Senior High School

PHYSICAL EDUCATION
AND HEALTH 11
Second Semester – Module 3
FITT Goals to Achieve and
Maintain Health Related
Fitness

Department of Education ⚫ Republic of the Philippines

Physical Education and Health – Grade 11
Alternative Delivery Mode
Second Semester - Module 3: FITT Goals to Achieve and Maintain Health-Related Fitness
First Edition, 2020

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Development Team of the Module

Writer/s: Eric John B. Lapulapu,

Marites G. Jael

Content Editor: Johnny D. Redondo

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Jonathan S. Dela Peña, PhD, CESO V
Schools Division Superintendent
Nimfa R. Lago, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
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 Senior High School

PHYSICAL EDUCATION
AND HEALTH 11
Second Semester – Module 3
FITT Goals to Achieve and
Maintain Health Related
Fitness

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education ⚫ Republic of the Philippines

 TABLE OF CONTENTS

Title Page
Title Page ……………………………………… i
Overview ……………………………………… 1
Objective ……………………………………… 1
Lesson 1: Physical Fitness Test
What I Need to Know ………………………………………. 1
What I Know ………………………………………. 1
What I Can Do ………………………………………. 6
Assessment ………………………………………. 6
Lesson 2: The Nature and Background of Volleyball
What I Need to Know ………………………………………. 8
What I Know ………………………………………. 8
What I Can Do ………………………………………. 10
Assessment ………………………………………. 10
Lesson 3: Fundamental Skills in Volleyball: Digging
What I Need to Know ………………………………………. 11
What I Know ………………………………………. 11
What I Can Do ………………………………………. 12
Assessment ………………………………………. 13
Lesson 4: Fundamental Skills in Volleyball: Service
What I Know ………………………………………. 14
What I Can Do ………………………………………. 16
Assessment ………………………………………. 16
Lesson 5: Fundamental Skills in Volleyball: Spiking and Blocking
What I Know ………………………………………. 17
What I Can Do ………………………………………. 19
Assessment ………………………………………. 20
Summary ………………………………………. 21
References ………………………………………. 22
 Lesson
Physical Fitness Test
1
What I Need to Know

You will design a physical activity program for the family/school peers to
achieve fitness.

Specifically, this module will help you to:

• undertake physical activity and physical fitness assessment;
• conducts physical activity and physical fitness assessments of
family/school peers; prepares a physical activity program.

Let us start your journey in learning more about Sports Physical Fitness.

Let’s Think and Act Now!

What I Know

Physical Fitness Protocols for the following fitness tests:

• Hexagon Agility Test

• Juggling
• Standing Long Jump
• Stork Balance
• Zipper Test

Hexagon Agility Test - measures the ability of the body to move in different
directions quickly.

1
Test Protocol

Equipment - Tape measure, Stopwatch, chalk, or masking tape

• Hexagon Size - Length of each side is 18 inches high school. Each angle is
120 degrees

For the Performer:

• Stand with both feet together inside the hexagon facing the marked starting
side.
• At the signal 'Go', using the ball of the feet with arms bent in front, jump
clockwise over the line, then back over the same line inside the hexagon.
Continue the pattern with all the sides of the hexagon.
• Rest for one (1) minute.
• Repeat the test counterclockwise.

For the Partner:

• Start the time at the signal go and stop once the performer reached the side
before the side where he/she started.
• Record the time of each revolution.
• Restart the test if the performer jumps on the wrong side or steps on the line.
• Scoring – Add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.

Score interpretation

Juggling - measure the coordination of the eyes and hands.

Test Protocol

Equipment - Sipa (washer weighing 4 gms. with 5 inches straw)/20 pcs. bundled
rubber bands/any similar local materials weighing 4 gms. and Stopwatch

2
For the Performer:
• Hit the sipa/rubber band/similar local material alternately with the right and left
palm upward. The height of the tossed material should be at least above the
head.

