PHYSICAL

EDUCATION

Teacher Orlando Mammay Kiwaon

09362866024 I Orlando Prince Kiwaon
Sections: Grade 8 Hope

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 Module 1 PHYSICAL EDUCATION 8 [Week 1-2]

DUAL AND COMBATIVE SPORTS

Lesson 1: Table Tennis
 Table tennis began sometimes in 1890’s as a popular game, but did not stay long and
died down. It became popular again in the 1920’s and clubs were formed all over the
world. Its original name was Ping-Pong and was copyright by Parker brothers, and
later was changed into table tennis.
 As a parlor game, it was often played with cord balls and vellum rackets. The first
rackets used were wooden rackets cover with rubber “pips.” These were most popular
type used until the 1950’s. Over the next 10 years, all top players changed their
equipment and used a racket with a covering of sponge material. Japan dominated the
sport of table tennis during the 1950’s because of using this material.
 The table used in the table tennis 9 feet by 5 feet, with its upper surface 30 inches
above the floor. The table is divided into opposing courts by a net that is 15.245 cm
high and a white stripped marking running lengthwise down the center of the table
useful for a game of doubles.
 The celluloid ball in table tennis is hollow. It is about 1.5 inches in diameter and about
0.88 ounce in weight.

TABLE TENNIS
Sometimes called “Ping Pong”- is played on a table with a net at the middle, volleying a light
ball using rackets or paddles. On the receiving end, the player must allow a bounce off on his or her
side of the table before returning the ball.

Table Tennis is a game played across a table and can

be enjoyed by two or four players. It has been around
for over 140 years and in that time a lot has changed
since its humble beginnings being played in homes by
the upper classes to now being played by millions of
players all over the world. It caught on very quickly
because it is a lot more accessible for people to play
at home as they didn’t need a big outside space.

It is thought that the game originated as a parlour game in Victorian England in the 1880’s
played mainly by the upper classes after it was brought back by British Military Officers who had
been serving in India. The upper-classes would often play it after-dinner as a substitute to lawn tennis,
using whatever they could find as equipment as a way of continuing to play inside during the winter
when it was too cold to play outside. A line of books would often be the net, the rounded top of a
champagne cork would be the ball and occasionally a cigar box lid would be a racket.

Table tennis was a popular game in the 1890’s, but it did not stay long and died down. It
became popular again in the 1920’s and clubs were formed all over the world. Lots of game
companies began marketing sets that
came with nets, bats and balls.
Back then the game went by a lot of
different names depending on the
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company that was selling the equipment. Some of the names that it was known by are: Ping-Pong or
Gossima, Table Tennis, Whiff Waff, Pom-Pom, Pim-Pam, and lots of others. Eventually, Ping Pong
and Table Tennis stuck and in 1901. The Ping Pong Association and The Table Tennis Association
were formed.

Ping-Pong Equipment Whiff-Waff Equipment

Gossima Equipment

In 1926, meetings were held in Berlin and London that led to the formation of the
International Table Tennis Federation. The first World Championships were held in London in 1926,
but the sport had to wait a long time before it was given its Olympic debut at the 1988 Seoul Games.
As a parlor game it was often played with cork balls and vellum rackets. The first rackets
used were wooden rackets covered with rubber “pips.” These were the most popular type used until
the 1950’s.

Over the next ten years, all top players changed their equipment and used a racket with a covering of
sponge material. Japan dominated the sport of table tennis during the 1950’s because of using this
material.

Trademark Issues

After seeing the game become so popular, J. Jacques & Son Ltd, a British manufacturer,
trademarked the name Ping-Pong worldwide. This meant that other manufacturers had to refer to the
game as Table Tennis (or a different name) on any products they produced to avoid infringing on the
trademark

The same happened in the US where Jacques sold the trademark rights to the Parker Brothers
who made sure that other companies and associations weren’t referring to it as Ping-Pong.

Table Tennis Equipment

1. Ball

The celluloid ball in table tennis is hollow. It is about 1.5 inches in

diameter and about 0.88 ounce in weight. Tennis balls could be either white
or orange.

