAHOYO ("HOLE-IN")
This is an outdoor game by two to ten players. Accurate targeting is the skill developed in this game
because the objective of each player is to hit the anak (small stones or objects) with the use of the
pamato (big, flat stone), trying to send it to the hole. A small hole is dug in the ground, and a throwing
line is drawn opposite the hole (approx 5 to 6 metres (16 to 20 ft) away from the hole). A longer line is
drawn between the hole and the throweing line. Each player has a pamato and an anak. All the anak are
placed on the throwing line, and players try to throw their pamato into the hole from the throwing line.
The Player whose pamato is in the hole or nearest the hole will have the chance for the first throw.
Using the pamato, the first thrower tries to hit the anak, attempting to send it to the hole. Players take
turns in hitting their anak until one of them gets into the hole, with the players taking turns a complete
round and so on. The game goes on until only one anak is left outside the hole. All players who get
their anak inside the hole are declared winners, while the one with the anak left outside the hole is the
alila (loser) or muchacho. Alila orMuchacho will be 'punished' by all the winner/s as follows:
• Winners stand at the throwing line with their anak beyond line A-B (longer line between hole and
throwing line). The winners hit their anak with their pamato. The muchacho picks up the pamato and
returns it to the owner. The winners repeat throwing as the muchacho keeps on picking up and
returning the pamato as punishment. Winners who fail to hit their respective anak will stop throwing.
The objective is to tire the loser as punishment. When all are through, the game starts again.

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CHINESE GARTER
Two people hold both ends of a stretched garter
horizontally while the others attempt to cross over it.
The goal is to cross without having tripped on the
garter. With each round, the garter's height is made
higher than the previous round (the game starts with
the garter at ankle-level, followed by knee-level, until
the garter is positioned above the head). The higher
rounds demand dexterity, and the players generally
leap with their feet first in the air, so their feet cross
over the garter, and they end up landing on the other
side. Also, with the higher levels, doing cartwheels to
"cross" the garter is allowed.
IRING-IRING
- go round and round until the hanky drops - After the it is determined, he or she goes around the circle
and drops a handkerchief behind one of the players in the circle. If this player notices the handkerchief,
he or she has to pick up the handkerchief and go after the it around the circle. The it has to reach the
vacant spot left by the player before the itis tagged; otherwise, the it has to take the handkerchief and
repeat the process all over again.
JUEGO DE ANILLO
A game notably Spanish in influence. The name literally translates to "game of rings." It involves
riding a horse while holding a dagger and "catching" rings hanging from a tree or some other structure
using the dagger.
JUEGO DE PRENDA
- game of looking for the missing bird - There is no limit to the number of players that can play.
Players sit in a circle with the leader in the middle. Each player adopts a name of a tree or flower that is
given by the leader. The leader recounts the story of a lost bird that was owned by a king. He or she
says, The bird of the king was lost yesterday. Did you find it, Ylang-Ylang? The player who adopted
the name of the Ylang-Ylang tree at once answers that he or she has not found it, so the leader
continues to ask the other trees whether the bird has hidden in them. If a player cannot answer after the
third count, he or she is made to deposit a thing he or she owns to the leader until the leader has been
able to gather a lot of things from the members.
KAPITANG BAKOD
- touch the post, or you're it! or hold on to the fence - When the it or tagger is chosen, the other players
run from place to place and save themselves from being tagged by holding on to a fence, a post, or any
object made of wood or bamboo.
LANGIT-LUPA
- heaven and earth - One "It" chases after players who are allowed to run on level ground (lupa) and
clamber over objects (langit). The "It" may tag players who remain on the ground, but not those who
are standing in the "langit" (heaven). The tagged player then becomes "It" and the game continues.