For the Partner:

• Count how many times the performer has hit the material with the right- and
left-hand maximum in 2 minutes.
• Stop the test if the material drops or after 2 minutes.
• There shall be three (3) trials.
• Scoring – Record the highest number of hits the performer has done.

Score interpretation

Standing Long Jump - measure the explosive strength and power of the leg
muscles.

Test Protocol

Equipment - tape measure/meter stick/any measuring device

For the Performer:

• Stand behind the take-off line with feet parallel to each other, the tips of the
shoes should not go beyond the line.
• Bend knees and swing arms backward once, then swing arms forward as you
jump landing on both feet. Try to jump as far as you can.
• Do not control the momentum of the jump (continuously move forward).
• Must land on both feet.
• Perform the test twice in succession.

For the Partner:

• Place zero (0) point of the tape measure at the take-off line.
• After the jump, spot the mark where the back of the heel of either foot of the
performer has landed nearest to the take-off line.
3
 • Record the distance of the two trials.
• Scoring - Record the best distance in meters.

Score Interpretation

Stork Balance Test - assess one’s ability to maintain equilibrium

Test Protocol

Equipment: flat, non-slip surface and stopwatch

For the Performer:

• Remove shoes and place hands on the hips.
• Position the right foot on the side of the knee of the left foot.
• Raise the left heel to balance on the ball of the foot.
• Do the same procedure with the opposite foot.

For the Partner:

• Start the time as the heel of the performer is raised off the floor.
• Stop the time if any of the following occurs:
o The hand(s) come off the hips.
o The supporting foot swivels or moves (hops) in any direction of the
non-supporting foot loses contact with the knee or the heel of the
supporting foot touches the floor.
o There shall be three (3) trials
o Scoring – Record the time taken on both feet in the nearest seconds then
divide the score to two (2) to get the average percentage score.
Scoring interpretation

4
Zipper Test - measures upper arm and shoulder girdle joints flexibility.

Test Protocol

For the Performer

• Stand erect.
• Raise your right arm, bend your elbow, and reach down across your back as
far as possible, extend your left arm down and behind your back, bend your
elbow up across your back and try to reach/cross your fingers over those of
your right hand as if to pull a zipper or scratch between the shoulder blades.
• To test the left shoulder, repeat procedures a and b with the left hand over
the left shoulder.

For the Partner:

• Observe whether the fingers touched or overlapped each other. Between the
middle fingers of both hands.
• Record the score taken the distance in centimeter.
• Scoring – record zipper test to the nearest 0.1 centimeter

Score interpretation

40-meter sprint - measure running speed

• Due to the pandemic brought about by Covid-19, we can’t execute this
test at home.
• This test needs open spaces and larger areas.

5
REMEMBER

In designing a Physical Activity Program

Are you ready to take your physical activities to the next level? Or do you
simply want to begin incorporating exercise into your daily routine? Then you should
consider using the FITT principle.
FITT stands for frequency, intensity, time, and type. These are the factors
that may determine what kind of impact physical activities will have on your body.
• Frequency - the number of times you exercise per week. Frequency should
always be determined by the type of activity you’re engaging in.
• Intensity - degree of intensity is based on the amount of work you have to
put in.
• Time - length of time you spend exercising. This has directly impacted by the
other three components of the FITT model.
• Type - type of physical activity you choose lies at the heart of the FITT
principle.

What I Can Do

Activity 1: “PFT Week 3”

Directions: In this activity you must find a partner (it may be our siblings, parents or
whoever you are with at home) that will help you in performing the tests. Also, you
must wear light and comfortable clothes. At your convenient home, perform the
following fitness test: Hexagon Agility Test, Juggling, Standing Long Jump,
Stork Balance and Zipper Test.
• Prepare for the test.
• Review the procedures in conducting the Physical Fitness Test.
• Do the warm-up exercises on your own or with your partner at home.
• Re-orient yourself on the proper execution of the tests and recording of test
results.
• Observe safety.
• Perform the test with a partner.
• Record your test results.

