PE 104 RECREATIONAL ACTIVITIES

2nd Semester SY 2020-2021

Learning Module
PE4

Name of Student
 Module No. 1 / Recreational Activities

Recreational Activity and

Development, Importance,
Objectives, and Classifications of
Recreational Activities

INTRODUCTION
This module deals with the meanings, importance and development about recreational
activity. As you read this material, you will be able to know the definition of recreational
and its classification. Likewise, you will know more about the significance in physical
fitness development and maintenance. After the content discussion, you are given
exercises to work on. Towards the end of this module, you are tasked to give your own
reflections. All these activities will deepen and strengthen your understanding about the
lesson presented. Do the task honestly coupled with high interest so that you can benefit
the most of it.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
 Show understanding about recreational activities by creating a concept map

LEARNING OBJECTIVES:
1. Clarify the meaning of recreational activity and its significance in physical fitness
development and maintenance
2. Identify recreational activities based in its classification

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.

What is Recreation?
Recreation refers to activities that take place during an experience known as leisure.
Recreation is the expenditure of time with intent to gain some refreshment. It is a break
from monotony and a diversion from the daily routine. It is a positive change from the
stereotypical lifestyle and involves an active participation in some entertaining activity.
Recreation is anything that is stimulating and rejuvenating for an individual. Some people
enjoy nature hikes; others enjoy skiing (or both). The idea behind these activities is to
expand the mind and body in a positive, healthy way.

Leisure Education is an assistive tool to enable the individual to:

1) gain a broader understanding of where, why, how, and with whom he can pursue his leisure
interests and experiences and
2) unlearn non-adaptive and learn more functional responses, i.e. to develop different modes of
leisure behavior which will enable the individual to adapt to the environment to meet his free time
needs.

Values derived from Recreation:

1. Mental Health
2. Physical Health and Growth
3. Emotional Stability
4. Social Fitness
5. Psychological Awareness

Everyone needs to plan and best utilize daily free time for recreation. If leisure time is
used correctly and to the fullest, it will:
• Recreate the body, mind, and spirit through and through
• Bring forth renewed vigor, spirit, and creative effort

Why is it important for a student to enjoy positive leisure or recreational activities daily?
a. Recreational activities give you opportunity to be creative, to express your basic needs, and to
be your real self.
b. All work and no play make a person not only dull but a sick, unbalanced, and unhappy individual
according to medical authorities.

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c. Students who correctly balance work and play are more productive and tend to be in better
physical, mental, social, and emotional health.
d. Students who are disciplined, well-organized, and have life goals well in mind will have better
chances of being successful.
e. These will help them build a lifelong habit.

Other Values that you can derive from engaging in worthwhile recreational activities.
• Recreational activities like sports will develop muscular strength, agility, power, flexibility, and
improve one’s health.
• Engaging in group activities develops social skills that will lead to the development of proper
conduct and behavior and social graces.
• Worthwhile recreational activities give students or youth opportunities to be busy with meaningful
activities instead of roaming around and doing harmful vices like abusing dangerous drugs.

Recreational activities may be classified as either passive or active.

 Passive recreational activity refers to activities done during leisure but at a sedentary
position.
 Active recreational activity requires one to expend energy while performing these
activities.

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Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Activity No.1
Directions: Provide your answers briefly and concisely below.
1. Define recreational activity in your own words.
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Activity No.2
Directions: Write inside the box below the appropriate information being asked for. You can list
down as many as you can minimum of 5 examples.

PASSIVE RECREATION ACTIVE RECREATION

Examples Examples
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 Assessment Task:
Let’s Apply!
Direction: Create a concept map about recreational activities by filling out the following.

Its definition (in your own words)

Types & Classifications Objectives

Recreational
Activity

Importance & Benefits

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Since you are done with all the activities above, it’s time for you to reflect about the
topic. Are you ready?

Reflective Analysis
Directions: Write down the most important things that you have learned from this module.
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References:
1. Jocson College, Inc. Angeles City MR. RODEL E. SINAMBAN MAPEH Teacher
RECREATIONAL ACTIVITIES
2. https://www.slideshare.net/Rs3/recreational-activities
3. https://www.slideshare.net/aprilcentes/recreational-activities-32423245

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 Module No. 2 / Recreational Activities

Group Games

INTRODUCTION
After doing the activities in this module, it is expected that you can create a program
regarding group games. This is one of the tasks that the students usually encounter if you conduct
a group games.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
Create a group game and show how it is played.

