10

Physical

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Education
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Teacher’s Guide
Unit 1
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This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
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Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education
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Physical Educationand Health – Grade 10
Teacher’s Guide
First Edition 2015
ISBN:
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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Teacher’s Guide
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

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Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

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Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

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Layout Artist: Aileen N. Ilagan, Donna G. Romero

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 INTRODUCTION

As a teacher, you are faced with greater demands for quality and the
challenge to impart the necessary 21st century skills to your students. You
start searching for ways to better understand your teaching style and change
your perspective to address the pressing demands of attaining good quality
education. You make it your goal to provide concrete learning experiences for
your students. And for you to carry this out, you integrate into your lesson
plan effective teaching strategies, meaningful learning tasks and assessment
to achieve the intended learning outcomes.

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As designed, this module intends to give you a clear direction on how
to deliver procedures and instructions with great confidence, and the different
dynamic approaches in your teaching-learning process. Similar to the
learner’s material, this module follows the same instructional design but the
approach relies on how you will implement the different learning tasks found

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in the learner’s material. Furthermore, each activity is provided with key
answers to guide you in the assessment process.
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The essential things that you will need to face the challenges and meet
your goal are found in this module. All that is needed is to ensure its efficacy
in the classroom so that your learner’s engagement in the learning process
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will continue in the never-ending journey of self-learning. So let’s get started
and make some difference in the lives of your students.
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 Table of Contents

PHYSICAL EDUCATION
Unit 1: Active Recreation (Sports) .................................................................................. 1
Introduction ................................................................................................................... 4
Diagnostic / Pre-Assessment ....................................................................................... 4
Instructional Activities
Part I: What to KNOW ....................................................................................... 5
Part II: What to PROCESS .............................................................................. 20
Part III: What to REFLECT and UNDERSTAND............................................ 46
Part IV: What to TRANSFER .......................................................................... 49

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Summary.................................................................................................................... 52
Glossary..................................................................................................................... 52
References................................................................................................................. 54

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 Unit 1: Active Recreation
(Sports)

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Module No.: 1 Lesson: 1 Number of Sessions: 8

Part I: Defining Learning Outcomes Grade Level Standard

Grade Level Standard:

Performance
Content Standard Learning Competencies
Standard
The learner... The learner... The learner...

• demonstrates • maintains an • describes the meaning and

understanding active lifestyle importance of managing lifestyle

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of lifestyle to influence the and weight
and weight participation of
management the community • determines risk factors for lifestyle
to promote and society diseases (obesity, diabetes, heart
societal fitness in physical disease)

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activities
• determines physiologic and
physical signs and symptoms
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management

• undertakes physical activity and

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physical fitness assessments
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• assesses eating habits based on

the Philippine Food Pyramid/My
Food Plate
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• engages in moderate to vigorous

physical activities

• applies correct techniques to

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minimize risk of injuries

• monitors periodically one’s

progress towards the fitness goals

• analyzes the effects of media and

technology on fitness and physical
activity

• critiques media information on

fitness and physical issues

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 Performance
Content Standard Learning Competencies
Standard
• expresses a sense of purpose and
belongingness by participating in
community services and programs
that deal with physical activity

• advocates society efforts to

increase participation in physical
activities and improve nutrition
practices

Part II: Planning for Assessment

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Assessment at the Level Assessment at the
Product/Performances
of Understanding Level of Performance

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Community Outreach Explanation Conduct of the
Program Justify the importance of community
active recreation in one’s
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fitness

Interpretation
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Characterize a healthy
person.
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Application
Participate in recreational
activities that are present
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in the community

Perspective
Share view on active
recreation as a lifelong
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activity

Self-knowledge
Assess level of
understanding on active
recreation

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Part III: Planning for Teaching and Learning

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?

Do you know that the things you

do on a daily basis contribute a lot to
your health? Yes, the things that you do
like your daily routines, physical activities,
and eating practices can make you either
healthier or can also put you at risk even at

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your young age.

At any age, health should be

prioritized through proper management of lifestyle and weight. One can participate
in physical activities and may modify eating habits. As a member of the society,
you should give importance to your health. The value you give to your health is of

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significance not only to you but to the society as well. Remember, a healthy individual
is a productive individual. C
For you to become familiar with lifestyle and weight management, this module
will help you take positive steps to have a healthier lifestyle through active recreation.
The activities are enjoyable and offer satisfaction to enhance the quality of your life.
You will understand the importance of taking care of your health through physical
activities and proper eating habits. You will also understand that lifestyle and weight
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management will enhance not just your personal fitness but your family’s fitness and
the society’s fitness as well! So get involved and be part of the world of ACTIVE
RECREATION!
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II. Diagnostic / Pre-Assesment

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Read the statements carefully and put a check mark (P) on the statements
that apply to you.

1. I engage in physical 4. I take care of the

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activities for at least 30 environment by doing small

_____ _____
minutes several days a deeds such as throwing my
week. trash into the trash bin.

2. I engage in physical
5. I do warm-up, stretching,
_____ activities that challenge _____
and cool-down exercises.
my heart rate.

3. I do not stress myself 6. I assess my physical fitness

_____ about schoolwork _____ level and my participation in
deadlines. physical activities.

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 12. I wear a seatbelt whenever
7. I make sure I have my
_____ _____ I occupy the front seat of a
own personal time.
car.

8. I am conscientious with 13. I have a first aid kit handy

_____ _____
what I eat. and I know how to use it.

9. I try to eat vegetables

14. I always find time to do
_____ and fruits as much as I _____
leisure activities.
can.

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15. I manage my time well,
10. I take note of what food allotting ample time for
_____ _____
labels say. schoolwork, leisure, and
rest.

11. I do not easily fall for

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16. I spend quality time with
fads and hypes on TV
_____ _____ family, friends, and others in
about fitness, health,
my social circle.
and nutrition.
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Let’s see how you scored in the pre-assessment. Count the number of
check marks (P) to know your Healthy Lifestyle Assessment rating.
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Excellent 13-16
Good 9-12
Fair 5-8
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Needs improvement 0-4

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Evaluate your results. Does your lifestyle prove to be beneficial or

detrimental to your overall health? Take note of your daily habits for these have
great effects. At the end of the module, it is expected that the number of your check
marks (P) will be more than your results in this pre-assessment.
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INSTRUCTIONAL ACTIVITIES

Part I What to KNOW

This is the part where the learners will gain knowledge

on various activities that deals with being fit. They will be
provided with activities that will assess what they know,
stimulate their interest, and elevate their understanding and
level of excitement in the various topics. This part of the
module will help them get started and prepare them for the
succeeding parts.

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Activity 1: WARM YOU UP
This activity prepares the body for strenuous physical activity

I. Objective:
Prepare learners for physical activity using general or sports-specific warm up
exercises

II. Procedure:
1. Let learners choose a partner.
2. Ask learners to do light jogging around the venue to gradually elevate their
heart rate.
3. Ask them to stretch their legs, arms, back, and neck for several minutes.

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The time allotted to properly warm up the body can spell the difference between
performing well and getting oneself injured. Learners should spend about 5-10 minutes
on warm up routine. Learners should execute either general warm-up exercises like
jogging or running, or sports-specific warm-up exercises by using the movements that
will be used in the actual physical activity.

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Sample Warm up Exercises
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Ehs.utoronto.ca

Make warm-up sessions interesting for the learners. You can come up
with games or activities that make use of locomotor movements like running or
jogging, or specific movements in sports.

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 Introduce the next activity by giving a leading question on the concept of
lifestyle. What type of lifestyle do you have?

Activity 2: WHAT IS IT FOR YOU?

In this activity, learner’s prior knowledge about lifestyle and weight

management will be assessed.

