Physical Education 1 Carl Masarque Module

GOLDENSTATE COLLEGE Issue No. Rev No. Reference No.
General Santos City 01 00 RF-ACA-SHS12-001-20

Effectivity Date: Page No.
PHYSICAL EDUCATION 1
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WEEK 1 Lesson
Exercise for Fitness
Content
 Health-optimizing P.E (H.O.P.E) 1
a) Aerobic activities
b) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….
Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as

requisite for physical activity assessment performance, and as a career opportunity.
Performance Standard
The Learner …
Leads fitness routine with proficiency and confidence resulting in independent pursuit and in
influencing others positively, through Video Presentation/Demonstration.
Learning Competencies Code
1. Distinguishes aerobics from muscle-and bone-strengthening activities PEH11FH-Ia-1
PE-1-PHYSICAL EDUCATION AND HEALTH

GOLDENSTATE COLLEGE SHS DEPARTMNMENT PROPERTY
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Objectives
a. Distinguish aerobic from muscle-and bone strengthening muscles.
b. Create a video presentation relating to a aerobic exercise.
Expand Your Knowledge
AEROBIC EXERCISE
Aerobic Exercise is any type of cardiovascular conditioning. It can include activities
like brisk, walking, swimming, running, or cycling.
AEROBIC, MUSCLE- STENGTHENING, and BONE STRENGTHENING ACTIVITY
Aerobics activities, also called endurance activities, are physical activities in which people
move their large muscles in a rhythmic manner for a sustained period. Running, brisk walking,
bicycling, playing basketball, dancing and swimming are all examples of aerobic exercise. Aerobic
activity makes a person’s heart beat more rapidly to meet the demands of the body’s movement.
Over time, regular aerobic activity makes the heart and cardiovascular system stronger and fitter.
Aerobic physical activity has these components.
 Frequency
 Intensity, or how hard a person works to do the activity. The intensities most often examined
are moderate intensity( equivalent in effort to brisk walking) and vigorous intensity
( equivalent in effort to running for jogging);
 Duration, or how long a person does an activity in any one session.
Although these components make up a physical activity profile, research has shown that the total
amount of physical activity (minutes of moderate-intensity physical activity, for example) is more

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important for achieving health benefits than is any one component (frequency, intensity, or
duration).
Quick Review: Which is the

more important for achieving
health benefits from aerobic
exercise:
1. Total amounts
2. How vigorous the
activity is
Key Guidelines for Adults
All adults should avoid inactivity. Some physical activity is better than none, and adults who
participate in any amount of physical activity gain some health benefits.
For substantial health benefits, adults should do at least 150 minutes

( 2 hours and 30 minutes) a week of moderate intensity, or 75 minutes 9 1hour and 15 minutes) a
week vigorous intensity aerobic physical activity, or an equivalent combination of moderate and
vigorous intensity aerobic exercise. Aerobic activity should be performed in episodes of at least 10
minutes, and preferably it should be spread throughout the week.
How Much Total Activity a Week?
When adults do the equivalent of 150 minutes of moderate-intensity aerobic activity each
week, the benefits are substantial. These benefits include lower risk of premature death, coronary
heart disease, stroke, hypertension, type 2 diabetes, and depression. Not all health benefits of
physical activity occur to 150 minutes a week. As a person moves from 150 minutes a week toward
300 minutes ( 5 hours) a week,, he or she gains additional health benefits include lower risks of
colon and breast cancer and prevention of unhealthy weight gain.

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How Many Days a Week and for How Long?
Aerobic Physical Activity should preferably be spread throughout the week, that activity
performed on at least 3 days a week produces health benefits. Spreading aerobic across at least 3
days a week may help to reduce the risk of injury and void excessive fatigue.
Both moderate- and vigorous intensity aerobic activity should be performed in episodes of at
least 10 minutes. Episodes of this duration are known to improved cardiovascular fitness and some
risk factors for heart disease and type diabetes.
How Intense?
When adults do the equivalent of 150 minutes of moderate-intensity aerobic activity each
week, the benefits are substantial. These benefits include lower risk of premature death, coronary
heart disease, stroke, hypertension, type 2 diabetes, and depression.
Not all health benefits of physical activity occur at 150 minutes a week. As a person moves from
150 minutes a week toward 300 minutes (5 hours) a week, he or she gains additional health
benefits. Additional benefits include lower risk of colon and breast cancer and prevention of
unhealthy weight gain.
Also, as a person moves from 150 minutes a week toward 300 minutes a week, the benefits that
occur at 150 minutes a week become more extensive. For example, a person who does 300
minutes a week has an even lower risk of heart disease or diabetes than a person who does 150
minutes a week.
The benefits continue to increase when a person does more than the equivalent of 300 minutes a
week of moderate-intensity aerobic activity. For example, a person who does 420 minutes (7 hours)
a week has an even lower risk of premature death than a person who does 150 to 300 minutes a
week. Current science does not allow identifying an upper limit of total activity above which there
are no additional health benefits.