65
LAWIN AT SISIW ("HAWK AND CHICKEN")

This game is played by 10 or more players. It can be
played indoors or outdoors. One player is chosen as
the 'hawk' and another as the 'hen'. The other players
are the 'chickens'. The chickens stand one behind
the other, each holding the waist of the one in front.
The hen stands in front of the file of chickens. The
hawk will 'buy' a chicken from the hen. The hawk
will then take the chicken, asks him/her to hunt for
food and goes to sleep. While the hawk is asleep,
the chicken will return to the hen. The Hawk wakes
up and tries to get back the chicken he bought while
the hen and other chickens prevent the hawk from
catching the chicken. If the hawk succeeds, the
chicken is taken and punished. If the hawk fails to
catch the chicken, the hawk will try to buy another
chicken.
LUKSONG-BAKA
 jump over the cow - A popular variation of Luksong Tinik, one player crouches while the other
players jump over him/her. The crouching player gradually stands up as the game progresses,
making it harder for the other players to jump over
him/her.
LUKSONG-TINIK
- jump over the thorns - Two players serve as the base of the tinik (thorn) by putting their right or left
feet together (soles touching gradually building the tinik). A starting point is set by all the players,
giving enough runway for the players to achieve a higher jump, so as not to hit the tinik. Players of the
other team start jumping over the tinik, followed by the other team members.
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PALOSEBO
- greased bamboo pole climbing - This game involves a
greased bamboo pole that players attempt to climb. This
games is usually played during town fiestas, particularly
in the provinces. The objective of the participants is to
be the first person to reach the prize—a small bag—
located at the top of the bamboo pole. The small bag
usually contains money or toys.
PATINTERO (HARANGANG TAGA)
- try to cross my line without letting me touch or catch

you - Each member of the group who is it stands on the
water lines. The perpendicular line in the middle
allows the it designated on that line to intersect the
lines occupied by the it that the parallel line intersects,
thus increasing the chances of the runners to be
trapped. Even only one(1) member of a group is
tagged the whole group will be the "it".
PIKO
hopscotch- The players stand behind the edge of a box,
and each should throw their cue ball. The first to play is
determined depending on the players' agreement (e.g.
nearest to the moon, wings or chest). Whoever succeeds
in throwing the cue ball nearest to the place that they
have agreed upon will play first. The next nearest is
second, and so on.

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PITIK-BULAG
This game involves 2 players. One covers his eyes
with a hand while the other flicks a finger (pitik) over
the hand covering the eyes. The person with the
covered eyes gives a number with his hand the same
time the other does. If their numbers are the same,
then they exchange roles in the game.
SAMBUNOT
Sambunot is a Philippine game which may be played outdoors by ten or more players, but not to
exceed twenty. The goal in the game is to get the coconut husk out of the circle. A circle is drawn on
the floor, big enough to accommodate the number of players. A coconut husk is placed at the center of
the circle. The players position themselves inside the circle. At the signal ″GO,″ players will rush to the
center to get the coconut husk. Players may steal the coconut husk from another player in an attempt to
be the one to take the husk put of the circle. A player who is successful in getting out of the circle with
the coconut husk wins, and the game starts again.
SIPA
 game of kick - The object being used to play the game is also
called sipa. It is made of a washer with colorful threads, usually
plastic straw, attached to it. The sipa is then thrown upwards for
the player toss using his/her foot. The player must not allow the
sipa to touch the ground by hitting it several times with his/her
foot, and sometimes the part just above the knee. The player must
count the number of times he/she was able to kick the sipa. The
one with most number of kicks wins the game. Sipa is also the
term used for the Filipino variant of Sepak Takraw.this game is
called"pambansang laro".
TAGUAN
- hide and seek in America. What is unique in Tagu-Taguan compared to its counterpart, hide and
seek, is that this game is usually played at sunset or at night as a challenge for the it to locate those
who are hiding.
TAKIP-SILIM
- twilight game, look out, cover yourself! or take-cover game! - Participants usually step on couches,
hide under tables, or wrap themselves in curtains – much to the dismay of neat-freak parents.

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TEKS
Teks or teks game cards - texted game cards - Filipino children collect these playing cards which con-
tain comic strips and texts placed within speech balloon. They are played by tossing them to the air
until the cards hit the ground. The cards are flipped upwards through the air using the thumb and the
forefinger which creates a snapping sound as the nail of the thumb hits the surface of the card. The
winner or gainer collect the other players' card depending on how the cards are laid out upon hitting or
landing on the ground.
TSATO
- stick game, better be good at it - Two players, one flat stick (usually 3') and one short flat piece of
wood (4" usually a piece cut from the flat stick). Player A hitter and Player B as the catcher. Played
outside on the ground where you dig a small square hole (slanted) where you put the small wood so it
sticks out. Player A hits the wood with the stick so it catches air enough to be hit by the stick. The
further the wood gets hit the more points you get (usually counted by the number of stick length Player
B on the other hand has to anticipate and catch the small piece of wood to nullify the points and
become his turn or looks forward to Player A to miss hitting the wood.
TUMBANG PRESO
Tumbang Preso is a popular Filipino street game also
known as Presohan. The game requires 3 or more players.
Each player is provided with a large throw-away object
(could be slippers or a shoe) called "pamato". A
semi-flattened empty tin or plastic container (the size of an
8 or 12 oz. tins) is placed in upright position 6 or 8 meters
from the throwing line. A player is drawn as the prisoner
(usually through a system like Jack en Poy). The prisoner
will guard the empty tin or container. The other players
stand at the throwing line. They take turns throwing their
"pamato" at the empty tin, trying to knock it down. As soon as the can is knocked down, the prisoner
must put back the tin in upright position before he can tag the any of the players attempting to recover
their "pamato". If the "pamato" becomes too close to the tin in an upright position, so that the prisoner
can step on both with one foot, the owner of the "pamato" becomes the new "prisoner". The prisoner
can also tag the players while recovering their "pamato" outside the throwing line. After each throw, a
player must recover his "pamato". Should he be tagged by the prisoner before he reaches the throwing
line, he becomes the prisoner in the next game.
UBUSAN LAHI
- game of conquer - One tries to conquer the members of a group (as in claiming the members of
another's clan). The tagged player from the main group automatically becomes an ally of the tagger.
The more players, the better. The game will start with only one it and then try to find and tag other
players. Once one player is tagged, he or she then will help the it to tag the other players until no other
participant is left. Some people also know this a Bansai.
Ref. http://larong-pinoy.weebly.com/all-traditional-filipino-gamescompilation.html