I. Objective:
Discuss the meaning of lifestyle and the importance of lifestyle factors

II. Materials/Equipment:

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• manila paper
• masking tape
• pen
• activity notebook

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III. Procedure:
1. Group learners into five to eight members each. (Consider the number of
learners in groupings. You can have more number of members per group to
accommodate everybody.)
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2. Show the Lifestyle concept map. Ask learners to write words associated
with “Lifestyle” inside the circles. Explain that they may add more circles if
necessary. Ask them to do this in their activity notebook.
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3. Focus the discussion on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do you
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think these words were given?

• What words were mentioned only once? Are these words important?
4. Ask the groups to define “Lifestyle” based on the word/s given by each
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member.
5. Ask a group representative to present their definition in class in 3 minutes.
(Time may vary.)
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Examples of words that they may associate with “lifestyle” are nutrition/food,
exercise, sports, rest and sleep, smoking, and drinking. They may write other words;
the important thing is that the learners should be able to connect these words with
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“lifestyle.” Help them make this connection. Elaborate on the importance of the words
they write.

Your lifestyle is of utmost importance. Everything you do whether good or bad

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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
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affect your overall health. Therefore, it is a must that you give attention to these factors
for you to become a healthier individual.
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What aspects of your lifestyle do you think you should be more attentive to?
Why do you think so?

Introduce the next activity by challenging their vocabulary. What words
or concepts come to mind when they hear the word “weight”?
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Activity 3: RACE TO CONNECT

In this activity, the relationship between lifestyle and weight management will
be discussed.

I. Objective:

Discuss the connections between lifestyle and weight management

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 II. Materials/Equipment:
• manila paper
• masking tape
• chairs
• words and pictures posted on chairs

Examples of words and pictures

Nutrition/Food Physical Activity/Exercise

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running

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junk food
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vegetables exercising
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EP
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fruits weight training

III. Procedure:
1. Divide learners into groups of five to eight members each.
2. Give these instructions to the learners:
a. 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.
b. Discuss your group’s choice of word or picture. Categorize your choice:
Is it about nutrition/food, or physical activity/exercise?

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 Make sure to explain clearly and extensively the connections between
“weight” and “lifestyle” using the different words and pictures. Emphasize that
their lifestyle, which includes nutrition and physical activity, affects their weight.

Many aspects of your life are connected to your weight and lifestyle. Your choice
of food is only a part of them. Your age, gender, inherited characteristics, sleeping
habits, physical activity, and many others are also to be considered. Remember that
these aspects are attributed to your well-being, susceptibility to diseases, among
others. That is why you should be aware of the practices that affect your lifestyle,
especially when it comes to your weight and nutrition.

Introduce the next activity by asking them what type of food they love to
eat? Is it meat, snacks, sweets, fruits, or vegetables? Is it sweet, salty, or sour?

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Activity 4: WEIGHT, THERE’S MORE!

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In this activity, personal considerations of nutrition practices will be known.

I. Objective:
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Discuss weight management, and healthy and unhealthy eating practices

II. Materials/Equipment:
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• copy of checklist
• pen
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III. Procedure:
1. Distribute the Healthy or Unhealthy checklist.
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2. Ask the learners to do the following:

a. Put a check mark (P) on the practices that show healthy weight
management and eating practices and a cross mark (O) on the unhealthy
ones.
b. Explain your answer briefly. Do this in your activity notebook.
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3. Concentrate the discussion on the following:

• What practices did you consider healthy or unhealthy?
• Why were these practices considered healthy or unhealthy?

4. Ask learners to discuss their answers with their seatmate.

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 Healthy or Unhealthy

Practices Healthy Unhealthy Reason/s

1. Eating fruits daily

2. Eating in moderation

3. Skipping meals on a regular

basis

4. Consuming sweets

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uncontrollably

5. Substituting water for rice

6. Eating meat products

O
moderately

7. Choosing to eat home-cooked

meals rather than buying fast
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food items

8. Leaving out vegetables when

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eating sinigang

9. Minimizing intake of deep

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fried food

10. Drinking beverages like soft

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drinks as the first option

Discuss the repercussions of their eating practices and weight

management. Ask them how they feel about their answers. Which practices
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should they retain and which should they modify?

Your lifestyle includes the nutrition practices you observe. Which among the
practices are considered healthy and which are unhealthy? Which of these do you
observe? Now is a good time to reconsider the nutrition practices you observe to have
a healthier lifestyle.

Introduce the next activity by showing them pictures from or video clips
of The Amazing Race.

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Activity 5: SWEATING OFF THE RISKS

In this activity, ways on how risk factors can be addressed through active
recreational activities will be discussed.

I. Objectives:

Discuss the different risk factors of lifestyle diseases

Explain the importance of participating in active recreational activities
Identify active recreational activities that can address risk factors of lifestyle
diseases

II. Materials/Equipment:
• copy of worksheet
• pen

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• task materials placed per station
• letter cut-outs as word puzzles (body fat, stress, unhealthy diet, smoking,
drinking)
• activity notebook

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III. Procedure:
1. Group learners with five to eight members each.
2. Give these instructions to the learners:
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a. There will be five stations that corresponds to a specific scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
b. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, they need to list down in their activity notebook
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the recreational activiites that can lessen/address the risk factor given.

Recreational
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Risk Factors Scenarios

Activity
1. Ana is constantly in a hurry
EP

trying to meet deadlines.

2. Kathleen eats a lot of fastfood
items like burgers and fries.
3. Paul’s belly and arms are
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already flabby.
4. Bryan started getting hooked on
cigarettes when he was just 14.
5. Dennis and his friends drink beer
every other night.

3. Ask them to contemplate on the following:

• Which scenarios can you relate with the most? Are you aware of the
risk factors in these scenarios?
• How can recreational activities address risk factors?
4. Ask learners to make a summary report and share with the class.

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 5. Let their group representative present their summary in class in 3 minutes.
(Time may vary.)

Explain the risk factors. Emphasize that individuals respond differently

to stress and stressful situations; however, it is advantageous if stress is
minimal. An unhealthy diet refers to unhealthy food/nutrition choices. Diet
here is used interchangeably with nutrition. Intake of fatty foods should be
minimized to lower risks of certain diseases. However, body fat in certain areas
such as the abdomen, arms, and legs may need to be reduced through proper
diet and physical activity. Smoking and drinking are lifestyle choices that, if
often indulged in, especially in excess, could lead to health conditions and/or
diseases like lung cancer and kidney failure.

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Discuss the learners’ vulnerability to these risk factors because of their
lifestyle choices. Which among the risk factors are they most vulnerable? Which
risk factors do they need to focus more on?

Risk factors to our health include the things that we do in our everyday lives

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and the physiological characteristics that we inherit from our parents. They should
be taken seriously. Being aware of these risk factors as well as doing something to
prevent and counteract their effecits are important. Engaging in active recreational
C
activities is highly promoted as one means of promoting a healthy lifestyle.

This part of the module will bring out their creativity in presenting lecture-
discussions. Find this part of the module as a guide in your discussion; you can
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have more supplementary readings if you find it necessary.

Introduce the concept of active recreation and the benefits they can get from
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participating in such activities. Mention that recreational activities include

sports, games, music, arts, hobbies and collecting activities, and outdoor or
nature activities. Emphasize that their recreational activities work together with
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their food practices to help manage their weight.

Activity 6: LECTURE-DISCUSSION
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This is an opportunity to discuss and clarify the meaning and importance of

lifestyle and weight management and how active recreation contributes to lifestyle and
weight management.

I. Objective:
Discuss how participation in active recreation contributes to the achievement
of a healthy life

II. Materials/Equipment:
• reading materials on lifestyle and weight management and active recreational
activities as previous meeting’s reading assignment
• slideshow presentation

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III. Procedure:
1. From the reading assignment, ask the learners to make a summary of the
essentials on lifestyle and weight management and active recreational
activities.
2. Distribute the worksheet. Ask learners to do this in their activity notebook.

