9

Physical Education
Quarter 1 – Module 1:
First Aid
Physical Education – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: First Aid
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

Development Team of the Module

Writer: Rosalie P. Tuazon/ Ronalyn O. Cortez

Editor: Jumhela Joy R. Dinglas/ Mary Jane T. Loquisan
Reviewer: Marietta A. Paje
Illustrator: Alberto R. Padilla Jr.
Layout Artist: Merlyn D. Morna
Cover Design: Emmanuel S. Gimena Jr.

Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
Asst. Schools Division Superintendent : Roland M. Fronda, EdD, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, MAPEH : Maria Teresa C. Perez
District Supervisor, Mariveles : Francisco B. Bautista
Division Lead Book Designer : Emmanuel S. Gimena Jr.
District LRMDS Coordinator, Mariveles : Jovanni B. Belmonte
School LRMDS Coordinator : Merlyn D. Morna
School Principal : June C. Servera
District Lead Layout Artist, MAPEH : Bryan Jake Mangune
District Lead Illustrator, MAPEH : Jovanni B. Belmonte
District Lead Evaluator, MAPEH : Daved Salvador

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
 9

Physical Education
Quarter 1 – Module 1:
First Aid
Introductory Message
For the facilitator:

Welcome to the Physical Education – Grade 9 Alternative Delivery Mode (ADM)

Module on First Aid!

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.

ii
For the learner:

Welcome to the Physical Education – Grade 9 Alternative Delivery Mode (ADM)

Module on First Aid!

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 Know This will give you an idea of the skills or
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.

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 Learned This includes questions or blank

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.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be 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.
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!

iv
 What I Need to Know

Sports are a big part of many people’s lives – and unfortunately, accidents and
injuries are a common part of many sports matches or physical activities. No matter
how many preventative strategies we put in place, one wrong step or movement on
the field can result in sudden and painful injury.

The risk of getting hurt or becoming unwell is an everyday reality for athletes. There
is the risk of extreme physical activity, the strong physiological stress, and the
possibility of falls and other sports-related injuries. That is why it is important to
have a basic skill in giving first aid to stop minor injuries from getting worse.

At the end of this module, you are expected to:

1. undertake physical activity and physical fitness assessments. (PE9PF-Ia-h-

23);
2. perform appropriate first aid for injuries and emergency situations in physical
activity and sports setting. (PE9PF-Ib-30)
a. identify the injuries and emergency situations in physical activity and
sports setting;
b. perform the appropriate first aid techniques to specific injuries in physical
activity and sports setting. (PE9PF-Ib-30); and
3. illustrate the common serious injuries at home. (PE9PF-Ib-30)

1
 What I Know

I. Put a check (✔) if the first aid method used in the following injuries is correct and
cross (✘) if not. Write your answer in your activity notebook.

______1. In treating a sprain, apply heat during the first two days.

______2. If the sprain is to the hand or fingers, remove the rings immediately.

______3. If there is an open fracture, cover it with a clean gauze pad.

______4. If a surgery is needed, let the patient eat.

______5. If a patient collapses due to heat exhaustions, transport him/her to a cool

place and give him/her plenty of water.

II. Choose the letter of the correct answer. Write your answers in a separate sheet.

1. This injury is caused by torn fibers in a ligament due to trauma such as a fall or
a blow to the body that knocks a joint out of position and, in the worst case, ruptures
the supporting ligaments.

a. Dislocation b. Sprain c. Strain d. Heat exhaustion

2. It is a break in the bone that can occur from either a quick, one-time injury to the
bone or from repeated stress to the bone over time.

a. Sprain b. Knee injury c. Fracture d. Swelling

3. Which of the following is not part of the R.I.C.E method?

a. Cold b. Elevation c. Rest d. Ice

4. This is an excellent anti-inflammatory first aid that reduces swelling and pain.

a. Elevation b. Cold c. Ice d. Rest

5. It is a response to heat characterized by fatigue, weakness and collapse due to

inadequate loss of fluids during sweating.

a. Knee injury b. Fracture c. Dislocation d. Heat exhaustion

2
III. Arrange the following procedures in giving first aid for sprains and strains. Use
number 1-5, number 1 being the first and 5 being the last.
______a. After 48 hours, start moving the limb gently, but only enough not to cause
pain.
______b. Apply the R.I.C.E method
______c. Do not apply heat during the first two days as this will only increase swelling.

