Professional Documents
Culture Documents
Physical
Education and
Health
Learners Material
Department of Education
Republic of the Philippines
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DEPED COPY
1
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Module No.: 1
Number of Sessions: 10
CONTENT STANDARD
PERFORMANCE STANDARD
The learner
The learner
demonstrates understanding of
maintains an active lifestyle to
lifestyle and weight management
influence the physical activity
to promote societal fitness
participation of the community
and society
practices healthy eating habits
that support an active lifestyle
I.
Introduction
What activities make up your day? Do you spend time being active? Which
type of food do you usually eat? Do you
eat just anything you want?
Are you aware that the things
you do on a daily basis contribute a lot to
your health? Yes, the things that you do
like your daily routine, physical activities,
and eating practices can make you either
healthier or it can put you at risk even at
a young age.
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2
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_____
1. I engage in physical
activities for at least
30 minutes several
days a week.
_____
_____
2. I engage in physical
activities that
challenge my heart
rate.
_____
6. I do warm-up,
stretching, and cooldown exercises.
_____
_____
7. I assess my physical
fitness level and my
participation in physical
activities.
_____
_____
8. I wear a seatbelt
whenever I occupy the
front seat of a car.
3
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_____
9. I am conscientious
with what I eat.
_____
_____
_____
_____
_____
_____
_____
Lets see how you scored in the pre-assessment. Count the number of check
marks (P) to know your Healthy Lifestyle Assessment rating.
Excellent
Good
Fair
Needs improvement
13-16
9-12
5-8
0-4
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4
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Objective:
To prepare yourself for physical activity using general or sports-specific warm
up exercises
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
Objectives:
To discuss the meaning of lifestyle
To identify the different lifestyle factors and their importance
DEPED COPY
II. Materials/Equipment:
manila paper
masking tape
pen
activity notebook
III. Procedure:
1. Form groups of five to eight members each.
2. Using a concept map, write words associated with Lifestyle inside the
circles. You may add more circles if necessary. Do this in your activity
notebook.
3. Focus on the following:
Describe the words given.
What were the words commonly given by the group? Why do you
think these words were given?
What words were mentioned only once? Are these words important?
4. Define Lifestyle based on the words given by each member.
5. Choose one representative to do the presentation for 3 minutes.
5
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Your lifestyle is of utmost importance. Everything you do, whether good or bad,
has an effect on your health. Your lifestyle involves a lot of aspects like the physical
activities you engage in, the food you eat, the daily habits you observe, the choices
you make as a consumer, and many others. These different aspects of your lifestyle
affect your overall health. Therefore, it is a must that you give attention to these factors
to become a healthier individual.
What aspects of your lifestyle do you think you should be most attentive to?
Why do you think so?
DEPED COPY
Objective:
To discuss connections between lifestyle and weight management
II. Materials/Equipment:
manila paper
masking tape
chairs
words and pictures posted on chairs
III. Procedure:
1. Form groups with five to eight members each.
2. Each group races to stand behind the chair with the word that they think
significantly connects weight to lifestyle. Only one group can occupy a
chair. Groups could switch places until the signal to stay is given.
3. Discuss your groups choice of word or picture. Categorize your choice: Is
it about nutrition/food, or physical activity/exercise?
6
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Many aspects of your life are connected to your weight and lifestyle. Your food
choices are only a part of them. Your age, gender, inherited characteristics, sleeping
habits, and physical activity are also aspects to be considered. Remember that they
contribute to your overall well-being as well as your susceptibility to disease. Giving
more consideration and attention to your present habits and practices are vital to
having a healthy lifestyle.
Objectives:
To discuss proper nutrition and weight management
To differentiate between healthy and unhealthy eating practices
II. Materials/Equipment:
checklist of healthy and unhealthy practices
pen
III. Procedure:
1. Using the checklist, put a check mark (P) on the practices that show healthy
weight management and a cross mark (O) on the unhealthy ones. Explain
your answers briefly. Do this in your activity notebook.
2. Concentrate on the following:
What practices do you consider healthy or unhealthy?
Why are these practices considered healthy or unhealthy?
3. Discuss your answers with your seatmate.
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Healthy or Unhealthy
Practices
Healthy Unhealthy
Reason/s
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Practices
Healthy Unhealthy
Reason/s
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Objectives:
To discuss risk factors of lifestyle diseases
To explain the importance of participating in active recreational activities
To identify active recreational activities that can address risk factors of lifestyle
diseases
II. Materials/Equipment:
worksheet on risk factors
pen
task materials per station
letter cut-outs as word puzzles
activity notebook
III. Procedure:
1. Form groups with five to eight members each.
2. There will be five stations that correspond to a specific scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
3. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, you need to list down in your activity notebook
the recreational activiites that can lessen/address the risk factor given.