2. Rubber, Racket or Paddle

smooth racket pimpled racket

The racket is usually made of
blade
wood and rubber and is divided
into two parts: the handle and the
handle
blade.

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The rackets may be of any shape but usually are oval and made of wood, faced with rubber or sponge
that may be pimpled or smooth.

3. Table Tennis Table

According to the International Table Tennis

Federation, the official tables that should be used
in international leagues or competitions must be 9
ft. long, 5 ft. wide, and must be installed about 30
inches high from the ground.

The table is divided into opposing courts by a net

and a white marking running lengthwise down
the center of the table useful for a game of
doubles.

4. Net and Post

The net should be made with high-quality material not only to ensure that it lasts you for
years but also to facilitate competitive play.

post Upper white tape (15 mm wide)

net

Whatever way you buy your net and post, it is

essential to know that this unit should be six feet long and six inches wide . Also, it should have an
upper white tape that is not more than 15mm wide to allow the ball to move across the table
accurately. Likewise, the bottom length should be close to the playing surface.

Terms to Remember:

1. Serve – begins with the ball being tossed from the palm of the hand and struck by the racket

2. Server – the player due to strike the ball ina rally

3. Stroke – any shot used in the game

4. Rally – hitting of the ball back and forth starting with a serve and ending when a point is made

5. Forehand – any shot done with the racket to the right of the elbow for right hander, to the left for a
left hander

6. Backhand – a shot done with a racket to the left of the left elbow for a right hander and to the right
for a left hander

7. Block – a quick off-the-bounce return of an aggressive drive done by holding the racket in the
ball’s path
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8. Drive – a stroke that has medium to fast forward speed

Table Tennis Tournaments

Table tennis tournaments are famous in Asia and Europe. Nowadays, they are gaining
popularity in the US as well. These are the most important table tennis tournaments: World Table
Tennis Championships, Table Tennis World Cup, Olympics, and ITTF World Tour.

Points are awarded in any of these situations.

1. Ball bounces twice
2. Ball not hit after a bounce on one side.
3. Ball bounces on one side after hitting.
4. Hitting a ball before it bounces on one side.
5. Hitting a ball twice.
6. Ball touches anything other than the paddle.
7. Not returning the ball.
8. Touching the table with the free hand.
9. Unsuccessful service.

Several Grips
a. Penhold - as the name implies, is like holding a pen.
b. Shakehand- a form of grip, also as the name implies.
c. V- grip- When the forefinger and middle finger sandwiches the blade.
d. Seemiller Grip- When the thumb and forefinger are placed in one side.

In table tennis, strokes are classified into offensive and defensive stroke. Offensive stroke
result in topspin, while defensive strokes result in backspin. Exceptions to the spin are the smash,
block and the lob.
Offensive Strokes for Table Tennis
a. Speed drive- A fast return, with the bat perpendicular to the directions of the stroke.
b. loop drive - When the bat is parallel to the stroke and the bat touches the ball thinly to create a
topspin.
c. Counter drive - As the names implies, a counter to drives- It is hitting the ball immediately of the
bounce using a short movement before the ball reaches the highest point of the bounce.
d. Flip - A backhand with a flick of the wrist.
e. Smash - A drive delivered in a backswing, normally when the opponent returned the ball too high
or close to the net.

Defensive Strokes for Table Tennis.

a. Slice - A stroke that cuts or slices under the ball to create a backspin.
b. Chop - A bigger and heavier slice that cuts straight down.
C. The block or the short as the name implies- Putting the bat in front the ball to return.
d. Push-block- A block with a slight push to produce a spin.
e. Side drive- Similar to slice but it cuts to the left or right and not downward which will send the ball
arcing to one side but bouncing off to the other direction.
f. Stop or drop- The ball is to be returned to the net when the opponent is far of the table, allowing the
ball to bounce off twice before the opponent can reach it.

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 Physical Education 8 Answer Sheet Activity 1-2
Module 1 Lesson 1: Dual and Combative Sports [Week 1-2]

Name: ________________________ Strand and Section: ___________ Teacher: Orlando M. Kiwaon

Reflect upon
A. Instruction
 Read and analyze the following question carefully. (5points each)
 Write your answer on the space provided.