ASSESSMENT

“Our Physical Activity Program” (Collaboration)

Directions: In designing your Physical activities program/plan it must be simple,
enjoyable, and suited to the needs your family to attain maximum level of physical
wellness. Use the chart found below to plan your activities. Make sure to include
activities for the whole family. Your log should show complete thought and effort and
be as detailed as possible.

6
 FITT TABLE

FITNESS COMPONENTS FREQUENCY INTENSITY TYPE TIME

Example: 3-6 times a Moderate to Running, 30-60

CARDIOVASCULAR week Vigorous walking, minutes
ENDURANCE dancing,
POWER
FLEXIBILITY
MUSCULAR STRENGTH
MUSCULAR ENDURANCE

REFLECTIVE LEARNING SHEET (Lesson 1)

Name: ______________________________ Grade & Section: ________________

What if?!
REFLECTIVE LEARNING SHEET NO.3
Directions. Answer the following questions that starts with “What if?

What if I did not do warm-up exercises before doing any physical

activities?
______________________________________________________
________________
______________________________________________________
________________
___________________________________________________

What if I cheat on my test results just to get good interpretations?

______________________________________________________
_______________
______________________________________________________
________________
______________________________________________________

What if my and I family did not get enough physical activities

during this pandemic because of Covid-19?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

7
 Lesson The Nature and
2 Background of Volleyball

What I Need to Know

You will describe the nature and background of the sport. Specifically, this
module will help you to:
• Discuss the nature and background of Volleyball;
• Appreciate Volleyball as a sport.

Let us start your journey in learning more about Volleyball

Let’s Think and Act Now!

What I Know

INTRODUCTION
Volleyball is a team sport which is played in a court with a high net by two (2)
teams with six (6) persons on each team court. It may be played by all male, all
females, or mixed teams with net height adjustments for boys, girls, or age-group
differences; and using a variety of playing surfaces; wood, rubberized materials, or
grass.
The basic objective of the game is to keep the ball which is served over the
net, from contacting the floor on your side and to return it so that it contacts the floor
on the opponents’ side before they can return it. The team that fails to return the ball
within the specific limits loses the chance to serve and gives a point to the team’s
opponent.
In the game volleyball, the cooperation of the members of the team is
important.

The History of Volleyball

Volleyball was first developed by William G. Morgan. After graduation from
Springfield College in Massachusetts in 1895, William G. Morgan took a position as
physical director of the Holyoke Young Men’s Christian Association. The main activity
was basketball, a relatively strenuous sport for the businessmen who used the
facilities of the gymnasium. Some older men did not like it because of the roughness
of the game.
In 1896 at a YMCA Conference at Springfield College, Mr. Morgan publicized
a new game. A net 6 feet 6 inches was stretched across the gymnasium. The main
object of this new game was to hit the ball back and forth over the net with the hands.
8
The game started with a serve. The server was allowed three “outs” after which the
opposite team was permitted to serve. To constitute an out, the ball had to land out-
of-bounds or hit the floor on a second bounce. The game was introduced as
“Mintonette” but after watching the game, a faculty member of Springfield College,
Dr. Alfred T. Halstead, recommended that the name be changed to volleyball. Shortly
after the game’s invention, Mr. Morgan drew up specifications for a special ball.
By 1912, several rule changes had been made. Volleyball became very
popular with schools, colleges, playgrounds, and the armed forces. In 1928, the
United States Volleyball Association was formed.
The FIVB-sponsored world volleyball championships (for men only in 1949; for
both men and women in 1952 and succeeding years) led to acceptance of
standardized playing rules and officiating. The game volleyball was introduced in the
Philippines by the YMCA in 1910. This sport became an Olympic sport in1964 during
the Tokyo Olympic.
The 2000 Olympics introduced significant rule changes to international
competition. One change created the libero, a player on each team who serves as a
defensive specialist.