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Examples of Different Aerobic Physical Activities and Intensities
Moderate Intensity
 Walking briskly (3 miles per hour or faster, but not race-walking)
 Water aerobics
 Bicycling slower than 10 miles per hour
 Tennis (doubles)
 Ballroom dancing
 General gardening
Vigorous Intensity
 Racewalking, jogging, or running
 Swimming laps
 Tennis (singles)
 Aerobic dancing
 Bicycling 10 miles per hour or faster
 Jumping rope
 Heavy gardening (continuous digging or hoeing, with heart rate increases)
 Hiking uphill or with a heavy backpack
Muscle-Strengthening Activity
This kind of activity, which includes resistance training and lifting weights, causes the body’s
muscles to work or hold against an applied force or weight. These activities often involve relatively
heavy objects, such as weights, which are lifted multiple times to train various muscle groups.
Muscle-strengthening activity can also be done by using elastic bands or body weight for resistance

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(climbing a tree or doing push-ups, for example).

Muscle-strengthening activity also has three components:
 Intensity, or how much weight or force is used relative to how much a person is able to lift;
 Frequency, or how often a person does muscle strengthening activity; and
 Repetitions, or how many times a person lifts a weight (analogous to duration for aerobic
activity). The effects of muscle-strengthening activity are limited to the muscles doing the
work. It’s important to work all the major muscle groups of the body: the legs, hips, back,
abdomen, chest, shoulders, and arms.
Muscle-strengthening activities provide additional benefits not found with aerobic activity. The
benefits of muscle-strengthening activity include increased bone strength and muscular fitness.
Muscle-strengthening activities can also help maintain muscle mass during a program of weight
loss.
Muscle-strengthening activities make muscles do more work than they are accustomed to doing.
That is, they overload the muscles. Resistance training, including weight training, is a familiar
example of muscle-strengthening activity. Other examples include working with resistance bands,
doing calisthenics that use body weight for resistance (such as push-ups, pull-ups, and sit-ups),
carrying heavy loads, and heavy gardening (such as digging or hoeing).
Muscle-strengthening activities count if they involve a moderate to high level of intensity or effort
and work the major muscle groups of the body: the legs, hips, back, chest, abdomen, shoulders,
and arms. Muscle strengthening activities for all the major muscle groups should be done at least 2
days a week.
No specific amount of time is recommended for muscle strengthening, but muscle-strengthening

exercises should be performed to the point at which it would be difficult to do another repetition
without help. When resistance training is used to enhance muscle strength, one set of 8 to 12
repetitions of each exercise is effective, although two or three sets may be more effective.
Development of muscle strength and endurance is progressive over time. Increases in the amount
of weight or the days a week of exercising will result in stronger muscles.

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Bone-Strengthening Activity
This kind of activity (sometimes called weight-bearing or weight-loading activity) produces a force
on the bones that promotes bone growth and strength. This force is commonly produced by impact
with the ground. Examples of bone-strengthening activity include jumping jacks, running, brisk
walking, and weight-lifting exercises. As these examples illustrate, bone-strengthening activities can
also be aerobic and muscle strengthening.
Quick Review: What physical activity is both muscle-strengthening and bone-strengthening?

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Challenge your Mind
Name:_________________________________________________________
Day & Time: _______________________ Section:_____________________
Teacher:________________________________ Date:
Reflection!
Answer the following questions:
1.How can you distinguish aerobic from muscle and bone strengthening activities?
2.What is aerobic muscle and bone strengthening?
3.What is muscle and bone strengthening activity?
4.How do aerobic muscle and bone strengthening activities contribute to your overall health?
5.What are 3 bone strengthening activities?