1. Narrate the Origin of Table Tennis

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Describe Net and post. Can the volleyball net can be used in the same way as table tennis net
during emergency? Explain your answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Let’s draw!
B. Instruction:
 Draw the racket or the implements used in playing table tennis.
 Label the parts.
 Draw at the box of this answer sheet.
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 Note: Printed output will not be accepted.

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 Module 2 PHYSICAL EDUCATION 8 [Week 3-6]

Lesson 2. Basketball
Basketball is a popular sport in the Philippines. Children grow observing and playing with the
ball even without rules. They learn to dribble, throw, and catch in their backyards. These are
the skill learned before they learn shooting the ball the sport itself requires a “ring” for
shooting and it needs a court.
Basketball is played by two teams with five players each. The objective is to shoot a ball
through a hoop or ring that is, 18 inches in diameter and 10 feet high mounted to a
background to each ends of the court.
General Rules
1. Basket at the buzzer
A score is counted if the shot is released before the expired time and sound of the
buzzer.
2. Start of dribble
A dribble start when a player throws, taps, or rolls the balls on the floor and touches it
again before another player can touch it. The dribble is complete when the player touches the
ball simultaneously with both hands or the ball comes to rest on both hands. Accidently
losing and then regaining control, tapping the ball in order to gain control, tapping the ball
from the control of another player, blocking the pass, and then recovering the ball are not
considered to be dribbles.
3. Substitution
A substitute shall report to the official scorer at the scorer’s table, then wait until the
official signals him in during a dead ball. An illegal substitution (player just run into the
court) result to a technical foul for a team.
Skill to learn
1. Dribbling
It is defined as the continuous tapping of the ball with the hand or palm towards the
floor with full control and follow through.
2. Passing
It is defined as the throwing of the ball towards a teammate using the different types
of pass in correct stance and position. These passes are the chest pass, bounce pass, and
overhead pass.
3. Shooting
It is the offensive weapon in basketball. It is defined as the act of throwing or putting
the ball inside the goal ring.
Variants of dribbling include the low control, the cross over, between the legs, behind the
back, the reverse dribble and the speed dribble.

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Variants of passing include the chest past, the bounce pass, the overhead pass, the outlet pass
and the behind the back pass.

Variants of shooting techniques include the set shoot, the lay-up, the underhand shot, the
jump shot, the hook shot and the dunk shot.

Other skills set in basketball involve:

a. Blocking-The ball is attempted to be blocked but only when the ball is at the upward
arc.
b. Rebounding- Retrieving the ball that bounce off after a failed shot.
c. Zone defense- Guarding anyone that comes in a specific area.
d. Man to man defense- Guarding a specific player one on one.
e. Cutting- Moving quickly to gain a better position while holding the ball.
f. Screening- A move to stop an opponent guarding a team mates.
Basketball Court

Basketball equipment

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EXERCISE
A. Mimetic without the ball
1. Execute 3 low jumps, and follow with one high jump.
2. Do the same as in step 1, but with shooting gesture of the arms.
3. Tap the ball, then do bouncing of the ball ready to throw to a partner in the drill.
4. Run around the available area 4 to 8 times for strength and endurance.
B. Mimetic with the ball
1. Throw and catch drills around the court with five players at a time.
2. Line up to shoot the ball ready to throw in several rounds.
3. Organized a mini-tournament with the whole class.
Lesson 3. Family Fitness Activity
Cardiovascular activities should be the concern of family’s conscious for the well-
being of each member. Growing children adopt the hobbits or practices done by the families
so the parents should set an example by doing regular exercise and physical activities. A
healthy lifestyle should be introduced at a young age to prevent health problems. Diet and
exercise are major factors to this endeavor.
Cardiovascular fitness refers to the muscles and function of the heart. It includes the
healthy circulation of the blood which provide warming of the muscle that lead to a good
stretch or flexibility level.
Outdoor activities are the best choices for cardiovascular fitness for a variety of
reasons. There is more to explore and experience in the outdoors. The activities also enhance
family relationship because the family members do these together.
The following are the some of the cardiovascular and muscular fitness activities that
encourage good and enjoyable bonding among the family members.
1. Running- It does not require special equipment (except for good running shoes.
 You can do it just about anytime, anywhere.
 It gets your heart rate up more quickly.
 It helps you burn calories.
2. Walking- like running, it is accessible; you can do it anytime, anywhere.
3. Bicycling- it is an excellent cardio workout whether indoor or outdoor
 It increases endurance and power of your legs.
4. Swimming- it is full-body exercise. The more body parts you involve in your
workout; the more calories you will burn.
5. Camping- children learn team building and nature tripping together through this
activity.