Equipment used in Volleyball:

The Ball The Net & Posts

The Antenna The Court

9
 What I Can Do
Activity 3: “My Volleyball Timeline”
Directions: Using what you learned from the lesson,
create a Timeline Chart that shows the history of
volleyball. Decorate and design your chart. Be ready to
present and discuss it on class.

ASSESSMENT
CHECKING YOUR UNDERSTANDING
Directions: Read the sentence carefully. Encircle the letter of the correct answer.
1. In playing volleyball, how many people on each team are in the court?
A. 10 B. 6 C. 5 D. 2
2. What was the original name of volleyball?
A. Battledore B. Lacrosse C. Mintonette D. Pantomime
3. When was the year volleyball created?
A. 1912 B. 1928 C. 1895 D. 1964
4. Who develop the game volleyball?
A. William G. Morgan C. James Neismith
B. Elijah Campwood D. John A. Belstrad
5. Volleyball was introduced by YMCA in the Philippines during what year?
A. 1912 B. 1910 C. 1928 D. 1964
6. Which of these is the international governing body for all forms of
volleyball?
A. NORCECA B. FIVB C. CEV D. NBA
7. On what year does Volleyball became an Olympic sport?
A.1912 B. 1910 C. 1928 D. 1964
8. Volleyball became an Olympic sport during the _____________.
A. Athens Olympic C. Tokyo Olympic
B. Beijing Olympic D. Berlin Olympics
9. The following are equipment used in Volleyball EXCEPT:
A. ball B. bat C. post D. net
10. A player on each team who serves as a defensive specialist.
A. team captain B. reserve C. libero D. back liner

REMEMBER
• The game Volleyball was first introduced as “Mintonette”.
• The game Volleyball was introduced in the Philippines by the YMCA in 1910.
• Volleyball became an Olympic sport in 1964 during the Tokyo Olympic.
• The game was started with a serve. The server was allowed three “outs” after
which the opposite team was permitted to serve.
• In the game Volleyball, the cooperation of the members of the team is
important.
• A player on each team who serves as a defensive specialist is called libero.

10
 REFLECTIVE LEARNING SHEET (Lesson 2)

Name: ______________________________ Grade & Section: ________________

REFLECTIVE LEARNING SHEET NO.4

Directions: Explain the brief history of Volleyball using the flow chart below. Start by
writing key words on the upper left circle finishing at the lower right circle to complete
the sequence on how Volleyball was invented.

Lesson Fundamental Skills in

3 Volleyball: Digging

What I Need to Know

You will learn the fundamental skill in volleyball which is digging.

Specifically, this module will help you to:

• Execute properly the correct mechanics of dig in Volleyball;
• Value the importance of playing a sport like Volleyball in maintaining a
healthy body.

Let us start your journey in learning more about Volleyball

Let’s Think and Act Now!

What I Know

INTRODUCTION

Every sport has a set of basic skills associated with it. While each of these
sports also has specialized positions, every player should know at least the basic set
of skills for their sport. Volleyball is no exception
Digging refers to passing but specifically when you’re playing defense against
your opponent’s attacks. This skill is important when you’re trying to keep a rally going
and your team needs to play defense really well. Libero, in modern volleyball refers to
the player who cannot play in front of the attack line, has different color of jersey
uniform and can be substituted even without the help of the second referee.
11
Here are the instructions on how to execute dig properly:
1. You need to stay low while playing defense. This means keeping your
knees bent and staying on your toes so you can move quickly to the ball.
2. Also, keep your eyes on where the ball is going and what the ball is doing
so you know who is attacking the ball and what kind of attack is coming (hard-
driven ball, tip, roll shot, etc.).
3. Once you’ve established the ball is coming toward you and at what
speed, you can adjust your platform accordingly. If the ball is coming quickly,
keep your platform stable and absorb the ball a little bit by shrugging your
shoulders to avoid shanking it.
4. On the flipside, if the ball was tipped, you need to add a little swing to
your platform when you contact the ball to make your pass higher and reachable
for the setter.