______d. Gradually increase the range of movement. Let pain be your guide.
______e. Remove rings immediately if the injury is to the hand or fingers

3
 Lesson

1 First Aid

In this module, you will be provided with activities that will activate your prior
knowledge as regards the lesson. Follow up activities will be given to elicit your
tentative understandings. As you go through the rest of the activities,
misconceptions, and alternative conceptions you have in mind will be clarified.

What’s In

A. Physical Fitness Test Activity and Assessments

Physical fitness is the capacity of an individual to perform his/her daily task

without undue fatigue and still has extra energy for recreation and emergencies.

Physical Fitness Test Objectives

1. To determine the level of fitness of students.

2. To identify physical strength and weaknesses of students for development and

improvement.

3. To provide baseline data for selection of physical activities for enhancement of

health and skill performance.

4. To gather data for the development of norms and standards.

5. To motivate, guide and counsel pupils/students in selecting sports for recreation,

competition and lifetime participation.

Test Protocol

Prepare the following testing paraphernalia that are available at your home:

1. First Aid Kit

2. Drinking Water (ready your drinking bottles and a small towel to wipe your
perspiration)
3. Individual score cards, properly filled out for distribution to students attached in
this module.
4. During testing:

4
a. Body Composition - tape measure, weighing or bathroom scale (seek the assistance
of your parent or guardian), L-square (if this is unavailable, use alternative
measuring device)

b. Flexibility- tape measure

c. Cardiovascular Endurance- stop watch, step box/stairs
d. Muscular Strength- mat
e. Power- meter stick/tape measure

f. Reaction Time- plastic ruler (12 inches)

g. Coordination- sipa (washer weighing 4 gm with straw)/20 pcs. bundled rubber

bands/any similar local materials weighing 4 gm

h. Balance- stop watch

Suggested Sequence of administering the tests

Week 1- BMI, 3 Minute Step Test
Week 2- Basic Plank, Push up, Stick Drop Test, Sit and Reach
Week 3- Hexagon Agility Test, Juggling, Standing Long Jump, Stork Balance,
Zipper Test

PHYSICAL FITNESS TESTS

Part I: Health-Related Fitness

Body Composition is the body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

FORMULA FOR COMPUTING BODY MASS INDEX

WEIGHT [in Kilograms]

HEIGHT [in Meters] ²

Example: 30 = 30 = 20.83 (NORMAL)

(1.20) ² 1.44

CLASSIFICATION
BELOW 18.5 Wasted
18.5- 24.9 Normal
25.0- 29.9 Overweight
30.0- 39.9 Obese
40 and above Extremely Obese

5
Note: If the equipment is unavailable, seek assistance to your nearest barangay
Health Center with your parent or guardian.
1. Weight is the heaviness or lightness of a person.
Equipment: Weighing or Bathroom scale calibrated properly.
Procedure
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring: record body mass to the nearest 0.5 kilograms
2. Height is the distance between the feet on the floor to the top of the head in
standing position.
Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts on the
floor.
b. L-square; and
c. An even and firm floor and flat wall.
Procedure
For the Performer:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall where the tape measure is attached.
For the Partner:
a. Place the L-square against the wall with the base at the top of the head of
the person being tested. Make sure that the L-square when placed on
the head of the student is straight and parallel to the floor.
b. Measure the height from the base of the L-square.
c. Record the score in meters.

Flexibility is the ability of the joints and muscles to move through its full range of
motion.

6
 Zipper Test

Purpose: to test the flexibility of

Procedure
the shoulder girdle flexibility.
For the Performer:
Equipment: Ruler
a. Stand erect.
Procedure
b. Raise your right arm, bend your elbow, and
reach down across your back as far as
possible, to test the right shoulder; 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.
c. To test the left shoulder, repeat procedures
a and b with the left hand over the left
shoulder.
For the Partner:
a. Observe whether the fingers touched or
overlapped each other, if not, measure the gap
between the middle fingers of both hands.
b. Record the distance in centimeter.

Sit-and-Reach

Procedure Purpose: to test the flexibility

For the Performer: of the lower extremities
a. Sit on the floor with back, head and shoulders (particularly the trunk).
flat on the wall. Feet should be 12 inches apart. Equipment: Tape measure or
b. Interlock thumbs and position the tip of the meter stick
fingers on the floor without bending the elbows.
1
c. After the partner has positioned the zero point
of the tape measure (at the tip of the middle
finger), the pupil/student starts the test by sliding
the hands slowly forward without jerking, trying 2
to reach the farthest point possible without
bending the knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice. For the Partner:
a. As the performer assumes the (b) procedure,
3
position the zero point of the tape measure at the
tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the
performer slides the farthest distance that he
could.
c. Record farthest distance reached in
centimetres.