Weight (kg) ___________ BMI Physical activities to improve or maintain BMI

Height (m ) ___________
2 _____

DAILY FOOD LOG

Breakfast Sun Mon Tue Wed Thu Fri Sat

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AM Snack

Lunch

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PM Snack

Dinner
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MONTHLY PHYSICAL ACTIVITY LOG
June Sun Mon Tue Wed Thu Fri Sat
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Week 1
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Week 2
EP

Week 3

Week 4
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After the activity, emphasize the relevance of all their lifestyle choices.
Focus on how these choices affect their overall wellness. Make them realize
that as early as teenage years, they should be conscious about their lifestyle,
keeping in mind their physical activity and food practices.

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
activities affect your weight, which consequently affects 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 you to 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 individual’s 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

PY
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.

O
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
C
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.
D

Risk factors are variables in your lifestyle that may lead to certain diseases.
E

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 the more benefits. For
EP

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
D

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 excercise 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 heart attack and stroke), 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. NCDs 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/‎ ).

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O
C
Figure 1. Lifestyle Management Continuum

It is important that these risks factors are addressed even at your teenage
D
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.
E

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.
EP

WEIGHT AND MANAGING IT

Introduction

You might find other individuals lucky because they eat a lot but do not gain
D

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

16

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 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.

Weight Gain = energy consumed is greater than energy expended

= more food intake but less physical exertion
Weight Loss = energy consumed is less than energy expended
= more physical exertion but less food intake
Weight Maintenance = energy consumed equals energy expended
= physical exertion is the same with food intake

Modifying your eating habits can aid you in managing your weight. Opting for

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more nutritious food can help lessen health risks and improve your physique. Some
of the common tips in weight management are including fruits and vegetables in
your meals, reducing intake of sweets, preparing your meals in a healthier way, and
decreasing portion sizes.

O
Aside from taking note of your eating habits, you should also take note of
your actual weight as an indicator of health risk. This has to do with getting your
Body Mass Index (BMI). It is a rough measure of body composition that is useful
C
for classifying the health risks of body weight. It is also based on the concept that a
person’s weight should be proportional to height.BMI is calculated by dividing your
body weight (expressed in kilograms) by the square of your height (expressed in
meters).
D
Example:
weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg
E

height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m

BMI = wt in kg = 59 kg
EP

= 23 kg/m2
ht in m2 (1.6 m) 2

Classification BMI
Underweight <18.5
D

Normal 18.5–24.9
Overweight 25.0–29.9
Obesity (I) 30.0–34.9
Obesity (II) 35.0–39.9
Extreme Obesity (III) ≥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.

17

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 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
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.
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.

ACTIVE REACTIONAL ACTIVITIES

Introduction

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Recreational activities are those activities held during one’s leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.

O
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,
C
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.
D
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
E

effort than what you usually do.

EP

Physical Activity Index

Score Activity
Sustained heavy breathing and perspiration
5
Sustained heavy breathing and perspiration
4
D

Moderately heavy, as in cycling and other recrational

Intensity 3
sports
2
Moderate, as in volleyball, softball
1
Light, as in fishing
4 Over 30 minutes
3 20 to 30 minutes
Duration
2 10 to 20 minutes
1 Less than 10 minutes
5 6 to 7 times per week
4 3 to 5 times per week
Frequency 3 1 to 2 times per week
2 A few times per month
1 Less than once a month

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Computation: Intensity X Duration X Frequency = Score Total
Your Score: ______ x _______ x _________ = _________
Evaluation of Activity Score
Score Evaluation Activity Category
81 to 100 Very active lifestyle High
60 to 80 Active and healthy Very good
40 to 59 Acceptable but could be better Fair
20 to 39 Not good enough Poor
Under 20 Sedentary

Moderate amounts of physical activity are recommended daily. The total

activity can be accumulated in multiple short bouts – for example, two 10-minute

PY
brisk walk sessions and a 15-minute bike ride. This can also be done in continuous
sessions.

Choose recreational activities that you find enjoyable and fits into your daily
routine. Your participation in these activities could easily be sustained since you

O
personally enjoy doing them and you even do it in your own time. Hence, strict
adherence to a regular physical activity is very viable.
C
Regular physical activity, regardless of how hard it is, makes you healthier
and can help protect you from many chronic diseases. However, exercising at low
levels of exertion does little to improve physical fitness. It is recommended that you
exert more than your usual effort. For example, if you are used to walking for 15
D
minutes from home to work, you could walk faster or for a longer duration.

Some of the more common active recreational activities are sports like
E

badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These
activities require specific skills to be able to play them. For sports involvement to be
EP

enjoyable, either recreational or competitive play may be pursued. It all depends on

you and your enjoyment.

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.
D

Activity 7: YOUR TURN (Assessment of Knowledge)

In this activity, knowledge will be assessed through noting the important things
about the lecture-discussion. Ask learners to copy this in their notebook.

19

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 Examples
Important formula
of active Your BMI and recommended weight
for weight
recreational management formula
management
activity

Weight maintenance

Weight loss

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Weight gain

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After the assessment, emphasize to the learners the importance of their
C
participation in active recreation. Focus on how their participation affects their
weight. Make them realize that in order to manage their weight, participation in
active recreation is necessary.
D
Your knowledge of lifestyle and weight management would be beneficial to you
even as you get older. In general, lifestyle should be your focus. Knowing your weight
E

and how to manage it, coupled with participation in active recreational activities would
make you a healthier individual. However, take note that making significant cuts in
food intake in order to lose weight and body fat could be a difficult strategy to maintain;
EP

focusing on increased physical activity is a better approach for many people.

Part II What to PROCESS?

D

Learners will be given activities on physical

activity and eating habits for them to understand the
importance to their fitness and well-being. As learners
go on with the activities, they will learn that participation
in active recreational activities is not just fun and exciting
but also an opportunity to improve their fitness and
enhance their social skills. So, they have to prepare
themselves and get started!

20

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 Activity 1: ME AND MY DAY

This activity will assess learner’s physical activity engagement using a survey.

I. Objective:
Discuss daily activities that contribute to one’s health

II. Materials/Equipment:
• copy of survey form
• chairs

III. Procedure:
1. Ask learners to form groups of eight to ten members, arranged in a circle

PY
formation.
2. Distribute the survey form. Tell them to put a check mark (P) on the activities
they do and the estimated number of hours they do these activities.

Sentence Completion

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When I am not in school, I...
___ watch TV for about ____ hours
C
___ 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
D
___ sleep about ____hours even after my regular wake up time
___ usually go out to the mall or a friend’s house and spend about ____
E

hours there
___ do household chores for about ____ minutes or ____ hours
EP

___ do something else like ______________________ for about ____

minutes or ____ hours

3. Tell learners to discuss the following questions with their group:

• What activities were commonly marked?
• How many minutes or hours were usually spent on these activities?
D

• Which among the activities do most of the group spend time on?
• What can you say about the activities commonly marked and the time
spent doing them? Classify the activities into active or passive.
• Which of these activities do you enjoy the most? Why?
4. Call some of them to share their answers on the following questions with the
class.
• How do you feel about the activity? What did you realize?
• What do you think about the daily activities of your classmates? Did you
have activities that were similar to your classmates?
• Should you stick to your daily routines or should changes be made?

21

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 Discuss the importance of the time they spend doing their daily routines.
The amount of time they spend on passive and active routines could spell the
difference between being sedentary and being physically active. What routines
could they cut short? What routines could they spend more time on?

Activity 2: FILLING IN MY SCHEDULE

This activity will provide opportunity to get involved in active recreational

activities. This will determine possible time in a day where the learners could be more
active.

I. Objective:

PY
Discuss possibilities of becoming more active based on your schedule

II. Materials/Equipment:

• manila paper

O
• masking tape
• pen
• activity notebook

III. Procedure:
C
1. Ask learners to work in pairs.
2. Using the Weekly Activity Log, write how much time is spent doing these
D
activities. Ask them to do this in their activity notebook.