What I Can Do

Activity 1: Dig it, Dig it and TikTok it!

Directions: After reading the procedure on how to perform dig, you must practice well
to execute it properly. Be extra careful doing this activity for you might hit people or
furniture and fixtures inside your home.
1. Square up against a wall.
2. Take the ball, and then toss, swing,
and dig as it comes back to you.
3. Increase the power and speed of your
swing to challenge yourself further.
4. You can practice both underhand and overhand digs.
5. After practicing, get ready to video your newly learned skill creating a
dance choreography using the TikTok app and get ready to send it your
teacher for evaluation

12
 ASSESSMENT
CHECKING YOUR UNDERSTANDING

“VOLLEYBALL IN MY LIFE”
1. What values can you derived from practicing the skill that may be transferred
in doing household chores?
___________________________________________________________________
_________________________________________________________

2. How can you use the skill digging in Volleyball in your day-to-day activities?
___________________________________________________________________
_________________________________________________________

3. Why is it important to have physical activities like Volleyball in achieving our

fitness goals?
___________________________________________________________________
_________________________________________________________

REMEMBER

Digging is a defensive maneuver in volleyball that can save your team from an
offensive spike or attack. Doing squats and other exercises that mimic the motions
made during digging will help keep your muscles in shape.

To properly execute a good dig, you must remember these mechanics:

• You need to stay low while playing defense. This means keeping your knees
bent and staying on your toes so you can move quickly to the ball.
• Also, keep your eyes on where the ball is going and what the ball is doing so
you know who is attacking the ball and what kind of attack is coming (hard-
driven ball, tip, roll shot, etc.).
• Once you’ve established the ball is coming toward you and at what speed, you
can adjust your platform accordingly. If the ball is coming quickly, keep your
platform stable and absorb the ball a little bit by shrugging your shoulders to
avoid shanking it.
• On the flipside, if the ball was tipped, you need to add a little swing to your
platform when you contact the ball to make your pass higher and reachable for
the setter.

REFLECTIVE WORKSHEET NO. 3

1. What are the different fitness components involve in doing the dig in Volleyball?
___________________________________________________________________
___________________________________________________________________

2. How does the skill in doing the dig in Volleyball can be develop even though you
have limited space, equipment, and supervision of your teacher?
___________________________________________________________________
___________________________________________________________________
13
3. Why is it important to still move and play sports like Volleyball during this time of
pandemic?
___________________________________________________________________
___________________________________________________________________

Lesson Fundamental Skills in

4 Volleyball: Service

What I Know

INTRODUCTION

While learning the fundamental skills in Volleyball, with practice, you can
become a great player.
Serving is the method of putting the ball in play over the net by striking it with
the hand. The most used service in Volleyball is underhand, overhand and side arm
serve.

Proper Mechanics in doing the underhand serve:

1. Stand facing the net with the left foot slightly forward and the weight on
the right foot.
2. Hold the ball with the left hand with the left arm across and a little in
front of the body and the ball resting on
the pads of the left fingers.
3. Step left foot forward, transferring the
weight to the front foot and at the same
time; bring the right arm back in a
preparatory motion.
4. Swing the right hand forward and contact
the ball, just below the center.
5. The ball can be hit with an open hand or
with the fist either facing forward or
sideward.
6. Follow through with the arm to ensure a smooth serve.

*Note: These directions are for a right-handed serve. For the left-handed serve, reverse the
position and movements.

14
Proper Mechanics in doing the Overhand Serve:
1. Stand with the left foot in front and the left side of the body turned
somewhat toward the net with the weight on both feet. Hold the ball in the left
hand directly in front of the face.
2. Toss the ball straight up shifting the weight
to the back foot. The height of the toss is a matter of
choice, but from 3 to 5 ft. is suggested.
3. Contact the ball with the open palm or with
the fist above the shoulder as the ball drops thus
shifting the weight to the forward foot which can take
a short step forward.