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Challenge Youself!
ACTIVITY 1
Directions:
1. Create a video presentation relating to aerobic exercise

2. Upload your video or your exercise routine online and encourage other people to do
their own personal aerobic exercise.
RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1
Criteria Excellent Very Satisfactio Needs Poor Rate

Satisfactio n Improveme
n nt
1. Mastery of Showed Almost Showed Showed Performed
the routine very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine. the routine.
the routine but some
errors were
evident.
2. Proper Showed Executed Executed Executed Executed
Execution excellent the routine the routine the routine the routine
performanc almost with with little incorrectly.
e accurately average accuracy
but some accuracy
errors were
evident

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3. Coordinatio Showed The Showed Showed Failed to

n/ Timing very high movements average little level show
level of were almost level of focus and focus and
focus and coordinated focus and coordinatio coordinati
concentratio but some coordination n in on in
n in errors were in performing performing
performing evident performing the routine the routine
the routine the routine
4. Good Form Showed Showed Showed Showed Failed to
very high high level of average little level of show
level of balance, level of balance, balance,
balance, poise and balance, poise and poise and
poise and gracefulnes poise and gracefulnes gracefulne
gracefulnes s in gracefulnes s in ss in
s in performing s in performing performing
performing the routine performing the routine the routine
5. Enthusiasm Showed Showed Showed Showed Failed to
very high high level of average little interest perform
interest in interest in level of in executing the routine
executing executing interest in the routine enthusiasti
the routine the routine executing cally
the routine
Total
Average
Scale Equivalence and Interpretation

Scale Equivalent Grade Interpretation
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in Percent (%)
5 95%-100% You showed an Excellent Performance! Congratulations!
I’m very proud of you.
4 89%-94% You did a very good performance although you committed
minimal errors. Try to work on it. Keep it up!
3 81%-88% You did a good performance. Try to exert more effort in
getting a higher grade next performance. Good Luck!
2 75%-80% Your grade though passing shows that you did not exert
so much effort. Try to exert more effort in getting a higher
grade next performance. Good luck!
1 Below 75% You got a failing grade in this activity. I am sure this is not
what you are aiming for. Please see me during our
consultation period.
(Espeso, 2006)
Note: To get your total score, add the points. Divide it by the number of criteria (4) to get the
average in %. It’s up to the evaluator to choose the exact corresponding percentage.
Example: Scale of 4 may be 89%-94%.
Evaluator (PE teacher/student): ________________________________

Complete name and signature
WEEK 2 Lesson

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Content
c) Aerobic activities
d) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….

The Learner …
1. Explains how to optimize the energy systems for safe and improved performance
Code PEH11FH-Ib-2

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Objectives
c. Explain the optimazagtion of energy system to improved performance
d. Conduct a case study relating on bhow to optimize energy system
Three energy systems?

A lot of us manage to get through life quite nicely without realizing wehave
one. For most of us, energy is something we only talk about when we run out of it during
a game of tennis or touch footy.
Energy- is made up of carbohydrates, proteins and fats which are broken down
during digestion to become glucose, amino acids and fatty acids respectively.
What are the three main energy system?

 aerobic energy system
is known as the oxygen energy system and it uses both
carbohydrates and fat in a slow energy burn. Is also the most complex of the
three using oxygen to create something called “glycolysis” and ultimately
produce that all important ATP. It is incredibly important for tissue repair,
digestion, temperature control and hair growth.
 ATP-PC energy system
Think of all those, sharp bursts of energy such as a 100- metre sprint
or fast and furious bench press set. They’re both examples of anaerobic
exercise; short, intense movement of about 10 seconds or less.

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We don’t use oxygen and instead rely on the ATP-PC or creatine

phosphate system for quick-serve bursts of energy. This ATP-PC is stored in
the muscles and replenished via phosphocreatine breakdown.
 lactic energy system
this system deals with everything in-between –a few minutes of
intense activity. Also called the anaerobic glycolysis system, the lactic acid
system uses stored glucose (muscle glycogen) to create energy. And if
there’s not enough oxygen to go around, lactic acid is produced to help push
thing along.
Energy systems key terms
Term Definition
Anaerobic Means production of energy through processes that do not require oxygen. When
applied to exercise, anaerobic refers to all exercise that does not rely on oxygen to
help produce energy
Aerobic Means production of energy through processes that require oxygen. When applied
to exercise, aerobic refers to all exercise that requires oxygen to help produce
energy.
ATP Stands for adenosine triphosphate. ATP is essentially the energy currency of the
body. It is the breakdown of ATP that releases energy which the body’s tissues
such as muscle can use to create movement.
ADP Stands for adenosine diphosphate. ADP is the by-product of the breakdown of
ATP for energy. It is the remaining adenosine molecule and two (di) phosphate
molecules