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Risk Factors
Scenarios
Recreational Activity
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Activity 6: LECTURE-DISCUSSION
Objective:
To describe how participation in active recreation contributes to the achievement
of a healthy lifestyle
II. Materials/Equipment:
reading materials on lifestyle, weight management, and active recreational
activities
slideshow presentation on lifestyle and weight management
III. Procedure:
1. From the reading assignment, make a summary of the essentials on
lifestyle and weight management, and active recreational activities.
2. Complete the worksheet. Do this in your activity notebook.
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BMI
_____
Mon
Tue
Wed
Thu
Fri
Sat
Fri
Sat
Breakfast
AM Snack
Lunch
PM Snack
Dinner
MONTHLY PHYSICAL ACTIVITY LOG
June
Sun
Mon
Tue
Wed
Thu
DEPED COPY
Week 1
Week 2
Week 3
Week 4
It is very important to be mindful of your food intake and physical activities
because these greatly affect your overall health. Your food intake and physical activity
affect your weight, which consequently affect your BMI. It is important that your weight
is within what is recommended for your height. Conscious healthy food choices and
participation in regular moderate to vigorous physical activities, along with enough rest
would definitely help improve or maintain your BMI.
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READINGS
LIFESTYLE AND MANAGING IT
Introduction
The way in which an individual lives is called lifestyle. This includes the
typical patterns of an individuals behavior like everyday routine at home, in school,
or at work; eating, sleeping, and exercise habits, and many others. These patterns
of behavior are related to elevated or reduced health risk.
Teenagers like you may have practices or habits at home or in school that
either elevate or reduce health risks. Do you spend a lot of your time at home just
sitting down and doing nothing? Do you move a lot by helping out at home, cleaning
your house for example? Do you love eating fruits and vegetables? Or do you prefer
junk food or fast food? Teenagers like you should be more aware on how your
nutritional practices can affect your health.
Managing your lifestyle entails making modifications in your routine especially
in those aspects that elevate health risks. Food choice, physical activity, and eating
habits are some of the aspects of your lifestyle that can be modified to improve
it. These modifications should be done gradually, like reducing the intake of fatty
food, getting up to reach for something instead of asking someone to get it for you,
or walking faster and more often. The idea is that for health risks to be reduced,
changes in your lifestyle should be made.
DEPED COPY
Risk factors are variables in your lifestyle that may lead to certain diseases.
Many aspects of your lifestyle can be considered risk factors. Aside from genetics or
heredity, age and physical make-up are some of the factors that cannot be changed;
however, your lifestyle can go around these factors to gain more benefits. For
instance, you cannot stop the aging process, but you can delay the signs of aging
from showing by being more active and avoiding vices.
The other variables in your lifestyle, however, can be modified to achieve
a healthier life. Such variables include nutrition, body weight, physical activity, and
health habits. What should be kept in mind is that these variables bring with them risk
factors that are serious concerns. Some of the risk factors associated with lifestyle
variables include hypertension / high blood pressure, overweight and obesity, excess
body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking,
unhealthy dietary practices, and alcohol consumption.
An unhealthy lifestyle brings with it certain diseases that can shorten your
lifespan. These diseases, known as non-communicable diseases (NCDs), are
not transmitted from person to person, yet kill more than 36 million people each
year. Also called chronic diseases, they are of long duration, and are generally of
slow progression. The four main types of NCDs are cardiovascular diseases (like
enlargement of the heart and hypertension), cancer, chronic respiratory diseases
(such as chronic obstructed pulmonary disease and asthma), and diabetes.
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All age groups are affected by NCDs, although they are often associated with
older age groups. Evidence shows that more than nine million of all deaths attributed
to NCDs occur before the age of 60. Children and adults are all vulnerable to the
risk factors that lead to non-communicable diseases, whether from unhealthy diet,
physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol.
(www.who.int/mediacentre/factsheets/fs355/en/ ).
It is important that these risks factors are addressed even at your teenage
years. You could start by being more active, adding physical activity sessions to your
daily routine, or by being a healthy eater, opting for more nutritious food.
DEPED COPY
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in
Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
You might find other individuals lucky because they eat a lot but do not gain
weight as much as you do. You might also think it is unfair that though you limit
your food intake, you do not lose as much weight as you want to. This is because
your weight is a result of metabolic responses of your body to your food intake,
energy expenditure, and physiologic processes. A simple elimination of food or
addition of physical activity does not encompass the entirety of weight management.