* Note: An effective serve is one that has no spin-a floater. The directions are for a right –
handed serve. For the left-handed serve, reverse the position and movements.

Sidearm Serve - like the overhead serve, the sidearm serve is powerful and difficult
to receive. This serve goes over the net into a downward trajectory.

Proper Mechanics in doing the sidearm serve:

1. Take a forward stride position behind the end line with the left side
toward the net.
2. Hold the ball with the left hand in front of the body and over or slightly
ahead of the left foot.
3. Bring the right arm which should be fully extended to approximately
shoulder level and shift weight to the rear foot.
4. Move the right arm forward to contact the ball with either the heel of the
hand or a closed fist.
5. Follow through in the direction in which the ball is to travel.

REFLECTIVE LEARNING SHEET

Name: _____________________________ Grade & Section: ________________

“Service in my Family”
REFLECTIVE LEARNING SHEET NO.6
In this lesson you learned about the correct mechanics in doing service in
Volleyball, let’s try to apply it in real life situation by creating an Essay on the meaning
of “service” in doing household chores assigned to you at home.
___________________________________________________________________
___________________________________________________________________
______________________________________

Set is a tactical skill in which a ball is directed to a point where a player can
spike it in the opponent’s court. Following the passes, the set is the next touch on the
ball if the pass allowed you (the setter) to get to the ball on time. You want to beat the
ball so you can set your body before the ball gets to your hands. This requires you to
anticipate where the pass is going and to move quickly once you pinpoint the location
of the ball.

15
 Also, getting your body set quickly will allow you to contemplate where you
want to set the ball. You normally will always have at least 2 options – the outside
hitter and the middle hitter – and if you’re setting from the back row then you’ll have
a opposite hitter as well. However, don’t forget that you have your back-row
teammates as hitting options as well.

How to Set
1. Bring your hands together.
2. Put your hands together with your
fingertips touching.
3. Open up your hands, forming a triangle
with your index fingers and thumbs.
4. Bring your fingers apart to a distance
that would be perfect for placing a ball.

*Note: When setting volleyball, the ball should only be contacted by your fingers and never
the palms of your hands.

The points of contact on your fingers should be close to the same contact
points as when you formed the triangle. The ball should contact your thumbs and first
two fingers with an equal amount of force, while your last two fingers on both hands
contact the ball with much less force.

What I Can Do

Activity: Let’s SET go!

1. Face the wall and stand about 10 feet apart.
2. Set balls back and forth and focus on using proper technique.
3. After executing the skill, you will record your activity and send it to your
teacher for evaluation.

ASSESSMENT
Have a seat!
- Sit cross legs about 8-10 ft apart from the wall.
- Set the ball back and forth.
- The idea is to get a high arching lob on the ball and to get it to the target.
- After practicing, be ready to record your activity (through a video) and
get ready to send it to your teacher for evaluation.

REMEMBER

Setting the serve is illegal in all leagues. Players are not permitted to scoop,
hold, lift, or push the ball. The ball may never be contacted with an open-hand
underhand motion. When a ball is dinked it must be done with a closed fist or open
palms as long as hands are together.
16
 REFLECTIVE LEARNING SHEET

Name: _______________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 3
Activity: Let’s Set!
1. Try setting the ball while lying on your back.
2. Make sure to have your knees bent.
3. Have your hands 6 to 8 inches above your face, with your hands on the ball in
the proper setting position.
4. Your thumb and forefingers should form a triangular window.
5. Push up through the ball.
6. Try to set the ball over 50 times without having to move.
7. After practicing, get ready to record your newly learned skill and get ready to
send it to your teacher for evaluation using the rubric.

Lesson Fundamental Skills in

Volleyball: Spiking and
5 Blocking
What I Know
INTRODUCTION
Volleyball is a sport that requires you to master a complex skill set. Because
you rotate from playing front line positions to back line positions, you constantly are
shifting from setting up offensive plays to completing offensive plays. You also must
shift quickly from offense to defense. During any given sequence in volleyball, a player
must be prepared to execute a variety of skills.