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Lesson 4: Preventing common injuries (sprains and bruises)
Injuries happen whether activities are held indoors or outdoors. Everybody should
have ready information regarding prevention in meeting injuries. Adults or teachers in
every group must be ready with first aid kits in all activities. Some of the common
injuries are sprain, strain, and bruise.
A sprain is a stretching or tearing of ligaments, the tough bands of fibrous tissue that
connects two bones in your joints. A ligament can be injured, usually by being
overstretched during a sudden pull. Moving of the joint is painful. The most common
location for a sprain is your ankle.
A strain is a stretching or tearing of muscles or tendons. A tendon is a fibrous cord of
tissue that connects muscle to the bones.
A bruise is a “contusion,” a damage to small blood vessel which cause bleeding within
the tissues. A bruise happens when the skin is exposed to such a hard blow that causes the
blood vessel to break.
The symptoms of these injuries include pain, swelling, inflammation, bruising, and
bleeding around the affected area or limited movements.
The first aid of these injuries is to apply RICE therapy.
 Rice- refrain from moving the affected area, and stop doing any activity that
involves the affected area, if possible.
 Ice –apply ice for 10 to 20 minutes during the day for the first 2 days. Never
put ice directly against the skin; use a thin towel so the ice will not damage the
skin.
 Compress – wrap an elastic bandage not tightly, just enough to compress the
affected limb or area.
 Elevate – elevate the affected area while resting and treating it with rice.

EXERCISE
A. Administering First Aid
1. With the guidance of parent, relative or guardian, do first aid.
2. Prepare the following materials for a scenario involving victims and first aiders.
 Thin towel
 Ice cubes
 Bandage or elastic bandage
 Timer
3. Find a comfortable place where the victim can elevate the injured part.
4. Apply first aid using the prepared materials.
B. Write down on a piece of paper the procedure done in the previous exercise step by
step. The written output will be submitted during the monitoring in your area.

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 Physical Education 8 Answer Sheet Activity 1-2
Module 2 Lesson 1: Basketball [Week 3-6]

Name: ________________________ Strand and Section: ___________ Teacher: Orlando M. Kiwaon

Reflect upon
A. Instruction
 Read and analyze the following questions carefully. (5points each)
 Write your answer on the space provided.

1. Give three skills in playing basketball and explain the important.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. Why it is important to learn and know the different rules in playing basketball? Explain your
answer.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Let’s draw!
B. Instruction:
 Draw the basketball court.
 Label the parts.
 Use this answer sheet.
 Note: Printed output will not be accepted.

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 Module 3 PHYSICAL EDUCATION 8 [Week 9-10]