7
 Cardiovascular endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those
muscles and tissues to utilize the oxygen. Endurance may also refer to the ability
of the muscle to do repeated work without fatigue.

3-Minute Step Test

1 2 3 4 5

Procedure
For the Performer:
a. Stand at least one foot away from the step or bench with trunk erect, and eyes
looking straight ahead.
b. The first step of the sequence should be alternate. At the signal Go, step up and
down the step/ bench for 3 minutes at a rate of 96 beats per minute. One step
consists of 4 beats that is, up with the left foot (ct. 1), up with the right foot (ct. 2),
down with the left foot (ct. 3), down with the right foot (ct. 4) for the first sequence.
Then up with the right foot (ct. 1), up with the left foot (ct.2), down with the right foot
(ct. 3), down with the left foot (ct. 4) for the second sequence. Observe proper
breathing (inhale with the nose, exhale through the mouth).
c. Immediately after the exercise, stand and relax. Locate your pulse and in five (5)
seconds start to get the heart rate.
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for ten (10) seconds and multiply it by 6.
f. Get the recovery heart rate after one (1) minute after the end of the test.
For the Partner:
a. As the student assumes the position in front of the step, signal, Ready and Go,
start the stopwatch for the 3-minute step test.
b. After the test, allow performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it by 6.

8
Strength is the ability of the muscle to generate force against physical objects.

Purpose: to measure cardiovascular endurance

Equipment: Step , Height of step- 12 inches, Stopwatch
Push-up

1 2 3

1 2 3 4

Purpose: to measure strength of upper extremities

Equipment: exercise mats or any clean mat
Procedure
For the Performer:
a. Lie down on the mat; face down in standard push-up position: palms on the mat
about shoulder width, fingers pointing forward, and legs straight, parallel, and
slightly apart, with the toes supporting the feet.
FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower
the arms until there is a 90-degree angle at the elbows (upper arms are parallel to
the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the
back straight, then lowers the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
a. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups
per minute. (2 seconds going down and 1 second going up).
b. A maximum of 50 push-ups for boys and 25 push-ups for girls.
For the Partner:
a. As the performer assumes the position of push-up, start counting as the performer
lowers his/her body until he/she reaches 90-degree angle at the elbow. The partner
should stand in front of the student and his/her eyes should be close to elbow level
to accurately judge the 90 degrees bend.
b. Make sure that the performer executes the push-ups in the correct form.
c. The test is terminated when the performer can no longer execute the push-ups in
the correct form, is in pain, voluntarily stops, or cadence is broken.

9
Procedure
For the Performer: Basic Plank
a. Assume a push-up position. Rest body on
forearms with palms and fingers flat on the
floor. Elbows are aligned with the shoulders. Purpose: to measure
b. Legs are straight with ankles, knees and strength/stability of the core muscles
thighs touching together. Equipment: exercise mats or any
c. Support weight on forearms and toes; clean mat, stop watch/time piece
make sure that your back is flat. Head, neck
and spine are in a straight line.
d. Keep abdominals engaged/contracted; do
not let stomach drop or allow hips to rise.
For the Partner:
a. Ensure the availability of mat/smooth
flooring or anything that can protect the
forearms.
b.Give the signal Start/Go and start/press
the time piece.
c. Make sure that the back of the head, neck,
spine and ankles are in a straight line.
d. Give two (2) warnings.
e. Stop the time when the performer can no
longer hold the required position, or, when
the performer has held the position for at
least 90 seconds. Holding the plank position
beyond 90 seconds is considered
unnecessary.

Part II. Skills-Related Fitness

Power is the ability of the muscle to transfer energy and release maximum force at
a fast rate.

Standing Long Jump

1 2

10
Purpose: to measure the explosive strength and power of the leg muscles.
Equipment: tape measure/meter stick/any measuring device
Procedure
For the Performer:
a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes
should not go beyond the line.
b. 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.
c. Do not control the momentum of the jump (continuously move forward).
d. Must land on both feet.
E. Perform the test twice in succession.
For the Partner:
a. Place zero (0) point of the tape measure at the take-off line.
b. After the jump, spot the mark where the back of the heel of either feet of the
performer has landed nearest to the take-off line.
c. Record the distance of the two trials.

