10

Physical

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Education
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Teacher’s Guide
Unit 
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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

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Editor: Mercedes Manguerra

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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 2: Active Recreation (Fitness) ............................................................................... 55
Introduction ................................................................................................................. 57
Pre-Assessment.......................................................................................................... 58
Instructional Activities
Part I: What to KNOW ......................................................................................... 61
Part II: What to PROCESS ................................................................................. 73
Part III: What to REFLECT and UNDERSTAND ............................................. 102
Part IV: What to TRANSFER ............................................................................ 106
Summary.................................................................................................................. 109

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Summative Test ...................................................................................................... 109
Glossary................................................................................................................... 113
References............................................................................................................... 114

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 Unit 2: Active Recreation

(Fitness)

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Part I: Defining Desired Outcomes

Grade Level Standard:

The learner demonstrates understanding of societal fitness in sustaining and
promoting an active lifestyle.

Performance
Content Standard Learning Competencies
Standard

The learner ... The learner ... The learner...

• demonstrates • maintains an • assesses physical activity,

understanding active lifestyle exercise and eating habits

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

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• engages in moderate to
• practices healthy vigorous physical activities
eating habits that for at least 60 minutes a
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support an active day in and out of school
lifestyle
• applies correct techniques
to minimize risk of injuries
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• critiques (verifies
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and validates)media
information on fitness and
physical activity issues
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• expresses a sense of
purpose and belongingness
by participating in physical
activity-related community
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services and programs

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 Part II: Planning for Assessment
Product / Assessment at the Level of Assessment at the
Performances Understanding Level of Performance

Community Explanation Conduct of the

Outreach Program Justify the importance of active Community Outreach
recreation in maintaining one’s Program
fitness and good health

Interpretation
Present in a creative way the
fitness program in the school or
community

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Application
Participate actively in fitness and
recreational activities present in
the school and in the community

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Perspective
Share views on active recreation
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as a lifetime activity

Self-Knowledge
Reflect on the importance of
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active recreation in achieving
lifelong wellness
E

Empathy
Assumes the role of a recreation
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manager promoting the

importance of being physically
active to achieve fitness

Part III: Planning for Teaching and Learning

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I. Introduction

What is your personal understanding of health and fitness? Do you practice

healthy lifestyle?

Fitness is a universal concern. Whatever endeavors you are in, whatever

activities you do, your fitness should always be taken into account if you are to perform
them effectively and efficiently. Fitness is not just for athletes, sportsmen, PE teachers
and fitness instructors. It’s also a concern of students, parents, and other members of
the community. If we are to become strong and productive members of our community,
we must address the very basic requirement of such goal, the sustaining base of any
endeavor we undertake, which is fitness.

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 This module introduces the learners to understand the importance of healthy
lifestyle and weight management in the enhancement of their fitness. They will be
provided with a variety of fitness activities such as strength raining, running, walking,
yoga, and aerobic dance exercises, which will in turn lead them to a greater awareness
of the right food to eat, proper ways to manage one’s weight, and practice a healthy
lifestyle. It is expected thereafter that such fitness and health practices will be observed
and followed to influence the lifestyle of people in the community.

II. Pre-Assessment
Multiple Choice: Encircle the letter that best corresponds to your answer in a given
statement.

1. How can one maintain an ideal body weight?

a. Follow the latest diet fads.

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b. Balance the amount of food you eat with regular physical activity.
c. Consult a doctor about an effective diet pill that you can take.
d. Believe in the power of your genes.

2. A desirable level of fitness can be achieved through at least how many workouts

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per week?
a. 3
b. 4
c. 5
d. 6
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3. People who lead sedentary lifestyles are often referred to as
a. couch potatoes
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b. athletes
c. physically fit
d. low-health-risk people
E

4. Which of the following is not a positive outcome of personal fitness?

a. improved physical appearance
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b. enhanced self-esteem
c. hypertension
d. stress reduction
5. Which of the following can help you determine which fitness and recreational
activities are realistic for you?
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a. cost
b. skills and attitude
c. social needs
d. all of the above

6. How many servings from the bread, rice, cereal and pasta group should you eat
each day?
a. one
b. two to three
c. four to five
d. six to eleven

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 7. Which of the following is an example of a passive warm-up exercise?
a. toe touch
b. whirlpool bath
c. walk around the gym
d. basketball lay-ups

8. Which of the following would not be a benefit of walking?

a. helps with weight management
b. lowers blood pressure
c. it is a high impact exercise
d. builds aerobic fitness

9. People who are physically active throughout their lives may add about ____
year(s) to their life expectancy.
a. 1

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b. 1.5
c. 2
d. 2.5

10. Which of the following is not a fitness benefit of Yoga exercise?

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a. improves posture and balance
b. high risk of injuring the muscles and the ligaments
c. best way to build core strength
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d. increases one’s flexibility and muscular strength

11. Which of the following will not improve your personal fitness program?
a. exercising at moderate intensities
b. starting slowly
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c. engaging in high-impact, weight bearing activities
d. making your program convenient
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12. Participation in active recreation is everyone’s responsibility. Which of the following

is the best reason for this?
a. to have a healthy lifestyle
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b. to maintain an ideal body weight

c. keep a physically fit and healthy body
d. have, fun, enjoyment and socialization

13. In performing hip-hop aerobics, what fitness component is required of you?

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a. agility
b. power
c. speed
d. coordination

14. Which of the following is not a health-related physical fitness test?

a. sit and reach
b. 50- meter run
c. sit-up
d. push-up

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 15. Your body composition is influenced by which of the following?
a. genetics
b. age
c. gender
d. all of the above

16. Which of the following signs or symptoms is not characteristic of bulimia?

a. depressed moods
b. noticeable weight loss or gain
c. lack of concern about weight
d. habit of visiting the bathroom immediately after meals

17. Which of the following food groups should be consumed sparingly?

a. fats, oils, and sweets

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b. fruits
c. vegetables
d. milk, yogurt, and cheese

18. You are invited to talk on how to prevent diseases and live a healthy and quality

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life. What would be the focus of your talk?
a. nutrition, and physical activity of the family
b. health background of the family
c. lifestyle and behaviour of the family
d. environment where the family lives
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19. Your friend Kaye is overweight and she wants to start her weight loss program.
What strategies and advice would you give her?
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a. Avoid automatic eating while watching the television, reading or studying.
b. Try “junior size” instead of “super size”, use smaller plates, bowls, cups, or
glasses.
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c. Incorporate easy and enjoyable exercises into the program to be motivated.

d. All of the above
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20. What terms describes the use of barbells, dumbbells, and machines to improve
fitness, health and appearance?
a. body building
b. strength and conditioning
c. weight training
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d. weight lifting

Here’s the key to correction:

1. b 6. d 11. c 16. c
2. a 7. b 12. a 17. a
3. a 8. c 13. d 18. a
4. c 9. d 14. b. 19. d
5. d 10. b 15. d. 20. c

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 Let’s see how you scored in the pre-assessment

Advance 18-20
Proficiency 16-17
Approaching Proficiency 14-15
Developing 10-13
Beginning 9 and below

INSTRUCTIONAL ACTIVITIES

PART I: WHAT TO KNOW

Knowledge will be unveiled in this part of the module.

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Learners will be exposed to a variety of activities that would
help them understand the importance of healthy lifestyle
and weight management. Understanding the basic concepts
will help the learners build their own personal fitness and
wellness goals by engaging in active fitness recreational

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activities.

ACTIVITY 1: Fitness Survey

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This activity will help the learners to reflect on their fitness habits.

I. Objectives:
To describe their health and fitness habits
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To determine the frequency of the learner’s participation in various physical
and fitness activities
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II. Materials
copy of survey form
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III. Procedure:
1. Group the learners into 8-10 members each. Consider the number of
students per grouping. You can have more number of groups to accomodate
everybody.
2. Distribute the survey form.
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3. Ask learners to do the following:

a. put a check ( /) mark on the appropriate column of your answer.
b. tally the Yes and No answers.
c. discuss in groups why they answered a Yes or a No.
4. After the group sharing, ask the entire class to answer the following
reflective questions:
a. How do you feel about the different activities you are into?
b. What influence your choice of the different physical activities?
c. How do these activities affect you and your lifestyle?
d. What are the different benefits of these physical and fitness activities?

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Fitness Survey

Are you into.... ? Yes No

• Walking/Jogging
• Biking
• Hip hop dancing
• Playing badminton

• Playing volleyball/basketball

• Swimming

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• Strength training
• Aerobics exercises
• Ballroom dancing

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• Hiking
• Yoga exercises
C
• Zumba exercise
• Malling
D
• Hiking
E

ACTIVITY 2: Start Being Fit – Stretch It Out

Introduce the next activity by discussing and explaining the importance of
warming up before performing and starting any physical, sports, or fitness activities.
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The Warming Effect

An effective warm-up should:
 Increase blood flow to the muscles
 Increase muscle elasticity
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 Gently raise the heart rate

 Increase mental alertness
 Increase the core body temperature

Start each daily physical activity or PE class with a warm-up exercise and end it with
a cool-down activity.
1. Ask the learners to perform the following warm-up exercises to the beat of an
upbeat music.
2. Remind them to observe proper posture and correct execution in doing the
different exercises.
a. Neck Stretch c. Side Arm Stretch
b. Shoulder Rolls d. Tricep Stretch

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 e. Hamstring Stretch o. March Feet apart
f. Quadricep Stretch p. Knee lifts
g. Shin Stretch q. Alternate Toe Touches Side
h. Outer Thigh Stretch r. Alternate Cross Kicks Front
i. Inner Thigh Stretch s. Jog in place
j. Calf Stretch t. Jumping Jacks
k. Knee Bends/Squat u. Alternate Reach Up
l. Hip Circles v. Lower Back Stretch
m. Waist Turns w. Breathing Exercises
n. March on the Spot

After performing the different activities, ask the students to reflect on the
importance of engaging in regular physical activities to stay active and healthy.

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There is more to living a healthy lifestyle than just eating an apple a day. To
gain the full benefits of healthy living, a holistic approach must be taken. Beyond eating
right, they should also pay attention to exercise, emotional, and social well-being.
Discuss the list of healthy lifestyle guidelines in class. Ask the learners to share their

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personal obervations and experiences in practicing the different health guidelines.
C
Healthy Lifestyle Guidelines

1. Accumulate 20-30 minutes of moderately intense physical activity on most

days of the week.
D
2. Eat a healthy breakfast everyday.
3. Manage stress effectively.
4. Get 7 to 8 hours of sleep per night.
E

5. Perform simple flexibility exercises involving all joints of the body.

6. Eat a healthy diet that is rich in whole-wheat grains, fruits, and vegetables and
EP

is low in saturated and trans fats.