Understanding how your body works is a vital key as well as a combination of healthy
food practices and a more active lifestyle.
The concepts of weight gain and weight loss are important in weight
management. How to gain and lose weight are probably some of the more common
issues when it comes to health. Along with this concept is weight maintenance.
To understand it in simple terms, energy expenditure is the amount of energy you
spend through physical activity, while energy consumption is the amount of energy
you take in through food. They both play key roles in weight management. A simple
formula is shown here.
12
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Weight Gain
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Classification
Underweight
Normal
Overweight
Obesity (I)
Obesity (II)
Extreme Obesity (III)
BMI
<18.5
18.524.9
25.029.9
30.034.9
35.039.9
40.0
At low values of BMI, weight gain should be achieved. For normal values,
weight maintenance is recommended. Healthy eating and active physical activity
will be beneficial in maintaining a healthy weight. At high values of BMI, however,
the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases
substantially. In classifying health risks associated with overweight and obesity, body
fat distribution and other disease risk factors are considered in addition to BMI.
If BMI and other assessment tests indicate that fat loss would be beneficial
for your health, your first step is to establish a goal. Make sure your goal is realistic
and will ensure good health. Genetics somehow limits your capacity to change
your body composition; however, you can improve your body composition through
13
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regular exercise and healthy diet. A lifestyle that includes regular exercise may be
more important for health than trying to reach any ideal weight. Once you have
established a body composition goal, you can then set a target range for body weight.
ACTIVE RECREATIONAL ACTIVITIES
Introduction
Recreational activities are those activities held during ones leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.
These activities may require large body movements such as running,
throwing, and jumping, or small movements such as playing board games, doing
arts and crafts, and many others. When a recreational activity is athletics or sports,
this may require more physical exertion and competition. However, athletics and
sports may also be participated in more for the enjoyment they bring rather than
competitive play.
Active recreational activities are highly recommended for health promotion.
These activities require more amounts of energy to be expended than the usual
energy expenditure. This means that you do activities that make you exert more
effort than what you usually do.
Physical Activity Index
DEPED COPY
Score
Activity
Intensity
5
4
3
2
1
Duration
4
3
2
1
Over 30 minutes
20 to 30 minutes
10 to 20 minutes
Less than 10 minutes
Frequency
5
4
3
2
1
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Evaluation
Activity Category
81 to 100
60 to 80
40 to 59
20 to 39
Under 20
High
Very good
Fair
Poor
Very Poor
DEPED COPY
Weight maintenance
Weight loss
Weight gain
15
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Objective:
To discuss your daily activities that contribute to your health
II. Materials/Equipment:
copy of survey form
chairs
DEPED COPY
III. Procedure:
1. Form circles with eight to ten members each.
2. Using the survey, put a check mark (P) on the activities you do and the
estimated number of hours you do them.
Sentence Completion
When I am not in school, I...
___ watch TV for about ____ hours
___ use the computer/tablet/cell phone for about ____ hours
___ play sports such as _____ for about ____ minutes or ____ hours
___ jog or walk or dance for about ____ minutes or ____hours
___ sleep about ____hours even after my regular wake up time
___ usually go out to the mall or a friends house and spend about ____hours
there
___ do household chores for about ____ minutes or ____ hours
___ do something else like ______________________ for about ____
minutes or ____ hours
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Objective:
To discuss opportunities of becoming more active based on your schedule
II. Materials/Equipment:
copy of survey form
manila paper
masking tape
pen
activity notebook
DEPED COPY
III. Procedure:
1. Work in pairs.
2. Using the Weekly Activity Log, fill in the spaces with how much time is
spent doing these activities. Do this in your activity notebook.
Weekly Activity Log
Activities
Sun
Mon
Tue
Wed
Thu
Fri
Sat
Studying
Doing household
chores
Other activities
Free time
When are the best times and days for you to be more active?
What activities can you do on these times?
4. Share your answers on these questions with the class.
How do you feel about the activity? What were your realizations? or
What did you realize?
Are you busy most of the week or do you have more free time?
Are you busy doing active or passive activities?
What can you do about your schedule to have a healthier lifestyle?
Objective:
To determine cardiovascular endurance, agility, and coordination levels
II. Materials/Equipment:
copy of physical fitness assessment tool
bench/stairs
metronome/timer
tape measure
cones/markers
chalk
stopwatch
tennis balls
masking tape
DEPED COPY
III. Procedure:
1. Pair up.
2. Do the different physical fitness tests with your partner. Perform the tests
alternately and record each others scores.
