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Physical
Education
Learner’s Material
Department of Education
Republic of the Philippines
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Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.
This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a
healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
participation in health trends, issues and concerns in health care, and planning for a
health career.
Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
relevant skills and information, preparing yourself for the challenges of the world.
As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.
iii
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Table of Contents
PHYSICAL EDUCATION
Summary ................................................................................................................................... 47
Summative Test ..................................................................................................................... 47
Glossary .................................................................................................................................... 48
References ............................................................................................................................... 50
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Unit 1: Active Recreation
(Sports)
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Module No.: 1 Number of Sessions: 10
I. Introduction
What activities make up your day? Do you spend time being active? Which
type of food do you usually eat? Do you
eat just anything you want?
For you to become familiar with lifestyle and weight management, this
module will help you take positive steps to have a healthier lifestyle through
active recreation. The activities are enjoyable and offer satisfaction to enhance
the quality of your life. You will understand the importance of taking care of your
health through physical activities and proper eating habits. You will also
understand that lifestyle and weight management will enhance not just your
personal fitness but your family’s fitness and society’s fitness as well! So get
involved and be part of the world of ACTIVE RECREATION!
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II. Learning Competencies
The learner...
1. describes the meaning and importance of managing lifestyle and weight;
2. understands risk factors for lifestyle diseases (obesity, diabetes, heart
disease);
3. determines physical and physiological signs and symptoms that calls for
lifestyle and weight management;
4. undertakes physical activity and physical fitness assessment;
5. assesses eating habits based on the Philippine Food Pyramid / My Food
Plate;
6. engages in moderate to vigorous physical activities;
7. applies correct techniques to minimize risk of injuries;
8. monitors periodically one’s progress towards the fitness goals;
9. analyzes the effects of media and technology on fitness and physical
activity;
10. critiques media information on fitness and physical activity issues;
11. expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs;
12. advocates society’s efforts to increase participation in physical activities
and improve nutrition practices.
III. Pre-Assesment
Read the following statements carefully and put a check mark () on the
statements that apply to you.
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13. I have a first aid kit
_____ 9. I am conscientious _____ handy and I know how
with what I eat. to use it.
Let’s see how you scored in the pre-assessment. Count the number of
check marks () to know your Healthy Lifestyle Assessment rating.
Excellent 13-16
Good 9-12
Fair 5-8
Needs improvement 0-4
INSTRUCTIONAL ACTIVITIES
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Activity 1: WARM YOU UP
This activity will prepare your body for a more strenuous physical activity.
I. Objective:
To prepare yourself for physical activity using general or sports-specific warm
up exercises
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
I. Objectives:
To discuss the meaning of lifestyle
To identify the different lifestyle factors and their importance
II. Materials/Equipment:
• manila paper
• masking tape
• pen
• activity notebook
III. Procedure:
1. Form groups of five to eight members each.
2. Using a concept map, write words associated with “Lifestyle” inside the
circles. You may add more circles if necessary. Do this in your activity
notebook.
3. Focus on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do
you think these words were given?
• What words were mentioned only once? Are these words important?
4. Define “Lifestyle” based on the words given by each member.
5. Choose one representative to do the presentation for 3 minutes.
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Your lifestyle is of utmost importance. Everything you do, whether good or
bad, has an effect on your health. Your lifestyle involves a lot of aspects like the
physical activities you engage in, the food you eat, the daily habits you observe, the
choices you make as a consumer, and many others. These different aspects of your
lifestyle affect your overall health. Therefore, it is a must that you give attention to
these factors to become a healthier individual.
What aspects of your lifestyle do you think you should be most attentive to?
Why do you think so?
I. Objective:
To discuss connections between lifestyle and weight management
II. Materials/Equipment:
• manila paper
• masking tape
• chairs
• words and pictures posted on chairs
III. Procedure:
1. Form groups with five to eight members each.
2. Each group races to stand behind the chair with the word that they think
significantly connects weight to lifestyle. Only one group can occupy a
chair. Groups could switch places until the signal to stay is given.
3. Discuss your group’s choice of word or picture. Categorize your choice: Is
it about nutrition/food, or physical activity/exercise?
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Many aspects of your life are connected to your weight and lifestyle. Your food
choices are only a part of them. Your age, gender, inherited characteristics, sleeping
habits, and physical activity are also aspects to be considered. Remember that they
contribute to your overall well-being as well as your susceptibility to disease. Giving
more consideration and attention to your present habits and practices are vital to
having a healthy lifestyle.
In this activity, you will find out which among your eating practices and habits
are healthy.
I. Objectives:
To discuss proper nutrition and weight management
To differentiate between healthy and unhealthy eating practices
II. Materials/Equipment:
• checklist of healthy and unhealthy practices
• pen
III. Procedure:
1. Using the checklist, put a check mark () on the practices that show
healthy weight management and a cross mark () on the unhealthy ones.