7. Do not use tobacco in any form and avoid second hand smoke.
8. Maintain your recommended body weight through adequate nutrition and
exercise.
9. Have at least one close friend or relative in whom you can confide in and to
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whom you can express your feelings openly.

10. Be aware of your surroundings and take personal safety measures at all
times.

Werner W.K Hoeger & Sharon A Hoeger (2013). Fitness and Wellness
(10th Edition). Boston: McGraw-Hill

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How Active Are You?
An active lifestyle is increasingly linked to health benefits. The risks to health
come from being completely sedentary or mistaking a busy lifestyle for an active one.

What kind of activity is right for you? Ask the learners to do the following physical
activities in class with the help of the teacher:
1. Walk around the gym for 3 minutes.
2. Jog for 2 minutes
3. Jump rope for 2 minutes
4. Do light aerobic activity for 10 minutes
5. Do cool down and relaxation exercises for 2 minutes.

The next activity will assess the wellness lifestyle of the learners. Introduce the

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concept of wellness in class and how it can help them achieve lifetime fitness.

ACTIVITY 3: Wellness Lifestyle Questionnaire

I. Objective:

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To analyze current lifestyle habits and help determine changes necessary for
future health and wellness.

II. Materials needed:
copy of Wellness Lifestyle Questionnaire
C
III. Procedure:
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1. Form groups in class. The number of members depends on the size of
class. Ask them to select the discussion facilitator and the secretary.
2. Give them 5 minutes to answer the questionnaire individually. Place a check
E

in the column corresponding to your answer to each question. Get your final
score according to the guidelines provided at the end of the questionnaire.
3. Answer the following reflective questions:
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a. Are you aware of your family health history and lifestyle factors that
may negatively impact your health and fitness?
b. Do you accumulate at least 30 minutes of moderate-intensity physical
activity five days per week? What did you find out after answering the
questionnaire?
D

c. Do you make a constant and deliberate effort to stay fit and healthy?
4. The group leader will present the summary in 3 minutes. (time may vary
pending on your agreement)

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 Nearly
Wellness Lifestyle Questionnaire Always Always Often Seldom Never
(5) (4) (3) (2) (1)
1. I participate in vigorous
aerobic activity for 20
minutes, 3x a day.
2. I participate in strength
training exercises, 2 or more
days per week.
3. I perform flexibility exercises
a minimum of 2x per week.
4. I maintain my recommended

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body weight.
5. I eat 3 regular meals that
include a wide variety of food
every day.
6. I limit the amount of fats in

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my diet on most days of the
week.
7. I eat fruits and vegetables
every day.
C
8. I regularly avoid snacks,
especially those high in
calories and fat.
D
9. I readily recognize and act on
it when I am under excessive
E

tension and stress.

10. I am able to perform
effective stress management
EP

techniques.
11. I have close friends and
relatives with whom I can
discuss personal problems
and approach for help when
D

needed.
12. I spend most of my
leisure time in wholesome
recreational activities.
13. I can deal effectively with
disappointments and
temporary feeling of sadness,
loneliness, and depression.
14. I can work out emotional
problems without turning to
alcohol or violent behavior.

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 Nearly
Wellness Lifestyle Questionnaire Always Always Often Seldom Never
(5) (4) (3) (2) (1)
15. I associate with people who
have a positive attitude about
life.
16. I do not spend time and talent
worrying about failures.
17. I wear a seatbelt, whenever I
am in a car or vehicle.
18. I do not drive under the
influence of alcohol nor read,

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write or send text messages
while driving.
19. I avoid being alone in public
places and staying out until
midnight.

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20. I always keep doors and
windows locked, especially
when I am at home alone.
21. I support community efforts to
C
minimize pollution.
22. I use energy conservation
D
tips and encourage others to
do the same.
23. I study in a clean
E

environment.
24. I participate in recycling
EP

programs in my community.

How to Score
1. Enter the score corresponding to the answer given in the space provided below.
2. Total the score for each specific wellness lifestyle category and obtain a rating
D

for each category according to the criteria provided below.

Health- Emotional Environmental

Stress Personal
Related Nutrition Well- Health &
Management Safety
Fitness being Protection
5. 9. 13. 17. 21.
6. 10. 14. 18. 22.
7. 11. 15 19. 23.
8. 12. 16. 20. 24
Total:
Rating:

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 Category Rating

Score Rating Description

Your answers show that you are aware of the importance of
>17 Excellent (E) this category to your health and wellness. You are putting your
knowledge to work for you by practicing good and healthy habits.
Your health practices in this area are good, but you have room
for improvement. Look again at the items you answered with a 4
13 Good (G) or lower and identify changes that you can make to improve your
lifestyle. Even small changes often can help you achieve better
health.
Your health risks are showing. You may be taking serious and
unnecessary risks with your health. Perhaps you are not aware of
Needs

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the risks or what to do about them. Most likely you need additional
<12 Improvement
information and help in deciding how to successfully make the
(NI)
changes you desire. You can easily get the information that you
need to improve, if you wish. The next step is up to you.

After the presentation, emphasize to the students the importance of

O
observing wellness lifestyle habits to achieve health and fitness even while they
are still young. C
Readings:
D
Direction:
1. Ask the learners to read the story of Yani and her experience as a student
athlete.
E

2. Let them answer the following reflective questions:

EP

a. What can you say about Yani’s experience as a high school student? Do
you share the same experience on how you would manage your ideal
body weight?
b. Are you satisfied with your current body composition (including body
weight) and quality of life? If not, are you willing to do something about it to
properly resolve your problem?
D

Here’s a real life story on how Yani (a young aspirant in basketball) change her
lifestyle and later on became very much conscious on the importance of managing
her weight to improve her sports performance. Read the story below and make some
reflections.

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 REAL LIFE STORIES: YANI’S EXPERIENCE
A couple of times over the last few years, I tried to diet. It would usually start
during New Year’s Day when I would make a resolution to lose the extra weight I was
carrying. For a few weeks, I would try to cut out desserts, avoid second servings, and
eat lower fat food. At times when I would weigh myself, even if I thought I had really
followed my routine well, the scale still wouldn’t show any difference, which was
really discouraging. Sometimes when I lost a few pounds, I would look in the mirror,
but I still look flabby. I didn’t consider adding any exercise to my training routine
because I hate to sweat a lot. I hate being out of breath, and I hate feeling bad
because I’m not able to keep up with other, more fit people. Besides, after a long day
of classes and homework, I would rather spend my free time updating Facebook,
playing video games, or watching TV. But when I tried-out for my school’s varsity
team , I learned about how important exercise was for proper weight management.

PY
I got motivated when I started to get serious with our basketball training. I started
to lift weights, walk and jogging in the gym. I tried to ignore how my teammates
could lift more or run so much faster than me. Gradually my fitness level improved.
Now, several months later, my efforts have really paid off. So far I have lost more
than 30 pounds. And what’s more, getting regular exercise has helped me to be

O
more positive and has made me feel stronger and more energetic during basketball
games. I am pretty sure that exercise is going to be a lifetime habit and I will never
want to go back to my couch potato ways.
C
Before introducing the next topic to the class, do the following activities:
D
1. Discuss in class the listed weight loss strategies and explain how they can help
in managing the students’ weight properly.
2. Ask the following questions to the students:
E

a. How many among the strategies do you use to help you maintain
recommended body weight?
b. Do you feel that any of these strategies specifically help you manage body
EP

weight more effectively? If so, explain why.

c. What did you realize after knowing the different weight loss strategies?
3. Give the class an assignment.
a. Collect pictures of food items they enjoy eating from magazines, newspapers
and advertisements.
D

b. Have the students make flash cards on the different pictures collected to
represent the Food Guide Pyramid. On the front of the card, students should
glue a picture of one food item. On the back of the card, let the students
write the kilocalories and the number of fat grams for the food item.
c. “The Calorie Game” may then be played by participants who guess or state
the number of kilocalories and/or fat grams in the food item.
d. Give simple prizes to the winners who can guess the exact number of
kilocalories in the guessing game.

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 Weight Loss Strategies
99 Make a commitment to change. You must accept that you have a problem and
decide by yourself whether you really wanted to change.
99 Incorporate exercise into the program. Choosing enjoyable activities, places,
time, equipment, and friends to work out with will help you get motivated.
99 Avoid automatic eating. Many people associate certain daily activities with eating,
for example cooking, watching television, or reading. Most foods consumed in
these situations lack nutritional value or are high in sugar and fat.
99 Stay busy. People tend to eat more when they sit around and do nothing.
99 Try “junior size” instead of “super size”. People who are served larger portions
eat more, whether they are hungry or not. Use smaller plates, bowls, cups, and
glasses.

PY
99 Eat slowly and at the table only. Eating at the table encourages people to take
time out to eat and deters snacking between meals. After eating do not sit around
the table but rather, clean up and put away the food to avoid snacking.
99 Cut unnecessary items from your diet. Substituting water for a daily can of soda
would cut calories from your diet.

O
99 Do not serve more food than you should eat. Measure food in portions and keep
serving dishes away from the table.
99 Think positive. Avoid negative thoughts about how difficult changing past
C
behaviors might be. Instead think of the benefits you will reap, such as feeling,
looking, and functioning better, plus enjoying better health and improving the
quality of life.
D
End the activity by emphasizing that proper nutrition involves understanding
what nutrients are available in foods and how your body uses them. Proper
E

nutrition is closely associated with good health and freedom from disease.
Readings:
EP

Overweight Versus Obesity

Overweight and obesity are not the same thing. Many overweight people
(who weigh about 10 to 20 pounds over the recommended weight) are not obese.
People with excessive body fat who have type 2 diabetes and other cardiovascular
D

risk factors (elevated blood lipids, high blood pressure, physical inactivity, and poor
eating habits) benefit from losing weight. People who have a few extra pounds of
weight but are otherwise healthy and physically active, exercise regularly, and eat a
healthy diet, may not be at higher risk for early death. Such is not the case, however
with obese individuals.

Research indicates that individuals who are 30 or more pounds overweight
during middle age lose about 7 years of life, whereas being 10 to 20 pounds
overweight decreases the lifespan by about 3 years. Severe obesity (BMI greater
than 45) at a young age nonetheless, may cut up to 20 years off one’s life. Individuals
at recommended body weight are able to participate in a wide variety of moderate-to-
vigorous activities without functional limitations. These people have the freedom to

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 enjoy most of life’s recreational activities to the fullest of their potentials. Excessive
body weight does not afford an individual the fitness level to enjoy many lifetime
fitness activities such as basketball, soccer, mountain climbing, hiking or surfing.
Maintaining high fitness and the recommended body weight gives a person a degree
of independence throughout life that most people in the developed nations no longer
enjoy.