3. Monitor your physical fitness for the entire school year. Follow the physical
fitness protocols.
4. Record in the Physical Fitness Record
5. Take note of the following:
Your fitness level and assessment compared to your partner
What can you do to maintain and/or improve your fitness level scores?
18
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Body Composition
Pre-test
(1st Qtr)
____ x 4 =
____ bpm
3rd Qtr
Monitoring
Post-test
(4th Qtr)
____ x 4 =
____ bpm
____ x 4 =
____ bpm
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Wt (kg) ___
Wt (kg) ___
Wt (kg) ___
Wt (kg) ___
Ht (m2) ___
Ht (m2) ___
Ht (m2) ___
Ht (m2) ___
BMI _____
BMI _____
BMI _____
BMI _____
Pre-test
(1st Qtr)
2nd Qtr
Monitoring
3rd Qtr
Monitoring
Post-test
(4th Qtr)
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 1 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
Trial 2 ____
SKILL-RELATED
COMPONENTS
Agility
2nd Qtr
Monitoring
____ x 4 =
____ bpm
DEPED COPY
Balance
Coordination
Power
Reaction Time
Speed
Points of improvement:
Overall physical fitness assessment:
Students Name & Signature:
19
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TEST PROTOCOLS
Cardiovascular Endurance: 3-minute Step Test Protocol
I.
Materials/Equipment:
12-inch high bench for stepping
clock with second hand or stopwatch for timing test and
counting heart rate
metronome to help maintain cadence in proper
stepping rate
II. Procedure:
1. Step up on the bench using your right foot first, then Figure 2. 3-Minute
Step Test
your left.
2. Step down the bench starting with the right foot, then the left.
3. Step up and down at 24 cycles (up-up-down-down) per minute for 3
minutes. (metronome setting at 96)
4. Immediately after 3 minutes, sit down.
5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be
your score in beats per minute (bpm).
6. Check your score against the table below.
Excellent
Good
Fair
Poor
Very Poor
DEPED COPY
http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
Materials/Equipment:
tennis ball
stopwatch
smooth wall
marker
II. Procedure:
1. Stand 2 meters away from a smooth wall.
Figure 3. Hand-Eye
2. At the signal, the stopwatch is started. With your
Coordination
right hand, throw a tennis ball against the wall and
catch it with the left hand. Throw the ball again, now using the left hand and
catch it with the right hand. This cycle of throwing and catching is repeated
for 30 seconds.
3. Upon reaching 30 seconds, the number of catches is recorded.
20
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The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).
Age
High Score
Above
Average
Average
Below
Average
Low
score
15-16 years
>35
30 - 35
25 - 29
20 - 24
<20
http://www.brianmac.co.uk/handeye.htm
Materials/Equipment:
8 traffic or road cones
stopwatch
II. Procedure:
1. Arrange the cones as specified by
in the figure.
the
2. Lie face down or prone with your
head beside the starting point.
3. At the signal, get up as quickly as
possible and run around the course
in the direction indicated without
knocking the cones down.
4. Upon reaching the finish line, stop
the timer and record the time.
5. Check your speed in seconds
against the table below.
DEPED COPY
Excellent
Good
Fair
Poor
Very Poor
http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf
21
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Moderate physical
activity an amount
of activity that uses
about 150 calories
per day
Moderate exercise
program
Vigorous exercise
program
Cardio-respiratory
endurance exercise
(20-60 minutes, 3-5
days a week); strength
training and stretching
exercises (2-3 days per
week)
Cardio-respiratory
endurance exercise (20-60
minutes, 3-5 days a week);
interval training, strength
training (3-4 days a week),
and stretching exercises
(3-5 days a week)
for
30
Sample
One of the following: Jogging
minutes, 3 days per
activities or Walking to and from
week.