Weekly Activity Log

E

Activities Sun Mon Tue Wed Thu Fri Sat

Studying
EP

Doing household
chores
Other activities
D

Free time

3. Tell them to concentrate on the following:

• How long do you spend on activities that make you move a lot, make
you stay still, or not move a lot?
• When are the best times and days for you to be more active?
• What activities can you do on these times?

4. Call some learners to share their answers on the following questions with
the class.
• How do you feel about the activity? Were there any realizations?

22

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 • 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?

Introduce the next activity by explaining that time spent on doing physical
activities provide the body with several benefits. Give a situation wherein their
heart rate increases rapidly and explain the physical and physiologic responses
of the body.

Activity 3: CHECK IT OUT!

PY

In this activity, learners will know their fitness levels in terms of cardiovascular
endurance, agility, and coordination.

I. Objective:

O
Determine cardiovascular endurance, agility, and coordination levels of learners

II. Materials/Equipment:
C
• copy of physical fitness assessment tool
• bench/stairs
• metronome/timer
D
• tape measure
• cones/markers
• chalk
E

• stopwatch
• tennis balls
• masking tape
EP

III. Procedure:
1. Pair up the learners.
2. Distribute Physical Fitness Record. Ask learners to attach this on their
activity notebook.
D

3. Discuss each of the physical fitness test protocols and how to fill out the
fitness record.
4. Give these instructions to the learners:
a. Perform the tests alternately and record each other’s scores.
b. Monitor physical fitness during the entire school year. Follow the
physical fitness test protocols.
c. Record scores in the Physical Fitness Record.
5. Tell them to take note of their fitness level and assessment compared to
their partner

Ask: What can you do to maintain and/or improve your fitness level scores?

23

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 Physical Fitness Record
Name
Grade & Sec
HEALTH-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test
COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr)
Cardiovascular ____ x 4 = ____ x 4 = ____ x 4 = ____ x 4 =
Endurance ____ bpm ____ bpm ____ bpm ____ bpm

Muscular Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____

Endurance Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____

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Muscular Strength
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Flexibility
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____

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Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___
Body Composition Ht (m2) ___ CHt (m2) ___ Ht (m2) ___ Ht (m2) ___
BMI _____ BMI _____ BMI _____ BMI _____

SKILL-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test

D
COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr)
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Agility
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
E

Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____

Balance
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
EP

Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____

Coordination
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Power
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
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Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____

Reaction Time
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Speed
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Points of improvement:

Overall physical fitness assessment:

Student’s Name & Signature: Teacher’s Name & Signature:

24

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Teach the learners how to get their pulse and measure the pulse rate. With their index
and middle fingers together (dominant hand), feel the beating of their pulse either
on their wrist area, beneath the thumb, hand facing upward (radial artery of the non-
dominant hand), or on their neck (carotid artery on the right side, below the jaw bone)
and count the number of beats in 15 seconds. Tell the learners to do the counting
silently, and record the beats counted and multiply them by 4. Tell the learners to
record the number in their notebook as “_____ beats/minute.”

Discuss with them that the ability to perform well in the physical fitness tests is an
indicator of their physical fitness level. Scores in the different tests show the components
they should work on and also the ones they have already addressed satisfactorily.
From Quarter 1 to Quarter 4, their participation in active recreational activities could
help improve their scores in the different tests. They need to monitor their physical

PY
fitness levels to become healthier individuals.

Take note that only the physical fitness tests for cardiovascular endurance, coordination,
and agility are presented due to space constraints. You may use your preferred physical
fitness tests for other health-related and skill-related components.

TEST PROTOCOLS

O
C
Cardiovascular Endurance: 3-Minute Step Test Protocol

I. Materials/Equipment:
• 12-inch high bench for stepping
D
• clock with sweep second hand or
stopwatch for timing test and counting
E

heart rate
• metronome to help maintain cadence in
proper stepping rate
EP

II. Procedure:
1. Step up the bench using your right foot first,
then your left.
2. Step down the bench starting with the right
D

foot, then the left.

3. Step up and down at 24 cycles (up-up-down-
Figure 2.
down) a minute for 3 minutes. (metronome setting
3-Minute Step Test
at 96)
4. Immediately after 3 minutes, sit down.
5. After 5 seconds, ake your heart/pulse rate for 60 seconds. This will be
your score.
6. Check your score against the table below. Your score will be the 60
second pulse rate following three minutes of stepping.

25

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Males (in bpm) Females (in bpm)
Excellent <71 <97
Good 71-102 97-127
Fair 103-117 128-142
Poor 118-147 143-171
Very Poor 148+ 172+

http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx

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Coordination: Hand-Eye Coordination Test

I. Materials/Equipment:
• tennis ball
• stopwatch

O
• smooth wall
• marker C
II. Procedure:
1. Stand 2 meters away from a smooth wall.
2. At the signal, the stopwatch is started. With
D
your 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 Figure 3. Hand-Eye Coordination
E

with the right hand. This cycle of throwing and

catching is repeated for 30 seconds.
EP

3. Upon reaching 30 seconds, the number of catches is recorded.

The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).
Above Below
Age High Score Average Low score
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Average Average

15-16 years >35 30 - 35 25 - 29 20 - 24 <20

http://www.brianmac.co.uk/handeye.htm

26

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 Agility: Illinois Agility Run Test Protocol

I. Materials/Equipment:
• 8 traffic or road cones
• stopwatch

II. Procedure:

1. Arrange the cones as specified by the in the figure.

2. Lie face down or prone (head towards the starting point).
3. At the signal, get up quickly as possible and run around the course in the
direction indicated without knocking the cones over.
4. Upon reaching the finish line, stop the timer and record the time.

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5. Check your speed in seconds against the table below.

Speed (in seconds)
Males Females
Excellent <15.2 <17.0

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Good 15.2-16.1 17.0-17.9
Fair 16.2-18.1 18.0-21.7
Poor 18.2-19.3 21.8-23
C
Very Poor >19.3 >23

E D
EP
D

Figure 4. Illinois Agility Run Test

http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS%20AGILITY%20TEST.pdf

27

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 READINGS: PHYSICAL ACTIVITY AND PHYSICAL FITNESS

It helps you avoid diseases, remain strong and fit, and maintain your
physical and mental health. One of the most important practices is being physically
active.

People of all ages benefit from regular physical activity. Significant health
benefits can be obtained by engaging in moderate amounts of physical activity on
most, if not all days of the week. Through a modest increase in daily activity, most
individuals can improve their health and quality of life. Additional health benefits can
be gained through greater amounts of physical activity. Individuals who can maintain
a regular regimen of a more vigorous or a longer-duration activity are likely to obtain

PY
even greater benefits.
Lifestyle physical Moderate exercise Vigorous exercise
activity program program
Description Moderate physical Cardiorespiratory Cardiorespiratory
activity -- an amount endurance exercise (20- endurance exercise

O
of activity that uses 60 minutes, 3-5 days a (20-60 minutes, 3-5
about 150 calories week); strength training days a week); interval
per day and stretching exercises training, strength training
C
(2-3 days per week) (3-4 days a week), and
stretching exercises (3-5
days a week)
Sample • Walking to and from • Jogging for 30 minutes, • Running for 45 minutes,
D
activities or work, 15 minutes 3 days per week. 3 days a week
program each way • weight training, 1 set of • Intervals: running
• Cycling to and from 8 exercises, 2 days per 400m at high effort,
E

class, 10 minutes week 4 sets, 2 days a week

each way • stretching exercises, 3 • Weight training: 3 sets
• Raking leaves for days per week of 10 exercises, 3 days
EP

30 minutes a week
• Dancing (fast) for • stretching exercises, 5
30 minutes days a week
• Playing basketball
for 20 minutes
Health and Better blood All the benefits of All the benefits of
D

fitness cholesterol levels, lifestyle physical activity, a lifestyle physical

benefits 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
Physical Activity Intensity Chart
plus improved physical
fitness (increased
cardiorespiratory
endurance, muscular
strength, and endurance,
and flexibility) and even
greater improvements in
health and quality of life
and reductions in chronic
disease risk.
activity and a moderate
exercise porgram with
greater increase in
fitness and somewhat
greater reduction in
chronic disease risk.
Participating in a
vigorous exercsie may
increase risk of injury
and overtraining.