Fitness in Dances
The Philippines enjoys a rich cultural heritage which includes a varied collection of
traditional dances. This offers a glimpse into the history of the country. Folk dances are
dances developed by a group of people that reflect their traditional lives, their region, or
place. These dances demonstrate a reflection of the elements of their daily lives. These are
dances evolved from different regions which are distinct from one another as they are
affected by religion and culture. Fitness can also be achieved through these various
indigenous and traditional dances.
Regular dancing activities provide a physical exercise useful for fitness. Regular dancing is a
great for losing weight, maintaining strong bones, improving posture and muscle strength,
and increasing balance and coordination. Dances contribute to a relaxed and enjoyable life.
Lesson 1: The Differences of Sakuting and Binislakan Dances
Sakuting and Binislakan are of different origins but dancers from both dances use sticks
during performances. Binislakan dancers use sticks to imitate the Chinese chopsticks for
eating while Sakuting dancers use sticks to stage a mock fight between the Christians and the
non-Christians. Both of them are Ilokano dances.
Sakuting dance come from Abra, which is home to Ilokano people and native to the
lowlands and Tingawan mountain tribes. It portrays the struggle between the lowland
Christians and the highland non-Christians. Sakuting was introduced by the Spanish
missionaries as a religious ritual.
Binislakan dance is from Almazan, Lingayen. It is derived from the Chinese word, Li-
King-Tung meaning “to look backward and forward”. It is coined by the Chinese settlers in
the area long ago. The Binislakan dance was performed to commemorate the stay of
Limahong, a Chinese pirate who built his kingdom in Lingayen. Binislakan means “to use
sticks”.
Students will be challenged more to perform Sakuting and Binislakan since both
dances are similar in their stick strikes and use similar footsteps like waltz, step-close steps
and 3-steps turns.

EXCERCISES
Stick Strikes
Do the following:
1. Arm Strikes
3 strikes—counts 1(strike), 2(strike), 3(strike)
2. Variation of strikes—counts 1(up) 2(strike) 3(strike)
3. Floor strikes
Count 1 –step with strike on floor
Count 2 – close step upward
Count 3 –step with strike on floor
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4. Execute waltzes practicing the strikes with a count of 1, 2, 3

Lesson 2. Sakuting Dance

The Sakuting Dance is from Abra, which is home to Ilokano people and native to the
lowlands and Tingawan Mountains tribes. It portrays the struggle between lowlands and
Christians and highland non-Christians. Sakuting is introduced by Spanish missionaries as a
religious ritual.

It is customary in the Ilokos region to dance the Sakuting in front of homes and in town
plazas during Christmas time. Groups of boys and young men go to the lowlands and perform
this dance from house to house. They receive gifts from spectators or aguinaldos of money,
drinks, fruits, or typical Filipino delicacies, especially prepared for the Christmas season.

This may be danced by both boys and girls or as in the original, by boys alone.

Costume: Girls wear balintawak style with siesgo skirt. Boys wear red trousers and barong-
tagalog made of coarse-cheap material. Each dancer holds two sticks (one in each hand) with
which to produce rhythmic sounds, timed with the steps. The stick is about 1 one half feet
long and tapers at the end like a candle.
Formation: Partners stand about four feet apart opposite each other. They should be arranged
according to height, with shorter people in front.

X representative a boy 0 representative a girl

Audience
1X O1
2O Group X2
3X I O3

1X O1
2O Group X2
3X II O3
4O X4
Diagram A
Exercise
Below are the illustration on how to perform the Sakuting with confidence and grace.
Dance proper
Entrance
Music entrance
Starting with the R foot, dancer march forward to proper places with pair 1 leading.
Hold the right hand in front with right elbow bent upward and the left hand placed at the back
of the waist. Take one step for each count.
Then, countermarch outward and inward. As soon as the dancers are in their proper
places, mark time and face partners until the music ends.

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(See diagram B) .....................................................................................16M

I
Weaving in and out
Music A
Pair 1weaves in and out of pairs 2, 3, and 4(see diagram C)
Start here

Part 1 executes the following steps to weave

in and out of the others dancers.