Spiking is one of the most powerful moves in all of volleyball. When timed
correctly, it can overpower a team’s defensive line and put points on the board in a
heartbeat. Learning how to spike correctly is essential to becoming an effective
offensive volleyball player, but it takes time, practice, and a developed sense of timing.

On the other hand, blocking is a defensive play made close to the net. The
object of a block is to deflect an offensive shot directly back toward your opponent.
Block attempts can be made by individual players or pairs of players.

Spiking is act of scoring the ball over the net into the opposing court effectively
and aggressively. It is a form of attacking and a very popular offensive move used in
volleyball. It is the act of jumping and hitting the ball down into the opponent’s court,
which hopefully results in a “kill”. There are various types of hits- the outside, middle,
and back hits based on who the hitter is.

17
 A spike is usually performed on the third contact after the setter; the playmaker
of your team has set up the ball. The purpose of spike is to score a point for your team
and finish the ongoing rally - or at least to make other team's playmaking as hard as
possible. A spike could be also called a hit, a swing or a shot.
How to spike:
1. Always keep your eyes on the ball to visualize
when it’s in the best position for a spike.
2. Adjust your body and shift your weight to
where the ball is in the air. If it’s drifting to your
left, you’ll need to shift your body weight to the
left in order to be ready to move that way.
3. Stand 5 or 6 feet back from the net. Run to the
net as the ball is approaching the top of its
flight. Take a large step forward with your left foot—if you spike with your right
hand, opposite if you spike lefthanded—to create a base for your jump. Bring
your right foot forward and bend your knees.
4. Jump off the ground and get as high in the air as possible. Position your body
so it’s to the left of the ball. Bring your right arm back behind your body with
your palm open.
5. Swing your arm forward as fast as you can so that it meets the ball moving
downward and away from any blocking players. Hit the ball with the ball of your
hand, down near where the base of your thumb meets your wrist.
6. Follow through fully by bringing your hitting arm down and across your body.
Land on the ground and get back in position to make another play.

Blocking
Blocking is an action taken by players by standing or jumping at the front of the
net to stop or alter the opponent’s attack. Blocking is not learned by all players since
only the front row utilizes it. However, it is the main defense against the opponent's
attacks and helps to slow down the speed of the attacks to make it easier for the back
row to pass. Blocking can be done by one to three players. There are single, double,
and triple blocks in volleyball. The concept behind the three blocks is all the same.

How to block:
1. Stand in stride position with the shoulders parallel with the net, about 6 to 12 inches
far with the knees slightly flexed for quick movement.
2. Position the hands between the net and the body
at shoulder height with fingers spread and palms
facing the net.
3. Flex the knees to a near 100degree angle and
jump off from the floor and thrust the arms straight
upward parallel with the net.
4. As the hands clear net height, gently push them
across as far as possible, being careful not to touch
the net. Position the outside hand slightly toward the
court to deflect the ball inward.
5. Pike slightly at the waist for balance and power.
6. Withdraw hand gently upon descending and return them in front of the body.
7. Bend the knees upon floor contact to absorb shock and for balance. Pivot away from
the net, following the direction of the ball.
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 What I Can Do
Spike it!
1. Toss the ball up in front of you. Then go through spiking setup.
2. When the ball falls to you, spike it against the wall.
3. Try to get your spikes over the line you drew so they will clear the net in
real game.
4. Work on your accuracy by aiming at different points along the wall.
5. Spike the ball as close to them as you can.
6. After practicing the skill, be ready to record your video and send it to your
teacher for evaluation.

Block on the wall!

1. Practice moving left or right as quickly and efficiently as possible.
2. Work on pressing against and come back down in control.
3. Remember to keep your shoulders by your ears, push and hold strong.
4. After practicing the skill, be ready to record your video and send it to your
teacher for evaluation.