Source: “The disease burden associated with overweight and obesity,”

Journal of the American Medical Association 282 (2009)

Activity 4: Weight Management: Measuring Progress

PY
The activity will measure the progress of the students in managing their weight.
I. Objective:
a. Prepare and monitor behavioral changes for weight management.
b. Describe eating and their associated medical problems.
c. Explain the role of lifetime exercise program as the key to a successful

O
weight loss. And weight management program.

II. Procedure:
C
Ask the students to answer the following questions to know their weight
management progress. Let them write their answers in their activity book.
D
1. State your own feelings regarding your current body weight, your target
body composition, and a completion date for this goal.
E

2. Do you think you have issues about how or what you eat? If so, express
your feelings about it.
EP

3. Is your present diet adequate according to the nutrient analysis?

4. State dietary changes necessary to achieve a balanced diet and/or to lose

weight . List specific foods that will help you improve in areas where you
may have deficiencies and food items to avoid or consume in moderation to
D

help you achieve better nutrition.

Changes to make:
_________________________________________________________
Foods that will help
________________________________________________________
Foods to avoid:
________________________________________________________

• Ask the students to get a partner and share their answers.

• Allow them to share for 3 minutes
• Let them share their discussion.

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 Critical Thinking

Do you consider yourself overweight? If so, how long have you

had a weight concern, what attempts have you made to lose
weight, and what has worked best for you?

Emphasize that the risk of being obese and overweight will bring lots
of health problems to many individuals. Read the health consequences
accompanied by being obese. One should manage his/her weight properly while
they are still young and influence the people around by setting good examples
on how they can be fit and healthy always.

Discuss and explain to the class the health consequences of excessive body weight

PY
eating disorders that many people do or practice.

Health Consequences of Excessive Body Weight

Being overweight or obese increases the risk for:
• high blood pressure

O
• type 2 diabetes
• congestive heart failure
• obstructive sleep apnea and respiratory problems
C
• poor female reproductive health (menstrual irregularities)
• psychological disorders (depression, eating disorders, distorted body image,
discrimination, and low self-esteem}
• shortened life expectancy
D
• decreased quality of life
• gallbladder diseases
• stroke
E

• gout

Eating disorders
EP

Eating disorders are illnesses that involve crucial disturbances in eating

behaviors thought to stem from some environmental pressures. These disorders are
characterized by an intense fear of becoming fat, which does not disappear even when
the person is losing weight in extreme amounts. Take a look at the following eating
D

disorders:

• Anorexia nervosa – an eating disorder characterized by self-imposed

starvation to lose and maintain very low body weight due to a false/distorted
perception of being fat.
• Bulimia nervosa – an eating disorder characterized by a pattern of binge eating
and purging in an attempt to lose weight and/or maintain low body weight.
• Binge-eating disorder – an eating disorder characterized by uncontrollable
episodes of eating excessive amounts of food within a relatively short time.
• Emotional eating – the consumption of large quantities of food to suppress
negative emotions.

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Now that the students have learned the many factors that can affect one’s
lifestyle and weight management, they should be aware of the importance of
engaging in a regular recreation and fitness activities. Introduce the concept of
active recreation.

ACTIVITY 5: Word Association

The activity will allow the students to be creative in defining and explaining
the concept of active recreation.

I. Objective:
To understand the concept and importance of active recreation

PY
To come up with a list of suggested fitness and recreational activities that they
can do at home with family members

II. Materials:
• pen
• meta strips

O
III. Procedure:
1. Ask the class to form three (3) groups and assign a leader.
C
2. Group members will be given “meta-strips”. Write a word or phrase that can
be associated with the term “ACTIVE RECREATION”.
3. Post the meta-strips on the board.
4. Summarize all the statements and come-up with a definition of “ACTIVE
D
RECREATION”.

After discussing the concept of active recreation ask the students to reflect on
E

the benefits listed below. Allow them to share the benefits with family members
and come-up with a list of recreational activities they would want to do every
EP

weekend.

Definitions of Leisure, Play, and Recreation

Concept Definition
D

Leisure is time free from obligations, work, (paid and unpaid),

Leisure as time
and tasks required for existing (sleeping, eating)
Leisure is a set of activities that people engage in during free
Leisure as activity time – activities that are not work-oriented or that do not involve
life maintenance tasks such as housecleaning or sleeping.
Play is an imaginative, intrinsically motivated, non-serious,
Play
freely chosen, and actively engaging activity.
Recreation is an activity that people engage in during their free
time, that people enjoy, and that people recognize as having
Recreation
socially redeeming values and generates a general sense of
well being.

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 Benefits of Recreational Activities:
• enhances personal growth
• helps to build self-esteem and confidence
• reduces tension and anxiety
• encourages spiritual renewal and personal growth
• increases mental relaxation
• generates a general sense of well being
• teaches positive conflict resolution skills
• provides alternatives to self-destructive behaviors

Emphasize that having fun is not the ONLY reason to engage in recreational activities!
Understanding the benefits is an essential component in building one’s fitness and
good health.

PY
Part II: WHAT TO PROCESS

The lessons and activities in this phase will provide the

students with a variety of differentiated learning activities
to validate their understanding and appreciation of the

O
importance of being physically active in fitness and recreation.
The activities in this module will offer an opportunity to
improve their fitness level and enhance their social skills as
well.
C
Start the lesson by discussing the FITT principle in class. Let them recall when
they first encountered this. Emphasize the importance of following the proper dosage
in exercise to ensure a safe and effective physical activity.
D

The Good Dose in Exercise

E

You should increase the dose or amount of physical activity or exercise to see
changes in your fitness level. This is the overload principle, which is guided by the
EP

FITT Principle, composed of the following:

a. Frequency refers to how often you involve yourself in regular physical activity
or exercise.
b. Intensity refers to how hard you should exercise or the difficulty of your
D

physical activity.
c. Time refers to how long you should engage in a specific physical activity.
d. Type refers to the kind of exercise or physical activity you should engage in.

Ask the students to read and observe the following exercise tips given below:
• Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and
jogging pants.
• Warm up first before performing the different fitness tests and physical
activities.
• Follow the buddy system in performing the fitness activities. The buddy
system is a partnership between the person doing the test and the person
administering the test.

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 • Check the availability and accessibility of the equipment to be used for the
fitness tests.
• Make sure that the facility is safe for the administration of the test.

Let’s be Energized!

Directions:
1. Ask the students to form 8 lines
2. Assign an exercise leader who would lead the warm-up exercise.
3. Ask the students to observe proper posture and correct execution of the
different exercises.
4. Correct wrong body posture if seen or observed.

PY
5. Perform the following warm-up and stretching exercises to the beat of the music
a. jog around the gym or field for 5 minutes.
b. neck rotation exercises
c. isometric neck exercises
d. chin tuck

O
e. upper trapezius stretch
f. lateral arm stretch
g. tricep stretch
h. calf-muscle stretch
i. hamstring stretch
C
j. inner thigh stretch
k. buttocks stretch
D
l. lower back stretch
m. pelvic tilt
E

ACTIVITY 1: Listen to Your Heart!

EP

This activity will help the students monitor their heart rate when doing vigorous
physical activity or workout.

I. Objective:
To determine your resting heart rate and the highest rate one’s heart is capable of
D

attaining.

II. Materials:
• pen
• stopwatch
• calculator

III. Procedure:
1. Discuss and explain to class how the heart functions.
2. Explain the difference between resting heart rate, maximum heart rate, and
target heart rate; and how to compute for each.
3. Ask the students to record their resting heart rate at home.

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 4. Ask the students the following questions:
• What do you know about your heart?
• How can you train your heart to improve its efficiency?
5. Ask the students to read a recent magazine or newspaper article related to
one of the following topics:
• heart disease
• heart attacks
• hypertension
• stroke
6. Ask them to write a summary of the article with attention given to the
prevention of these conditions.
7. Have volunteers share their summaries with rest of the class.
8. Ask the students to accomplish the form below by recording their resting

PY
heart rate, maximum heart rate, and target heart rate.

Types Beats per Minute Date

1. Resting Heart Rate

O
2. Maximum Heart Rate
3. Target Heart Rate Zone
C
To get your resting heart rate
Purpose: To set the base or standard for evaluation purposes
Directions: The best time to get it is when you wake up in the morning. Locate your
D
radial, temporal, femoral (groin), or carotid artery with your index and middle finger.
Take the rate within 6 seconds and multiply this by 10 to complete the 1 minute
requirement. Record this.
E

2. To get your maximum heart rate (MHR)

Purpose: To determine the highest rate your heart is capable of attaining
EP

Directions: Subtract your age from 220.

Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm

3. To get your target heart rate zone

Purpose: To determine your aerobic intensity according to a straight percentage of
your maximum heart rate, usually within 60 to 90%
D

Directions: Get the maximum heart rate. Multiply it by 60% (0.60) to get the lower
limit. Multiply by 90% (0.90) to get the upper limit. Record your target heart rate
zone.
Example:
• If you are 16 years old, your MHR is 204 bpm.
• Determine the lower limit.
(204 x 0.6) = 122.4 beat per minute
• Determine the upper limit.
(204 x 0.9) = 183.6 beats per minute
• Thus your target heart rate for training is between 122.4 to 183.6 beats
per minute.

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 End the activity by emphasizing that most of the exercises and physical
activities involve the heart and the lungs, and so it is necessary to monitor how the
heart is doing especially during a vigorous exercise or physical activity. Many lives are
taken simply because people do not know the capacity or limits of their heart.

Before conducting the next physical activity, perform warm-up and stretching
exercises first. Make sure the materials needed are all prepared for this activity.

Activity 2: Physical Fitness Assessment

This activity will assess the current fitness level of the students and will allow
setting reasonable fitness goals and planning not only suitable but enjoying fitness

PY
recreational activities for the students.