Explain your answers briefly. Do this in your activity notebook.
2. Concentrate on the following:
• What practices do you consider healthy or unhealthy?
• Why are these practices considered healthy or unhealthy?
3. Discuss your answers with your seatmate.
Healthy or Unhealthy
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Practices Healthy Unhealthy Reason/s
Your lifestyle includes the nutrition practices you observe. Which among the
practices are considered healthy and which are unhealthy? Which of these do you
do? Now is a good time to review and change those unhealthy habits for a healthier
lifestyle.
In this activity, the risk factors that can be addressed by active recreational
activities will be discussed.
I. Objectives:
To discuss risk factors of lifestyle diseases
To explain the importance of participating in active recreational activities
To identify active recreational activities that can address risk factors of
lifestyle diseases
II. Materials/Equipment:
• worksheet on risk factors
• pen
• task materials per station
• letter cut-outs as word puzzles
• activity notebook
III. Procedure:
1. Form groups with five to eight members each.
2. There will be five stations that correspond to a specific scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
3. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, you need to list down in your activity notebook
the recreational activiites that can lessen/address the risk factor given.
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Risk Factors Scenarios Recreational Activity
1. Ana is constantly in a hurry
trying to meet deadlines.
2. Kathleen eats a lot of fast food
items like burgers and fries.
3. Paul’s belly and arms are
already flabby.
4. Bryan started getting hooked on
cigarettes when he was just 14.
5. Dennis and his friends drink beer
every other night.
Risk factors to our health include the things that we do in our everyday lives
and the physiological characteristics that we inherit from our parents. They should be
taken seriously. Being aware of these risk factors as well as doing something to
prevent and counteract their effects are important. Engaging in active recreational
activities is highly promoted as one means of promoting a healthy lifestyle.
Activity 6: LECTURE-DISCUSSION
I. Objective:
To describe how participation in active recreation contributes to the
achievement of a healthy lifestyle
II. Materials/Equipment:
• reading materials on lifestyle, weight management, and active
recreational activities
• slideshow presentation on lifestyle and weight management
III. Procedure:
1. From the reading assignment, make a summary of the essentials on
lifestyle and weight management, and active recreational activities.
2. Complete the worksheet. Do this in your activity notebook.
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Weight (kg) _______ BMI Physical activities to improve or maintain BMI
_____________________________________
Height (m2) _______ _____ _____________________________________
Breakfast
AM Snack
Lunch
PM Snack
Dinner
Week 1
Week 2
Week 3
Week 4
10
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READINGS
Introduction
The way in which an individual lives is called lifestyle. This includes the
typical patterns of an individual’s behavior like everyday routine at home, in school,
or at work; eating, sleeping, and exercise habits, and many others. These patterns
of behavior are related to elevated or reduced health risk.
Teenagers like you may have practices or habits at home or in school that
either elevate or reduce health risks. Do you spend a lot of your time at home just
sitting down and doing nothing? Do you move a lot by helping out at home,
cleaning your house for example? Do you love eating fruits and vegetables? Or do
you prefer junk food or fast food? Teenagers like you should be more aware on
how your nutritional practices can affect your health.
Risk factors are variables in your lifestyle that may lead to certain diseases.
Many aspects of your lifestyle can be considered risk factors. Aside from genetics
or heredity, age and physical make-up are some of the factors that cannot be
changed; however, your lifestyle can go around these factors to gain more
benefits. For instance, you cannot stop the aging process, but you can delay the
signs of aging from showing by being more active and avoiding vices.
An unhealthy lifestyle brings with it certain diseases that can shorten your
lifespan. These diseases, known as non-communicable diseases (NCDs), are not
transmitted from person to person, yet kill more than 36 million people each year.
Also called chronic diseases, they are of long duration, and are generally of slow
progression. The four main types of NCDs are cardiovascular diseases (like
enlargement of the heart and hypertension), cancer, chronic respiratory diseases
(such as chronic obstructed pulmonary disease and asthma), and diabetes.
11
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All age groups are affected by NCDs, although they are often associated
with older age groups. Evidence shows that more than nine million of all deaths
attributed to NCDs occur before the age of 60. Children and adults are all
vulnerable to the risk factors that lead to non-communicable diseases, whether
from unhealthy diet, physical inactivity, exposure to tobacco smoke, or the harmful
effects of alcohol. (www.who.int/mediacentre/factsheets/fs355/en/ .)