program
work, 15 minutes
weight training, 1 set
each way
of 8 exercises, 2 days
Cycling to and from
per week
class, 10 minutes
stretching exercises,
each way
3 days per week
Sweeping the yard
for 30 minutes
Dancing (fast) for
30 minutes
Playing basketball
for 20 minutes
Health and
fitness
benefits
DEPED COPY
Better blood
cholesterol levels,
reduced body fat,
better control of
blood pressure,
improved metabolic
health, and enhanced
glucose metabolism;
improved quality
of life; reduced risk
of some chronic
diseases
Rest
day
Mon
45
minutes
brisk
walking
Tue
45
minutes
brisk
walking
Wed
Rest
day
Thurs
45
minutes
brisk
walking
Fri
45
minutes
brisk
walking
Sat
45
minutes
brisk
walking
To know if the amount of effort exerted during physical activity will be beneficial
to you, the FITT formula should be kept in mind. FITT stands for:
Frequency (how often) number of training sessions that are performed
during a given period (usually one week)
Intensity (how hard) an individuals level of effort, compared with their
maximal effort, which is usually expressed as a
percentage
Time (how long)
duration of a workout (including warm-up and
cool-down) or the length of time spent in training
Type
mode of physical activity
DEPED COPY
For example, you are used to leisurely walking for 20 minutes from your
home to school and back from Monday to Friday. Applying the FITT formula would
entail the following adjustments in your physical activity for it to become more than
your usual practice, such as increasing the intensity of your pace to moderate or
vigorous and decreasing the amount of time to do it.
Frequency
Your usual
5x/wk (Monday-Friday)
2x/day (home-school;
school-home)
Intensity
Time
20 minutes
Moderate to vigorous
(moderate to fast pace)
13 minutes
Type
walking
brisk walking
Changing from your usual to more than your usual does not necessarily
mean changing everything in the FITT formula. Frequency can be retained but
intensity is elevated; or both can be slightly adjusted but time is increased; or type is
changed to a more challenging one. Remember, changing your FITT formula should
23
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be done gradually to give your body time to adjust to the demands you place on it.
When your body is challenged to do more than what it is used to , changes
in your body start to occur. If the physical activity is too easy for your body, changes,
if any, would be minimal. Hence, your body should be challenged and more effort
should be exerted.
One way to gauge this is through the Rate of Perceived Exertion or RPE. It
is an assessment of the intensity of exercise based on how the participant feels. It is
basically a subjective assessment of effort which ranges from 6 (very, very light) to
20 (very, very hard) with 1 point increment in between. The target zone for aerobic
activity is from 12 to 16.
Rating
6
7
8
9
10
11
12
13
Fairly light
Rating
14
15
16
17
18
19
Somewhat hard
20
Description
Hard
Very hard
Very, very hard
Remember, if you find the activity as very, very light (7) to about fairly light
(11), you need to increase the intensity of your physical activity to reach somewhat
hard (13), depending on your goal. You can also increase frequency and time, or
change the type. However, if you find the activity as very hard (17) to very, very
hard (19), you might want to check your FITT formula. Remember, health promotion
does not mean exhaustion or risking yourself of getting injuries.
DEPED COPY
Physical fitness tests are also good gauges of your fitness level. Health-related
and skill-related components are tested to determine points of improvement of an
individual. Health-related components are those that contribute to the development
of health and functional capacity of the body. These include cardiovascular strength,
cardiovascular endurance, muscular strength, muscular endurance, flexibility,
and body composition. Skill-related components on the other hand are those
components that contribute to the development of skills. These include agility,
balance, coordination, power, reaction time, and speed.
Here are just some of the components of physical fitness:
Cardiovascular endurance - the ability of an individual to perform prolonged
work continously, where the work involves large muscle groups (Fahey, Insel, and
Ruth 2007)
Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and
change direction quickly, while maintaining posture
Coordination - ability to perform complex motor skills with a smooth, flow of
motion
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DEPED COPY
Objective:
To prepare yourself for physical activity using general or sports-specific warmup exercises
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, etc for several minutes.
25
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Objective:
To determine the skills needed in a specific sport
To engage in active recreational activities such as sports
To identify risks of injuries when participating in active recreational activities
II. Materials/Equipment:
copy of assessment tool
nets/posts/hoops
court
balls/shuttlecocks
rackets/bats/paddles
gloves
caps
tables
pen
III. Procedure:
1. Pair up.
2. Do sports activities to determine skills in a specific sport. Be aware of
sports-related injuries and injury prevention and management.
3. Continue engaging in sports activities outside PE time. Log them in your
Sports Participation Log.
DEPED COPY
June
Sun
Fri
Sat
Week 1
Week 2
Week 3
Week 4
4. Share your answers to these questions with the class.
How do you feel about the activity? What are your realizations?
What skills do you already have? What skills do you need to improve on?
How can these sports skills help you in attaining a healthier lifestyle?
Does participation in these sports need to be highly competitive for you
to have a healthier lifestyle?