I. Objective:
To assess the performance of the students in the different fitness tests

O
II. Procedure:
1. Form five (5) groups with 8-10 members each.
2. Assign a leader to facilitate the administration of the different fitness tests.
C
3. Perform the following warm-up exercises before performing the fitness
tests:
a. jog around the gym or field for 5 minutes.
b. isometric neck exercises
D
c. chin tuck
d. upper trapezius stretch
e. lateral arm stretch
E

f. tricep stretch
g. calf-muscle stretch
h. hamstring stretch
EP

i. inner thigh stretch

j. buttocks stretch
k. lower back stretch
l. side hurdle stretch
m. achilles tendon stretch
D

4. Assign 2 students to administer first the different fitness tests guided by the
teacher. Observe the correct form and execution of the tests and the proper
recording of scores or results.
5. Do the fitness tests in circuit training.
6. Allow the students to reflect on the verbal interpretations of their scores.
7. Perform cool-down exercises after administering the fitness tests.

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 My Fitness Profile in Health and Skill-Related Physical Fitness
Part A
Name: _______________________ Year and Section ______ Date _________
Age: _______ Height ______ Weight______ Resting Heart Rate ____________
Maximum Heart Rate ______________________ Target Zone Heart Rate ______

Part B
Fitness Pre-Test Inter- Date Post-Test Interpre- Date Re-
Test Score preta- Score tation of marks
Trial Trial tion of Trial Trial Score
1 2 Score 1 2
Curl-up *

PY
Push-up *
Trunk Lift
50-Yard
Dash *

O
1-Foot
Stand C
*Trial 2 is not necessary in this test

A. Curl-up Test
D
Purpose:
To measure muscular endurance of the abdominal muscles.
E

Equipment:
exercise mat, a measuring strip that is 30 inches long and 4.5 inches wide.
EP

Procedure:
1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat
on the floor and legs slightly apart. The arms should be straight, in line with
your trunk, and palms resting on the mat.
D

2. Have one of your partners place the measuring strip under your knees on
the mat so that your fingertips rest on the edge of the measuring strip.
3. Start to curl up your torso using your abdominal muscles until your fingers
reach the other side of the measuring strip. Keep your heels in contact with
the mat.
4. Do as many curl-ups as you can with a maximum of seventy-five. You must
have about 1 curl-up every 3 seconds.
5. Record your results.

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 PY
Interpretation of Scores
Number of Curl-ups
Age
Boys Girls
15 16-35 18-32

O
16+ 18-35 18-35
Scores below the healthy zone are considered low.
C
Source: Rainey and Murray (2007)

B. Push-up
D
Purpose: To measure the strength of the arms and the shoulder girdle

Equipment: stopwatch
E

Procedure:
1. Boys: Begin with the common push-up position. The body is supported by the
hands and toes. Keep your upper body straight.
EP

Girls: Begin with the push-up position with the weight placed on hands and
knees. Push with the arms until these are fully extended.
2. Try to lower your body until your chin or chest touches the floor. Perform as
many as you can in one minute.
D

Boys Girls

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 3. Count the number of repeated push-ups done correctly. Record the results.

Interpretation of Scores:
Number of Push-ups
Age
Boys Girls
15 16-35
7-15
16+ 18-35
Scores below the healthy zone are considered low.
Source: Rainey and Murray (2007)

PY
C. Trunk Lift

Purpose: To measure the upper back and trunk flexibility

Equipment: exercise mat, ruler

O
Procedure:
1. Begin by lying in prone position. Your legs should be straight and your hands
are under your thighs.
C
2. Extend your arms forward with one hand placed on top of the other.
3. Lift your chin slowly (as high as possible) while your partner holds your legs.
Hold this position for about 3 seconds.
D
4. Another classmate will measure (using a ruler) the distance between your chin
and the floor. You may have 2 trials and record the best result.
E
EP
D

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 Interpretation of Scores:
Number of Trunk lifts
Age
Boys Girls
15
9 - 12 inches (healthy zone)
16+
Scores below the healthy zone are considered low.
Source: Rainey and Murray (2007)

D. 50-Yard Dash
Purpose: To evaluate speed

PY
Equipment: measuring tape and a flat surface 70 yards or longer

Procedure:
1. Mark off a safe course 50 yards long.
2. Position the starter at the finish line with a stopwatch. The starter timer will

O
shout “ready”, “get set” and “go”.
3. At the “Go” signal, sprint as fast as you can to the finish line.
4. Record your time.
C
E D
EP
D

Interpretation of Scores:
Speed Scores ( in seconds)
Skill Level
Boys Girls
Good to better 6.3 - 7 7-7.9
Average 7.1 – 7.5 8-8.7
Fair 7.6 – 8.5 8.8 -10.3
Low 8.6+ 10.4+
Source: Rainey and Murray (2007)

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 E. One foot Stand

Purpose: To evaluate balance by holding the position for a maximum of 60 seconds

Equipment: stopwatch and a flat surface

Procedure:
1. Test your balance by standing on one foot. Bend the other leg and place the
other foot on the inside of the supporting leg.
2. Place your hands on waist. Raise the heel of the supporting foot off the floor at
a given signal. Maintain balance as long as you can.
3. Stop this test if you lose your balance of if 60 seconds is over.
4. Record your score.

PY
O
C
D
Interpretation of Scores
E

Balance Scores (in seconds)

Skill Level
Boys Girls
EP

Good to better 37 or longer 23 or longer

Average 15-36 8-22
Fair 5-14 3-7
Low 0-4 0-2
Source: Rainey and Murray (2007)
D

After performing the different fitness tests, allow the students to share their
answers to the following questions:
1. Are you pleased with your current fitness level? Why?
2. What are the reasons behind your fitness test results?
3. Do you think you can improve your scores? How?

Introduce the next activity by discussing the different benefits of walking and
frequently asked questions about it.

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 Fitness Walking

Walking is generally considered a moderate physical activity, but it is effective

in promoting metabolic fitness and overall health. To achieve cardiovascular
fitness, walking must be done intensely enough to elevate the heart rate to target
zone levels. Take a look at its health and fitness benefits:

20 Benefits of Walking
1. helps with weight management
2. accessible to everyone
3. doesn’t require special equipment
4. one of the easiest ways to get more active
5. reduces symptoms of depression and anxiety
6. a low impact exercise

PY
7. lowers low-density lipoprotein (ldl) cholesterol (the “bad” cholesterol)
8. raises high-density lipoprotein (hdl) cholesterol (the “good” cholesterol)
9. lowers blood pressure
10. reduces the risk of some cancers
11. helps reduce risk and/or aids with the management of type 2 diabetes

O
12. helps maintains strong bones
13. reduces the risk of heart attack
14. less likely to lead to injuries
15. reduces stress
16. reduces the risk of heart disease
C
17. you don’t have to pay for it
18. builds aerobic fitness
19. helps maintain lean muscle tissue
E D

Frequently Asked Questions:

How does walking compare to running?

EP

Walking can provide you the same benefits as a running program.
General health benefits are acquired from walking. For cardiovascular benefits,
the key is walking fast enough to get your heart rate up.
D

What should I look for in walking shoes?

• low heels
• flexible sole
• lightweight and breathable fabric
• great fit

How can I prevent shin pain?

Painful or aching shins are very common for new walkers. It can also
be a problem when increasing speed or distance.

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 To avoid aching shins:
• increase speed and distance gradually
• wear good, flexible, walking shoes with a low heel
• perform ankle circles and toe points before and after your walks
• stretch your calves and shins well after your walk.

How many calories are burned when walking one mile?

An average 100 calories per mile. It varies depending on the individual,

speed, terrain, etc.

What should I eat before doing a walking activity?

Eat something high in carbohydrates, whole grain cereal, whole wheat

bread, and banana. Do not eat anything heavy, fatty, or that might upset your

PY
stomach (this will be different for each individual). Whatever you eat should be
something you have previously tried, so you know how to react on it. so you
know how you react to it. Be sure to drink water during and after the walk.

Ask learners the following processing questions

O
1. In what ways can a walking activity enhance your health, challenge you, and
provide enjoyment and social interaction?
2. What fitness components are needed when engaging in a walking activity?
C
3. Why should you do a regular walking activity?

Activity 3 Walking for Fitness and Fun

D
I. Objective:
To appreciate walking as a good form of exercise in developing one’s
cardio-respiratory endurance.
E

II. Procedure:
EP

1. Divide the class into 5 groups. Assign a leader per group.

2. Discuss the benefits of fitness walking and some tips to consider in
making walking routine fun and enjoying.
3. Perform the following stretching and warm-up exercise before starting any
walking activity:
D

a. Lower Back Stretch h. Knee Bends/Squat

b. Hamstring Stretch i. Hip Circles
c. Quadricep Stretch j. Knee lifts
d. Shin Stretch k. Jog in place
e. Outer Thigh Stretch l. Jumping Jacks
f. Inner Thigh Stretch m. Breathing Exercise
g. Calf Stretch

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 Walking for Fun

Warm Up Target HR Zone Cool Down Total Time

Week 1 Walk 5 min. Walk briskly 5 min. Walk 5 min. 15 min.
Week 2 Walk 5 min. Walk briskly 7 min. Walk 5 min. 17 min.
Week 3 Walk 5 min. Walk briskly 9 min. Walk 5 min. 19 min.
Week 4 Walk 5 min. Walk briskly 11 min. Walk 5 min. 21 min.

Week 5 and on: Check your pulse periodically to see if you are exercising

PY
within your target heart rate. As you become more fit, try exercising within the
upper range of your target heart rate. Gradually increase your brisk walking
time to 20-30 minutes, 3-4 times a week. Remember that your goal is to get the
benefits you are seeking and to enjoy your activity.

O
Tips to Enjoy your Walking Routine
C
• Pass the talk test. If you can’t talk while walking, you are exercising too hard.
Slow down.
• Walk before you run. Starting a running program might be painful, and pain
D
is no fun. Become a walker first. Condition your body with a low-impact activity
and later on you will be better prepared for higher-impact exercises such as
E

running.
• Wear bright clothing. Strive to be seen, not part of an accident scene.
• Warm-up before you walk and cool-down after.
EP

• Change your route. Explore other walking trails or route in your vicinity.
• Listen while you walk. Listen to your favorite music while walking to be
motivated to finish. You can use an electronic device to play music.
• Walk with a friend. Invite a friend or a family member to join your fitness
walking.
D

• Meditation or prayer. Use your walking time to meditate or pray.

• Join a walking club. Plan attending a big walking event like “Walk for a Cause”
to add some excitement and variety to your walking.
• Crosstrain. Alternate walking days with biking, swimming, playing badminton
or other exercise to maintain a healthy heart.