Agility is the ability to move in different directions quickly using a combination of

balance, coordination, speed, strength, and endurance.

Hexagon Agility Test

Purpose: to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure, Stopwatch, Chalk or masking tape
Hexagon Size
a. Length of each side is 18 inches for high school
b. Each angle is 120 degrees
Procedure
For the Performer:
a. Stand with both feet together inside the hexagon facing the marked starting side.
b. 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.
c. Rest for one (1) minute.
d. Repeat the test counter clockwise.
For the Partner:

11
 a. Start the time at the signal go and stop once the performer reached the
side before the side where he/she started.
b. Record the time of each revolution.
c. Restart the test if the performer jumps on the wrong side or steps on the
line.
Reaction Time is the amount of time it takes to respond to a stimulus.

Stick Drop Test

Purpose: to measure the time to respond to a stimulus.

Equipment: 24-inch ruler or stick, Arm chair or table and chair
Procedure
For the Performer:
a. Sit on a chair with arm rest or a chair next to the table so that the elbow and the
lower arm rest on the desk/table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond. Fingers and thumb should at least be one inch apart.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow
from the desk/table as the partner drops the stick. Hold the stick while the partner
reads the measurement.
d. Do this thrice.
For the Partner:
a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and
fingers of the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the thumb and the
index finger. No part of the hand of the performer should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the performer catch it with his/her
thumb and index finger.
d. Record the score on the upper part of the thumb.

12
Coordination is the ability to use the senses with the body parts to perform motor
tasks smoothly and accurately.

Juggling

Purpose: to measure the coordination of the eye and hand

Equipment: Sipa (washer weighing 4 g with 5 inches straw) or 20 pcs. bundled
rubber bands/any similar local materials weighing 4 g
Procedure
For the Performer:
a. 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:
a. Count how many times the performer has hit the material with the right and left
hand.
b.Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.

Balance is the maintenance of equilibrium while stationary or while moving.

Procedure Stork Balance Stand Test

For the Performer:
a. Remove shoes and place hands on the hips.
Purpose: to assess one’s ability to
b. Position the right foot on the side of the knee
maintain equilibrium.
of the left foot.
Equipment: flat, non-slip
c. Raise the left heel to balance on the ball of
surface, stopwatch
the foot.
d. Do the same procedure with the opposite
foot.
For the Partner:
a. Start the time as the heel of the performer
is raised off the floor.
b. Stop the time if any of the following occurs:
• the hand(s) come off the hips
• the supporting foot swivels or moves
(hops) in any direction
• the non-supporting foot loses contact
with the knee.
• the heel of the supporting foot touches
the floor.
c. There shall be three (3) trials

13
 Revised Physical Fitness Test Score Card

Name: Sex: Age:

Part I: Health Related Fitness Test
A. Body Composition: Body Mass Index (BMI)
1. Body Mass Index (BMI):
Height (meters) Weight BMI Classification
(kilograms)

2. Cardiovascular endurance: 3 Minute Step

Heart Rate Per Minute

Before the Activity After the Activity

3. Strenght:
Push Up Basic Plank
Number of Push Ups

4. Flexibility:
Zipper Test Sit and Reach
Overlap/Gap Score (centimeters)
(centimeters)
Right Left First Try Second Try Best Score

Part II: Skill Related Fitness Test

A. Coordination: Juggling
Score

B. Agility: Hexagon Agility Test

Clockwise: Time Counterclockwise: Time Average
(00:00) (00:00)

C.
D. Power: Standing Long Jump
Distance (centimeters)
First Trial Second Trial

E. Balance: Stork Balance Stand Test

Right Foot: Time (00:00) Left Foot: Time (00:00)

F. Reaction time: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score

14
B. List down 10 words that are connected to First Aid.

R D B M E N Y I O P
O I N J U R Y D E S
N S B D R E S S W E
A L P R U L E S T Y
L O C R E R R O R R
Y C F R A C T U R E
N A W F H I Y H T S
S T R A I N N A O T
G I E S E D V Y T O
L O R W E E L C O N
P N F E L R I C H M
P D D E S I C A R E
O C O M P R E S S I
U A G O A L U N I T
R O S E O P I K L S

Notes to the Teacher

This module is to guide the students in giving the appropriate first
aid for injuries and emergency situations in physical activity and
sports setting.