69

Activity #1: PICTURE IDENTIFICATION: Name the following from the given choices below

70

Activity #2: Identify the following parts of the Basketball court labelled with NUMBERS.
Activity #3: COMPLETE the diagram below to give a comprehensive idea about Athletics. Write the
correct answer on your answer sheet.

71

Activity #4: Follow Up Quiz

IDENTIFICATION: Identify what is asked. Write the correct answer on your answer sheet.
1. _____________ It is looked at as having no relationship to work, most often considered an opposite to work.
2. _____________ Have strict rules that must be followed by those who participate.
3. _____________ A form of competition where man or team against an ideal standard. Ex. Land speed record race.
4. _____________ A form of competition where man or team against a living object of nature. Ex. Bull fighting.
5. _____________ Sports became such a prominent part of the Greeks’ culture that created the Olympic Games, which in
ancient times were held every four years in a small village in the Peloponnesus called __________________.
6. _____________ It is a special type of game and is governed by set of rules which requires physical skill or prowess, luck,
strategy, mental activity and competition to determine a winner.
7. _____________ It is the international governing body/federation of Basketball game.
8. _____________ The game of badminton was derived from the game ________, which was played in India centuries ago.
9. _____________ Volleyball was originally called _________________.
10. _____________ The object of the game is to score more points by shooting the ball into the opponent’s ring.
11. _____________ Also known as Harangang Taga – in which the object of the game is to cross the line without being
touched.
12. _____________ Also known as the bird or birdie used in playing Badminton.
13. _____________ In Badminton, at the beginning of the game and when the score is even, the server serves from the
_____court.
14. _____________ In Basketball, it is putting the ball in play by tossing it between two players in the center circle and is used
to start the game.
15. _____________ It is a game played by two teams of 6 players, each on a rectangular court separated into two areas by a
net.
MULTIPLE CHOICE: Write the correct answer on your answer sheet.

1. A Volleyball skill by simply putting the ball in play (from behind the end line of the court). ( A. Pass, B. Spike,
C. Block, D. Serve )
2. Basketball was first introduced by ____________ in 1891. He was the Physical Education Director at the International
YMCA Training School (now Springfield College) in Springfield, Massachusetts. ( A. Dr. James B. Smith, B. Dr. James
A. Morgan, C. Dr. James B. Naismith, D. Dr. James A. Naismith )
3. ______________is the inventor of Volleyball. ( A. James G. Morgan, B. James B. Morgan, C. William G. Morgan,
D. William J. Morgan )
4. It is the modern term for Track and Field. ( A. Athletic, B. Athletics, C. Athletes D. Athlos )
5. Triple jump is a combination of a _________, step and jump. ( A. Leap, B. Skip, C. Hop, D. Slide )
6. Volleyball court dimension has the following dimensions ( A. 15x30 m, B. 18x9 m, C. 10x25 m, D. 15x28 m )
7. The following are Field Events, except. ( A. Shot Put, B. Discus Throw, C. Steeplechase, D. Hammer )
8. The following are specific basketball skills, except. ( A. Throwing, B. Passing, C. Shooting, D. Dribbling )
9. This following are basketball time violations, except. ( A. 3 secs. violation, B. 5 secs. violation, C. 10 secs. violation,
D. 24 secs. violation )