LEARNING OBJECTIVES:
1. Discuss the uses of group games.
2. Explain the factors to consider in selecting games for different age groups.

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.

Uses of Games
The uses of games for both children and adults have a deep significance for individual and the
community through the conservation of physical, mental, and moral vitality.
Children who have a dull, slow and lethargic, who observe but little of what goes around them,
who react slowly to external stimuli, who are in short, slow to see, to heart, to observe, to think,
and to do, may be completely transformed in their ways by the playing of games. The senses of
perceptions are quickened. A player comes to see more quickly that the ball is coming toward
him, that he is in danger of being tagged, or that it is his turn, or in innumerable other ways, he is
aroused to quick and direct recognition of, and response to, things that go on around him. The
clumsy, awkward body becomes agile and expert; the child who tumbles down today will not
tumble down next week; he runs more fleetly; dodges with more agility, plays more expertly in
every way, showing thereby a neuromuscular development.
The social development through games is fully as important. Many children, whether because of
lonely conditions at home or through personal peculiarity, do not possess the power readily and
pleasantly to cooperate with others. Through games, the timid, shaking child learns to take his
turn with others; the bold, selfish child learns that he may not be monopolize opportunities; the
unappreciated child gains self-respect and the respect of others through some particular skill that
makes him a desired partner or a respected opponent. He learns to take defeat without
discouragement and to win without undue elation. Most important of all, in the training that comes
through games, however, is the development of will. The volitional aspect of the will and its power
of endurance are plainly seen to grow in the power of initiative; in courage to give “dares” and
take risks; in determination to capture an opponent, to make a goal, or to win the game. But
probably the most valuable training of all is that inhibition of the power for restraint and self-control
which is the highest aspect of the will and the latest to develop.

What to Consider on Selecting Games

The selection of material for a game program must take into consideration of the following factors:
1. The child for whom the games are intended. –The children must want to play the game. It must
be suited to their age, interests, characteristics, types (sick, restless, active, etc.) and previous
training.
2. The character of the activity. –The qualities of the activity are important. Choose games which
are active and which keep each child active for his share of the time –“play for all.” Get variety in
the choice for games but allow for the repetition of old games. Stand out each program with a
happy type of game in order to get the interest of your group immediately. Choose quite games
to use for rest periods after more vigorous games. Don’t choose too many different game
formations in one program. Two or three different formations are not confusing but too much time

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spent getting the group into two places for play. Make it possible for the child to develop the
fundamentals of body activities through his games and activities. Teach striking, throwing,
maintaining balance, dodging, etc.
3. The space and equipment available. Games must be chosen in relation to available space and
equipment. Choose the out-of-doors except during bad weather. When the ground is not usable,
the sidewalks can often be used for relay and line games. Schoolroom games must be chosen
carefully cue to limited space. Games where only a few are active at a time or the games played
with all standing in their own places may be used. Limit the types of equipment used in one lesson.
Avoid the necessity of getting too much equipment out for one game program. Choose games
which use no equipment to use in the same program with those which use equipment. Substitutes
can often be used where equipment is limited-bean bags instead of balls etc.
4. The time or season of the year. Choice of games must be seasonal. Correlate the game
activities with the time of year, current interests, and other activities.

Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Directions: Give what is being ask in each item and provide your answers briefly and concisely
below.
1. Describe group games briefly in your own words.
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2. Explain the factors to consider in selecting games for different age groups.
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Assessment Task:
Let’s Apply!
Direction: Create a group game by following the template below. Invite your family members,
friends and/or classmates and conduct the game you created. Make a documentation through
pictures. Create a photo collage as documentation in a short coupon bond with captions

(Name of the game)

Introduction:

Objectives:

Materials Needed:

Mechanics of the Game

(How the game is played)

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Since you are done with all the activities above, it’s time for you to reflect about the
topic. Are you ready?

Reflective Analysis
Directions: Write down the most important things that you have learned from this module.
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References:
1. Shea, Margaret D. Games for the Young Adult, Copyright 1991

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 Module No. 3 / Recreational Activities

Parlor Games

INTRODUCTION
This topic will help you understand the objectives and suggested physical education activities in
playing parlor games. Do your task sincerely.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
Create a parlor games and show how it is played.
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LEARNING OBJECTIVES:
1. Explain the importance of parlor games in Filipino’s celebrations.
2. Define Parlor Games
3. List down examples of Parlor Games

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.

