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SPS
Quarter 1 – Module 2:

FUNDAMENTAL
MOVEMENTS AND
THEIR
APPLICATION
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Special Program in Sports – Grade 7

Alternative Delivery Mode
Quarter 1 – Module 1: Fundamental Movements and their Application
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Writers: GLICER MICHAEL D. POLICIANOS, ANNABEL T. ANORE

PAZ EMILY P. MACARAYAN

Editor: Legardo R. Palaca, Jr., Ed.D

Reviewers: SPS Consultant: Legardo R. Palaca, Jr., Ed.D
Division EPS in MAPEH-: ALbertoLacang
Management Team: CID Chief: John Ariel A. Lagura, Ph.D

Division EPS Incharge of LRMS: Neolita S. Sarabia,Ed.D

Printed in the Philippines by Dr. Cecilio Putong National High School

Division of City Schools Tagbilaran City
Department of Education – Region VII

Office Address: CPG Nort Avenue, Tagbilaran City

Telefax: (038) 412-3451, (038) 235-6176
E-mail Address: dr.cecilioputong@yahoo.com
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SPS
Quarter 1 – Module 2:
FUNDAMENTAL MOVEMENTS AND
THEIR APPLICATION
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Introductory Message
For the facilitator:

Welcome to the Special Program in Sports 7 Alternative Delivery Mode

(ADM) Module on Fundamental Movements and their Application.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
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For the learner:

Welcome to the Special Program in Sports 7 Alternative Delivery Mode (ADM)

Module on Fundamental Movements and their Application

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies that
you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.
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What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also
tends retention of learned concepts.

Answer Key This contains answers to all activities in

the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
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4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand and execute the different fundamental movements and their
application. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
This module is focuses on the different fundamental movements and their
application and designed for a weekly activity of the subject.

After going through this module, you are expected to know the different
fundamental movements and learn how to apply them.

What I Know
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TRUE or FALSE. Write TRUE if the statement is correct while FALSE if it is

not. Write your answer on the separate sheet of paper.

1. Angular motion occurs when all points on a body or object move in

circles (or parts of circle).
2. Force is a rate of motion in a specific direction.
3. Linear kinematics is concerned with the description of linear motion.
4. The turning effect produced by a force is called strain.
5. Speed is a rate of motion.

Lesson
Fundamental Movements &
2 Their Applications

What’s In
What is provided by Biomechanics?

Biomechanics provides conceptual and mathematical tools that are

necessary for understanding how living things move and how
kinesiology professionals might improve movement or make movement
safer
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What’s New

The acquisition of fundamental motor skills during childhood are the

basis for developing the skills to participate in sports and leisure activities.
The success of developing these skills at a young age can have a positive
effect on health throughout the lifespan by increasing the participation in
physical activity and therefore reducing obesity.

An important part of a comprehensive physical education program is

instruction in fundamental motor skills. Fundamental motor skills, such as
the run, leap, catch and overhand throw, form the building blocks which
underpin the learning of more complicated sport and movement skills common
to the community. Without fundamental motor skill competence, students are
less likely to learn related sport and movement skills. Fundamental motor skill
competence has been shown to influence students in many ways. Students
who have achieved fundamental motor skill competence have been found to
successfully participate in a range of sports and movement activities and
maintain involvement during childhood and adolescence. Regular involvement
in sport and movement activities lead to gains in health-related physical
fitness. How students feel about themselves can be influenced by their physical
skills. Students who have achieved fundamental motor skill competence have
been found to perceive themselves as being competent, socially accepted and to
have a positive attitude towards physical activity. In essence, fundamental
motor skill competence assists in preparing students for a healthy lifestyle.
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What is It

Fundamental motor skills are common motor activities with specific

observable patterns. Most skills used in sports and movement activities are
advanced versions of fundamental motor skills. For example, throwing in
softball and cricket, the baseball pitch, javelin throw, tennis serve and
netball shoulder pass are all advanced forms of the overhand throw. The
presence of all or part of the overhand throw can be detected in the
patterns used in these sport specific motor skills. Similar relationships can
be detected among other fundamental motor skills and specific sport skills
and movements.

The following fundamental motor skills have been selected

from a wide range of possible motor skills as being those most
essential to learn.

- to take hold of something, especially something that is

moving through the air
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Procedure:

1. Eyes are focused on the ball throughout the catch

2. Preparatory position with elbows bent and hands in front of
body
3. Hands move to meet the ball
4. Hands and fingers positioned correctly to catch the ball
5. Catch and control the ball with hands only
6. Elbows bend to absorb force of the ball.

• to hit someone or something with the foot, or to

move the feet and legs suddenly and violently.
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Procedure:
1. Eyes are focused on the ball throughout the kick
2. Step forward with non-kicking foot placed near the ball
3. Bend knee of kicking leg during the backswing for the kick
4. Hip extension and knee flexion of at least 90º during
preliminary kicking movement
5. Contact the ball with the top of the foot
6. Forward and sideward swing of arm opposite kicking leg
7. Kicking leg follows through towards the target after ball
contact
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• (of people and some animals) to move along, faster

than walking, by taking quick steps in which each foot is
lifted before the next foot touches the ground

Procedure:
1. Eyes focused forward throughout the run
2. Knees bend at right angles during the recovery phase
3. Arms bend at elbows and move in opposition to legs
4. Contact ground with front part of foot
5. Body leans slightly forward
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• to push yourself suddenly off the ground in order

to go over something at an angle of 900 to a horizontal
surface or line.

Procedure:
1. Eyes focused forwards or upwards throughout the jump
2. Crouch with knees bent and arms behind body
3. Forceful upward thrust of arms as legs straighten to take off
4. Contact ground with front part of feet and bend knees to
absorb force of
landing
5. Balanced landing with no more than one step in any
direction
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• throwing made with the arm moving above the

shoulder

Procedure:
1. Eyes are focused on the target throughout the throw
2. Stand side-on to the target
3. Throwing arm nearly straightened behind the body
4. Step towards the target with foot opposite throwing arm
during the throw
5. Marked sequential hip to shoulder rotation during the throw
6. Throwing arm follows through down and across the body
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