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Pi Stands for one phosphate molecule, such as the phosphate that is released when
ATP is broken down to provide energy for the body to use
PC Stands for phosphocreatine and is also known as creatine phosphate. It is stored

in muscle cells and used as a fuel to create or 'synthesize' ATP
ATPase ATPase are a group of enzymes which contribute to either the breakdown of ATP
or the manufacture (synthesis) of new ATP
Glycolysis Glycolysis means the breakdown (lysis) of glucose and consists of a series of
chemical reactions controlled by enzymes
Synthesis This refers to a 'building' process where two different elements are brought
together to create a new element, such as ADP and Pi being brought together to
create or manufacture ATP
Krebs cycle The krebs cycle is part of the aerobic energy system and creates ATP through a
series of chemical reactions involving oxygen
Electron The electron transport chain is part of the aerobic energy system and also creates
transport chain ATP through a series of chemical reactions involving oxygen
What is Energy?
All energy starts as light from the sun. Plants convert sunlight into chemical energy through
the process of photosynthesis.
We humans then eat the plants, or we eat the animals that have eaten plants, and in turn this
stored chemical energy is passed on to us.
In food, energy is stored as either; carbohydrates, fats or protein.

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The ability to run, walk, lift weights, play sport and in fact sustain every bodily function depends on
the ability of the body to extract chemical energy from the breakdown of the food nutrients that we
consume.
Once the foods we have eaten are digested they can be stored in the body, and/or transferred into
chemical energy for immediate use as fuel for the body.
What is Energy system?
In order to extract the energy from the foods we eat and turn it into the chemical energy that
our bodies can use, we have three separate energy production systems, these are the:
 ATP-PC system
 Anaerobic glycolytic system

 Aerobic system
What do the energy systems do?
The three energy systems work together in order to ensure there is a continuous and
sufficient supply of energy for all our daily activities.
Each system differentiates in the way they produce chemical energy (ATP) from different sources
and at different speeds.
The ATP-PC system and the anaerobic glycolytic system are both anaerobic systems, meaning that
oxygen is not used by these systems to synthesise ATP. These systems are quicker at producing
energy, however they do not last very long (they fatigue quickly).
The aerobic system on the other hand relies heavily on oxygen to synthesise ATP. Because the
chemical processes that use oxygen to produce energy are more complex than the anaerobic
processes, the aerobic system is slower at making energy, but it can keep making energy for a very
long time without fatique.
Why are the energy systems important?

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The energy systems are what enable every cell, tissue and organ of our bodies to function
and survive. Without sufficient energy being
continuously supplied through the energy systems
our bodies would literally shut down, cease to
function and die!
Essentially the body is like a machine and like any

machine it needs energy to power it. For example
a car without petrol in the tank is just a piece of
metal that can't do anything. With fuel the car can
come to life and drive you from 'A to B'.
Understanding how the energy systems work and interact with each other will help ensure that you
are advising the right type of fuels for your clients to consume, as well as designing and prescribing
the correct type of training, and applying the variables (sets, reps, rest intervals etc) correctly to
ensure your clients achieve their specific goals by design rather than accident.
The energy systems and fitness
When you workout in the gym, go for a run or play football with your
friends there are many body systems involved that work together in order
for this to be possible.
For example going for a run on the treadmill for 20 minutes requires the
following:
1. Nervous system – memory of running movement patterns, action

potentials to skeletal, cardiac and smooth muscle
2. Muscular system – contraction and force production of leg muscles
to run
3. Respiratory system – inhalation of O2 and exhalation of CO2
4. CV system – heart and blood vessels transport O2 and nutrients to muscles and remove
CO2 and waste products

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Energy is constantly needed by all of these systems in order for them to function. For this reason
the three energy systems work constantly in conjunction with each other to achieve this.
Depending on the intensity and duration of the exercise one particular

energy system may be more influential than the others. With higher
intensity exercise over a short time period the bodies reliance for energy will
be placed on the anaerobic energy systems (ATP-PC system / anaerobic
glycolytic system), whereas lower intensity exercise over a longer time
places greater reliance on the aerobic energy systems.
If you train someone in the wrong way, it can be very detrimental to them
achieving their goal or performing well in their chosen sports or activities.
For example if someone wants to run a marathon in a time of 3

hours and you design a programme that has them doing 6 x
100meter sprint repetitions, will they be ready to do the marathon
or will they just be quick over a short distance?
Yep you guessed it; they will be quick over a short distance and
have no nope of completing a marathon, let alone in 3 hours!
When it comes to working with clients and developing appropriate

exercise programmes that help them achieve their goals, it is vital
to consider the energy systems.
Understanding which energy system they will predominantly be using during their training is crucial
to ensuring that you prescribe the correct duration and intensity of exercise.

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Energy systems used in sports
It is important to understand that while the energy systems have

unique characteristics, they do not work independently of one another.
From very short intense exercise through to very light prolonged

activity, all three energy systems make a contribution. However one or
two will usually be most dominant.