15
 What’s New

Analyze the following situations and answer the given questions. Write your answer
in your activity notebook.
1. While Jenny is walking on her way to school, she accidentally tripped over a
stone causing her to fall on the ground. What do you think should Jenny
do?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. You are playing basketball with your friends when one of them unknowingly
hit you and pushed you aside. You fell on the cement court with your
outstretched arm. What should you and your friends do?
_____________________________________________________________________________________

_____________________________________________________________________________________

16
 What is It

First aid is an immediate and temporary care given to a person who has been injured
or suddenly taken ill. It includes self-help and home care if medical assistance is not
available or delayed.

Objectives of first aid:

1. To lessen the pain when injured;

2. To prevent added/further injury or danger

Injuries that require immediate care or first aid

1. Sprain is an injury to the ligaments of a bone due to

accidental tearing or overstretching. It is caused by
trauma such as a fall or a blow to the body that
knocks a joint out of position and, in the worst case,
ruptures the supporting ligaments
2. Strain is a twist, pull or tear of a muscle or tendon
a cord of tissue connecting muscle to bone.

R.I.C.E method
• Rest the injured part.
• Ice- Apply an ice pack or cold compress for 10 minutes
• Compression also reduces swelling. Use elastic bandages for at least 2 days. Check
that the bandage is fit, but not too tight. Take the bandage off at night.
• Elevate the injured part.
First Aid in Sprain and Strain
1. Apply the R.I.C.E. method.
2. Do not apply heat during the first day of injury.
3. Remove rings immediately if the injury is to the hand or fingers.
4. After 48 hours, start moving the limb gently, but only enough not to cause pain.
5. Gradually increase the range of movement. Let pain be your guide.
6. Seek medical consultation immediately if pain or symptoms increase in severity
or if symptoms persist.
Heat Exhaustion is a response to heat characterized by fatigue, weakness and
collapse due to inadequate intake of water to compensate loss of fluids during
sweating.
First Aid in Heat Exhaustion
1. Transport a victim to a cool place.
2. Give him/her a plenty of water.
3. Check for vital signs.
4. Seek medical help

17
 3. Knee Injury can result from a blow or twist to the knee, from
improper landing after a jump or from running too hard, too
much or without proper warm up. Other common sports injuries
suffered by athletes are shin splints, Achilles tendon injuries,
patella dislocation and hamstring, quadriceps, and calf injuries.

First Aid in Knee injury

1. Stop your activity immediately. Do not ‘work through’ the pain.
2. Rest the joint at first.
3. Reduce pain, swelling and internal bleeding with icepacks, applied for 15
minutes every couple of hours.
4. Bandage the knee firmly and extend the wrapping down the lower leg.
5. Elevate the injured leg.
6. Do not apply heat to the joint.
7. Avoid alcohol, as this encourages bleeding and swelling.
8. Do not massage the joint, as this encourages bleeding and swelling.

4. Fracture is a break or crack in the bone that can occur from

either a quick, one-time injury to the bone (acute fracture) or
from repeated stress to the bone over time (stress fracture).

First Aid in Fracture

1. Check vital signs.

2. Do not move the injured part.
3. Stop bleeding if there is any.
4. If you have to move the person, immobilize the broken part by splinting.
5. Seek medical help immediately.

3. Dislocation is a condition in which bones are partially or

completely pulled out from its position.

First Aid in Dislocation

1. Call for help immediately.
2. Splint the affected part.
3. Do not try to move a dislocated part or force it back into place.
4. Apply ice on the injured part to reduce swelling.

18
 What’s More

Match Column A with Column B. Match the appropriate first aid in the given
injury. Write your answer in your activity notebook.

Column A Column B
INJURY First Aid

1. A. Do not massage the

joint, as this
encourages bleeding
and swelling.

2. B. Leave the joint

alone, put an ice
pack covered in a
cloth on the area
around the joint.
3.
C. Keep the limb in the
position you found it
and place soft
padding around the
broken bones

D. After 48 hours, start

3. Moving the limb
gently, but only
enough not to cause
pain

19
 What I Have Learned

Fill the blanks in the way that your understanding and reflection completes the
statement.