28

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 Participation in regular moderate physical activity can lead to improved
physical fitness. It is a condition whereby the systems of the body are able to function
at their optimal efficiency, associated with an individual’s ability to work effectively, to
enjoy leisure time, to be healthy, to resist disease, and to meet emergency situations.

Regular moderate physical activity means engaging in relatively vigorous

bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular”
here refers to being active in most, if not all days of the week. About 3 to 4 times per
week or more are the recommended times of exercise for an individual. You may opt
to have rest days or easy days in between to allow your body to recover from the
physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
45 45 45 45 45

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Rest minutes minutes minutes minutes minutes
Activity Rest day
day brisk brisk brisk brisk brisk
walking walking walking walking walking

To know if the amount of effort exerted during physical activity will be

O
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)
C
Intensity (how hard) – an individual’s 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
D
cool-down) or the length of time spent in training
Type – mode of physical activity
E

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
EP

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.
Your usual More than your usual
5x/wk (Monday-Friday)
D

5x/wk (Monday-Friday)
Frequency 2x/day (home-school;
2x/day (home-school; school-home)
school-home)
Moderate to vigorous
Intensity easy (leisurely pace)
(moderate to fast pace)
Time 20 minutes 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
be done gradually to give your body time to adjust to the demands you place on it.

29

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 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.

Rate of Perceived Exertion (RPE)

PY
Rating
Description Rating Description
6 14
7 Very, very light 15 Hard
8 16
9 Very light 17 Very hard

O
10 18
11 Fairly light 19 Very, very hard
12
20
13 Somewhat hard
C
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
D
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
E

does not mean exhaustion or risking yourself of getting injuries.

Physical fitness tests are also good gauges of your fitness level. Health-related
EP

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
D

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

30

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Good physical fitness is important because it contributes directly to the physical
component of good health and wellness, and indirectly to the other components.
Good fitness has been shown to be associated with reduced risk for chronic disease,
such as heart disease, and has been shown to reduce the consequences of many
debilitating conditions.

Factors affecting physical fitness include age, gender, heredity, nutrition,

activity and disability, among others. These factors affect physical fitness in varying
degrees since they are relative to the individual. For instance, if you eat ample
amounts of food regularly, your fitness level will likely be higher than somebody
who does not get enough nutrients on a regular basis. The same can be said with
somebody who is very active compared with somebody who is very sickly.

PY
Participating in regular physical activities should be enjoyable to be able
to make you continue doing it. Reasons for participating and dropping out from
the activity depend on the individual; that is why it is important to know what your
reasons for participating are so that dropping out can be avoided. Some reasons for

O
participating include: the thrill and excitement of competition; desire to succeed or
win and/or be good at something; a sense of personal accomplishment; enjoyment in
playing and mastering new skills; socialization or being with others; challenge limits;
C
release of stress and frustration; improvement of self-image, self-confidence, and
appearance; improvement of health, wellness, and fitness levels; and prevention of
disease.
D
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.
E

Activity 4: WARM YOU UP

EP

This activity will prepare the body for physical activity proper.

I. Objective:
Prepare learners for physical activity proper using general or sports-specific
warm up
D

II. Procedure:
1. Pair learners and ask them to form a line.
2. Ask them to do light jogging around the venue to gradually elevate your heart
rate. You could also demonstrate sports-specific movements as warm up.
3. As the leader, do the stretching of legs, arms, back, etc for several minutes
with the learners.

Emphasize the need to warm up before exerting effort in doing the actual
movements necessary in a sport. The time spent on properly warming up will
lessen the risks of injuries.

31

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 Time allotted to properly warming up the body can spell the difference between
performing well and getting yourself injured. Spend about five to ten minutes of warm
up routine either general like jogging or running or sports-specific, that is, using the
movements in the actual physical activity.

After this, recall their prior knowledge on the nature and background of
different active recreational activities. Review also the rules of the games and
the mechanics of doing the skills. Ask about their experiences when they played
the game.

The focus of the discussion is on the fitness benefits of these recreational

activities and how these activities affect one’s health in terms of managing weight.
Safety precautions are also highlighted to promote continuous participation

PY
even outside PE class and on their own leisure.

Activity 5: LET’S GET STARTED!

In this activity, learners will participate in sports activities to gauge their prior

O
skills in active recreational activities.

I. Objective:
C
Determine skills needed in a specific sport for participation in active
recreation
Encourage engagement in active recreational activities (sports)
Identify risks of injuries when participating in active recreational activities
D
II. Materials/Equipment:
• copy of teacher-made assessment tool
E

• nets/posts/hoops
• courts
• balls/shuttlecocks
EP

• rackets/bats/paddles
• gloves
• caps
• tables
• pen
D

III. Procedure:
1. Pair the learners.
2. Distribute the Sports Participation Log.
3. Explain the necessary details for a specific sport, like skills needed.
4. Discuss drills for sports to determine learner’s skill level in a specific sport.
Highlight sports-related injuries and injury prevention and management.
5. Give these instructions to the learners:
a. Participate in sports during PE. Log them in your Sports Participation
Log.
b. Continue engaging in sports activities outside PE time. Log them.
c. Do this for the entire school year.

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 Sports Participation Log
June Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4

6. Ask some learners to share their answers on the following 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

PY
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?

O
READINGS AND SPORTS ACTIVITIES

Benefits of Active Participation in Sports and Recreational Activities

C
Individuals benefit a lot from actively participating in sports and
recreational activities. These include health, physical, mental, emotional,
and social benefits.
D
Health Benefits
• road map to good health and longevity
• improved quality of life
E

• lower blood pressure, reduced arthritis pain, weight loss and lowered risk
of diabetes, certain cancers, osteoporosis and cardiovascular disease
EP

Physical Benefits
• improvement of skills specific to a particular activity
• relaxation, rest, and revitalization

Mental and Emotional Benefits

D

• release of stress from demands of everyday living

• greater personal confidence and self-esteem
• sense of achievement
• reducing risks of depression, anxiety, psychological distress, and emotional
disturbance
• more restraint in avoiding risky behavior

Social Benefits
• bonding with family and friends
• opportunity to make new friends and acquaintances
• strengthen social networks and community identity

33

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 Badminton

Skills – service, lob, clear, drive, drop, smash, footwork

PY
Figure 5. Badminton Footwork

Sample program for playing badminton with moderate to vigorous intensity

O
Moderate Vigorous
Frequency 3-4x/week C 4x or more/week
Intensity RPE of about 11-13 RPE of about 13-16
Time 30 minutes and up 45 minutes and up
series of footwork and
series of light hitting drills
hitting drills with partner
D
Type with partner followed by
followed by slightly heavy
light competition/game
competition/game
E

Injury Prevention and Risk Management

Badminton injuries are either acute, traumatic injuries such as ankle
EP

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/)
D

Activity: Shuttle ‘Minton

For this volleyball-like lead-up game, you will need a racket for each
player and one birdie. Form two teams, with 6-9 players each. The objective of
the game is hit the birdie over the net to the other team’s boundaries. A team is
allowed to hit the birdie up to three times while on its side before it goes over
the net. Note that the same player may not hit the birdie twice in a row. The
serving team will score when the other team cannot return the birdie legally
and within the serving team’s boundaries. However, if the serving team fails to
return the birdie to the other team, that specific play is over and the other team
is up to serve. Set a limit of points at the beginning of the game. The first team
to reach this number of points is the winner.
(http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/)

34

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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

PY
Intensity RPE of about 13 RPE of about 14-17

Time 45 minutes and up 1 hour and up

O
series of hitting drills with
series of light hitting drills
partner followed by slightly
Type with partner followed by
heavy team competition/
light competition/game
C game
D
Injury Prevention and Risk Management
E

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.
EP

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.
D

(www.sportsinjurybulletin.com/archive/table-tennis.php‎)

Activity: Table Tennis Ten Pin

Set up 10 targets fairly close together at the end of the table. Group 3
players for each team and assign them the following tasks: 1 hitter, 1 fielder at the
back and 1 fielder in front, who is in charge of returning the ball to the hitter. The
hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit
scores one point. Take turns in keeping score. Each player has 10 balls to use to
score as many points as possible. Replace or re-set targets and change hitters
and fielders.