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 Running for Fitness
Warm Up Target HR Zone Cool Down Total Time
Week 1 Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then 20 min.
then stretch walk 3 min, run 1 min. stretch 2 min

Week 2 Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then 22 min.
then stretch walk 5 min, run 1 min. stretch 2 min

Week 3 Walk 5 min., Walk 5 min., run 3 min, Walk 3 min., then 26 min.
then stretch walk 5 min, run 3 min. stretch 2 min

PY
Week 4 Walk 5 min., Walk 4 min., run 4 min, Walk 3 min., then 28 min.
then stretch walk 5 min, run 5 min. stretch 2 min

Week 5 and on: Check your pulse periodically to see if you are exercising within

O
your target heart rate. As you become more fit, try exercising within the upper range
of your target heart rate. Gradually increase your jogging/running time from 20-30
minutes (or more, up to 60 min.), three to four times a week.
C
Ask learners the following processing questions:
1. What did you notice about your heart rate? Do you think it is necessary to
check your heart rate after walking or running?
D
2. What are the benefits of walking and running activities to you?
3. What did you discover about your health after engaging in walking and
E

running activities?
After the activity, emphasize the importance of knowing the many benefits of
walking and running activities in maintaining a healthy heart.
EP

Introduce the next activity by discussing the benefits of strength training and
exercise safety guidelines.

What are the Benefits of Strength Training

1. Increased muscle strength, endurance and power
D

2. Weight loss: muscle burns more calories than fat because of the higher rate
of metabolism within the muscle tissues.
3. Strong bones and toned muscles
4. Range of motion and flexibility increases
5. Increased self-confidence, self-image, self-perception, and outward self-
projection
6. Increased intellectual capacity and productivity
7. Improved digestion and elimination processes
8. Body fat percentage decreases

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 PY
Discuss the exercise safety guidelines for a safe and effective strength
training program.

Exercise Safety Guidelines

1. Select exercises that will involve all major muscle groups: chest, shoulders,

O
back, legs, arms, hip, and trunk.
2. Select exercises that will strengthen the core. Use controlled movements and
start with the light-to moderate resistance.
C
3. Never lift weights alone. Always have someone work out with you in case you
need a spotter or help with an injury.
4. Warm-up properly before performing a light-to moderate intensity aerobic
activity (5 to 7 minutes) and some gentle stretches for a few minutes.
D
5. Maintain proper body balance that involves good posture, a stable body
position and correct posture in seating, lying and other exercise positions.
6. Breathe naturally. Inhale during the eccentric phase (bringing the weight
E

down) and exhale during the concentric phase (lifting or pushing the weight
up)
EP

7. At the end of each strength-training workout, stretch out for a few minutes
to help your muscles return to their normal resting length and to minimize
muscle soreness and risk for injury.
D

Activity 4 Let’s Stretch and Be Flexible

I. Objectives:
• To develop the level of flexibility of the learners.
• Discuss the benefits of developing and maintaining good to better levels of
flexibility.

II. Procedure:
1. Ask the students to form 8 lines with 8 to 10 members
2. Emphasize the importance of observing proper form in performing flexibility
exercises.
3. Perform the following flexibility exercises with an upbeat music.

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 Exercise 1: Neck Stretches

Action:
Slowly and gently tilt the head laterally. You may
increase the degree of the stretch by gently pulling
with one hand. You may also turn the head about 30
degrees to one side and stretch the neck by raising
your head toward the ceiling. Do not extend your
head backward, instead look straight forward.

Areas Stretched:
Neck flexors and extensors; ligaments of the cervical
spine.

PY
Exercise 2: Arms Circles

Action:
Gently circle your arms all the way around. Conduct

O
the exercise in both directions.

Areas Stretched:
Shoulder muscles and ligaments.
C
Exercise 3: Side Stretch
D
Action:
Stand upright, feet separated to shoulder-width, and
hands on your waist. Now bend the upper body to
E

the right, with the left arm extends over the head,
towards the right. Hold the final stretch for a few
seconds. Repeat on the other side.
EP

Areas Stretched:
Muscle and ligaments in the pelvic region.
D

Exercise 4: Body Rotation

Action:
Place your arms slightly away from the body and
rotate the trunk as far as possible, holding the final
position for several seconds. Conduct the exercise
for both the right and left sides of the body.

Areas Stretched:
Hip, abdominal, chest back, neck and shoulder
muscles, hip and spinal ligaments

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 Exercise 5: Chest Stretch

Action:
Stand opposite your partner about an arm’s length
apart, facing each other. Place your hands on your
partner’s shoulders. Let your partner do the same.
Bend down together at the waist without losing hold
of each other’s shoulders until your upper body is a
parallel to the floor. Hold the final position for a few
seconds.

Areas Stretched:
Chest (pectoral) muscles and shoulder ligaments.

PY
Exercise 6: Shoulder Hyperextension Stretch

Action:
Have a partner grasp your arms from behind
by the wrist and slowly push them upward. Hold the

O
final position for a few seconds.

Areas Stretched:
Deltoid and pectoral muscles; ligaments of the
shoulder joint.
C
Exercise 7 Quad Stretch
D
Action:
Lie on your side and move one foot back by flexing
E

the knee. Grasp the front of the lower leg and pull
the ankle toward the gluteal region. Hold for several
seconds. Repeat with the other leg.
EP

Areas Stretched:
Quadriceps muscle, Knee and ankle ligaments

Exercise 8: Heel Cord Stretch

D

Action:
Stand against the wall or at the edge of a step and
stretch the heel downward, alternating legs. Hold the
stretched position for a few seconds.

Areas Stretched:
Heel cord (Achilles tendon) Gastrocnemius and
soleus muscles

88

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 Let the learners answer the processing questions:
1. What are the benefits of strength training and flexibility exercises to young
teenagers like you?
2. Do you think you can improve your level of flexibility? What should you do in
order to increase your level of flexibility?

Activity 5 The Novice Challenge - Strength Training without Weights

I. Objective:
To be able to assess the muscular strength and observe the importance
of proper execution of exercise for safety.

PY
II. Materials:
exercise mats

III. Procedure:

O
1. Perform stretching and warm-up exercises before performing the series of
strength training exercises.
2. Ask the students to listen to the instruction of the teacher.
C
3. Ask the students to observe the safe and proper execution of exercises to
avoid injury.
4. Instruct them to cool down after performing the exercises.
D
A. Flatten your Abs
E
EP

1. Twisting Crunches
D

2. Leg raises

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 B. Strengthen your Chest Muscles

1. Push-Up

2. Decline Push-Up

PY
3. Knee Push-Up

O
C
E D
EP

Build your Lower Body Strength

1. Walking Lunge
D

2. Side Lunge

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 3. Tricep Dip

4. Squat

PY
5. Prone Hold

O
C
D

Let the learners answer the processing questions:

E

1. Are these exercises beneficial in improving your muscular strength? What

other exercises or activities can you suggest in order to maintain your level of
EP

fitness?
2. Did monitoring your exercises help you in keeping track of your improvement?
Why?
3. Do you think you can use these exercises for regular or physical activity to
improve your fitness level? Why?
D

Introduce the next topic on strength training and its many myths. This activity
will allow the learners to provide a more challenging learning experience

Activity 6 Strength Training and Its Many Myths

I. Objective:
To orient learners on the truth about the different myths on strength training.

II. Materials:
• pictures of people lifting weights and doing strength exercises
• pen and paper
• flash cards

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III. Procedure:
1. Discuss and explain the myths associated with weight and strength training.
2. Ask the students to read an article on steroids in a newspaper, magazine,
or encyclopedia and answer the following questions:
a. Do you agree with the idea that the use of steroids gives the athlete an
advantage in performing well in their sports activities?
b. What are the dangers in using steroids?
3. Discuss each of the 10 myths and explain why they are not true.
4. Ask the learners to do a simple research on the truth about the different
myths.
5. Divide the class into 5 groups. Ask each group to conduct a survey of adults
in school or in the community to determine the extent to which the myths
are thought to be true.

PY
6. Compile the results of the survey along with the recommendations on how
the myths can be corrected.

Myths and Fallacies about Weight and Strength Training

Myth 1: Females who lift weights will develop big, bulky, muscles like those of

O
males.
Myth 2: Muscle can turn to fat if a person stops lifting weights.
Myth 3: Strength training reduces flexibility.
C
Myth 4: Strength and weight training will make you slower and less coordinated.
Myth 5: Elderly people should avoid strength training.
Myth 6: Weight training is a good way to improve cardiovascular fitness.
D
Myth 7: Strength training is harmful to the growth and development of adolescents.
Myth 8: Female muscles will not develop strength.
E

Myth 9: Strength training has few benefits for women and will only detract from
their personal appearance.
Myth 10: Strength training slows down the aging process of men more than women.
EP

Let the learners answer the processing questions:

1. What truth did you discover about the myths on weight and strength training?

2. Will you still continue engaging in strength or weight training programs even if
D

you grow old. Why?

3. I now realize that strength training is _________________________________

End the session by letting the learners share their personal observations on
some of the misconceptions or fallacies about strength training they experienced.
Process their answers and emphasize the truth about the myths and fallacies discussed
in class.

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 Activity 7 The Multi Challenge - Experience the Wonder of Yoga Exercise

Benefits of Yoga Exercise

The Many Benefits of Yoga Exercise
1. It increases respiratory efficiency .
2. It improves posture and balance.
3. It increases one’s endurance and energy.
4. It improves one’s memory, concentration, mood and self-
actualization.
5. It decreases anxiety and depression.
6. It is relaxing. It has slow dynamic and static movements.
7. It has a low risk of injuring the muscles and the ligaments.
8. It increases one’s flexibility and is good for muscle toning.

PY
9. It is the best way to build core strength.
10. It tests mental endurance and physical stamina.
11. It is a good form of meditation.
Experience the wonder of Yoga Exercise!

O
In this activity, learners will be given opportunities to learn basic movements
and positions of Yoga. Mastering the poses will help them strengthen and stretch their
C
muscles, improve your posture, and prevent workout injuries

I. Objective:
To perform the different basic yoga poses safely and easily avoiding
D
muscle injuries

II. Materials:
E

• CD/VCD/DVD Player
• Speaker
EP

• Yoga Music/Instrumental Music

• Pen
• Notebook
• Illustrations showing the basic movements and Yoga poses
D

III. Procedure:
1. Discuss in class the benefits of yoga exercises to one’s health.
2. Ask the students to watch basic Yoga videos
3. Ask the students to listen to the step-by-step instruction of the teacher
before performing the movements to avoid muscle injury.
4. Ask the students to perform the following warm-up and stretching exercises
before performing the basic yoga movements.
a. Neck stretches e. Inner thigh stretch
b. Tricep Stretch f. Hamstring stretch
c. Upper back and side g. Groin stretch
stretches h. Calf stretch
d. Lower back stretches

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Let’s Get Started! Study and perform the eight foundation postures presented in this
lesson.