72

Assessment Tasks #1
Skill Assessment
> Basketball Skills: Shooting, Dribbling & Passing ( Chest and Bounce Pass)
> Volleyball Skills: Serving (Underhand or Overhead) & Passing (Forearm)
> Badminton Skills: Gripping (Forehand and Backhand) and Serving
> Athletics Skills: Throwing, Running and Jumping
Activity: __________________________________ Date:________________

Name of Student:___________________________ Class/Section:_________
Students should be able to perform the required skills in a game situation while under
teacher observation. If the student can only demonstrate the skill in a drill scenario, he/she
remains in the lowest stage of skill development.
Skill: Level: Needs Improvement and

Cues for Suggestions
Level 1 Level 2 Level 3 Level 4 Level 5
Very Limited/ Limited/ Accomplished/ Strong/Usually Outstanding/

Seldom or Nev- Frequently Consistently
Occasionally
er
Assessment Tasks #2
Game TOURNAMENT
> Patintero and Sipa (Traditional Games) in a Single Elimination
Champion– 10 pts. 3rd Place– 8 pts. 5th Place– 6 pts.
2nd Place– 9 pts 4th Place– 7 pts.

73

Assessment Task #3
Sports Reflection
REFLECTION PAPER on SPORTS (Guide Questions):
What recreational game or sports do you engage most during your leisure time?
What effect/s did the activities you participated in have on team unity?
What specific challenge/s did you face during the actual performance, and how did you respond to them?
What have you learned from this experience?
Discuss and give your over-all reflection on the sports that we discussed and performed.
Structure 25%
Assessment Task #4
ESSAY WRITING:
TRADITIONAL GAMES: A SYMBOL OF OUR NATIONAL IDENTITY AND PRIDE
RUBRICS:
 CONTENT -20 pts.

 ORGANIZATION -20 pts.
 WRITING STYLE -10 pts.
Total - 50 pts.

74
Outdoor Recreation
What outdoor/ alternative recreational activity do
you prefer to be actively involved into during
your leisure time?
How does it significantly affect your being?

through different questions prepared. At the end of this unit, you are expected to have a thorough
knowledge and skill about the topic.
Activity #1: NAME GAME

Identify the following outdoor recreational activities. Write the correct word for the activity.

75

 OUTDOOR RECREATION, broadly defined, is any leisure time activity conducted outdoors.
Within the vast range of such a definition lies an almost unlimited number of possible activities,
from wilderness camping to neighborhood playground use and outdoor performances. This wide
range of activities can generally be subdivided into “resource based” and “user-oriented”
recreation.
 Resource-based outdoor recreation is dependent on a particular element or combination of
elements in the natural and cultural environments that cannot be easily duplicated by man.
 In contrast, user oriented recreation can generally be provided anywhere, assuming the availability
of space and funds for development.
THE TWO PRIMARY PURPOSES FOR OUTDOOR RECREATION ARE:
 Beneficial use is related to the physical and social rewards that goal-directed activity instills in
individuals or groups. Some outdoor goal-directed activities
are: backpacking, canoeing, canyoning, caving, climbing, hiking, hill walking, hunting, kayaking,
and rafting. Arguably broader groupings of goal-directed outdoor activities would include water
sports, snow sports, and horseback riding. Goal-directed outdoor activities are predominately
physical, though they may also be mentally, emotionally, and spiritually rewarding. The outdoors
as a physical or social setting may meet the needs of physical health, self-sufficiency, risk-taking,
the building of social ties (including teambuilding), and the needs of achievement (such as
practicing, enhancing and challenging skills, testing stamina and endurance, and seeking adventure
or excitement). The outdoors can be an environment in which people "show what they can do".
 Pleasurable appreciation encourages experiences of being "let in on nature's show". Enhance-
ment of inner perceptual and/or spiritual life may be experienced through outdoor activities and
outdoor-related activities such as nature study, aesthetic contemplation, meditation, painting,
photography, archeological or historical research, and indigenous culture among others. These
activities may also be physically rewarding.
 This document provides activity definitions for a narrowed down list of outdoor recreation
activities. Generally, many activities not included in this list can be grouped into one of the
activity types that utilize the same resource.
Bicycling
Camping
Canoeing/Kayaking
Freshwater and Saltwater Boating
Freshwater and Saltwater Fishing
Freshwater Swimming
Hiking
Horseback Riding
Hunting
Motorized – OHV Riding
Nature Study
Picnicking
Saltwater Beach Activities
Visiting Archeological and Historic Sites