It is important that these risks factors are addressed even at your teenage
years. You could start by being more active, adding physical activity sessions to
your daily routine, or by being a healthy eater, opting for more nutritious food.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in
Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
You might find other individuals lucky because they eat a lot but do not gain
weight as much as you do. You might also think it is unfair that though you limit
your food intake, you do not lose as much weight as you want to. This is because
your weight is a result of metabolic responses of your body to your food intake,
energy expenditure, and physiologic processes. A simple elimination of food or
addition of physical activity does not encompass the entirety of weight
management. Understanding how your body works is a vital key as well as a
combination of healthy food practices and a more active lifestyle.
The concepts of weight gain and weight loss are important in weight
management. How to gain and lose weight are probably some of the more
common issues when it comes to health. Along with this concept is weight
maintenance. To understand it in simple terms, energy expenditure is the amount
of energy you spend through physical activity, while energy consumption is the
amount of energy you take in through food. They both play key roles in weight
management. A simple formula is shown here.
12
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Weight Gain = energy consumed is greater than energy expended
= more food intake but less physical exertion
Weight Loss = energy consumed is less than energy expended
= more physical exertion but less food intake
Weight Maintenance = energy consumed equals energy expended
= physical exertion is the same with food intake
Modifying your eating habits can aid you in managing your weight. Opting
for more nutritious food can help lessen health risks and improve your physique.
Some of the common tips in weight management are including fruits and
vegetables in your meals, reducing intake of sweets, preparing your meals in a
healthier way, and decreasing portion sizes.
Aside from taking note of your eating habits, you should also take note of
your actual weight as an indicator of health risk. This has to do with getting your
Body Mass Index (BMI). It is a rough measure of body composition that is useful
for classifying the health risks of body weight. It is also based on the concept that a
person’s weight should be proportional to height. BMI is calculated by dividing your
body weight (expressed in kilograms) by the square of your height (expressed in
meters).
Example:
Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg
Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m
wt in kg 59 kg
BMI = = = 23 kg/m2
ht in m2 (1.6 m) 2
Classification BMI
Underweight <18.5
Normal 18.5–24.9
Overweight 25.0–29.9
Obesity (I) 30.0–34.9
Obesity (II) 35.0–39.9
Extreme Obesity (III) ≥40.0
At low values of BMI, weight gain should be achieved. For normal values,
weight maintenance is recommended. Healthy eating and active physical activity will
be beneficial in maintaining a healthy weight. At high values of BMI, however, the risk
of arthritis, diabetes, hypertension, cancer, and other disorders increases substantially.
In classifying health risks associated with overweight and obesity, body fat distribution
and other disease risk factors are considered in addition to BMI.
If BMI and other assessment tests indicate that fat loss would be beneficial
for your health, your first step is to establish a goal. Make sure your goal is realistic
and will ensure good health. Genetics somehow limits your capacity to change
your body composition; however, you can improve your body composition through
13
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regular exercise and healthy diet. A lifestyle that includes regular exercise may be
more important for health than trying to reach any “ideal” weight. Once you have
established a body composition goal, you can then set a target range for body weight.
Recreational activities are those activities held during one’s leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.
4 Over 30 minutes
3 20 to 30 minutes
Duration 2 10 to 20 minutes
1 Less than 10 minutes
5 6 to 7 times per week
4 3 to 5 times per week
Frequency 3 1 to 2 times per week
2 A few times per month
1 Less than once a month
14
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Evaluation of Activity Score
Score Evaluation Activity Category
81 to 100 Very active lifestyle High
60 to 80 Active and healthy Very good
40 to 59 Acceptable but could be better Fair
20 to 39 Not good enough Poor
Under 20 Sedentary Very Poor
Choose recreational activities that you find enjoyable and fits into your daily
routine. Your participation in these activities could easily be sustained since you
personally enjoy doing them and you even do it in your own time. Hence, strict
adherence to a regular physical activity is very viable.
Regular physical activity, regardless of how hard it is, makes you healthier
and can help protect you from many chronic diseases. However, exercising at low
levels of exertion does little to improve physical fitness. It is recommended that you
exert more than your usual effort. For example, if you are used to walking for 15
minutes from home to work, you could walk faster or for a longer duration.
Some of the more common active recreational activities are sports like
badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These
activities require specific skills to be able to play them. For sports involvement to
be enjoyable, either recreational or competitive play may be pursued. It all depends
on you and your enjoyment.
To assess your knowledge, kindly note the important things about the lecture-
discussion. Copy this in your notebook.
Weight maintenance
Weight loss
Weight gain
15
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Your knowledge of lifestyle and weight management would be beneficial to you
as you get older. In general, lifestyle should be your focus. Knowing your weight and how
to manage it, coupled with participation in active recreational activities would make you a
healthier individual. However, take note that making significant cuts in food intake in
order to lose weight and body fat could be a difficult strategy to maintain; focusing on
increased physical activity is a better approach for many people.
This activity will assess your physical activity engagement using a survey.