REMEMBER
• When the ball is struck forcefully downward, above the height of the net, it is
referred to as a “spike” or “kill” shot.
• Blocking is not allowed on serves. Blocks often are utilized as a defense
against “kill” shots.

REFLECTIVE LEARNING SHEET

Name: _________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 8
Let’s Play! (Spiking)
1. Toss the ball up, bring your arms up in the air, and then swing as if you were the
attacker.
2. You can angle your hit so the ball bounces off the ground then wall so it will rebound
right back to you for another repetition.
3. After practicing the skill, be ready to record your video and send it to your teacher
for evaluation using the rubric.

Let’s Play! (Blocking)

1. Start by standing in front of a wall in a blocking position.
2. The learner then jumps up and touches as high as they can on the wall using good
blocking form.
3. The learner then come back down to the ground and land in blocking position.
4. After practicing the skill, be ready to record your video and send it to your teacher
for evaluation using the rubric.

Your performance will be rated according to the following rubric for assessment:

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 ASSESSMENT
Multiple Choice
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Among the equipment what is the most basic for volleyball?
A. Bat B. Ball C. Nike Shoes D. Coach board
2. Aside from the ball and the net, what other equipment is associated in volleyball?
A. Score board B. Helmet C. Bat D. Birdie
3. To reduce risk and prevent any injury in playing, the player must ____.
A. Jog B. Sprint C. Warm-up D. Jump
4. Which of the following is a benefit of volleyball?
A. Lower the chance of getting good health
B. lower the chance of maintaining body fit
C. lower the chance of meeting people
D. lower the chance of getting heart attack
5. What basic skill is needed to make a point or score in a volleyball?
A. Attacking B. Dribbling C. Digging D. Passing
6. How many players are there in each team on the floor at any one time?
A. 10 B. 8 C. 14 D. 6
7. What was the original name of volleyball?
A. Lacrosse B. Ballet ball C. Mintonette D. Tunez
8. How many sets are in a volleyball game?
A. 5 B. 7 C. 9 D. 6
9. Each team may hit the ball __________ times.
A. 2 B. 4 C. 3 D. 5
10. Who created volleyball?
A. James Naismith B. James Morgan C. Julius Irving D. William Morgan
11. The following are the health benefits in playing volleyball EXCEPT
A. overweight C. Metabolism
B. Improve immune system D. strong bones and muscles
12. Which of the following is a basic skill in volleyball?
A. Dribbling B. Shooting C. Kicking D. Spiking
13. When was volleyball game created?
A. 1895 B. 1891 C. 1871 D. None of the above
14. The following are the equipment used in playing basketball EXCEPT _______
A. Ball B. Gloves C. Knee pads D. score sheet
15. The object of volleyball is to ______.
A. send the ball across the court to ground it on the opponent’s court.
B. Send the ball over the net to ground it on the opponent’s court.
C. Send the ball under the net to ground on the opponent’s court.
D. Send the ball beside the net to ground it on the opponent’s court

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SUMMARY
• The basic skills in volleyball are digging, passing, shooting and attacking.
• The game was originated in the United States of America and was called
Mintonette.
• In playing volleyball, you may acquire numerous physical and health benefits.
• Monitoring the frequency and intensity of your exercise is very important.
• Proper warm-up is very important when planning to engage in playing
basketball or any physical related activities.
• Being active in participating team sports helps builds my confidence in
communicating other people.
• Engaging in any physical activity is very important because it helps my well-
being.

21
REFERENCES

Aguinaldo, Maria Lourdes. 2014. Our World Of MAPEH. Vibal Publishing House

Anido, Belinda R. et al., 2013. Music and Arts of Asia

Doria, J.P. Jr. et al., 2013. Physical Education and Health Learners Module for Grade
8. DepEd Central Office.

Gineta, Josie D. et al., 2014. St. Bernadette Publishing House

Santiago, Norma B. et al., 2014. Magallanes Publishing House

Google Volleyball spiking illustration, accessed May 20, 2020

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