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HORSEBACK RIDING
Horseback riding as an outdoor recreation activity refers to riding a horse for the purpose of
experiencing the natural environment as opposed to the utilitarian use of a horse for transportation.
Trail riding is a common from of horse back riding as an outdoor recreation activity. Trail riding can
vary considerably in degree, from a simple and short bridle path to a prolonged trek on a back-country
trail.
HUNTING
Hunting in its various aspects is probably one of the oldest forms of outdoor recreation known to man.
The basic concept of hunting is simple ‐ stalking and taking game birds and animals for sport –
although the activity can be high specialized depending on the species being sought. Rifles, shotguns,
pistols, longbows, compound bows, recurve bows, crossbows and birds of prey are common methods
for taking game. Outdoor recreation providers often have designated upland and wetland areas to
accommodate participants. Several other outdoor recreation activities are often participated in
conjunction with hunting, including camping, hiking, and boating.
MOTORIZED – OFF-HIGHWAY VEHICLE (OHV) RIDING

Off-Highway Vehicle (OHV) riding refers to recreational use of driving off of public roadways
utilizing a variety of motorized vehicles. Common vehicle types include all terrain vehicles (ATV),
trail motorcycles, dune buggies and modified conventional motor vehicles. OHV riding providers
commonly supply both trails and open riding areas. Often, OHV riding is participated in conjunction
with other outdoor recreation activities such as hunting, fishing and camping.
NATURE STUDY
The studious observation and appreciation of the natural landscape in any variety of aspects is called
nature study. Commonly identified activities are bird watching and wildlife viewing. Nature study
differs from hiking and walking for pleasure, in that the participant typically seeks the observation or
study of a specific natural feature rather than natural features being secondary to the participation in the
activity. Although, in practice, nature study can be conducted virtually anywhere a natural setting
exists, outdoor recreation providers often provide observation decks, overlooks, and trails with
interpretive signage to encourage and facilitate participation.
PICNICKING
Picnicking is simply eating a meal outdoors for the enjoyment of the natural environment. Although
picnicking can take place just about anywhere, most recreation areas have formal facilities such as
tables and shelters. Typically picnicking is associated with outdoor recreation activities such as
camping, hiking and visiting archeological and historic sites.
SALTWATER BEACH ACTIVITIES

Saltwater beach activities are a composite type of outdoor recreation comprised of several pastimes in
which the beach or shoreline is used as the primary resource. Because they are all closely related,
individually, these activities are considered as a group and are together distinguished from such major
activities as fishing and boating, each of which may also involve the use of the shoreline in one way or
another. Saltwater beach activities primarily consist of swimming, sunbathing, beachcombing, shell
collecting, surfing and windsurfing.
VISITING ARCHEOLOGICAL AND HISTORIC SITES

Archeological and historic sites are features or sites created by man, which are usually 50 years or
more in age with significant cultural value. Types of features or sites include ruins, buildings, roads,
mounds, cemeteries, landscapes and canals. Similar to a natural resource, archeological and historic
sites are both fixed in amount and location and are generally treated as such.
Reference: http://www.dep.state.fl.us/parks/files/scorp/OutdoorRecreationDefined.pdf

77
BICYCLING
Bicycling as a recreational activity is the simple act of riding a bicycle in an outdoor setting for the
enjoyment, amusement, or pleasure of participation. Common bicycling activities are mountain biking,
road cycling and bicycle touring. These activities differ from the utilitarian usage of bicycles for
transportation, in that they are participated in for the enjoyment of natural and cultural resources.
Participation can take place in many different settings, from city streets and neighborhood sidewalks to
remote trails in a National Forest. A majority of the use occurs on trails designated for only bicycle
riding and for shared use trails designed to support bicycle riding with other trail activities.
CAMPING
Camping is the activity of spending one or more nights outdoors in a tent, primitive structure, travel
trailer or recreation vehicle (RV) for the enjoyment of the natural environment. The level of
development to support camping vary from a bare piece of grass to fully developed campgrounds with
hard surface trailer camps, electricity, sanitary facilities, picnic tables and unlimited variety of others
amenities. Camping may be an end unto itself, but often it is participated in conjunction with other
activities. Examples include backpacking and canoe/kayak camping.
CANOEING/KAYAKING
Canoeing/kayaking refers to the use of one or more single or dual blades, paddles, to propel a canoe or
kayak forward with only human muscle power. For planning purposes canoeing/kayaking also
represents many different forms of paddling activities, such as outraging and rafting or whitewater
rafting. A majority of the use is facilitated through canoe/kayak launches and designated paddling
trails, although such facilities are not absolutely required.
FRESHWATER AND SALTWATER BOATING