I. Objective:
To discuss your daily activities that contribute to your health
II. Materials/Equipment:
• copy of survey form
• chairs
III. Procedure:
1. Form circles with eight to ten members each.
2. Using the survey, put a check mark () on the activities you do and the
estimated number of hours you do them.
Sentence Completion
When I am not in school, I...
16
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3. Discuss these questions with the group:
• What activities were commonly marked?
• How many minutes or hours were usually spent on these activities?
• Which among the activities do most of the group spend time on?
• What can you say about the activities commonly marked and the
time spent doing them? Classify the activities into active or passive.
• Which of these activities do you enjoy the most? Why?
4. Share your answers to these questions with the class.
• How do you feel about the activity? What did you realize?
• What do you think about the daily activities of your classmates? Do
you have similar activities as your classmates?
• Should you stick to your daily routines or could changes be made?
II. Materials/Equipment:
• copy of survey form
• manila paper
• masking tape
• pen
• activity notebook
III. Procedure:
1. Work in pairs.
2. Using the Weekly Activity Log, fill in the spaces with how much time is
spent doing these activities. Do this in your activity notebook.
Free time
17
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• When are the best times and days for you to be more active?
• What activities can you do on these times?
In this activity, you will know your fitness levels in terms of cardiovascular
endurance, agility, and coordination.
I. Objective:
To determine cardiovascular endurance, agility, and coordination levels
II. Materials/Equipment:
• copy of physical fitness assessment tool
• bench/stairs
• metronome/timer
• tape measure
• cones/markers
• chalk
• stopwatch
• tennis balls
• masking tape
III. Procedure:
1. Pair up.
2. Do the different physical fitness tests with your partner. Perform the tests
alternately and record each other’s scores.
3. Monitor your physical fitness for the entire school year. Follow the
physical fitness protocols.
4. Record in the Physical Fitness Record
5. Take note of the following:
• Your fitness level and assessment compared to your partner
• What can you do to maintain and/or improve your fitness level scores?
18
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Physical Fitness Record
Name
Grade & Sec
HEALTH-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test
COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr)
Cardiovascular ____ x 4 = ____ x 4 = ____ x 4 = ____ x 4 =
Endurance ____ bpm ____ bpm ____ bpm ____ bpm
19
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TEST PROTOCOLS
I. Materials/Equipment:
• 12-inch high bench for stepping
• clock with second hand or stopwatch for timing test and
counting heart rate
• metronome to help maintain cadence in
proper stepping rate
II. Procedure:
1. Step up on the bench using your right foot first, then Figure 2. 3-Minute
Step Test
your left.
2. Step down the bench starting with the right foot, then the left.
3. Step up and down at 24 cycles (up-up-down-down) per minute for 3
minutes. (metronome setting at 96)
4. Immediately after 3 minutes, sit down.
5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be
your score in beats per minute (bpm).
6. Check your score against the table below.
Males (in bpm) Females (in bpm)
Excellent <71 <97
Good 71-102 97-127
Fair 103-117 128-142
Poor 118-147 143-171
Very Poor >148 >172
http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
I. Materials/Equipment:
• tennis ball
• stopwatch
• smooth wall
• marker
II. Procedure:
1. Stand 2 meters away from a smooth wall. Figure 3. Hand-Eye
2. At the signal, the stopwatch is started. With your Coordination
right hand, throw a tennis ball against the wall and
catch it with the left hand. Throw the ball again, now using the left hand
and catch it with the right hand. This cycle of throwing and catching is
repeated for 30 seconds.
3. Upon reaching 30 seconds, the number of catches is
recorded. 20
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The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).
Above Below Low
Age High Score Average
Average Average score
15-16 years >35 30-35 25-29 20-24 <20
http://www.brianmac.co.uk/handeye.htm
I. Materials/Equipment:
• 8 traffic or road cones
• stopwatch
II. Procedure:
1. Arrange the cones as specified by
http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf
21
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PHYSICAL ACTIVITY AND PHYSICAL FITNESS
A lifestyle based on good choices and healthy practices maximizes the quality
of life. It helps you avoid diseases, remain strong and fit, and maintain your physical
and mental health. One of the most important practices is being physically active.
People of all ages benefit from regular physical activity. Significant health
benefits can be obtained by engaging in moderate amounts of physical activity on
most, if not all days of the week. Through a modest increase in daily activity, most
individuals can improve their health and quality of life. Additional health benefits
can be gained through greater amounts of physical activity. Individuals who can
maintain a regular regimen of a more vigorous or a longer-duration activity are
likely to obtain even greater benefits.
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Participation in regular moderate physical activity can lead to improved
physical fitness. It is a condition whereby the systems of the body are able to
function at their optimal efficiency, associated with an individual’s ability to work
effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond
easily to emergency situations.