35

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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 RPE of about 14-17

Time 45 minutes and up 1 hour and up

PY
series of hitting and serving
series of light hitting drills
drills with partner followed
Type with partner followed by
by slightly heavy team
light competition/game
competition/game

O
Injury Prevention and Risk Management

C
Tennis injuries are generally defined as either cumulative (overuse) or acute
(traumatic) injuries. These injuries occur over time due to stress on the muscles,
joints, and soft tissues without proper time for healing. They begin as a small,
nagging ache or pain, and can grow into a debilitating injury if they aren’t treated
D
early.

Many sports injuries result from overuse, lack of proper rest, lack of proper
E

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
EP

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

D

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 don’t 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 opponent’s buckets wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)

36

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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 RPE of about 14-17

PY
Time 30 minutes and up 45 minutes and up

O
series of catching, fielding,
series of catching, fielding, and hitting drills with base
Type
C
and hitting drills followed by
light competition/game
running, pitching drills
followed by slightly heavy
competition/game
D
Injury Prevention and Risk Management
E

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
EP

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.
D

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.

37

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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

PY
Intensity RPE of about 13 RPE of about 14-17

Time 30 minutes and up 45 minutes and up

O
series of light footwork
series of footwork,
C
and passing drills
passing, shooting,
Type defending, and tackling
followed by light
drills followed by slightly
competition/game
heavy competition/game
E D

Injury Prevention and Risk Management

EP

Injuries occur during football/soccer games and practice due to the

combination of high speed and full contact. While overuse injuries can occur,
traumatic injuries such as concussions are most common. The force applied to
either bringing an opponent to the ground or resisting being brought to the ground
makes football/soccer players prone to injury anywhere on their bodies, regardless
D

of protective equipment.

Activity: Partner Soccer Score

Partners stand 6-8 meters apart, facing each other. At the signal, one
partner will attempt to shoot the ball between their partners’ outstretched legs.
They also must retrieve the ball and go back to the starting point to shoot the
ball again. This goes on within a minute, afterwhich they switch roles. Whoever
scores the most goals in one minute wins, and assigns a task for the non-winner
to perform. Variation can be done using teams instead of individuals.

38

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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

PY
Intensity RPE of about 13 RPE of about 14-17

Time 45 minutes and up 1 hour and up

O
C series of spot shooting, and
series of spot shooting and dribbling with defending
light dribbling drills with drills, and transition drills
Type
partner followed by light with partner and team
D
competition/game followed by slightly heavy
team competition/game
E
EP

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
D

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”.

39

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 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 RPE of about 14-17

Time 45 minutes and up 1 hour and up

series of light passing,
hitting, setting, receiving,
Type and serving drills with
partner followed by light
competition/game
PY
series of serving, digging,
and attacking drills with
partner or team followed
by slightly heavy team
competition/game

Injury Prevention and Risk Management

O

C
Since volleyball involves repetitive overhead motions, such as spiking and
blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball
players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate
ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non-
D
operatively with bracing and physical therapy, or home rehabilitation exercises.
However, treatment can vary significantly depending on the injury. Recovery time
usually depends on the injury.
E

Activity: Catch, Toss, Set and Over

EP

The class will be divided into groups of 4-6 students each. The teacher
tosses a ball to one team wherein the first contact must catch it. The person who
catches the ball tosses it towards a player near the net (preferably in the middle).
That person volleys (or bumps) the ball along the net to another player who then
plays the ball over towards the other team and within the scoring area. The process
is then repeated for the second team. If the ball falls or if the second player catches
D

the ball, that team must leave the floor and the next team enters the court.

Participation in sports-related recreational activities is one of the best ways of

achieving a healthy lifestyle. Participation can either be recreational or competitive.
The important thing to keep in mind is that regular moderate participation in such
activities will help improve your health.

Introduce the next activity by asking about what they eat after participating in
sports activities. Are they conscious eaters? Or they indulge a lot?

40

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 Activity 6: MY MEAL AND MEAL HABIT LOG

In this activity, meal intake and eating habits will be known to determine types
of food learners eat and what modifications can be made to have a healthier lifestyle.

I. Objective:
Discuss meal intake and eating habits for healthier lifestyle

II. Materials/Equipment:
• copy of teacher-made assessment tool
• pen
• activity notebook

PY
III. Procedure:
1. Ask learners to form a group with five to eight members.
2. Distribute the Daily Food Intake Log. Tell them to fill in their meals for three
consecutive days. Ask them to list down the components of meals as much
as possible.

O
Daily Meal Log
Day 1 Breakdown of meal/number of servings
Breakfast
AM Snack (if applicable)
C
Lunch
D
PM Snack (if applicable)
Dinner
E

Snack (if applicable)

Specific cravings (if applicable)
EP

1. Show them the Eating Habits Inventory.

2. Give them these instructions.
a. Encircle Y or N if you did these meal-related actions for the day for the day.
b. For Y answers, fill out the space of a concrete action to minimize or resolve
D

these acts.
c. Copy this in your activity notebook for the next two days.

Eating Habits Inventory

Did you... Yes/No What to do about it
eat any of your meals quickly? Y N
eat out today? Y N
eat too much sweet today? Y N
skip any of your meals today? Y N
consume any soft drinks today? Y N
eat any bag of chips today? Y N
eat big portion sizes in any of your meals today? Y N

41

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 3. Tell them to concentrate on the following:
• What are the types of food do you usually eat? How many servings do
you usually eat per meal?
• What eating habits are common? What do you think are the effects of
these eating habits?
4. Call some to share their answers on the following questions with the class.
• How do you feel about the activity? What were your realizations?
• What types of food do you eat that are close to the recommendations
in the Filipino Food Guide?
• Do you think you need to change your meal options? Your eating
habits? Why or why not?

Discuss the value of their eating habits. Mention that their eating habits

PY
contribute to their weight. What habits should they improve on? Maintain?

READINGS

The active life is a magnet that attracts a composite of behaviors or habits,

that when viewed one at a time, seems too simplistic to be valued. However, eating

O
and our body’s response to eating are some of the most intriguing concepts in health.
Eating is an intentional act. Each day people choose from the available food,
C
prepare the food, decide where to eat, which rules to follow, and with whom to dine.
These make up your eating habits. Convenience is only one factor that drives food
choices. Some of the other factors are:
Advertising: Media might have persuaded you to eat such food.
D
Availability: There are no others to choose from.
Economy: They are within your means.
Emotional comfort: They make you feel better for a while.
E

Habit: They are familiar; you always eat them.

Personal preference: You like the way such food taste.
Positive associations: They are eaten by people you admire, or they
EP

are just for fun.

Region/location: They are common or favored in your locality.
Social pressure: They are offered; you feel you cannot refuse them.
Values/beliefs: They fit your religious traditions, or honor your ethical beliefs.
Weight: You think they will help to control body weight.
D

Nutritional value: You think they are good for you.

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.

42

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 MODIFYING EATING HABITS

A modification in your eating habits is needed most especially when you are
at risk of disease. Small and simple changes like adding more fruits to your diet
can make a difference in your health. However, some situations may need major
changes in one’s lifestyle. Some of the strategies in changing eating habits include
making a plan and sticking to it.