1. Downward Facing Dog Position

• Stand with your feet hip-distance apart on
a yoga mat with your arms at your sides
• Keep your back straight, hinge forward at
the waist and plant your palms flat on the
floor, fingers pointing forward and spread
apart. If necessary, bend your knees.
• Press your chest toward your knees, keep
your eyes focused on your toes and press
your heels toward the floor.

PY
2. Mountain Pose
• Stand on the yoga mat with your feet
together.
• Gently rock back and forth on the balls of

O
your feet and your heels to spread your
weight evenly across the base of your feet.
• Bend your knees slightly and then
straighten them again to help loosen your
C
joints. 
• Curl your pelvic bone up slightly so that
your tailbone continues the straight line
D
of your spine. Your goal is to align your
hips so that you’re not putting any extra
E

pressure on your back or your knees.

• Extend your spine upward by lifting the chest away from the stomach.
Lengthen the back of your neck and press down into the floor with your
EP

feet and rest in this neutral position.

• Raise your arms to the ceiling and gaze forward.

3. Warrior Pose I
• Step your left foot toward the back of your
D

mat to come into warrior pose

• Bring the left heel to the floor and turn the
left toes out to about a 45-degree angle.
Begin to bend the right knee over the right
ankle.
• As you inhale, bring your arms up over
your head. The arm position can vary
according to the mobility in your shoulders.
• The classic position is with the palms touching over head, but you may
choose to keep the palms separated at a shoulder-distance apart or even
bent at the elbows and opened like a cactus

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 4. Warrior Pose II
• Step or lightly jump your feet 3 1/2 to 4
feet apart. Raise your arms parallel to the
floor and reach them actively out to the
sides, shoulder blades wide, palms down.
• Exhale and bend your left knee over the
left ankle, so that the shin is perpendicular
to the floor
• Stretch the arms away from the space
between the shoulder blades, parallel to
the floor. Keep the sides of the torso equally long and the shoulders directly
over the pelvis. Press the tailbone slightly toward the pubis. Turn the head
to the left and look out over the fingers

PY
• Stay for 30 seconds to 1 minute. Inhale to come up. Repeat using the
right leg and repeat for the same length of time.

5. Extended Side Angle

• From downward facing dog, bring your
right foot to the front of your mat, placing it

O
on the inside side of your right hand.
• Drop your left heel down to the floor.
Angle your heel toward the center of your
mat.
C
• Bend your right knee so that your calf and
thigh form a right angle with your thigh
D
parallel to the floor.
• Bring your gaze up towards your right hand. To keep the body in balance,
repeat with your left foot forward.
E

6. Triangle Pose
• Step your feet wide apart. Hips are facing to
EP

the front and lengthen your body, opening

up the front of your hips.
• Turn your right leg, including your thigh,
knee and foot, out by 90 degrees.
• Raise your arms to shoulder level with your
D

palms facing down towards the floor. 

• Place your right hand on your right shin, as
far down as you can reach comfortably. 
• Raise your left arm towards the ceiling, with your palm facing forward. Gaze
at your outstretched hand.
• Inhale and allow your body to come to standing

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 7. Cat-Cow Stretch
• Begin on your hands and knees. Shoulders
should be directly over the wrists, and hips
directly over the knees. 
• Curl your toes under to stretch your foot
arches. Inhale and slowly arch your back
(Cow), lifting the chest up and away from
the belly and extending your tailbone
toward the ceiling. 
• Release your feet to neutral so the tops are
resting on the floor. On the exhale round
the lower back (Cat), gently contracting the belly. Repeat six times and
increase your range of motion with each repetition. 

PY
8. Staff Pose
• Sit with the legs straight out in front of you
on the floor. The feet are hips-width apart.
• Activate the leg muscles by pressing out
through the ball of the foot and the, inner

O
and outer heel. Drop the shoulder blades
down the back.
• Inhale and lengthen the spine all the way
out the crown of the head.
C
• Tuck the chin in slightly. Stretch the
abdominal muscles away from the lift of the chest. Bring the gaze directly
D
in front of you and breath normally.

Let the learners answer the processing questions:

E

1. How well did you perform the different yoga poses? Did you feel the
EP

strengthening of your muscles?

2. Will you recommend yoga to your family and friends as a good form of slow
dynamic and static exercise? Why?
3. What benefits can you gain as you engage yourself in doing basic yoga
movements?
D

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 Activity 8: The Extra Challenge - Do the Hip-Hop Cardio Workout

Hip hop aerobics get your heart pumping and your body moving. Do some street

PY
style dancing while you kick up your cardio with popping and locking, breaking, top
rockin’, jerking, freezes, spins and slides.

Benefits of Hip-Hop Aerobics

• Calorie and fat burning workout

O
• Improve coordination, flexibility, and agility
• Increase aerobic fitness
• Improve stamina and endurance
• Encourage confidence
C
• Develop social skills and values
• Having a positive mind
• Improve mental functioning
D
This activity will allow the students to appreciate hip-hop aerobic routine as an
enjoying and effective recreation and fitness activity.
E

I. Objective:
EP

To perform simple hip-hop aerobic routine to improve cardio-vascular

endurance.

II. Materials:
• cd player
• hip-hop music
D

• videos of hip-hop aero routine

III. Procedure:
1. Discuss in class the benefits of hip-hop aerobics.
2. Ask the students to enumerate the different dance genres that can be
considered hip-hop in style.
3. Ask the students to watch a video of a hip-hop areo routine such as the
MTV Hip-Hop Aerobic Grind Workout w/ Erick Nies.
4. Ask the students to perform the following warm-up exercises using an
upbeat hip-hop music (e.g. On the Floor, Where Have you Been, Timber,
Treasure, or Blurred Lines)

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 a. Head Encircling
b. Shoulder Isolation
c. Shoulder Rolls
d. Side Arm Stretch (upward and sideward)
e. Hip Isolation
f. Squats
g. Side Steps
h. Slide steps
i. Hop Steps
j. Jumping Jacks
k. Breathing Exercise
5. Form 5 groups in class. Assign a leader per group.
6. Ask each group to perform simple hip-hop steps from the video for fun and

PY
fitness.
7. Allow them to groove and perform some steps from video for fun and fitness.
8. Ask the students to perform the following basic hip-hop dance steps with
the help of the teacher.
9. Ask each group to interpret the step-by-step instruction given below and

O
enjoy the hip-hop moves with an upbeat music.
10. The teacher will go around and supervise the practice of the steps.
11. Ask each group to create a 2-minute basic hip-hop aero routine.
12. Allow them to practice in 30 minutes.
C
13. Ask each group to perform their hip-hop routine in class for critiquing.
14. Ask the group to prepare for a practical next meeting.
15. Explain the guidelines or mechanics for the practical test.
D
Basic Hip-Hop Steps
E

1. Glide Step
• Starting with the R foot, slide to the right then slide to the left starting
with left foot.
EP

• Make it single-single-double slide step.

• Extend arms sideward left when sliding to the R then reverse direction

2. Box Step
• Cross right foot over left foot, cross left foot over right (cts. 1,2) . Pull
right foot back then pull left foot back (cts. 3 & 4)
D

• Stomp right foot then punch right arm downward then reverse side (cts.
5,6)
• Round arms from chest (cts. 7, 8).
3. Pump Step
• Starting with right foot, step side then close left foot to right foot with
arms pumping at chest level (cts. 1,2,3,4).

4. Pull Down
• Starting with the right foot, slide to the right and push down right arm
and pull left leg up. (cts. 1,2)
• Repeat starting with the left foot. (cts. 3 & 4)

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 5. The Turn Step
• Starting with the right foot, do a 3-step turn to the right and snap both
fingers down (cts. 1,2,3,4)
• Repeat starting with the left foot. (cts. 5,6,7,8)

6. Jumping Jack Changes

• Jump out, extend both arms sideward, jump in extend both arms
upward (repeat 2x) (cts. 1,2,3,4)
• Cross right foot over left (ball change), repeat with left foot. (cts. 5,6,7,8)
7. Hip-hop Wave
· Wave right arm upper up moving to the right (cts. 1,2), repeat moving
to the left (cts. 3,4)
· Repeat 2x

8. Cool Walk

PY
• Starting with the right foot, walk forward with knees slightly bouncing,
swing left arm forward (as if your walking); repeat with left swinging
right arm foot (cts. 1,2,3,4)
• Repeat 4X

O
9. Shoe Tap
• Start with a simple toe tap with the right foot moving forward closing
left to right, then moving backward (cts. 1,2,3,4).
C
• Repeat starting with the left foot (cts. 5,6,7,8)

10. Hip Roll

• Bend both knees and push hips to the right then cross step left (ball
change) (cts. 1,2,3,4).
D
• Repeat moving to the left (cts. 5,6,7,8)

Let the learners answer the processing questions:

E

1. How do you find the workout? Was it easy to perform? Why?

2. What other health benefits did you achieve performing the hip-hop aerobic?
EP

Were you satisfied with your performance? Why?

3. Will you suggest hip-hop aero to your friends and family members as a good
form of exercise? Why?
D

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Activity 9 Hi-Lo Cardio Workout for Fun

Explain to the students that aerobics fitness requires some skill, but the most
important component to their workout is FUN! The workout should be enjoyable that
the students will want to do it again.
.
I. Objective:
To develop cardiorespiratory endurance, timing and coordination through
simple hi-lo aerobic routine.

II. Materials:
• cd player
• aerobics music (different tempo/speed)

PY
III. Procedure:
1. Gather the learners in a discussion class formation.
2. Discuss the importance of warming-up before engaging in aerobics
activities.