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Leap forward with the R foot (ct. 1), close L to R foot (ct. and), step right forward (ct.2). this
is like a change step excerpt for the leap on the first count. Do this for thirty measures and
continue in place as soon as the original position is reached.
Pairs 2,3 and 4 do the following steps place (ct. and), step R close to the L in first position (ct.
2) Do this for 30 minutes.
II
Basic steps
Music B
a.dancers bend forward and strike sticks on the floor (ct. 1), raise trunk and strike sticks once
in front (waist level) with R over L (ct. 2) and L over R (ct. 3) .............................1M
Repeat the same......................................................................................................1M
b. Take one waltz step sideward right. Strike own sticks together three times at sideward
(R over L, l over R-ct. 2, R over L ct. 3) ......................1M
Repeat same to the left. Start with the stick L over R...............................................1M
c. With a spring, step R obliquely forward right and place the L heel in front at the same
time. Partners should be one line by left shoulders. This is done on count one, at the same
time striking partners left stick with one left (ct. 1, strike own sticks together twice (R
over L, then L over R) (ct. 2, 3) ..,...........1M
d. With a spring, step L foot obliquely forward left and quickly close the R with the left
foot. This brings the partners in a back –to-back position. At the same time, they hit each
other’s sticks (the right sticks of the girl with the left stick of the boy, and the left of the
girl with the right of the boy). The boys’ knuckles are in front and the girls, behind (ct. 1),
hit own sticks together twice (R over L, L over R) (cts. 2,3) ..............................1M
e. With a spring, step R foot backward and place L in front. This brings partners side by side
again as in (a). hit stick as in(c)..........................................................1M
f. Take one waltz step backward left to proper places. Hit own sticks together three times (R
over L, L over R, R over L) .....................................1M
g. Repeat the same, this time starting with the L foot and standing by right shoulders in (c)
h. Repeat all (a, b, c, d, e, f, g)
III
Under leg
Music C
a. Starting with the R foot, take two waltz steps obliquely forward right so that partners
stand in one line by left shoulders at the end of the second waltz step. Strike own
sticks together three times of a measure.........................................2M
b. Raise the R leg in front and strike own sticks together twice (R over L, L over R) (cts.
2,3)
c. Strike L stick one with the L of partner (ct. 1), own sticks together twice as above (cts.
2,3)
d. Raise the L leg in front and strike on sticks together once under the raise leg (ct. 1),
lower the leg and strike own sticks as in (b)........1M
e. Repeat c.................................................................1M
f. Repeat a moving backward to places........................................................................1M
g. Repeat the same (a, b, c, d, e, f). this time partners stand by right shoulders. Strike
sticks under L leg first in (b) and R sticks with R sticks of partners in (c)
h. Repeat all (a, b ,c ,d ,e ,f , g, )
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 IV
Silent
Music D
a. Repeat 11 a. take two small steps forward (R, L) on counts 2, 3 so that partners are
nearer each other at the ends of the second measures.
b. Hold own sticks together with the right and left parallel to each other. Execute one
waltz step sideward right. Swing own sticks together from the right side and stick
partner’s sticks together (ct. 1), strike own sticks together twice (R over L, L over R)
(cts. 2,3)
Take one waltz step sideward left. Swing own sticks from the left and side and strike
partners stick together (ct. 1), strike own sticks together twice as above
c. With a swing, step the R obliquely forward right, placing the L heel in front at the
same time. Partners are in one line standing by left shoulders. Bend trunk forward and
open arms at the sides without striking sticks silently (ct. 1) strike own sticks together
twice, trunk erect (cts. 2,3)
d. Repeat 11 (d)
e. Repeat (c) of this figure, stepping R foot backward
f. Repeat 11(f)
g. Repeat the same (a, b, c, d, e, f), this time starting with the L foot, standing by right
shoulders
h. Repeat all (a, b, c, d, e, f, , g)
V
Right and Left sticks
Music E
a. Repeat III (a)
b. Take a waltz-turn right moving obliquely forward (2 waltz steps), partners finish facing
each other in a single line. Strike own sticks together three times to measure while
doing turn.
c. strike R stick once with partner’s R (ct. 1). Strike own sticks together twice as above
(cts. 2,3)
d. Take two waltz steps forward (R, L) to partner’s place. Strike own stick together three
times to a measure. Finish facing partner
e. Repeat the same (a, b, c, d) this time striking L with partner’s Land so on. Finish in
proper places in (d)
f. Repeat all (a, b, c, d, e)
VI
Combat
Music F
Pairs 1 and 2 form a square and all face the center of the square. Pair 3 and 4 do the same.
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Girls
Girls of each set take two change steps forward to center of the square. (See diagram D)