Eating habits can be modified according to the nutritional recommendations

for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind
these recommendations help ensure proper diet especially the changes being
experienced as your body matures. Your eating habits should revolve around these
recommendations to become healthier. Remember, your nutritional needs should

PY
not be neglected as you participate in active recreational activities. More attention
on nutritional needs is necessary to energize your body and help your body recover
as well.

O
C
E D

Figure 5. Eating Plan for Healthy Living

Compute the recommended number of calories you should burn using

EP

FNRI’s Energy Calculator to find out what physical activities you need to do to burn
these calories. Take note that in order to manage your weight well, you should give
importance to both physical activity and nutrition. That is why you should take note
of the calories you need to burn and the physical activities that you can participate
in to burn these calories.
D

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 & food energy equivalents to burn excess calories
• calculates the body mass index (BMI) of individuals
• calculates the basal metabolic rate (BMR) of individuals
Sizer, F. S., Piché, 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.

43

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Activity 7: DO YOU KNOW HOW TO ANALYZE?

This is an opportunity to discuss and clarify the importance of critiquing media

and technology regarding physical activity and nutrition.

I. Objective:
Describe the importance of critiquing media and technology related to physical
activity and eating habits

II. Materials/Equipment:
• reading materials
• powerpoint presentation
• video presentation of a particular product advertisement (e.g., Fit ‘n Right, etc)

PY
• poster of athlete and product being endorsed (e.g., Michael Jordan on
Gato1rade, Manny Pacquiao on Sting, etc.)

III. Procedure:
1. Make learners form three groups; each group will be assigned one particular

O
viewpoint.
• Group 1 – as an advertising company
• Group 2 – as a consumer
• Group 3 – as a health professional
C
2. Present the video and/or show the poster and tell the learners to discuss the
following questions with their group.
• Based on your prior knowledge about physical activity and nutrition
D
practices, what can you say about the advertisement?
• What is the literal and implied message of the advertisement? Who is
the target audience?
E

• Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media and technology
on physical activity and nutrition practices.
EP

4. Ask the group to share their viewpoint in a creative manner such as slideshow
presentation, news reporting, dramatization, etc. within 20-25 minutes.

Emphasize that media and technology have great influence on the food and
lifestyle choices of individuals. It is a must that they become better and wiser
D

consumers.

Media and technology can greatly influemce on the choices individuals make
about their health, particularly their eating habits and participation in physical activity.
You must be aware of the power of advertisements and how they affect you. You may
be surprised to find out that a lot of your attitudes, beliefs, and practices have to do
with what you see on TV, in advertisements, and what you hear from others.

44

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 Activity 8: MINI COMPETITION (Assessment of Process)

Skills in specific sports will be tested in this activity.

I. Objectives

Evaluate execution of sports-specific skills in actual competition

II. Materials/Equipment:
• copy of teacher-made assessment tool
• nets/posts/hoops
• courts
• balls/shuttlecocks

PY
• rackets/bats/paddles
• gloves
• caps
• tables

O
Procedure:
1. Form groups necessary for mini competition.
2. Distribute the Mini Competition Log and ask the learners to fill it out.
C
Mini Competition Log
Name:
Teammate/s:
D
Date Opponent/s Result/Scores Game Feedback
E
EP
D

Teacher’s Signature:

Ask the learners if they have improved on the specific skills they wanted to
focus on? Did they have fun while doing so? Remind them that improving their personal
skills can be enjoying too.

45

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Part III What to REFLECT and UNDERSTAND

This part provides activities that will draw

learner’s core understanding of the module. They will be
given opportunities to reflect and understand more the
relevance of participation in active recreational activities
and modifying eating habits in having a healthier lifestyle.

Activity 1: HI, I AM...

The activity elicits learner’s personal reflection on the knowledge and skills that
they have gained.

PY
I. Objective:
Assess learner’s understanding of lessons

II. Materials/Equipment:
• manila paper

O
• masking tape
• pen
• bond paper
C
III. Procedure:
1. Ask the learners the following:
a. If you were to introduce yourself using the lessons you have learned, what
D
would you say? Write statements to complete the introduction diagram. Do
this using a piece of bond paper.
b. Feel free to design and reflect on your diagram.
E

c. Move around to show your diagram and to see your classmates’ diagrams.
2. Group learners that have the same sports interests and ask them to play
together.
EP

I am currently... because these activities...

(Write the active recreational activities (Write why you are currently
you are involved with now) doing these activities)
D

I will... I will...
(Write here changes you will Write your name here. (Write here the changes you
make in your schedule to (Be creative in your lettering) will make in your diet to
be more active.) have a healthier lifestyle.)

I want to... because these activities...

(Write the active recreational activities (Write why you want to be
you want to be involved with in the future) involved with these activities)

46

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 Activity 2: WARM YOU UP

This activity will prepare the body for physical activity proper.

I. Objective:

Prepare learners for physical activity proper using general or sports-specific

warm up

II. Procedure:
1. Pair the learners.
2. Ask them to do some light jogging around the venue to gradually elevate
their heart rate.
3. Make them stretch their legs, arms, back, etc for several minutes.

PY
Time allotted to properly warm up your body can spell the difference between
performing well and getting yourself injured. Spend about 5-10 minutes of warm up
routine either general exercises like jogging or running, or sports-specific exercises,
that uses movements in the actual physical activity.

Activity 3: REFLECTION AND PARTICIPATION

O
C
The activity shows the learner’s plan for future recreational pursuits.

I. Objectives
Guide learners in the development of a plan for participation in active
D
recreational activities

II. Materials/Equipment
E

• worksheets/activity notebook
• pen
• sports or activity materials
EP

III. Procedure:
1. Ask learners to refer to their answers in activities 1 (Me and My Day) and 2
(Filling in My Schedule) in What to PROCESS.
2. Tell them to reflect on their schedule and participation in physical activities then
D

and now.
3. Tell them to reflect on the knowledge and experiences that they have gained
from the lesson. Let them list down activities that they think they can maintain.
4. Let them continue doing in class those activities that they think they can
maintain.
5. Ask them to 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?

Emphasize the importance of continuously being active even outside of

PE class. Make them realize that their participation even at a young age could be
a start to a healthier lifestyle and lifelong fitness.

47

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Activity 4: MY PERSONAL CONTRACT (Assessment of Understanding)

The activity shows the learner’s plan for future recreational pursuits.
I. Objective

Guide learners in the development of a plan to regularly participate in active

recreational activities
II. Materials/Equipment
• worksheets
• activity notebook
• pen

PY
III. Procedure:
1. Ask learners to refer to their answers in activities 1 (Me and My Day) and
2 (Filling in My Schedule).
2. Tell them to reflect on their schedule and physical activity participation then
and now.
3. Tell them to recall the knowledge and experiences that they have gained
from the lesson, and ask themselves the following questions:

O
• 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?
C
4. Distribute My Personal Contract and ask them to fill it out.

My Personal Contract
D
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 _______________.
E

My plan for increasing my participation includes the following strategies:

1. ______________________________________________________________
EP

2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
D

I will keep in mind that the reason why I participate in active recreational activities is to
have a healthier lifestyle and because of 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.
Name _______________________ Witness _______________________

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 Applying your knowledge on the importance of physical activity to your daily
routine is vital if you want to live a healthier lifestyle. It is you who make decisions for
yourself. Commit to the changes you want to do in your lifestyle so that your health will
improve.

Make them realize that all of the lessons they have learned are accumulated
to inculcate in them the value of having healthy lifestyle choices in terms of
food, eating habits, and physical activity.

Part IV What to TRANSFER

The end product of this module is an activity that

PY
will give learners the chance to influence society in living a
healthy lifestyle and maintaining a desirable weight through
their active participation in active recreational activities.