Regular moderate physical activity means engaging in relatively vigorous
bodily movement for 30 minutes to 1 hour that can elevate your heart rate.
“Regular” here refers to being active in most, if not all days of the week. About 3 to
4 times per week or more are the recommended times of exercise for an individual.
You may opt to have rest days or easy days in between to allow your body to
recover from the physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
45 45 45 45 45
Rest minutes minutes Rest Minutes minutes minutes
Activity day brisk brisk day Brisk brisk brisk
walking walking Walking walking walking
Changing from your “usual” to “more than your usual” does not necessarily
mean changing everything in the FITT formula. Frequency can be retained but
intensity is elevated; or both can be slightly adjusted but time is increased; or type is
changed to a more challenging one. Remember, changing your FITT formula should
23
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be done gradually to give your body time to adjust to the demands you place on it.
One way to gauge this is through the Rate of Perceived Exertion or RPE. It
is an assessment of the intensity of exercise based on how the participant feels. It
is basically a subjective assessment of effort which ranges from 6 (very, very light)
to 20 (very, very hard) with 1 point increment in between. The target zone for
aerobic activity is from 12 to 16.
Rate of Perceived Exertion (RPE)
Rating Description Rating Description
6 14
7 Very, very light 15 Hard
8 16
9 Very light 17 Very hard
10 18
11 Fairly light 19 Very, very hard
12
13 Somewhat hard 20
Remember, if you find the activity as “very, very light” (7) to about “fairly
light” (11), you need to increase the intensity of your physical activity to reach
“somewhat hard” (13), depending on your goal. You can also increase frequency
and time, or change the type. However, if you find the activity as “very hard” (17) to
“very, very hard” (19), you might want to check your FITT formula. Remember,
health promotion does not mean exhaustion or risking yourself of getting injuries.
Physical fitness tests are also good gauges of your fitness level. Health-
related and skill-related components are tested to determine points of
improvement of an individual. Health-related components are those that contribute
to the development of health and functional capacity of the body. These include
cardiovascular strength, cardiovascular endurance, muscular strength, muscular
endurance, flexibility, and body composition. Skill-related components on the other
hand are those components that contribute to the development of skills. These
include agility, balance, coordination, power, reaction time, and speed.
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Good physical fitness is important because it contributes directly to the
physical component of good health and wellness, and indirectly to the other
components. Good fitness has been shown to be associated with reduced risk for
chronic diseases, such as heart disease, and has been shown to reduce the
consequences of many debilitating conditions.
I. Objective:
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, etc for several minutes.
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Activity 5: LET’S GET STARTED!
In this activity, you will engage in sports activities to gauge your present skills
in active recreational activities.
I. Objective:
To determine the skills needed in a specific sport
To engage in active recreational activities such as sports
To identify risks of injuries when participating in active recreational activities
II. Materials/Equipment:
• copy of assessment tool
• nets/posts/hoops
• court
• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables
• pen
III. Procedure:
1. Pair up.
2. Do sports activities to determine skills in a specific sport. Be aware of
sports-related injuries and injury prevention and management.
3. Continue engaging in sports activities outside PE time. Log them in your
Sports Participation Log.
Week 1
Week 2
Week 3
Week 4
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READINGS AND SPORTS ACTIVITIES
Health Benefits
• road map to good health and longevity
• improved quality of life
• lower blood pressure, reduced arthritis pain, weight loss and lowered risk
of diabetes, certain cancers, osteoporosis and cardiovascular disease
Physical Benefits
• improvement of skills specific to a particular activity
• relaxation, rest, and revitalization
Social Benefits
• bonding with family and friends
• opportunity to make new friends and acquaintances
• strengthen social networks and community identity
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Badminton
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Table Tennis
Sample program for playing table tennis with moderate to vigorous intensity
Moderate Vigorous
The most common table tennis injury is very similar to standard tennis
injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the
more frequent table tennis injuries.
Table tennis is a non-contact sport but injuries are often acquired when
athletes suddenly change direction or twist their body quickly, leading to pulled
muscles and other injury problems. Players who do not warm up properly or stretch
their muscles before taking to the table also put themselves at a high risk of injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php)
Set up 10 targets fairly close together at the end of the table. Group 3
players for each team and assign them the following tasks: 1 hitter, 1 fielder at
the back and 1 fielder in front, who is in charge of returning the ball to the hitter.
The hitter feeds the ball and hits it over the net aiming it at the targets. Each
target hit scores one point. Take turns in keeping score. Each player has 10 balls
to use to score as many points as possible. Replace or re-set targets and change
hitters and fielders.