O
3. Ask the students to perform the basic aerobic steps with your help.
4. Allow them to listen to different music tempos to be used in the hi-lo aerobic
routine.
C
5. Ask the learners to perform stretching and warm-up exercises before
executing the simple aerobic routine.
6. Allow the students to present the simple aerobic routine in class for practical
test.
D
Before starting with your workout, consider the five reasons why you should warm-up.
1. Warm-up gradually elevates your heart rate.
E

2. Warm-up prepares your muscle and joints.

3. Warm-up increases your core body temperature.
4. Warm-up increases your fluid circulation.
EP

5. Warm-up prepares you psychologically and emotionally.

Allow the learners to practice some of the low and high impact aerobic
movements to prepare for the class routine presentation.
D

Low Impact Aerobic High Impact Aerobic

Movements Movements
March Hop
Touch Step R Jack
V-Step Jog
Lunge Jump
Step Touch R Knee lift
Grapevine Lunge hop
Shuffle Slide
Squat Power Squat
Cha-cha Hamstring curl
Mambo

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 Hi-Lo Aerobic Workout
Routine Counts Lower body Upper body
1-8 Step Touch (travel forward) X 4 Open and cross X 4
1 9-16 March back X 8 Double punch up and
17-32 Lunge (S,S,D) X 2 down for 2 sets
33-64 Reverse all (Left foot Lead) Punch forward (R,L, then
both
1-8 Lunge hop ( forward) X 4 Clap 4 X
2 9-16 Step touch rear X 4 Open and cross X 4
17-24 Hamstring curl X 4 Bicep curl X 4
33-64 Twist (travel back to face front) x8 Alternate bicep curl X 8

PY
1-8 Double Grapevine (travel R) Punch down X 3 and
3 Double grapevine (travel L) clap for 2 sets
V-step (L lead) 4 X Punch down X 3 and
Reverse all (L lead) clap for 2 sets
Lateral deltoid raise X 8

O
4 1-4 Jog forward 4 X Overhead press and clap
5-8 Slide (travel R) X 4 X2
9-12
13-16
C
Jog Backward X 4
Slide (travel L)
Small circles X 4
Overhead press and clap
17-24 Alternate knee lift X 4 X2
25-32 Jack X 4 Small circles X 4
D
33-64 Reverse all (Left foot Lead) Big circles X 4
Lateral deltoid raise X 4
E

Below is a Self-Assessment tool to be used to assess their own performance in the

different fitness and aerobic activities in this lesson.
EP

NAME:_________________________________ Yr./Sec.:_______Date:_____

Indicators of Performance O VS S NI P
D

5 4 3 2 1
1. Performs the step patterns correctly with
mastery.
2. Performs the step patterns correctly, with
mastery, coordination, and proper counting.
3. Displays proper bodylines while doing the
movements.
4. Fosters positive attitude towards the activity.

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Performance Indicators:

O - Outstanding Performs without any assistance from anybody yet with

mastery
VS - Very Satisfactory Performs without any assistance from anybody but with
minimal errors
S - Satisfactory Performs with little assistance from teacher and/or
classmates and with minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/or
classmates and with many errors
P - Poor Shows no interest in coping up with the challenges in
the activities given

PY
After their presentation, give appreciation to the best group as well as those groups
who presented a complete and creative workout and has performed their routine with
high energy levels.

O
Let the learners answer the processing questions:

Part III. WHAT TO REFLECT and UNDERSTAND

C
In this part of the lesson, learners will be given
opportunities to reflect and understand more the importance
of active recreation to their fitness and well-being. Activities
D
will be provided for them to integrate weight management,
healthy lifestyle and active participation in a variety of fitness
recreation activities which will in turn be beneficial for them,
E

their family and community as well.

EP

Activity 1: Fitness and Wellness Lifestyle Self-Evaluation

I. Objective:
To assess the learners level of understanding on the importance of active
participation in a variety of fitness recreational activities to maintain fitness
D

and wellness.

II. Materials:
• pen
• notebook
• reading materials on fitness and wellness

III. Procedure:
1. Ask the learners to read the instructions given by the teacher for the activity.
2. Instruct them to copy and answer the questions In their notebook.
3. Let them explain the exercise and recreational program that they
implemented for the entire school year. Allow them to express their feelings

102

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 about the outcomes of the program and how well they accomplished their
fitness goals.
4. Instruct them to list nutrition or dietary changes that they were able to
implement and the effects of these changes on their body composition and
personal wellness.
5. Let them briefly evaluate the activities presented in this module and its
impact on their quality life. Emphasize that what they feel now will be
needed for them to continue to adhere to an active and healthy lifestyle.

Let the learners answer the processing questions:

1. Has your level of physical activity increased as compared to the beginning
of the school year?
2. Do you participate in a regular fitness and exercise program that includes

PY
cardiorespiratory endurance, muscular strength, and flexibility training?
3. Is your diet healthier now, compared to a few weeks ago?
4. Are you able to take pride in the lifestyle changes that you have
implemented over the last several weeks? Have you rewarded yourself for
your accomplishments?

O
Activity 2: Be a Health and Fitness Expert!

C
In this activity, learners will get involved in recommending exercises and
activities that will enhance their understanding of health and nutritional needs.

I. Objective:
D
To apply understanding on nutritional needs and the importance in observing
proper and balanced diet at all times.
E

II. Materials:
• reading materials
• food pyramid guide chart
EP

• pen and paper

• reference materials

III. Procedure:
1. Ask the students to read daily diets of three teenagers with different
D

activities or lifestyles stated below.

2. Allow them to analyze if the diet suits the nutritional needs of the teenagers.
3. Ask the students to give their comments and suggestions regarding the
proper diet for adolescents’ nutritional need.
4. Allow them to share in class their analyses and suggestions.

Situations:
1. Jason is a tennis player. He wants to maintain his weight for an upcoming
competition, and starts curbing his diet by eating only bread and water. He
is training daily and works hard to master the skills required in the support.

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 2. Juliana is a teenager who doesn’t have much activities except watching
the television and reading books and magazines. She eats large amounts
of food in one sitting, and watches television while eating junk food. She is
gaining so much weight but doesn’t indulge in any sport or exercises.

3. Guia is a gymnast who maintains an ideal weight. She eats a lot of

vegetables and fruits, and consumes fats, sugar, and sodium in moderation.
She avoids junk foods, eats a balanced diet with complex carbohydrates,
and plenty of water.

Let the learners answer the processing questions:

PY
1. What did you consider in giving your advices and recommendations?
2. How did your understanding and knowledge on proper diet and nutrition affect
your actions and suggestions?
3. Were you satisfied with your suggestions? What were your insights and learning
from the different situations presented?

O

C
ACTIVITY 3: Yoga to the Beat (Moves You Can Do on Your Own)
In this activity learners will be given opportunity to create their own basic yoga
routine as an example of a fitness recreational activity.
D
I. Objective:
Ask the students to create simple yoga routine based on the basic
foundations or poses they have learned from the previous lesson.
E

II. Materials:
• exercise mats
EP

• videos of yoga exercises

• cd player/mp3 player
• instrumental music
• rubric
D

III. Procedure:
1. Divide the class into 5 groups and choose a leader.
2. Ask the students to review the basic yoga poses.
3. Ask them to create 5 to 8 creative yoga exercises.
4. Allow them to choose an instrumental or meditative music.
5. Allow them to practice the yoga workout per group.
6. Ask them to perform the creative routine in class in practical test.

104

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 Let the learners answer the processing questions:
1. How do you feel about the activity? We’re you able to perform the activity
with confidence?
2. What do you think should one possess to be able to perform the different
movements you and your classmates performed? Why?
3. How do the foods we eat and activities we do influence our performance in
performing the Yoga routine?

ACTIVITY 4: Complete Me

In this activity, the learners’ knowledge will be assessed through the given
completion statements. They are encouraged to come up with their own ideas based
on their own understanding of the fitness concepts in the previous lessons and activities

PY
to complete the given statements.

Ask them to copy the worksheet below in their notebook.

NAME:__________________________ Yr./Sec.:___________Date:________

O
Active recreation helps you in _________________________. Regular participation
in any physical activity will enhances one’s ______________________ to
perform _________________________. Walking and running has many benefits
C
like _________________, ________________, ______________. On the other
hand, strength training can also develop your ___________ and _________.
_____________ can be developed if one engages in ____________. ________
and _____________. Health and fitness can also improve if one engages
D
in ____________ and ___________ regularly. The _______________ can
guide one as to what kinds of food to eat to maintain or improve weight too.
My favorite among the fitness activities in this lesson is_________________
E

because______________________. I believe that with my participation in active

recreation, I will improve my fitness, ___________________ and may eventually
EP

help me in influencing my _____________________ to improve their fitness too.

Activity 5: Process your Understanding
D

I. Objective:
To explain the importance of being physically active, and the causes and effect
of a sedentary lifestyle to young teenagers

II. Procedure:
1. Ask the students to bring out a whole sheet of pad paper and a pen.
2. In three to five paragraphs, ask them to come up with their own explanation
about the causes and effects of a sedentary lifestyle.
3. Their output will be rated according to the following criteria: relevance,
adequacy, and comprehensiveness.

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 Part IV: WHAT TO TRANSFER

In this phase, learners will be challenged to apply whatever

things they have learned about the lessons on active
recreation. The activities will allow them to transfer the
different concepts and skills in a new or different context
and evaluation of products and performances will be done
as well.

Activity 1: RATE YOUR HEALTH AND FITNESS PRACTICES

PY
I. Objective:
To assess and describe their health and fitness activities and practices.

II. Materials:

O
• pen and paper
• checklist
• rubrics
C
III. Procedure:
Choose and tick the box that best describe your activities and practices.
1. I play different sports regularly.
D
2. I enjoy participating in recreational activities.
3. I eat a balanced diet everyday.
E

4. I express my emotions in healthy ways.

5. I sleep early at night and get up early in the morning.
6. I enjoy discovering new things.
EP

7. I face life challenges positively.

8. I share my thoughts and feelings with my parents and siblings.
9. I don’t smoke and engage in other vices.
10. I enjoy doing hobbies either alone or with my family or friends.
D

11. I can decide for myself.

12. I welcome and appreciate constructive criticisms.

Let the learners answer the processing questions:

1. What did you discover about your own health choices and involvement in
physical activity now?
2. What do you plan to do with what you discovered? Why?
3. How can the concepts and principles of active recreation and fitness you
have learned help you achieve a lifelong wellness?

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 Activity 2: “MY WELLNESS PLAN”

I. Objective:
To prepare a wellness plan in order to maintain present fitness level.

II. Materials:
• pen
• paper
• format of wellness plan
• reading materials
• rubrics
• task cards
III. Procedure:

PY
1. Ask the students to prepare a wellness plan based on the results of their
fitness assessment.
2. Instruct them to write the plans they wish to attain after engaging in various
fitness and recreation activities.
3. Challenge them to be creative. Those who are good in writing and arts can

O
make acoustic poem using the word “Wellness” and create a collage or
poster illustrating the wellness theme.
4. Their creative product or output will be displayed in class.
C
5. Have a discussion on ways to stay fit and healthy.
6. Process their answers and emphasize the importance of planning a wellness
program while they are still young to live a healthier and productive life.
D
Sample format of Wellness Plan
Areas I will improve/maintain My fitness test results Activities I will indulge in
E
EP

Activity 3: COMMUNITY OUTREACH PROGRAM

I. Objectives:
To organize a recreation fitness activity for the school community.
D

To recognize the importance of active recreational activities in developing the

health and fitness of the community.
To influence the community’s awareness of the value of fitness through
project COP (Community Outreach Program)

II. Materials:
• CD/VCD/DVD player/s
• CDs/VCDs/DVDs of different dance aerobics
• speaker and microphone
• working committees template

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Procedure:

1. Learners will allow to extend their fitness commitment to the community as

required for them to accomplish. The teacher will assist in realizing their
goals in this activity.