Freshwater and saltwater boating is the leisure activity of traveling by boat, or the recreational use of a
boat focused on travel itself. Boats vary greatly, from powerboats to sailboats or human-powered
vessels. Although there are many different forms of boating, their basic similarly is the requirement of
a water body as their principal supporting resource. To provide access to a body of water, boat ramp
facilities and marina facilities are commonly developed by outdoor recreation providers.
FRESHWATER SWIMMING
Freshwater swimming is an outdoor recreation type embracing all of the various activities carried on in
fresh water in which the participant is the sole means of locomotion. Specialized variations of
swimming include diving, skin diving, and SCUBA diving. Resources and facilities commonly found
at outdoor recreation areas that provide freshwater swimming include beach areas, docks and
swimming and diving platforms.
FRESHWATER AND SALTWATER FISHING

Fishing as a recreational activity is the act of catching fish primarily for pleasure. Generally, a major
distinction can be made between freshwater fish and saltwater fishing. Freshwater species such as the
largemouth bass and the various pan fish are sough primarily with either cane pole or rod and reels, and
the activity may be pursed from the bank or shore or from boat. Saltwater species of virtually infinite
variety are generally sought with rod and reel. Saltwater fishing may be carried on from shore
structures such as piers, bridges, and jetties, from the surf, or from boats which can range great
distances after deep sea species. Also considered here as part of the overall category are several
specialized types of fishing. These include spear fishing, cast netting, gigging, crabbing, and gathering
oysters and other shellfish, all of which are legal or practical only in salt water.
HIKING
Hiking is a form of walking, undertaken with the specific purpose of exploring and enjoying the natural
environment. Although it can be done virtually everywhere, for the purpose of planning outdoor
recreation, it is often participated in on trails. Trails are typically characterized as purposefully laid out
and marked routes, which take advantage of scenery, interesting terrain, and points of natural or
historical significance.

78
OUTDOOR RECREATION AND EDUCATION
PRINCIPLES OF SAFETY
 Challenge and adventure are never free of risk. Learning to have regard for the safety of oneself
and for others is an aspect of the personal development of participants to which outdoor education
can make a valuable contribution. However, there must always be an acceptable framework of
safety. Inherent in challenge and adventure is an element of risk. It is recognized that all
reasonable precautions should be taken to reduce the element of risk without an activity becoming
so boring as to devalue it completely.
 The adventure ‘must be real’, but the risk must be negligible.
 Instructors’ concern for the safety of participants covers psychological and emotional,
as well as physical safety.
 The key elements upon which the principals of safety are based:
o Risk Assessment
o Adequate Supervision
o Effective Communication
o Planning and Preparation
o Evaluation
1. RISK ASSESSMENT
- All potential hazards and risks are identified. Prior knowledge of the intended location is an essential
part of the planning process.
- Relate the hazard risk to the participant group and to the prevailing objective conditions
(e.g. weather).
- Determining the risk i.e. the likelihood of a hazard causing harm. Managing the activity so that the
risk is controlled.
- Complete elimination of risk is not possible and perhaps not desirable and therefore guarantees of
safety cannot be given, but assurances can be given that all reasonable care and sensible preparatory
arrangements have been taken.
How to do a risk assessment?

January 21, 2013 by Rob Burgon, CMIOSH, DipNEBOSH, MIIRSM
There are no fixed rules on how a risk assessment should be carried out, but there are a few general
principles that should be followed.
Five steps to risk assessment can be followed to ensure that your risk assessment is carried out
correctly, these five steps are:
1. Identify the hazards
2. Decide who might be harmed and how
3. Evaluate the risks and decide on control measures
4. Record your findings and implement them
5. Review your assessment and update if necessary
Step 1: Identify the hazards.

In order to identify hazards you need to understand the difference between a ‘hazard’ and ‘risk’. A
hazard is ‘something with the potential to cause harm’ and a risk is ‘the likelihood of that potential
harm being realized’. Hazards can be identified by using a number of different techniques such as
walking round the workplace, or asking your employees.

79
Step 2: Decide who might be harmed and how.

Once you have identified a number of hazards you need to understand who might be harmed and how,
such as ‘people working in the warehouse’, or members of the public.
Step 3: Evaluate the risks and decide on control measures.

After ‘identifying the hazards’ and ‘deciding who might be harmed and how’ you are then required to
protect the people from harm. The hazards can either be removed completely or the risks controlled so
that the injury is unlikely.
Step 4: Record your findings.