29
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Tennis
Skills – forehand and backhand strokes, serve, smash, drive
Moderate Vigorous
Many sports injuries result from overuse, lack of proper rest, lack of proper
warm uip or poor conditioning. Safety precautions are recommended to help prevent
tennis injuries like warming up thoroughly prior to play, wearing the right tennis shoes
with skid-resistant soles, using good technique in the different tennis movements,
cleaning of courts before play to check for slippery spots or debris, getting adequate
rest and time for recovery after each play, and staying hydrated.
When all the balls are in the buckets, they are counted and the player who
gets the most balls into his opponent’s buckets wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)
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Baseball
Moderate Vigorous
If you use too much effort in pitching the ball, or continuously pitch without
rest, a serious elbow or shoulder injury may be on the horizon. If you complain of
elbow or shoulder pain the day after pitching, or movement of the joint is painful
or restricted compared to the opposite side, see a a physician familiar with youth
sports injuries. Warm up properly by stretching, running, and easy, gradual
pitching. Emphasize control, accuracy, and good mechanics. Do not play all
year-round. Your body needs to recover from the physical demands of playing.
Three markers are used as bases. Three players stand near the markers
while another player is positioned away from the 3 markers and is the designated
hitter. The hitter has to hit the ball with a bat to any of the players positioned in
the 3 bases. As the player nearest the ball catches it, they all run to steal a base.
The player who fails to steal a base will be the hitter in the next round.
31
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Football/Soccer
Moderate Vigorous
series of footwork,
series of light footwork
passing, shooting,
and passing drills
Type defending, and tackling
followed by light
drills followed by slightly
competition/game
heavy competition/game
Partners stand 6-8 meters apart, facing each other. At the signal, one
partner will attempt to shoot the ball between their partners’ outstretched legs.
They also must retrieve the ball and go back to the starting point to shoot the ball
again. This goes on within a minute, afterwhich they switch roles. Whoever
scores the most goals in one minute wins, and assigns a task for the non-winner
to perform. Variation can be done using teams instead of individuals.
32
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Basketball
Moderate Vigorous
Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot
fractures are common basketball injuries. To avoid these injuries, maintain
proper fitness and hydrate adequately. Remember, injury rates are higher in
athletes who have not adequately prepared physically.
This game is played on a hard court. Select 4 players to be “it” and give
them a basketball each. Their objective is to tag other players who are scattered
on the court while dribbling the ball. The players who are tagged must get a new
ball and also become “it.” Once the majority of students have been tagged, start
the game over by selecting new players to be “it”.
33
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Volleyball
34
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Activity 6: MY MEAL AND MEAL HABIT LOG
In this activity, your meal intake and eating habits will be reviewed to
determine the different types of food you eat and the modifications that can be made
to have a healthier lifestyle.
I. Objective:
To discuss meal intake and eating habits for a healthier lifestyle
II. Materials/Equipment:
• copy of assessment tool
• pen
• activity notebook
III. Procedure:
1. Form groups of five to eight members each.
2. Using the Daily Meal Log, fill in your meals for three consecutive days.
List down the components of meals as much as possible.
3. Encircle Y or N if you did these meal-related actions for the day. For Y
answers, fill out the space with a concrete action to minimize or resolve
these acts. Copy this in your activity notebook for the next two days.
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4. Concentrate on the following:
• What are the types of food do you usually eat? How many servings
do you usually eat per meal?
• What eating habits are common in the group? What do you think are
the effects of these eating habits?
5. Share your answers on the following questions with the class.
• How do you feel about the activity? What were your realizations?
• What types of food do you eat that are close to the recommendations
in the Filipino Food Guide?
• Do you think you need to change your meal options? Your eating
habits? Why or why not?
READINGS
MODIFYING EATING HABITS
The active life is a magnet that attracts a composite of behaviors or habits, that
when viewed one at a time, seems too simplistic to be valued. However, eating and
our body’s response to eating are some of the most intriguing concepts in health.
Eating is an intentional act. Each day people choose from the available food,
prepare the food, decide where to eat, which rules to follow, and with whom to dine
with. These make up your eating habits. Convenience is only one factor that drives
food choices. Some of the other factors are:
Advertising: Media might have persuaded you to eat such food.
Availability: There are no others to choose from.
Economy: They are within your means.
Emotional comfort: They make you feel better for a while.
Habit: They are familiar; you always eat them.
Personal preference: You like the way such food taste.
Positive associations: They are eaten by people you admire, or they are
just for fun.
Region/location: They are common or favored in your locality.
Social pressure: They are offered; you feel you cannot refuse them.
Values/beliefs: They fit your religious traditions, or honor your
ethical beliefs.
Weight: You think they will help to control body weight.
Nutritional value: You think they are good for you.
The last two factors are highly viable to nutritional health. Similarly, the
choice of where, as well as what to eat, is often based more on social
considerations than on nutritional judgments. Hence, you should be more
conscious of the factors that affect your own personal food choices.
