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    Tcu Module Pe1 Lesson 3

    Uploaded by

    Dom Rejano
    [1] The document provides information about a physical education lesson plan including objectives, pre-test questions, content on aspects of physical fitness, and assessments to measure skill-related physical fitness components. [2] The lesson plan outlines 6 physical fitness tests to measure agility, balance, coordination, reaction time, power, and speed and provides procedures for administering each test. [3] Students are expected to understand physical fitness components, factors that impact physical fitness, and create a personal physical fitness plan after completing the lesson.

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    Download as DOCX, PDF, TXT or read online from Scribd

    Tcu Module Pe1 Lesson 3

    Uploaded by

    Dom Rejano
    86 views13 pages
    [1] The document provides information about a physical education lesson plan including objectives, pre-test questions, content on aspects of physical fitness, and assessments to measure skill-related physical fitness components. [2] The lesson plan outlines 6 physical fitness tests to measure agility, balance, coordination, reaction time, power, and speed and provides procedures for administering each test. [3] Students are expected to understand physical fitness components, factors that impact physical fitness, and create a personal physical fitness plan after completing the lesson.

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    [1] The document provides information about a physical education lesson plan including objectives, pre-test questions, content on aspects of physical fitness, and assessments to measure skill-related physical fitness components. [2] The lesson plan outlines 6 physical fitness tests to measure agility, balance, coordination, reaction time, power, and speed and provides procedures for administering each test. [3] Students are expected to understand physical fitness components, factors that impact physical fitness, and create a personal physical fitness plan after completing the lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    86 views13 pages

    Tcu Module Pe1 Lesson 3

    Uploaded by

    Dom Rejano
    [1] The document provides information about a physical education lesson plan including objectives, pre-test questions, content on aspects of physical fitness, and assessments to measure skill-related physical fitness components. [2] The lesson plan outlines 6 physical fitness tests to measure agility, balance, coordination, reaction time, power, and speed and provides procedures for administering each test. [3] Students are expected to understand physical fitness components, factors that impact physical fitness, and create a personal physical fitness plan after completing the lesson.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 13

    TAGUIG CITY UNIVERSITY

    Gen. Santos Ave., Central Bicutan, Taguig City


    1633

    LESSON 3

    Objective

    After the lesson, you are expected to:


    1. The aspects of physical fitness
    2. The factors that impact physical fitness
    3. create a physical fitness personal plan

    Pre-Test

    Identification

    Direction: Read the following statement carefully. Identify words that


    correspond/s the following statement.

    AgilityBalanceCoordinationPowerSpeedReaction Time

    Lateral running, drills greatly improve both knee and ankle stability.
    _____
    Coordination and general motor skills test, participants attempt to flip a
    stick. ______
    The shuttle run is a standard training exercise used by athletes who play
    stop and go sports. _____
    5m multiple shuttle- distance increasing by 5m shuttle, 6 times for 30
    seconds each time. _____
    Stand on one leg while balancing on a beam. _____
    6. Vertical jump tests- a jump for height, measuring leg power. _____
    7. Procedures for conducting sprint testing. _____
    8. Stick drop test, dropping of an object by measuring how far the
    object can falls. _____
    9. Standing long jump test- jump off two legs for maximal distance.
    _____
    10.The US sobriety test stand with one foot off the ground for 30
    seconds. _____

    Skill- Related Fitness


    1. Agility – is the ability to change and control the direction
    and position of the body while maintaining a constant, rapid
    motion. For example, changing directions to hit a tennis ball.

    2. Balance - is the ability to control or stabilize the


    body when a person is standing still or moving. For
    example, in-line skating.

    3. Coordination - is the ability to use the senses together with


    body parts during movement. For example, dribbling a
    basketball. Using hands and eyes together is called hand-eye
    coordination.
    4. Speed - is the ability to move your body or parts of your
    body swiftly. Many sports rely on speed to gain advantage over
    opponents. For example, a basketball player making a fast
    break to perform a layup, a tennis player moving forward to get
    to a drop shot, a football player out running the defense to
    receive a pass.

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


    applying the maximum force of the muscles. Power is a
    combination of both speed and muscular strength. For example,
    fullbacks in football muscling their way through other players
    and speeding to advance the ball and volleyball players getting
    up to the net and lifting their bodies high into the air.