Your findings should be written down it’s a legal requirement where there are 5 or more employees;
and by recording the findings it shows that you have identified the hazards, decided who could be
harmed and how, and also shows how you plan to eliminate the risks and hazards.
Step 5: Review your assessment and update as and when necessary.

You should never forget that few workplaces stay the same and as a result this risk assessment should
be reviewed and updated when required.
2. ADEQUATE SUPERVISION
Safe practice is an attitude of mind. It is a blend of confidence, competence and adaptability in the
handling of potential dangers without causing unnecessary risks of physical or psychological harm. It
follows therefore, that there are two principle strands in ensuring safe practice within an outdoor
activity program.
 Firstly that instructional staff are trained and are competent in both the technical and in the social
and leadership skills required.
 Secondly, that a framework is in place within which instructional staff competences can be identi-
fied, and a framework or organizational practice and procedure within which the instructors can
exercise sound judgment to meet the needs of their activity participants whilst fulfilling their
responsibilities to the Council.
3. EFFECTIVE COMMUNICATION
Effective communication is critical to all aspects of safe practice between the management and the
instructors, and between the instructors and activity participants. Strategies must be in place to ensure
communication takes place effectively.
4. PLANNING AND PREPARATION
All aspects of the proposed activity should be carefully planned.
5. EVALUATION
It is important to evaluate the outcomes of a particular event in order to learn from the experience. The
evaluation process must be a constant and continual process in order to contribute to and inform the
planning for all future programs.
Reference:
http://www.cne-siar.gov.uk/education/documents/Outdoor%20Education%20-%20Standard%
20Operating%20Procedures.pdf

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Activity #1: Advertisement Making
OUTDOOR RECREATIONAL ACTIVITY: AN ADVERTISEMENT
There's more to advertising's message than meets the casual eye. An effective ad, like other
forms of communication, works best when it strikes a chord in the needs and desires of the
receiving consumer -- a connection that can be both intuitive and highly calculated.
The activity focuses on advertising a single form of recreational activity which you consider as
an activity that everyone must partake in promotion of lifelong wellness.
In your own creative way, you are task to make an advertisement of any recreational activity of
your own choice to let the viewing public and for them to participate in such kind of activity.
Make the best possible ways to promote the activity. (Choose only one specific recreational
activity.)
Make use of POWERPOINT Program in making your advertisement. Include all necessary
ideas, concepts, words, objects, pictures, etc. as part of the over-all look of your output. After
making your presentation, save your work in WINDOWS MEDIA VEDIO file format to save
your work in a movie file type output, and use your SURNAME as the filename of your
advertisement.

81
The following questions can help foster an awareness of this process. Use them for your own
individual analysis of ads or commercials. You may be surprised by the messages and
meanings you uncover.
1. What is the general ambience of the advertisement? What mood does it create
2. What is the design of the advertisement? Does it use axial balance or some other form?
How are the basic components or elements arranged?
3. What is the relationship between pictorial elements and written material and what does this
tell us?
4. What is the use of space in the advertisement? Is there a lot of 'white space" or is it full of
graphic and written elements?
5. What signs and symbols do we find? What role do they play in the ad's impact?
6. If there are figures (men, women, children, animals) what are they like? What can be said
about their facial expressions, poses, hairstyle, age, sex, hair color, ethnicity, education,
occupation, relationships (of one to the other)?
7. What does the background tell us? Where the advertisement taking place is and what
significance does this background have?
8. What action is taking place in the advertisement and what significance does it have? (This
might be described as the ad's "plot.")
9. What theme or themes do we find in the advertisement? What is it about?
10. What about the language used? Does it essentially provide information or does it try
to generate some kind of emotional response? Or both? What techniques are used by the
copywriter: humor, alliteration, definitions" of life, comparisons, and so on?
RUBRICS FOR SCORING:
Success Criteria Indicators of Student Performance
Concept High (5) Medium (4) Low (3)
Advertising con-
cept I presented the adver- I presented the advertise- I presented a finished
(a) Development of tisement as a concept ment close to concept advertisement
design: a sketch with design stage with little OR I presented a rough
a concept design
detailed labelling. labelling. sketch.
for an advertise-
ment
I used a range of strate- I used some suitable I used a few strategies
(b) Demonstration
gies very suitable for the strategies for the target for the target audience
of an awareness of
target audience of the audience of the advertise- of the advertisement.
the target audience advertisement. ment.
Presentation
I planned, and my I planned, and my My presentation

Appropriate struc-
presentation was organ- presentation was general- showed occasional
ture of the presen-
ised and fluent. ly organised and fluent. evidence of planning.
tation

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Assessment Task #1
Outdoor Recreational Activities Reflection

REFLECTION PAPER on Outdoor Recreation (Guide Questions):
What outdoor recreational activity do you engage most during your leisure time?
What effect/s did the activities you participated in have on team unity?
What specific challenge/s did you face during the actual performance, and how did you respond to them?
What have you learned from this experience?