Poor food choices contribute directly to obesity, heart disease, diabetes,
cancer, and other health problems. Understanding the importance of food choices
becomes even more critical as a greater number of people rely more on
convenience food, take-out meals, and eating out. Poor diet coupled with lack of
exercise contributes to an increased risk of diseases.
36
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MODIFYING EATING HABITS
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The Energy Calculator or e-calc is an interactive and user-friendly software that:
• assesses the nutritional status of individuals
• computes desirable body weight (DBW) and total energy requirement
(TER)
• calculates energy intake and energy expenditure to check energy balance
• computes exercise equivalents and food energy equivalents to burn
excess calories
• calculates the body mass index (BMI) of individuals
• calculates the basal metabolic rate (BMR) of individuals
Sources:
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies
(2nd ed.). Ontario: Nelson Education Ltd.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.
I. Objective:
To describe the importance of critiquing media and technology related to
physical activity and eating habits
II. Materials/Equipment:
• reading materials
• slideshow presentation
• video presentation of a product advertisement (e.g., Fit ‘n Right, etc)
• poster of an athlete with a product being endorsed (e.g., Michael Jordan on
Gatorade, Manny Pacquiao on Sting, etc.)
III. Procedure:
1. Form three groups; each group will be assigned one particular viewpoint.
• Group 1 – as an advertising company
• Group 2 – as a consumer
• Group 3 – as a health professional
2. Watch the video and/or study the poster and discuss the following
questions with your group.
• Based on your prior knowledge about physical activity and nutrition
practices, what can you say about the advertisement?
• What is the literal and implied message of the advertisement? Who is
the target audience?
• Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media and
technology on physical activity and nutrition practices.
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4. As a group, share your viewpoint in a creative manner such as in a slideshow
presentation, news reporting, dramatization, etc. within 20-25 minutes.
Media and technology can greatly influence the choices individuals make
about their health, particularly their eating habits and participation in physical activity.
You must be aware of the power of advertisements and how they affect you. You
may be surprised to find out that a lot of your attitudes, beliefs, and practices have to
do with what you see on TV, in advertisements, and what you hear from others.
I. Objectives:
To execute sports-specific skills in actual competition
II. Materials/Equipment:
• copy of teacher-made assessment tool
• nets/posts/hoops
• courts
• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables
III. Procedure:
1. Form groups necessary for mini competition.
2. Fill out the Mini Competition Log.
Teacher’s Signature:
Have you improved on the specific skills you focused on? Did you have fun
while doing so? Remember, improving your personal skills can be enjoyable too.
39
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Part III: What to REFLECT and UNDERSTAND
The activity elicits your personal reflection on the knowledge and skills that
you have gained.
I. Objective:
To realize the importance of participation in active recreational activities
II. Materials/Equipment:
• manila paper
• masking tape
• pen
• bond paper
III. Procedure:
1. If you were to introduce yourself using the lessons you have learned,
what would you say? Write statements to complete the introduction
diagram. Do this using a piece of bond paper.
2. Design and reflect on your diagram
3. Move around to show your diagram and to see your classmates’ diagrams.
4. Group with your classmates that have the same sports interests as you
and play together.
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I am currently... because these activities...
(Write the active recreational activities (Write why you are currently
you are involved with now) doing these activities)
I will... I will...
(Write here changes you will Write your name here. (Write here the changes you
make in your schedule to (Be creative in your lettering) will make in your diet to
be more active.) have a healthier lifestyle.)
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
41
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Activity 3: REFLECTION AND PARTICIPATION
I. Objective:
To develop a plan for participation in active recreational activities
II. Materials/Equipment
• worksheets/activity notebook
• pen
• sports or activity materials
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in
My Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Analyze the knowledge and experiences that you have gained from the
lesson. List down activities that you think you can maintain.
4. From the activities that you can maintain, continue active participation by
playing in class.
5. Concentrate on the following:
• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed
since applying these changes in your schedule?
I. Objective:
To develop a plan to regularly participate in active recreational activities
II. Materials/Equipment
• worksheets/activity notebook
• pen
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in
My Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Using the knowledge and experiences that you have gained from the
lesson, ask yourself the following:
• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed
since applying changes in your schedule?
4. Fill out your personal contract.
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My Personal Contract
I will keep in mind that the reason why I participate in active recreational activities
is to have a healthier lifestyle and these other reasons:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
Applying your knowledge about the importance of physical activity to your daily
routine is vital if you want to live a healthier lifestyle. You make decisions for yourself.
Commit to the changes you want to do in your lifestyle so that your health will improve.