a. Girls stand with the right shoulder turned to opposite girl. Strike own sticks together
three times to a measure (cts. 1, and, 2) ................... 2M
b. Strike R stick once with opposite girls’ R (ct. 1), strike own sticks together twice (cts.
1 and 2) ------------------------------------------------------------------1M
c. Repeat same once more -----------------------------------------------1 M
d. Turn the left shoulder toward the opposite girl, Repeat (b), striking with the L stick of
the opposite girl (ct. 1), strike own sticks twice (ct. 1 and 2) ------ 1 M
e. Repeat once more -------------------------------------------------------- 1M
Note: Girls execute change steps in a place R and L alternately as they hit each
other’s sticks.
f. Take two change steps backward (R, L) to proper places. Strike sticks as in (a).
Boys
They execute change steps in place R and L alternately, hitting their own sticks together three
times to a measure (ct. 2 and 2), while the girls dance in the center ------------ 8 M
Boys
Boys of each square repeat the girl’s movements in Girls Part A above -------- 8 M
Girls
Girls of each square repeat the boy’s movements in part A above …………… 8 M
Neighbor’s together
Neighbor’s face each other: girl 1 with boy 2, boy 1 with girl 2, girl 3 with boy 4, boy 3 with
girl 4.
They repeat the girl’s movements in part A …………………………………… 8 M
Partners Together

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Partners face each other and repeat the girls’ movements in part A ---------------- 8 M

VII
Floor Waist, Overhead, Back
Music G
All face partners. Strike own sticks together three times to a measure (cts. 1 and 2)
throughout this figure except in (a).
a. Bend trunk down and strike sticks together three times (cts. 1 and 2). (when this is
done outdoors, strike own sticks together, three times near the ground to produce
sounds.) ---------------------------------------------------------------------------------1 M
b. Raise trunk and strike own sticks together three times waist high in front ---- 1 M
c. Raise sticks overhead and repeat the same ----------------------------------------- 1 M
d. Place hands behind the waist and repeat the same ---------------------------------1 M
e. Repeat a, b, c, d and e three times more -------------------------------------------- 12 M
f. Face right about, away from partner, and repeat all ------------------------------ 16 M

VIII
Music H
Feet Movements
a. Face left, starting with R foot, take sixteen waltz step clockwise (the two groups may
be combined if desired) ----------------------------------------------------------16 M
b. Turn right about and repeat (a) counterclockwise ---------------------------- 16 M
Rhythm of Strike
a. Strike own sticks together three times at the right side (R over L, L over R, R over L)
b. Repeat (a) to the left side ------------------------------------------------------------- 1 M
c. Strike own sticks together four times to the right side (cts. 1, and 2, 3) --------1M
d. Repeat (c) to the left side ------------------------------------------------------------- 1 M
e. Repeat all, seven times more --------------------------------------------------------- 28 M
Note: The sticks are struck exact rhythm with the feet movements.

IX
Lyre
Music I
Girls stand form a circle, holding their sticks horizontally and parallel to each other. The right
stick is at the level of the head, the left of the chest.
Boy 1 stands in front of girl 1, boy 2 stands in front of girl 3, boy 4 stands in front of girl 4,
boy 3 stands in front of girl 2. All boys inside the circle (See Diagram E).

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a. In the above position, boys hit the girls’ sticks as if playing a lyre with both hands (R
hand up and L hand low). Girls hold their sticks firmly; boys follow the notes of the
melody (seven sounds). The right and the left sticks hit together at the same time – 1M

b. Girls take a three-step turn

right in place. The sticks are not changed. Boys take a three-step turn right moving to the
next girl right (clockwise) ----------------- 1 M
c. Repeat all (a, b) until the boys are back again to their original places ---------- 6 M
Note: If desired, boys may go around twice.

EXIT
Continuing the same music, all go to their original places and exit by executing waltz
steps starting with the R foot. Hit own sticks three times to a measure at the R and L side
alternately. Pair 1 casts off and leads the group.

Note: When hitting own sticks together, it is always R over L, and L over R alternately.