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


    to what you hear, see, or feel. For example, an athlete quickly
    coming off the blocks early in a swimming or track relay, or
    stealing a base in baseball
    Assessment

    Self – Pace Test

    Activity 4
    Agility Assessment: Hexagonal Agility Test

    Test detail
    Purpose: To determine the quickness or leg power and speed at the same time
    maintaining a balance

    Equipment: 18 inches and each


    angle is 120 degrees, meter stick or
    tape measure for the
    measurement, and stop watch
    Procedure: Before executing the
    test, do warm up exercise
    followed by stretching activities.
    Make sure you have a chaperon
    before you do the activity.
    Stand in the middle of the hexagon
    facing line A. Throughout the test,
    face the line A. The stopwatch
    should start on the command “Go”.
    Then, Jump with you both feet over
    line B and go back to the middle,
    then over line
    C. Move back again to the middle
    then over line D and so on. Do this
    for 2 consecutive times and stop the
    timer
    Activity 5

    Reaction Time Assessment: Stick Drop Test Purpose: To Test the reaction time
    Equipment: Ruler, armchair, table or chair.
    Procedure: A partner holds a meter ruler in front of you. Place your index finger and
    thumb on the side of the 50 cm without contact on the ruler. Your partner will drop
    the ruler without your knowledge, and you must watch and catch it with your finger
    and thumb as fast as you can. Then, record the level at the point where his/her
    Index finger lies. Then, compute the average distance the meter stick fell. You may
    use the table that follows to identify how long it took the foot rule or ruler to fall on
    the measured distance
    Activity 6

    Assessment in Balance: Stork Balance Stand Test

    Purpose: To assess one’s balance on the ball of his/her foot


    Equipment: Flat non-slip surface, stopwatch
    Procedure:Before executing the test, do warm-up exercises followed by
    stretching. Make sure you have a chaperon before you do the activity.
    Taking this test you should stand on one leg barefoot, hands on the hips, and non-
    supporting foot on the side of the knee of the supporting leg.
    The timing starts as the heel is raised from the floor, and ends when any of the
    following occurs:
    the hand(s) come off the hips.
    the supporting foot swivels or moves (hops) in any direction.
    the non-supporting foot loses contact with the knee.
    the heel of the supporting foot touches the floor
    Activity 7

    Coordination Assessment: Juggling Test

    Purpose: To measure the coordination of the eye and hand


    Equipment: Sipa (washer weighing 4gms. With 5 inches straw) or 20 pc.
    Bundled rubber bands/any similar local materials weighing 4gms.
    Procedure:Before executing the test, do warm-up exercises followed by
    stretching. Make sure you have a chaperon before you do the activity.
    Hit the sipa/rubber band with the right and left palm upward. The height of
    material being tossed should be at least above the head
    Count how many times the performer has hit the material with the right and left
    hand
    Stop the test if the material drops or after 2 minutes.
    There shall be trials.
    Activity 8

    Power Assessment: Standing Long Jump Test

    Purpose: To measure the explosive strength and power of the leg muscles.
    Equipment: Tape measure/meter stick/ any measuring device
    Procedure:Before executing the test, do warm-up exercises followed by stretching.
    Make sure you have a chaperon before you do the activity.
    Stand behind the take-offline with feet parallel to each other, the tips of the shoes
    should not go beyond the line.
    Bend knees and swing arms backward once, and then swing arms forward as you
    jump landing on the feet. Try to jump as you can.
    Do not control the momentum of the jump
    Must land on both feet
    Perform the test twice in succession.
    Place zero point of the tape measure at the take offline.
    After the jump, spot the mark where the back of the heel of either foot of the tester
    has landed nearest to take – off time.
    Record the distance of the two trials.
    Activity 9

    Speed Assessment: 40 m Sprint

    Purpose: To measure running speed.


    Equipment: Stopwatch, Running area with known measurement
    Procedure: Before executing the test, do warm-up exercises followed by stretching.
    Make sure you have a chaperon before you do the activity.
    At the signal “ready” stand behind the take-off, the tips of the shoes should not go
    beyond the line and assume a crouch position.
    At the signal “Get Set” assume a un-crouch position (buttocks up) with both hands on
    the starting line.
    At the signal “GO” run to the finish line as fast as you can.
    Set the stopwatch to zero point.
    At the signal “GO” start the watch and stop it as the performer crossed the finish line.
    Record time in the nearest 0:00:01 seconds.
    Exit Ticket

    Using a Google Form:

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

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

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


    component?
    Explain.

    Remember this!

     Fitness is a condition in which an individual has sufficient energy


    to avoid fatigue and enjoy life.
     Physical fitness is divided into four health and six skill-related
    components. Skill- or performance-related fitness involves skills
    that will enhance one’s performance in athletic or sports events.
    Health-related fitness involves skills that enable one to become and
    stay physically healthy.
    TAGUIG CITY UNIVERSITY
    PHYSICAL EDUCATION DEPARTMENT
    PHYSICAL FITNESS TEST FORM

    Name: ___________________________________ Course/Year/Section: ________________

    Gender: __________ Age: __________ Height: ___________ Weight: ___________

    Professor’s Name: _______________

    SKILL-RELATED PHYSICAL FITNESS SCORE RATING


    1. Hexagonal Agility Test (Agility)
    2. Stork Balance Stand Test (Balance)
    3. Stick Drop Test (Coordination)
    4. Juggling Test (Reaction Time)
    5. Standing Long Jump (Power)
    6. 40 m Sprint (Speed)

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