43
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Part IV: What to TRANSFER
I. Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
To realize an advocacy project on the value of active participation in physical
activities to the community through Weekend Camp
II. Materials/Equipment:
• sample request letters to the principal for approval and to the respective
community leader/s for coordination and if possible, for funding of
transportation, meals, and snacks
• sample budget proposals
• schedule of activities/matrix
• photo album
• notebook and pen
III. Procedure:
1. You will now extend your fitness commitment to the community as required.
You will be given ample guidance by your teacher as you do this.
2. Take note of the following details of the School-Based Weekend Camp.
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School-Based Weekend Camp
Schedule: to be arranged
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Activity 2: Voluntary Physical Activity Participation
You will extend your commitment in fitness development with your family and
other families in the community by participating voluntarily in various physical
activities such as fun runs, barangay palaro, aerobics, etc.
I. Objectives:
II. Materials/Equipment:
• copy of assessment tool
• photos
• notebook and pen
III. Procedure:
1. Extend your fitness commitment to your family and/or the community in
your free time.
2. Fill out the Activity Participation for Fitness Advocacy.
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SUMMATIVE TEST
Your final challenge is to pass the following test. It will assess the knowledge,
processes, and understanding you have acquired on active recreational activities.
Answer this in your activity notebook. Good luck!
Error Identification: Read the statements carefully. If the statement is false, choose
the word/s that make/s the statement false. If the statement is true, write NA for “not
applicable.” Do this in your activity notebook.
1. Vigorous physical activity is always recommended for a beginner.
2. Convenience and personal preference are some of the factors affecting
food choices.
3. Exercise for a healthy lifestyle should be done at most three times a week.
4. BMI is dependent on a person’s height and weight.
5. If the goal is weight loss, a person should minimize energy expenditure.
6. Non-communicable diseases could be affected by genetics.
7. Changes in a person’s lifestyle only affect the physical aspect.
8. Active recreational activities are recommended for the promotion of health
because they are enjoyable and effective in keeping the body in motion.
9. Dieting is not as effective as participating in regular physical activity when
trying to lose weight.
10. Basic skills in basketball include behind-the-back dribble, dunk, and alley
hoop.
SUMMARY
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GLOSSARY
Active recreational activities that require large body movements such as
activities running, throwing, or jumping or those that are sports-
specific
Agility skill-related component of physical fitness that refers to the
ability to start (or accelerate), stop (or decelerate and
stabilize), and change direction quickly, while maintaining
posture
Body Mass Index a rough measure of body composition that is useful for
(BMI) classifying the health risks of body weight; also based on the concept
that a person’s weight should be proportional to height; calculated by dividing
your body weight (expressed in kilograms) by the square of your height
(expressed in
meters)
Cardiovascular the ability of an individual to perform prolonged work
endurance continously, where the work involves large muscle groups
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Non-communicable diseases that are not passed from person to person;
diseases (NCDs) also known as chronic diseases; includes cardiovascular
diseases (like enlargement of the heart and hypertension),
cancer, chronic respiratory diseases (such as chronic
obstructed pulmonary disease and asthma) and diabetes
Physical fitness tests that gauge your fitness level; may be health-related
tests and skill-related
Rate of Perceived an assessment of the intensity of exercise based on how
Exertion (RPE) the participant feels; basically a subjective assessment of
effort which ranges from 6 (very, very light) to 20 (very, very
hard) with 1 point increments in between
Recreation activities done during one’s leisure time both for relaxation
activities and enjoyment; may require large body movements such
as running, throwing, or jumping or small body movements
such as playing board games, doing arts and crafts, and
many others
Regular moderate being active for 30 minutes to 1 hour, doing physical
physical activity activities that elevate your heart rate more than you are
used to; being active in most, if not all, days of the week,
about 3-4 times per week or more
Risk factors variables in your lifestyle and genetics that may lead to
certain diseases; include age, gender, nutrition, body
weight, physical activity, and health habits, etc (i.e. stress,
unhealthy diet, physical inactivity, exposure to tobacco
smoke or the effects of the harmful use of alcohol)
Skill-related components that contribute to the development of skills;
components of include agility, balance, coordination, power, reaction time,
physical fitness and speed
Time part of the FITT formula that refers to timeframe of a workout
(including warm-up and cool-down) or the length of time
spent in training
Type part of the FITT formula that refers to mode of physical
activity
Warm up preliminary activity done to prepare the body for actual
physical activity; can be general or sports-specific
Weight Gain energy consumed is greater than energy expended (i.e.
more food intake but less physical exertion)
Weight Loss energy consumed is less than energy expended (i.e. more
physical exertion but less food intake)
Weight energy consumed equals energy expended (i.e. physical
Maintenance exertion is the same with food intake)
49
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REFERENCES
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs
in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.
http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm
http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/
http://www.stopsportsinjuries.org/
www.sportsinjurybulletin.com/archive/table-tennis.php
www.who.int/mediacentre/factsheets/fs355/en/
50
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