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 Physical Education 8 Answer Sheet Activity 1-2
Module 3 Lesson 1: Fitness and Dance [Week 9-10]

Name: ________________________ Strand and Section: ___________ Teacher: Orlando M. Kiwaon

Reflect upon
Activity 1. Instructions: Answer the following question. Write at least 5-7 sentences.
1. Compare Sakuting with Binislakan?
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2. Describe the costume of the performers in dancing Sakuting?

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3. Why do you need to learn the step in dancing? Explain.

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Activity 2. Let’s draw!
B. Instruction:
 Draw the costume for Sakuting.
 Use this answer sheet.
 Note: Printed output will not be accepted.


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 Module 4 PHYSICAL EDUCATION 8 [Week 11-15]

Lesson 3: Pangalay Dance

Pangalay is a tribal dance from the south. It is dance which originated in Zamboanga Del sur
emphasize the agility of the upper body. The rhythmic bounces of the shoulder with
simultaneous waving of arms are its basic movements. The Pangalay is usually performed at
weddings and other social gatherings with colorful, glittery and pointed finger extenders that
wave from the wrists.
A Pangalay native to the Badjao, sometimes known as the “sea gypsies” is performing a
dance that emphasize the agility of the body. The rhythmic bounce on the shoulders with
simultaneous alternating waving of arms the basic movements of the arm.
Exercise
Below are the steps in performing Pangalay the dance.

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Lesson 4: Sua-Sua Dance
Sua-Sua dance is from Jolo, Sulu. Literary, Sua-Sua means a “small orange plant”. It is also
the name of a courtship dance and it is accompanying song. According to the Moros of the
old generation, the movements of this dance have been modified and modernized. There is no
doubt, however, that some parts are based on typically old Moro dance.
Dancers sing as they perform the dance. The natives often repeat as many times as they like
or until they are made to stop.

The song goes this by:

Music A
Sua-ko; Sua-ko, yampa tian um,
Sua-ko; Sua-ko, yampa tian um.
Ah-Mag dahoon pa unom unom,
Ah-Mag dahoon pa unom unom.
Music B
Bang ma-ka tum-tum panon,
Bang ma-ka tum-tum panon.
Ah atay ko mag ka gomon,
Ah atay ko mag ka gomon.
Music C
Kan ka pilaran, cambia sara-ran,
Di ka dua han, di ka imanan.
Ah mag pe-pin-tas’ ha-la-man,
Ah mag pe-pin-tas,da koman
Music D
Kan kapilaran-iman
Translation:
My little orange tree I had planted,
With its six lovely green leaves.
Reminds me of her
Thus causing my heart to beat.
The loveliest beauty among the many,
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 The pretty one I cannot change, To that lovely beauty, I lost my heart.
Walking hurriedly along the street
Hand in hand with me-
Literal translation of the song by lt. Alpad Arasad

Costume: The dancer are dressed in typically Jolano costume, with an open fan in each hand.
Music: Divided into 4 parts A, B, C, and D
Counts: one, two to a measure
Formation: This is danced by one couple but any number of couples may take part. The
dancer hold the second fan with the second hand and third fingers on one side towards the
top, and thumb, fourth finger, and little fingers are under on the other side. Partners stand
opposite each other about eight feet apart. Girl at the right side if her partner when facing the

audience.

Sua-Sua Step: Point R (or L) foot in front (ct. 1), slide forward with the toes of the same foot
and put the weight on the whole sole of the foot at the end of the side (ct. 2). The movement
is repeated with the other foot. This step is used throughout the dance.
Arm Movement: with an open fan held in each hand, hold arms in second position or at
shoulder level and turn hands (from the wrists only) in a horizontal figure eight motion (see
diagram below). It takes two counts to complete a figure eight motion.

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 Physical Education 8 Answer Sheet Activity 1-2
Module 4 Lesson 1: Pangalay Dance [Week 11-15]

Name: ________________________ Strand and Section: ___________ Teacher: Orlando M. Kiwaon

Let’s Draw
Activity 1. Draw and describe the costume of Pangalay dance inside the box below. (30
points: 15 points for the drawing, 15 points for the description)

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