PARLOR GAMES
A parlour or parlor game is a group game played indoors. These games were extremely popular
among the upper and middle classes in Great Britain and in the United States during the Victorian
era.
Many parlour games involve logic or word-play. Others are more physical games, but not to the
extent of a sport or exercise. Some also involve dramatic skill, such as in charades. Most do not
require any equipment beyond what would be available in a typical parlour. Parlour games are
usually competitive, but cumulative scores are not usually kept. The length and ending time of the
game is typically not set; play continues until the players decide to end the game.
Parlour games are also interchangeably used with carnival games such as, but not limited to,
"ping pong toss", "dart throwing", "strong man", and "dunk water". These can be played either
indoors or outdoors and is usually accompanied with a token prize (i.e. stuffed animal) upon
winning.
One of the activities of the celebration is the Filipino Games. Games commonly known as parlor
games played by children and adults during Christmas Parties and using instruments usually
found at home like plates, soft drinks bottles, dress and etc.

Which of your classic Filipino party games made it to this list?

Take a walk down memory lane to remember how competitive you probably were as a kid, or to
simply recall the good times. Check out this list of fun Filipino party games.

1. Trip to Jerusalem (a.k.a. Musical Chairs)

We never did find out why this game is called Trip to Jerusalem (they say the name
originated from Germany), but it's a certified staple at every kiddie party. Children go round
and round a bunch of chairs while music plays in the background. When the music stops,
each kid must sit on a chair. There is always one less chair than the number of children,
so whoever doesn't have a seat is sadly eliminated.

2. Hampas Palayok
Hampas Palayok is to Filipinos what Hit the Piñata is to Mexicans. Each child is
blindfolded, given a bat, and led to a hanging palayok chock full of goodies like lollipops
and chocolate coins. The truth is, no one wants to be that poor kid who hits the palayok.
While the palayok breaker struggles to remove the blindfold, the rest of the kids swoop in
to claim the bounty.

3. Bring Me
The rule is simple: Bring whatever the host asks for the fastest and you win a prize. This
game is as much a trial for the adults as it is for the kids. Who can forget fighting over who

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gets to pluck lola's uban for "Bring me...a white hair!" or raiding your mother's coin purse
for a five-centavo coin?
4. Longest Line
You find out who the future strategists are with this fun group game that uses a lot of
creativity. Kids and parents are formed into groups and tasked to make the longest line
possible using everything at their disposal. This includes themselves, clothes,
accessories, and more. Some popular items: dad's sinturon and kuya's shoelaces.

5. The Boat is Sinking

The point of this game is to be a part of the last group standing. "The boat is sinking. Group
yourselves into [insert number here]," the host calls out. The kids hurry to form groups with
the right number. Anyone left without a group is eliminated. It's good practice for building
alliances (except it's all in good fun and there's no actual politics involved).

6. Pabitin
This game involves a wooden lattice tied with various goodie bags suspended in midair
and lowered up and down to a waiting crowd. The kids jump as high as they can to grab
the goodies. No other game earns more frustration than the pabitin-or at least, that's the
case for kids lacking in the height department.

7. Newspaper Dance
Also known as Stop Dance, this game involves pairs dancing on a piece of newspaper,
folding the paper in half in each round until it becomes smaller and smaller. When the
music stops, both members of the pair must successfully stay on the newspaper without
any of their body parts touching the ground. Key points to winning the game: twisting,
lifting, and lying ("My foot is small and delicate enough to fit this tiny paper square!").

8. Limbo Rock
Limbo Rock is the ultimate test of flexibility. Kids must pass under the limbo stick without
touching it or touching the ground. It's an easy feat in the first round, but casualties usually
pile up with each round as the stick goes lower. That doesn't mean the most flexible kid
automatically wins, though. If you've ever bent the rules and pled your innocence by
bawling to get to the next round, you know what we're talking about.

9. Longest "Happy Birthday"

This game is an exercise in vocal calisthenics (a.k.a. the perfect excuse for kids with
excess energy to put their lung power to good use). Kids are tasked to say "Happy
Birthday" and draw out the last syllable until they run out of breath. Whoever holds out the
longest and manages not to keel over wins.

10. Calamansi Relay

If there ever was a game about patience, it's the calamansi relay. To win, each member
of the group must put a spoon with a calamansi in his or her mouth and race around a
designated spot. Frustration mounts whenever a calamansi falls because the group
member has to start over. The first group with all members finishing wins. Variations
include the egg relay (often skipped because cleaning up egg bits and egg shells is not
fun) and the more adventurous eggplant relay (the adults definitely love this one).