26
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DEPED COPY
Social Benefits
bonding with family and friends
opportunity to make new friends and acquaintances
strengthen social networks and community identity
27
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Badminton
Skills service, lob, clear, drive, drop, smash, footwork
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
Time
30 minutes and up
Type
45 minutes and up
series of footwork and
hitting drills with partner
followed by slightly heavy
competition/game
DEPED COPY
Injury Prevention and Risk Management
Badminton injuries are either acute, traumatic injuries such as ankle
sprains, or are overuse injuries such as impingement syndromes. Both types
of injury can be prevented by using the right equipment, warming up, cooling
down and ensuring you are strong and fit enough to compete.
(http://www.stopsportsinjuries.org/)
28
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Table Tennis
Skills forehand and backhand grips, push, block, serve, receive
Sample program for playing table tennis with moderate to vigorous intensity
Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
Time
45 minutes and up
1 hour and up
Type
DEPED COPY
The most common table tennis injury is very similar to standard tennis
injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the
more frequent table tennis injuries.
Table tennis is a non-contact sport but injuries are often acquired when
athletes suddenly change direction or twist their body quickly, leading to pulled
muscles and other injury problems. Players who do not warm up properly or stretch
their muscles before taking to the table also put themselves at a high risk of injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php)
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Tennis
Skills forehand and backhand strokes, serve, smash, drive
Sample program for playing tennis with moderate to vigorous intensity
Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
Time
45 minutes and up
1 hour and up
Type
DEPED COPY
Many sports injuries result from overuse, lack of proper rest, lack of proper
warm uip or poor conditioning. Safety precautions are recommended to help
prevent tennis injuries like warming up thoroughly prior to play, wearing the right
tennis shoes with skid-resistant soles, using good technique in the different tennis
movements, cleaning of courts before play to check for slippery spots or debris,
getting adequate rest and time for recovery after each play, and staying hydrated.
Activity: Bucket Game
Five buckets, bins, or containers are placed in various locations on each side
of the net. The participating players each stand on their respective baselines. The
first player tries to hit 10-20 balls into any of the buckets accross the net. If the ball
does not cross the net or does not land into the buckets, it is added to the balls that
the other player will use. After all balls are hit, those balls that dont land in any of
the buckets are given to the other player, who in turn will try to hit the balls into the
buckets across the net.
When all the balls are in the buckets, they are counted and the player who
gets the most balls into his opponents buckets wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)
30
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Baseball
Skills pitching, hitting, base running, catching, fielding
Sample program for playing baseball with moderate to vigorous intensity
Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
Time
30 minutes and up
45 minutes and up
Type
DEPED COPY
If you use too much effort in pitching the ball, or continuously pitch without
rest, a serious elbow or shoulder injury may be on the horizon. If you complain of
elbow or shoulder pain the day after pitching, or movement of the joint is painful
or restricted compared to the opposite side, see a a physician familiar with youth
sports injuries. Warm up properly by stretching, running, and easy, gradual pitching.
Emphasize control, accuracy, and good mechanics. Do not play all year-round.
Your body needs to recover from the physical demands of playing.
Activity: Base Running-Catch-Stealing Base Game
Three markers are used as bases. Three players stand near the markers
while another player is positioned away from the 3 markers and is the designated
hitter. The hitter has to hit the ball with a bat to any of the players positioned in the
3 bases. As the player nearest the ball catches it, they all run to steal a base. The
player who fails to steal a base will be the hitter in the next round.
31
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Football/Soccer
Skills pass, receive, attack, shoot, heading, goalkeeping, defending, tackling
Sample program for playing football/soccer with moderate to vigorous intensity
Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
Time
30 minutes and up
45 minutes and up
Type
series of footwork,
passing, shooting,
defending, and tackling
drills followed by slightly
heavy competition/game
DEPED COPY
32
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Basketball
Skills dribbling, passing, shooting, defending
Sample program for playing basketball with moderate to vigorous intensity
Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
Time
45 minutes and up
1 hour and up
Type
DEPED COPY
Injury Prevention and Risk Management
Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot
fractures are common basketball injuries. To avoid these injuries, maintain proper
fitness and hydrate adequately. Remember, injury rates are higher in athletes who
have not adequately prepared physically.
Activity: Dribble Tag
This game is played on a hard court. Select 4 players to be it and give them
a basketball each. Their objective is to tag other players who are scattered on the
court while dribbling the ball. The players who are tagged must get a new ball and
also become it. Once the majority of students have been tagged, start the game
over by selecting new players to be it.