Structure 25%
Assessment Task #2
Risk Identification and Management
 Given the following activities, identify possible risks and give possible risks
management criteria as part of the over-all safety procedures. Plot your answers
on the given table below.
1. Camping
2. Canoeing/Kayaking
3. Freshwater Swimming
4. Hiking
5. Visiting Archeological and Historic Sites
Activity Possible Risks: Risks Management Procedure:

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Course Ender Journal Entry
Name: _______________________________ Class/Section: _________________

Date: ________________________________
JOURNAL ENTRY:
 Today, as we end up our physical education class I would say
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 Something new I learned from this course (cognitive or understanding and applying) was
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 Today I felt
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 How did I interact (affective or cooperation and responsibility domain) with classmates today?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 How do I rate my psychomotor (moving and doing) performance?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 Teacher response:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

84
Fitness Monitoring and Evaluation

Fitness Log
Post-assessment: Conducted on the last day of the unit by the teacher. From the
pre-assessment results, you will be asked to reflect on your work in the fitness lab.
Goals:
1. Cardiovascular endurance
2. Flexibility
Fitness Performance Results:
Health-related fitness Components Results

Pre test / Post test
Cardiovascular endurance /
Flexibility /
Muscular strength and endurance /
Reflection: Guide questions

• How did you feel about your participation in this activity?
• Did you meet your goals for this unit? Why or why not?
• Is goal setting something that you use in the future in order to achieve and maintain a healthy
enhancing level of physical fitness? Why or why not?
Based upon your above results and reflection responses, what are your health related fitness
goals for the next succeeding months?
Goals: 1. Cardiovascular endurance

2. Flexibility
Modified from Rink. J. (2006). Teaching physical education: New York: McGraw

85
Recreation through Adventure
Sporting to Recreate
Diversion through Entertainment
Recreation for Amusement
Club to Recreate!

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1

PHILIPPINE NORMAL UNIVERSITY

TCG P.E. 02/03

PROF. ROLLY ROLONA BALBUTIN

Philippine Normal University– Mindanao

About this Primer

This primer is to assist students with completing

This contains information about the course as

Hence, this primer is designed to help students

ROLLY ROLONA BALBUTIN

Philippine Normal University– Mindanao

Course Title Lifetime Fitness for Active Filipinos

Philippine Normal University– Mindanao

3. Apply various princi- Menu of Recreational Activi-

Games and Sports

Outdoor/ Alternative Recre-

After the end of the term,

Philippine Normal University– Mindanao

2. Ass ume s elf -

Fitness Enhancement/ Devel-

After the end of the Unit III. Recreational Games

Philippine Normal University– Mindanao

3. Apply various princi-

After the end of the Unit IV. Outdoor/ Alternative

Unit V. Fitness Monitoring Teacher-Student Man-

Philippine Normal University– Mindanao

Course Aquino, Francisca R. 1969. Dances for All Occasions. Manila.

Additional Supplemen- Internet sources

Outdoor/ Alternative Recreational Activity

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Perform/execute some forms Practical Work

Traditional Game Documentation

Course Requirements Reflection Paper

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Menu of Recreational Activities:

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D. Transfer Your Understanding 72

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UNIT 1: Overview of Recreational

EXPLORE your understanding!

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Reflection: Guided questions

Goals: 1. Cardiovascular endurance

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FIRM-UP your understanding!

READ AND YOU WILL UNDERSTAND

5 DESCRIPTIVE TERMS ASSOCIATED TO RECREATION:

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RECREATION: Its Scope of Activities

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What are the benefits derived

RECREATION VALUES AND THE INIVIDUAL FACTORS

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What are the benefits derived

Read more at Buzzle: http://www.buzzle.com/

 Tourism has recognized that many visitors are specifically attracted by

 In support of recreational activities government has taken an important

 Recreation-related business is an important factor in the economy; it has

Philippine Normal University– Mindanao

DEEPEN your understanding!

Activity #1: Follow –up Quiz.

Kayaking discus throw hiking lectures ballet

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TRANSFER your understanding!