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Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Directions: Give what is being ask in each item and provide your answers briefly and concisely
below.
1. Describe parlor games briefly in your own words.
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2. Explain why Filipinos are fond of conducting parlor games during celebrations and
special occasions.
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Assessment Task:
Let’s Apply!
Directions: Create a parlor game by following the template below. Invite your family members,
friends and/or classmates and conduct the game you created. Make a documentation through
pictures. Create a photo collage as documentation in a short coupon bond with captions

(Name of the game)

Introduction:

Objectives:

Materials Needed:

Mechanics of the Game

(How the game is played)

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Since you are done with all the activities above, it’s time for you to reflect about the
topic. Are you ready?

Reflective Analysis
Directions: Write down the most important things that you have learned from this module.
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References:

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1. Shea, Margaret D. Games for the Young Adult, Copyright 199

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 Module No. 4 / Recreational Activities

Tag Games

INTRODUCTION
These games are highly expecting and give the students an opportunity to meet challenges.
Participants learn about and practice moving around an activity area safely while trying to tag
others or trying to avoid from getting tagged by their opponents.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
Create a tag game and show how it is played

LEARNING OBJECTIVES:
1. Define tag games.
2. List down different tag games and explain how it is played

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.

Tag Games
Tag games are games where in one finds the ability to outrun, or outwit the other members in
their effort to catch one another. They are played either individually or as a team. Much
locomotors movement is involved as in running, speed in change of direction, agility and quick
thinking.
The following are some examples of tag games:

Affinity Tag
Tag Game Alertness, Running
As its name indicates, this is a game in which partners must find their affinity or “sole-mate”, to
exempt them from being tagged. By a counting out method select “It” and let the other players
select partners and scatter. “It” tries to tag any player who is not sitting with the sole of both feet
touching those of his partner.

Animal Cage
Tag Game Alertness, Running

A chaser pursues a runner. The other players stand in two concentric circles, the inner circle
facing outward and the outer circle facing inward, thus forming pairs standing face to face. Each
circle man joins hands with his partners, or it may be prescribed that he places his hands on his
partner’s shoulders. The runner may at will step or jump between two partners, facing one or the
other. The man to whom his back is turned is the next runner.

Prisoner’s Base
Tag Game Alertness, Speed in Running
The ground is divided into two equal parts, with a small base or prison marked off at the farther
corner of each division. From 10 to 20 players guard each side. They venture into the enemy’s
ground and if caught, are put into the prison, where they must remain until tagged by one of
their own side who is free. Both prisoner and rescuer may be tagged and brought back to prison
before reaching their own ground. The game is won when one side makes more prisoners
under a time limit, or when a free man enters the prisoner’s prison, but this last one may be
done only when there are no prisoners there.

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 Agawan Sulok
Tag Game Alartness, Speed in Running

Draw a square on the ground or floor and mark a semicircle in each corner. Five to eight players
in each four corners. An “it: stands in the center of the square. All other players stay in their
bases at the corners. As the “it” shouts, “I want a corner”, all players in their corners exchange
corners by running across from the base to base. At this moment, the “It” tries to tag to as many
as he can. If he succeeds, the tagged players are either eliminated or help the “It” in tagging
other runners as we start the game all over again.

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Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Directions: Provide your answers briefly and concisely below. Use separate paper for your
answer.
1. Define tag games in your own words.
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2. Give at least 3 examples of tag games and explain how it is played

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Assessment Task:
Let’s Apply!
Directions: Create a tag game by following the template below. Invite your family members,
friends and/or classmates and conduct the game you created. Make a documentation through
pictures. Create a photo collage as documentation in a short coupon bond with captions

(Name of the game)

Introduction:

Objectives:

Materials Needed:

Mechanics of the Game

(How the game is played)

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Since you are done with all the activities above, it’s time for you to reflect about the
topic. Are you ready?

Reflective Analysis
Directions: Write down the most important things that you have learned from this module.
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References:
1. Shea, Margaret D. Games for the Young Adult, Copyright 1991

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 Module No. 5 / Recreational Activities

Relay and Races

INTRODUCTION
These games or activities are highly exciting and give the child opportunity to develop and
control his emotions.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
Create a relay and races and show how it is played.

LEARNING OBJECTIVES:
• Discuss relays and races.
• Explain how skills are developed through relays and races

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.

Let’s Discover!

Relay/Races
These are games in which individuals from competing teams the object being to see which team
can complete the assignment. They require little or no equipment, will accommodate a small or
large number of students, and may be used to perfect skills such as handling balls with hands or
feet and improvement of locomotor movement.