1. My understanding about first aid is that _______________________________________

_________________________________________________________________________________
__________________________________________________________________________________

2. I realized that learning basic skills in giving first aid is important because ______
_________________________________________________________________________________
_________________________________________________________________________________

3. As a first aider, I will __________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

20
 What I Can Do

Analyze the given specific situation below that may occur. Identify the proper first
aid to be applied in the given situations. Write your answer in your activity notebook.

1. Your father accidentally slips in the comfort room and cannot move his arm.
What should you do?

______________________________________________________________________________

______________________________________________________________________________

2. You, together with your friends are playing volleyball when suddenly one of
them feels difficulty in breathing. What should you and your friends do?

__________________________________________________________________________________

_________________________________________________________________________________

3. Rose accidentally fell on the ground and twisted her ankle after spiking the
ball. What should you do?

__________________________________________________________________________________

__________________________________________________________________________________

21
 Assessment

I. Identify the following types of injury based on the given statements.

_______________1. It is a break in the bone that can occur from either a quick, one-
time injury to the bone or from repeated stress to the bone over time.
_______________2. This injury is caused by torn fibers in a ligament due to trauma
such as a fall or a blow to the body that knocks a joint out of position and, in the
worst case, ruptures the supporting ligaments.

_______________3. It is an initial care give to an injured person.

_______________4. It is a condition in which bones are partially or completely pulled
out from its position.
_______________5. It is a response to heat characterized by fatigue, weakness and
collapse due to inadequate for loss of fluids during sweating.
II. Arrange the following procedures in giving first aid. Use number 1-5, number 1
being the first and 5 being the last.

Knee Injury
____________1. Bandage the knee firmly and extend the wrapping down the lower
leg. Elevate the injured leg.
____________2. Avoid alcohol, as this encourages bleeding and swelling. Do not
massage the joint, as this encourages bleeding and swelling
___________ 3. Stop your activity immediately. Do not ‘work through’ the pain.
Rest the joint at first.

____________4. Do not apply heat to the joint.

____________5. Reduce pain, swelling and internal bleeding with icepacks,
applied for 15 minutes every couple of hours.
Fracture
____________1. If you have to move the person, immobilize the broken part by
splinting.
____________ 2. Check vital signs.

____________ 3. Seek medical help immediately.

____________ 4. Stop bleeding if there is any.
_____________5. Do not move the injured part.

22
 Additional Activities

Create a poster that shows the importance of First Aid. Do this in a white bond
paper.

Rubrics for poster making

Cleanliness 10%
Originality 30%
Relevance to the topic 20%
Content 30%
Creativity 10%
TOTAL 100%

23
 24
Assessment:
Additional Activities: What I Can Do:
I.
What’s New Answers may vary
1. Fracture
2. Sprain
What I have learned 3. First Aid
4. Dislocation
-it depends on the 5. Heat
students answer. Exhaustion
II. Knee
injury
1. 3
2. 5
3. 1
4. 4
5. 2
Fracture
1. 4
2. 1
3. 5
4. 3
5. 2
What’s More: What I know: What I know: What I Know:
1. C a-3 1. C 1. ✘
2. D b-1 2. B 2. ✔
3. B c-2 3. A
4. B 3. ✔
4. A d-5
e-4 5. D 4. ✘
5. ✘
Answer Key
References
Books

Doria, Jose P., Gonzales, Madonna C., Sedilla, Lawrence J., et al. 2014. Physical
Education and Health – Grade 9 Learners Material: Sports Officiating. 1st ed.
Quezon City: Vibal Group.

Benavinte, Renato Jr. P., Domingo, Francis A., Doria, Jose P., et al. 2013. Physical
Education and Health – Grade 8 Learners Material: First Aid. 1st ed. Pasig
City: Vicarish Publication and Trading Inc.

Online Sources

First aid Courses SYDNEY. Why First Aid Training is Important in Sports Setting?
Retrieved from https://thefirstaidcoursesydney.com.au/blog/why-first-aid-
training-is-important-in-sports-setting-2/

Llego, Mark Anthony. Teacher Ph. 2019. Deped Revised Physical Fitness Tests
Manual. Retrieved from https://www.teacherph.com/deped-revised-
physical-fitness-tests-manual/

Kidshealth. 2018. First Aid: Disclocations. Retrieved from

https://kidshealth.org/en/parents/dislocations-sheet.html

Better Health Channel. Knee Injuries. Retrieved from

https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/knee-
injuries#:~:text=First%20aid%20for%20knee%20injuries%20in%20the%20fir
st%2048%20to%2072%20hours,-

25
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

26