O
Activity 1: School-Based Weekend Camp

In this activity, learners will extend their commitment in fitness development to

C
their immediate community. They will be provided with an opportunity to maximize the
knowledge, skills, and understanding they have acquired in influencing their community
with the value of active recreational activities in improving fitness.
D
I. Objectives:

Encourage appreciation of the value of active recreational activities in

E

improving fitness
Guide in the realization of an advocacy project on the value of active
participation in physical activities to the community through Weekend Camp
EP

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
D

• sample budget proposals

• schedule of activities/matrix
• photo album
• notebook and pen

III. Procedure:
1. Encourage learners to extend their fitness commitment to the community as
required to accomplish. Give the learners ample guidance to accomplish this.

2. Take note of the following details of the School-Based Weekend Camp.

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 School-Based Weekend Camp

Goal: Maintain an active lifestyle to influence the physical activity

participation of the community.

Clientele: Students/community members/barangay SK members/Church

members/ Indigenous group in the community

Venue: nearby schools/resorts/recreation parks

Schedule: to be arranged

PY
Rationale: The Weekend Camp is a culminating activity of the Grade 10
students which aims to influence the community to participate
in active recreational activities.

Objectives: Specifically, the School-Based Weekend Camp aims to:

O
• offer a variety of active recreational activities such as
badminton, tennis, table tennis, basketball, volleyball,
baseball, and/or football/soccer;
C
• provide activities to enhance fitness benefits; and
• inculcate the idea of being active for a lifetime fitness.
Activities:
1. Planning
D
• Selecting of clientele, venue
• Planning of activities
• Planning of budget
E

• Scheduling of activities
• Choosing food for lunch
2. Organizing
EP

• Creating different committees

• Drafting the functions of the committees
• Visiting the place
• Communicating with the clientele
3. Managing the actual activity day
D

• Time management
• Activity management
• Personnel management
• Clientele participation
4. Evaluation
• Clientele satisfaction
• Narrative report with proper documentation

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 Activity 2: Voluntary Physical Activity Participation

Learners will extend their commitment in fitness development by participating

voluntarily in various physical activities with their families and/or those that are available
in the community such as fun runs, barangay palaro, aerobics, etc.

I. Objectives:
Encourage appreciation of the value of active recreational activities in
improving fitness
Encourage participation actively in recreational activities voluntarily

II. Materials/Equipment:
• copy of teacher-made assessment tool

PY
• photos
• notebook and pen

III. Procedure:
1. Encourage learners to extend their fitness commitment with their family and/or

O
in the community in their free time.
2. Distribute the Activity Participation for Fitness Advocacy.
C
Activity Participation for Fitness Advocacy
Nature of Participation Organizers/Sponsoring
Date Activity
(participant or organizer) Individuals/Groups
D
SUMMATIVE TEST
E

Learners’ final challenge is to pass the following test. It will assess the
knowledge, processes and understandings they have acquired in active recreational
activities. Ask learners to answer this in their activity notebook.
EP

ERROR IDENTIFICATION: Read the statements carefully. Choose the word/s that
make the statement false. Write NA for not applicable if the statement is true. Do this
in your activity notebook.
1. Vigorous physical activity is always recommended for a beginner.
D

NA 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.
NA 4. BMI is dependent on a person’s height and weight.
5. If the goal is weight loss, a person should minimize energy expenditure.
NA 6. Non-communicable diseases could be affected by genetics.
7. Changes in a person’s lifestyle only affect the physical aspect.
NA 8. Active recreational activities are recommended for health promotion
because they are enjoyable and effective in keeping the body in motion.
NA 9. Dieting is not as effective as participating in regular physical activities when
trying to lose weight.
10. Basic skills in basketball include behind-the-back dribble, dunk, and alley
hoop.

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SUMMARY

The value of having a healthier lifestyle through actively participating in physical

activities and eating healthier should be everybody’s priority. Even at a young age, a
person needs to take care of themselves by doing exercises and by making proper
choices. Being healthy affects not only oneself but others, the community, and society
as well.

GLOSSARY
Active recreational activities that require large body movements such as
activities running, throwing, or jumping or those that are sports-
specific

PY
Agility skill-related component of physical fitness that refers to
the ability to start (or accelerate), stop (or decelerate and
stabilize), and change direction quickly, while maintaining
posture

O
Body Mass Index a rough measure of body composition that is useful for
(BMI) classifying the health risks of body weight; also based on
the concept that a person’s weight should be proportional to
C
height; calculated by dividing your body weight (expressed
in kilograms) by the square of your height (expressed in
meters)
Cardiovascular the ability of an individual to perform prolonged work
D
endurance continously, where the work involves large muscle groups
E

Coordination skill-related component of physical fitness that refers to the

ability to perform complex motor skills with a smooth, flow
of motion
EP

Eating habits patterns of behavior with regards to eating like choosing

available food, preparing it, deciding where to eat, which
rules to follow, and who to dine with
D

FITT formula stands for frequency, intensity, time, and type

Frequency part of the FITT formula that refers to number of training

sessions that are performed during a given period (usually
one week)
Health-related those components that contribute to the development
components of of health and functional capacity of the body such as
physical fitness cardiovascular strength, cardiovascular endurance,
muscular strength, muscular endurance, flexibility, and
body composition

52

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 Intensity part of the FITT formula that refers to an individual’s level of
effort, compared with their maximal effort, which is usually
expressed as a percentage
Lifestyle the way in which an individual lives; includes the typical
patterns of an individual’s behavior like everyday routine at
home, in school, or at work; eating, sleeping, and exercise
habits, and many others; are related to elevated or reduced
health risk

Non-communicable diseases that are not passed from person to person;

diseases (NCDs) also known as chronic diseases; includes cardiovascular
diseases (like heart attacks and stroke), cancers, chronic

PY
respiratory diseases (such as chronic obstructed pulmonary
disease and asthma) and diabetes

Physical fitness tests that gauge your fitness level; may be health-related
tests and skill-related

O
Rate of Perceived an assessment of the intensity of exercise based on how
Exertion (RPE) the participant feels; basically a subjective assessment of
effort which ranges from 6 (very, very light) to 20 (very, very
C
hard) with 1 point increments in between
Recreation activities activities done during one’s leisure time both for relaxation
and enjoyment; may require large body movements such
D
as running, throwing, or jumping or small body movements
such as playing board games, doing arts and crafts, and
many others
E

Regular moderate being active for 30 minutes to 1 hour, doing physical

physical activity activities that elevate your heart rate more than you are
EP

used to; being active in most, if not all, days of the week,
about 3-4 times per week or more
Risk factors variables in your lifestyle and genetics that may lead to
certain diseases; include age, gender, nutrition, body
weight, physical activity, and health habits, etc (i.e. stress,
D

unhealthy diet, physical inactivity, exposure to tobacco

smoke or the effects of the harmful use of alcohol)
Skill-related components that contribute to the development of skills;
components of include agility, balance, coordination, power, reaction time,
physical fitness and speed

Time part of the FITT formula that refers to timeframe of a workout

(including warm-up and cool-down) or the length of time
spent in training
Type part of the FITT formula that refers to mode of physical
activity

53

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 Warm up preliminary activity done to prepare the body for actual
physical activity; can be general or sports-specific
Weight Gain energy consumed is greater than energy expended (i.e.
more food intake but less physical exertion)
Weight Loss energy consumed is less than energy expended (i.e. more
physical exertion but less food intake)
Weight Maintenance energy consumed equals energy expended (i.e. physical
exertion is the same with food intake)

REFERENCES

PY
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.

O
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and
Controversies (2nd ed.). Ontario: Nelson Education Ltd.
C
http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm

http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/
D
http://www.stopsportsinjuries.org/
E

www.sportsinjurybulletin.com/archive/table-tennis.php‎

www.who.int/mediacentre/factsheets/fs355/en/‎
EP
D

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