Ball in the through Relay

Relay Coordination Teamwork, Ball handling

Each team lines up shoulder to shoulder, all facing the same direction. All the players of each
team raise both arms forward and curve from the elbow to form a trough. On a signal, the first
member of each team starts a ball rolling down the trough arms and keep it rolling. The last
member in line runs with the ball to the head of the line and starts it over again. The team
reaching its original position first, wins.

Backward Line Race

Relay Running, Coordination and Teamwork

Three players constitute a team. The two end players on each team have their backs to the
starting line and the middle player faces the starting line. They lock elbows and at the signal run
to the finish line, with the center players steering. The first team finishing intact wins.

Egg and Spoon Relay

Relay Balance and Coordination

The teams are arranged in parallel files. Six feet in front of each team. Draw a circle with an
egg in it; at the turning line there is another circle, empty. Give the first player of each team a
spoon. At the signal she runs to the egg, picks it up with a spoon without the use of the other
hand, runs to the second circle, deposits the egg in it, returns to the starting line and gives the
spoon to the second player. This player then runs to the egg, picks it up, and brings it back to
the first circle, and so on. The team finishing first wins.

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 Dressing Race

Relay Speed

Between the starting line and the turning line mark four lines at regular intervals. At the signal,
each player runs to the first line and takes off his shoes; to the second, takes off his socks; to
the third, takes off his belt. Each article is left on line where it was removed. Having crossed the
turning line, the runner returns and puts on each particle as he reaches it. All buttons must be
buttoned and shoe strings tied. The teacher can vary the requirement on what to take off.

Donkey and Rider Race

Relay Develops strength and Coordination (boys)
The players compete in pairs. One drops on all fours and the other sits on his back. They then
race to the turning line, where the key reverse positions and race back to the starting line. This
is an excellent father-and-son contest, with the father acting as the donkey the entire distance.

Sack Relay
Relay Jumping and Speed

The contestants stand in burlap sacks which are long enough to reach the hips. Holding the
sacks hip high, they jump or run to the finish line. If they fall down they are permitted to regain
their feet and continue. A distance of twenty-five yards is far enough.

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Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Directions: Read the following questions carefully and provide your answers briefly and
concisely below.
1. Differentiate relays from races in your own words.
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2. Explain how skills can be developed through relays and races?

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Assessment Task:
Let’s Apply!
Directions: Create a relay and or a race game by following the template below. Invite your
family members, friends and/or classmates and conduct the game you created. Make a
documentation through pictures. Create a photo collage as documentation in a short coupon
bond with captions
l

(Name of the game)

Introduction:

Objectives:

Materials Needed:

Mechanics of the Game

(How the game is played)

30 | P a g e 3 6
Since you are done with all the activities above, it’s time for you to reflect about the
topic. Are you ready?

Reflective Analysis
Directions: Write down the most important things that you have learned from this module.
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References:
1. Shea, Margaret D. Games for the Young Adult, Copyright 1991

31 | P a g e 3 6
 Module No. 6 / Recreational Activities

Lead-Up Games

INTRODUCTION
All the games in this module are selected from various sources and so chosen according to the
limited space and equipment in most of our school. Games in this module are arranged in
alphabetical order and the skills developed of each game for easy selection.

As you journey on this lesson, you are expected to:

LEARNING OUTCOMES:
Create a lead-up game and show how it is played.

LEARNING OBJECTIVES:
1. Explain lead-up games.
2. Enumerate the skills developed through lead-up games.

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Content Exploration
Are you ready for today’s lesson? This time, you are tasked to read the texts below and
be able to comprehend it well.
Lead-Up Games
All the ball games are grouped according to the major sports they develop. These lead-up
games are simple games where the fundamentals of more highly organized sports are
embodied. They are introduced to develop the skills used in such highly organized sports such
as softball, basketball, soccer, volleyball, etc. by learning the basic skills used in these games;
the students will be able to grasp readily the techniques of the highly organized games when
these are introduced to them later on.