Goal: Maintains an active lifestyle to influence the physical activity

participation of the school community.
Role: Fitness Recreation Manager
Audience: School Community
Situation: An inter-class aerobic dance competition is initiated by the
MAPEH Department in reinforcement of the fitness program
of the school. They need a PE or fitness instructor to guide
them in their preparations.

PY
Product: A polished Aerobic dance routine ready for competition during
the inter-class aerobic dance competition.
Standard: your work will be rated according to the following criteria:
§ teamwork (sense of community)
§ proficiency and display of high level fitness
§ creativity and resourcefulness

O
2. For them to be guided especially on their role in the activity, let’s first allow
C
them to group themselves into their own respective committees, namely:

• Program, Communication, and Coordination

(Takes charge of all communications incljuding request for approval of
D
the principal regarding the conduct of the activity, issuance and retrieval
of parents’ waivers, letters coordinating the activity to the class adviser/
E

MAPEH teacher)

• Registration, Attendance, and Certificates

EP

(Takes charge of registration of participants, checking of attendance

and cerrtificatess of recognition to the training team and particpation to
the participants)

• Choreography and Aerobic Training

D

(Takes charge of the training aspect which includes the teaching of the
aerobic dance routine and choreography)

• Documentation
(Comes up with a narrative accomplishment report relative to the
conduct of the activity attaching all copies of communications made
and pictorials taken)

3. See to it that assigned members of each committee enumerated above can

perform the duties and responsibilities relative to the committee where they
belong. Group them according to their interest and expertise.

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 4. Thorough planning is needed to make sure this outreach program achieve
its goals and for it to be successful you need to prepare everything
beforehand and make the necessary coordinations and communications
for proper dissemination.

Let the learners answer the processing questions:

• What went well? What could be improved?
• Considering everything that took place, could you have done it better? How?
• What do you think were factors that hindered you from doing better?
• How important is promoting active lifestyle in the school, at home and in the
community?
• Given the opportunity to participate in such activity regularly, how do you think
can active recreation contribute to the attainment of fitness and well-being?

PY
• Now that you have deeper understanding and skills in active recreation, how
do you think can you influence others in your community to stay fit and healthy?

SUMMARY

O

Now that you have learned the concept of active recreation and how it can
maintain and improve your life, it’s now your turn to share what you have learned with
your family, friends and immediate community.
C
The true measure of your understanding of the concepts and principles of
active recreation, fitness, and a healthy lifestyle is your capacity to apply it into your
experiences in real life. Reading more about health, fitness and wellness, specifically
D
on lifestyle and weight management at the same time keeping yourself engaged in
such activities, will probably make you physically fit and a more healthy individual.
E

No one would ever understand the importance of recreation until you experience
the its benefits. It is fun, embodied in the form of fitness activities to refresh one’s body
and mind. It is only through your personal experience that you can influence others
EP

to participate and commit to improving their own health and fitness practices. Fitness
is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and
stress-free.

So what are you waiting for? Go on and influence your community! If everyone
D

is fit enough to carry out their daily routines then they are also capable of becoming
more productive members of the community and contribute in the development of our
nation and make our environment a healthy place to live in.

SUMMATIVE TEST

Your final challenge is to pass the following test. It will assess the knowledge,
processes, and understanding you have acquired in active recreation and fitness. So,
grab a pen, bring out a whole sheet of paper, and to accomplish this job. Good luck!

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TEST I: Mark a check on each (/) if the statement is correct and mark (x) if it is wrong.

( ) 1. Physical fitness is the ability to carry out everyday tasks effectively, with
enough energy reserves for recreational pursuits and unforeseen events.
( ) 2. Health and fitness is one’s important objective in life that requires a
temporary commitment.
( ) 3. The best health is more than a freedom from a disease.
( ) 4. Warm-up exercises raise the heart rate gradually while causing a slight rise
in muscle temperature.
( ) 5. It is not advisable to postpone the exercise just because one has body
soreness.
( ) 6. Anorexia nervosa is an eating disorder characterized by a pattern of binge

PY
eating and purging in an attempt to lose weight and maintain low body
weight.
( ) 7. Walking is considered a high impact physical activity and is effective in
promoting metabolic fitness and overall health
( ) 8. Recreation is an activity that people engage in during free time recognizing

O
as having socially redeeming values and generates a general sense of well
being.
( ) 9. Regular aerobic exercise is associated with increase in HDL cholesterol.
C
( )10. One must increase the dose or amount of physical activity or exercise to
enhance his/her fitness level.

TEST II: Multiple Choice

D
1. Which of the following, aside from fitness, can be developed if one engages in
recreational activities?
a. social benefits c. refills energy
E

b. b. refresh senses d. all of the above

2. The following are reasons why fitness is a universal concern EXCEPT ONE:
EP

a. We face different challenges everyday and it’s just but proper to keep
ourselves fit all the time if we are to overcome them.
b. Everyone needs to be physically fit to meet daily physical challenges.
c. One can effectively influence the consciousness of the community on
fitness if he or she fosters fitness and well-being.
D

d. to be a good athlete or player in a certain sport

3. What happens if one doesn’t have a physically active lifestyle?

a. He/she is prone to weight gain or obesity which may lead to diabetes and
other cardio-vascular diseases.
b. He/she will not be physically fit.
c. He/she will become sickly.
d. He/she will become fat.
e. All of the above

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 4. The following are the benefits of yoga exercise EXCEPT ONE:
a. improves posture and balance
b. increases one’s flexibility and is good for muscle toning
c. intense cardiovascular and fat burning workout
d. low risk of injury of muscles and ligaments.

5. Christian is considering a strength training program. Which of the following

should he consider before developing his goals?
a. his current level of strength
b. his daily schedule
c. past injuries
d. all of the above

PY
e. a and c only

Test III. Critical Thinking

1. Develop a list of fitness and recreation activities that you do now or would like

O
to do in the future. Explain why you enjoy them and how they can help you
develop and maintain your personal fitness levels.
2. List and explain the changes in physical functioning that your parents and
C
grandparents are facing as they age. How might staying physically active and
eating a healthy diet help them cope with these changes?
3. Compare your eating habits with those of a family member. Which one of you
is making a wiser food choices and why?
D
4. Evaluate your self-esteem. Do you think that living a physically active lifestyle
can have a positive influence on your self-esteem? Why or why not?
E

Test IV. Case Study

Read the case study below. Based on the concepts they have learned from the
previous lessons, ask them to list some suggestions on how Diane can improve her
EP

fitness level.

Case Study - Diane’s Fitness Level

D

Diane is a sixteen-year old high school student. When she was

thirteen to fifteen years old, she was very active. However, in the past year,
she has become very inactive because she was very busy with the school
paper as the editor-in-chief. Diane has noticed that her aerobic fitness level
has dropped. She gets tired almost everyday and feels she has low levels
of energy. Although Diane used to participate regularly in aerobic dance,
walking, and swimming, she has stopped doing these activities because of
her busy schedule, and no one advised her on the importance of personal
fitness. Therefore, she needs the help of someone knowledgeable about
designing and implementing fitness programs – someone like you!

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Here’s what the learners will do:
• Assume you are Diane’s friend and she asks you for some help with her plans
of returning to active lifestyle. What are the list of things you would consider to
help her evaluate her current fitness level?
• What are your recommendations as to what fitness and physical activities she
should again engage in to increase her fitness level?
• Design a personalized fitness plan for Diane, covering the concepts of overload,
progression, frequency, intensity, time/duration and type of activities.

Key to Correction:

Test 1 Test II

PY
1. / 6. X 1. d
2. X 7. X 2. d
3. / 8. / 3. e
4. / 9. / 4. c.
5. X 10. / 5. d

O
C
E D
EP
D

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 GLOSSARY

Aerobic exercise a style of physical movement designed to increase heart

rate and improve oxygenation throughout the body
Anorexia nervosa eating disorder characterized by self-imposed starvation
to lose and maintain very low body weight, due to a false
or distorted perception of being fat
Binge-eating disorder eating disorder characterized by uncontrollable episodes
of eating excessive amounts of food within a relatively
short time.
Bulimia nervosa an eating disorder characterized by a pattern of binge
eating and purging in an attempt to lose weight and/or
maintain low body weight.

PY
Emotional eating the consumption of large quantities of food to suppress
negative emotions.
Frequency refers to how often you involve yourself in regular physical
activity or exercise.
Hip-hop Aerobics an exciting combination of intense cardiovascular

O
exercises incorporating hip-hop moves and upbeat music
to get your heart pumping
Intensity refers to how hard you should exercise or the difficulty of
C
your physical activity.
Recreation an activity that people engage in during free time, that
people enjoy, and that people recognize as having socially
redeeming values and generates a general sense of well
D
being
Time refers to how long you should engage in a specific
E

physical activity.
Type refers to the kind of exercise or physical activities you
should engage in.
EP
D

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References:
Corbin, Charles et al. (2008). Concepts of Physical Fitness: Active Lifestyles
for Wellness. Mc Graw Hill Co. Inc. U.S.A.

Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction.

Human Kinetics Publishers Inc. Champaign, Il.

Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness.
9th Edition. Thomson Learning Inc. CA. U.S.A.

Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition.
Wadsworth, Cengage Learning

PY
Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott
Williams & Wilkins, Baltimore, MD 21201

Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise

Science and Sport. McGraw Hill Co. Inc. U.S.A.

O
Sources (Web-based):
GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/
Curriculum-Development-Guide/GRASP.pdf
C
The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/
watch?v=PYHEjFb3fq0
D
Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from:
www.youtube.com/watch?v=SRJN5mVIGcU
E

Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/

watch?v=iwE8xhk0LxU
EP

Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE

Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts &
Entertainment

Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www.
D

youtube.com/watch?v=0o0kNeOyH98

Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner-

center.php

10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople.

com/resource/videos-detail.asp?video=87

Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/

watch?v=OFpHULW4CUw

Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/

watch?v=Yqr1bymA3

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