33
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Volleyball
Skills passing, receiving, serving, attacking, digging, blocking
Sample program for playing volleyball with moderate to vigorous intensity
Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
Time
45 minutes and up
1 hour and up
Type
DEPED COPY
34
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Objective:
To discuss meal intake and eating habits for a healthier lifestyle
II. Materials/Equipment:
copy of assessment tool
pen
activity notebook
III. Procedure:
1. Form groups of five to eight members each.
2. Using the Daily Meal Log, fill in your meals for three consecutive days. List
down the components of meals as much as possible.
Day 1
Breakfast
AM Snack (if applicable)
Lunch
DEPED COPY
PM Snack (if applicable)
Dinner
What to do about it
35
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DEPED COPY
The last two factors are highly viable to nutritional health. Similarly, the choice
of where, as well as what to eat, is often based more on social considerations than
on nutritional judgments. Hence, you should be more conscious of the factors that
affect your own personal food choices.
Poor food choices contribute directly to obesity, heart disease, diabetes,
cancer, and other health problems. Understanding the importance of food choices
becomes even more critical as a greater number of people rely more on convenience
food, take-out meals, and eating out. Poor diet coupled with lack of exercise
contributes to an increased risk of diseases.
36
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DEPED COPY
Figure 6. Eating Plan for Healthy Living
The Energy Calculator or e-calc is an interactive and user friendly software that:
assesses the nutritional status of individuals
computes desirable body weight (DBW) and total energy requirement
(TER)
calculates energy intake and energy expenditure to check energy balance
computes exercise equivalents and food energy equivalents to burn excess
calories
calculates the body mass index (BMI) of individuals
calculates the basal metabolic rate (BMR) of individuals
Sources:
Sizer, F. S., Pich, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies
(2nd ed.). Ontario: Nelson Education Ltd.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.
DEPED COPY
Objective:
To describe the importance of critiquing media and technology related to
physical activity and eating habits
II. Materials/Equipment:
reading materials
slideshow presentation
video presentation of a product advertisement (e.g., Fit n Right, etc)
poster of an athlete with a product being endorsed (e.g., Michael Jordan on
Gatorade, Manny Pacquiao on Sting, etc.)
III. Procedure:
1. Form three groups; each group will be assigned one particular viewpoint.
Group 1 as an advertising company
Group 2 as a consumer
Group 3 as a health professional
2. Watch the video and/or study the poster and discuss the following questions
with your group.
Based on your prior knowledge about physical activity and nutrition
practices, what can you say about the advertisement?
What is the literal and implied message of the advertisement? Who is
the target audience?
Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media and technology
38
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Objectives:
To execute sports-specific skills in actual competition
II. Materials/Equipment:
copy of teacher-made assessment tool
nets/posts/hoops
courts
balls/shuttlecocks
rackets/bats/paddles
gloves
caps
tables
DEPED COPY
III. Procedure:
1. Form groups necessary for mini competition.
2. Fill out the Mini Competition Log.
Mini Competition Log
Name:
Teammate/s:
Date
Opponent/s
Result/Scores
Game Feedback
Teachers Signature:
Have you improved on the specific skills you focused on? Did you have fun
while doing so? Remember, improving your personal skills can be enjoyable too.
39
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Objective:
To realize the importance of participation in active recreational activities
II. Materials/Equipment:
manila paper
masking tape
pen
bond paper
DEPED COPY
III. Procedure:
1. If you were to introduce yourself using the lessons you have learned, what
would you say? Write statements to complete the introduction diagram. Do
this using a piece of bond paper.
2. Design and reflect on your diagram
3. Move around to show your diagram and to see your classmates diagrams.
4. Group with your classmates that have the same sports interests as you and
play together.
40
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I am currently...
(Write the active recreational activities
you are involved with now)
I will...
(Write here changes you will
make in your schedule to
be more active.)
I will...
Write your name here.
(Write here the changes you
(Be creative in your lettering)
will make in your diet to
have a healthier lifestyle.)
I want to...
(Write the active recreational activities
you want to be involved with in the future)
Objective:
To prepare yourself for physical activity using general or sports-specific warmup exercises
DEPED COPY
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
41
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Objective:
To develop a plan for participation in active recreational activities
II. Materials/Equipment
worksheets/activity notebook
pen
sports or activity materials
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Analyze the knowledge and experiences that you have gained from the
lesson. List down activities that you think you can maintain.
4. From the activities that you can maintain, continue active participation by
playing in class.
5. Concentrate on the following:
What changes in your schedule have you followed?
Have there been changes in your health that you have noticed since
applying these changes in your schedule?
DEPED COPY
I.
Objective:
To develop a plan to regularly participate in active recreational activities
II. Materials/Equipment
worksheets/activity notebook
pen
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Using the knowledge and experiences that you have gained from the
lesson, ask yourself the following:
What changes in your schedule have you followed?