 BASKETBALL
TYPE SKILLS
1. Arch Goal Ball Passing Catching and Shooting
2. Basketball Dribble Relay Dribbling
3. Basketball Follow-Up Goal Shooting/Follow-Up
4. Basket-Goal Clock-Throw Shooting at different angles
5. Basketball Ring Throwing. Passing and Shooting
6. Basketball Relay Against the Wall Throwing and Catching
7. Basketball Run-Throw and Catch Race Throwing and Catching
8. Basketball Side-Pass Race Side-Pass
9. Basketball Twenty One Shooting for the goal
10. Bucket Ball Shooting and Passing
11. Captain Ball Guarding, Throwing, and Catching
12. Corner Ball Guarding. Throwing, and Catching
13. Couple Hit-Pin Dribbling and Passing
14. Crate Basketball All basketball skills
15. Dual Basketball All basketball skills
16. Five-Three-One Shooting
17. Four Goal Basketball All basketball skills
18. Guard Ball Guarding and Passing
19. Nine Court Ball Guarding, Tossing, Catching
20. Pin Ball Guarding, Throwing and Passing
21. Pin Guard Accuracy in Throwing, Guarding
22. Score Guard Throwing and Passing
23. Scrimmage Ball Throwing and Passing
24. Two Team Circle Passing Ball Passing, Alertness

 SOCCER/FOOTBALL
TYPES SKILL/S
1. Booting the Circle Kicking and Guarding
2. Call Ball Passing and Accuracy
3. Center Ball Passing and Trapping
4. Circle Football Kicking and Guarding

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5. Circle Soccer Kicking
6. Corner-kick Kick of Accuracy
7. Corner Kickball Kicking, Rules of the Game
8. Football Dribble Relay Dribbling
9. Football Rolling Ball Kicking, Alertness
10. Football Tag Kicking
11. Half-field Soccer Passing and kicking
12. Kick Dodgeball Kicking and Accuracy
13. Lane Soccer Encourage Position Play
14. Line Football Kicking, Alertness
15. Long Ball Soccer Soccer Skills
16. Obstacle Dribble Dribbling
17. Rugby Distance Throw Throwing
18. Soccer Dribble and Kick Dribbling and Kicking
19. Soccer Bowling_ Kicking Accuracy
20. Soccer Kick (Accuracy) Soccer kick for accuracy
21. Soccer Line-Ball Blocking, Trapping and Kicking
22. Soccer Pin-Ball Kicking. Passing and Dribling
23. Soccer Stride-Ball Kicking and Trapping
24. Soccer Ten Kicks Kicking, Teamwork and Coordination
25. Soccer Tag Kicking, Dribbling
26. Soccer Volleyball Volleyball, Heading, Kick-up
27. Tower Ball Kicking, Guarding
28. Triangle Soccer Kicking

 VOLLEYBALL
TYPES SKILL/S
1. Ball Volley Tossing
2. Bounce Ball Bounce and catch
3. Call the Number Set-up to self and Pass
4. Circle Pass Ball Tossing and Passing
5. Cross-Volleyball Variation of volleyball using all the skills
6. Giant Volleyball Tossing
7. Giant Volleyball Tossing
8. Hit the Target Practice in Accurate Serving
9. Hoop Throw Bounce Pass and Catch
10. Keep It Up Set-up to self and Pass
11. Mass Volley Ball Tossing
12. Mixed Doubles Passing. Attacking and Placing
13. Over--the-Cord Catch Tossing, Catching

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 14. Pass Pattern Passing accuracy
15. Pot the Pass Serve and Catch
16. Serve and Sit Serving accuracy
17. Shower Ball Throwing and catching
Ringer recreation to practice finger
18. Sitting Volleyball
control
19. Ten Volleys Passing height
20. Toss and Catch Throwing and Catching
21. Underhand (or Overhead) Volley Tossing

Exercise:
Now that you have read the text above, it is expected that you are ready to answer the following
exercises. Please answer them with sincerity.

Try These!
Directions: Provide your answers briefly and concisely below. Use separate paper for your
answer.
1. Explain lead-up games in your own words.
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2. Give 5 examples of Lead-up games with skills that will be developed in a sports of sport
not mentioned in the lesson.
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Assessment Task:
Let’s Apply!
Directions: Create a lead up game by following the template below. Invite your family
members, friends and/or classmates and conduct the game you created. Make a documentation
through pictures. Create a photo collage as documentation in a short coupon bond with captions

(Name of the game)

Introduction:

Objectives:

Materials Needed:

Mechanics of the Game

(How the game is played)

36 | P a g e 3 6
Since you are done with all the activities above, it’s time for you to reflect about the topic. Are
you ready?

Reflective Analysis
Directions: Write 3 most important things that you have learned from this module.
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References:
1. Shea, Margaret D. Games for the Young Adult, Copyright 1991

37 | P a g e 3 6