Have there been changes in your health that you have noticed since
applying changes in your schedule?
4. Fill out your personal contract.
42
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My Personal Contract
I agree to increase my participation in active recreational activities particularly
_____________ for ____________ days per week. I will begin my program on
_______________ and plan to reach my final goal by _______________.
My plan for increasing my participation includes the following strategies:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
I will keep in mind that the reason why I participate in active recreational activities is
to have a healthier lifestyle and these other reasons:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
I understand that it is important for me to make a strong personal effort to make
the change in my behavior. I sign this contract as an indication of my personal
commitment to reach my goal.
DEPED COPY
Name ____________________
Witness _______________________
Applying your knowledge about the importance of physical activity to your daily
routine is vital if you want to live a healthier lifestyle. You make decisions for yourself.
Commit to the changes you want to do in your lifestyle so that your health will improve.
43
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Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
To realize an advocacy project on the value of active participation in physical
activities to the community through Weekend Camp
DEPED COPY
II. Materials/Equipment:
sample request letters to the principal for approval and to the respective
community leader/s for coordination and if possible, for funding of
transportation, meals, and snacks
sample budget proposals
schedule of activities/matrix
photo album
notebook and pen
III. Procedure:
1. You will now extend your fitness commitment to the community as required.
You will be given ample guidance by your teacher as you do this.
2. Take note of the following details of the School-Based Weekend Camp.
44
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Clientele:
Venue:
Schedule:
to be arranged
Rationale:
Objectives:
Activities:
1. Planning
Selecting of clientele, venue
Planning of activities
Planning of budget
Scheduling of activities
Choosing food for lunch
2. Organizing
Creating different committees
Drafting the functions of the committees
Visiting the place
Communicating with the clientele
3. Managing the actual activity day
Time management
Activity management
Personnel management
Clientele participation
4. Evaluation
Clientele satisfaction
Narrative report with proper documentation
DEPED COPY
45
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Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
To participate actively in recreational activities voluntarily
II. Materials/Equipment:
copy of assessment tool
photos
notebook and pen
III. Procedure:
1. Extend your fitness commitment to your family and/or the community in
your free time.
2. Fill out the Activity Participation for Fitness Advocacy.
Activity Participation for Fitness Advocacy
Nature of Participation
Organizers/
Activity
(participant or
Sponsoring
organizer)
Individuals/Groups
DEPED COPY
Date
46
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SUMMATIVE TEST
Your final challenge is to pass the following test. It will assess the knowledge,
processes, and understanding you have acquired on active recreational activities.
Answer this in your activity notebook. Good luck!
Error Identification: Read the statements carefully. If the statement is false, choose
the word/s that make/s the statement false. If the statement is true, write NA for not
applicable. Do this in your activity notebook.
1. Vigorous physical activity is always recommended for a beginner.
2. Convenience and personal preference are some of the factors affecting
food choices.
3. Exercise for a healthy lifestyle should be done at most three times a week.
4. BMI is dependent on a persons height and weight.
5. If the goal is weight loss, a person should minimize energy expenditure.
6. Non-communicable diseases could be affected by genetics.
7. Changes in a persons lifestyle only affect the physical aspect.
8. Active recreational activities are recommended for the promotion of health
because they are enjoyable and effective in keeping the body in motion.
9. Dieting is not as effective as participating in regular physical activity when
trying to lose weight.
10. Basic skills in basketball include behind-the-back dribble, dunk, and alley
hoop.
SUMMARY
DEPED COPY
47
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GLOSSARY
Active recreational
activities
Agility
Cardiovascular
endurance
Coordination
Eating habits
DEPED COPY
FITT formula
Frequency
Health-related
components of
physical fitness
Intensity
Lifestyle
48
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Non-communicable
diseases (NCDs)
Physical fitness
tests
Rate of Perceived
Exertion (RPE)
Recreation
activities
Regular moderate
physical activity
Risk factors
DEPED COPY
Skill-related
components of
physical fitness
Time
Type
Warm up
Weight Gain
Weight Loss
Weight
Maintenance
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REFERENCES
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs
in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.
Sizer, F. S., Pich, L. A., Whitney, N. S. (2012). Nutrition: Concepts and
Controversies (2nd ed.). Ontario: Nelson Education Ltd.
http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm
http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/
http://www.stopsportsinjuries.org/
www.sportsinjurybulletin.com/archive/table-tennis.php
www.who.int/mediacentre/factsheets/fs355/en/
DEPED COPY
50
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