To get an understanding of how the systems work together we can look at various sports and think
about what is happening and why certain energy systems are more or less active.
Try to remember that duration and intensity are the two variables that will determine which system
is most active at any given time.
Following is a list of sports and approximate percentages of how much each of the energy systems
contributes:
Sport ATP-PC Anaerobic Glycolytic Aerobic
Basketball 60 20 20

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Field events (shotput, discuss, javelin) 90 10 0
Golf swing 95 5 0
Gymnastics 80 15 5
Hockey 50 20 30
Rowing 20 30 50
Running (distance) 10 20 70
Skiing 33 33 33
Soccer 50 20 30
Swimming (50m freestyle) 40 55 5
Tennis 70 20 10
Each of the three energy systems can generate power to different capacities and this varies within
individuals.
The best estimates suggest that the ATP-PC system can generate energy at a rate of roughly 36
kcal (calories) per minute. Glycolysis can generate energy only half as quickly at about 16 kcal per
minute. The oxidative system has the lowest rate of power output at about 10 kcal per minute.
The capacity to generate power of each of the three energy systems can vary with training. The
ATP-PC and glycolytic pathways may change by only 10-20% with training. The oxidative system
seems to be far more trainable although genetics play a limiting role here too.
Aerobic power can be increased by as much as 50% but this is usually seen when regular training
is undertaken by initially untrained, sedentary individuals
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Challenge your Mind
1. Give the 3 energy systems

2. It’s also the most complex of the three using oxygen to create something called “glycolysis”.
3. What are the 4 energy systems?
4. How long do the three energy systems last?
5. What are the 3 energy systems and its basic functions?
ACTIVITY 2
Challenge yourself
1. Conduct a case study relating to on how to optimize energy system. Study must conducted
with in the year (2016-2020)
2. Analyze the study and present recommendation on how to optimize the energy system.
RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1

n nt
errors were
evident.
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but some accuracy
errors were
evident
the routine
Total
Average

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in Percent (%)
(Espeso, 2006)

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WEEK 3 Lessons
Health Behaviors
Content
e) Aerobic activities
f) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….


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The Learner …
2. Relates health behaviors (eating habits, sleep and stress management) PEH11FH-Id-3
To health risk factors and physical activity assessment performance.
Objectives
e. Distinguish aerobic from muscle-and bone strengthening muscles.
f. Create a video presentation relating to a aerobic exercise.
in our Lifestyle
 Sleep/Oversleeping
 Eating Habits
 Stress Management

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SLEEP
Why Lack of Sleep is bad for your Health?

Effects of lack of sleep, such as feeling grumpy and not working at your best.
But did you know that sleep deprivation can also have profound consequences on you
physical health?
“Learn to manage your time.”
If you don’t sleep you will experience the fatigue, short temper and lack of focus that often
follow a poor night’s sleep. In occasional night without sleep makes you feel tired and irritable the
next day. After continues sleepless nights, the mental effects become more serious. Your brain will
fog, making you difficult to concentrate and make decisions. You’ll start to feel down, and may fall
asleep during the day. Your risk of injury and accidents at home, work and on the road also
increase.
LACK OF SLEEPING CAUSES PARTS OF YOUR BRAIN TO

SLOW OR SHUT DOWN COMPLETELY.

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EFFECTS OF …

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OVERSLEEPING
Why Oversleeping is bad for your Health?

Sleep plays important role in our rain, as the brain clears our waste byproducts, balance
neurotransmitters and process memories at rest. But too much may have effect on mood and
mental health. Cognition, degenerative disease and depression.
More time in bed frequent waking after sleep and reduce sleep efficiency. Fatigue causes
longer sleep and sleeping more can make people feel more lethargic. Underlying disease is
obstructive sleep apnea, depression, coronary disease, and generally failing health.

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How much sleep do we really need?

Sleep is a vital indicator of overall health and well-being. We spend up to one-third of our
lives asleep, and the overall state of our “sleep health“remains an essential question throughout
our lifespan.
RECOMMENDED SLEEP (Hours of Sleep)

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EATING HABITS
Things that we eat can influence your risk of dying from heart disease, stroke or two types of
diabetes. Eating habits is one of the great influences to improve our health. Health for Good is
revolutionary movement to inspire you to create lasting change in your health and your life, one
small step at a time. The approach is simple (3 Techniques): Eat smart. Add color. Move more.
Be well.
Eat smart – start with healthy food choices. You don’t need to be a chef to create nutritious meal.
Move more – a good starting goal is at least 150 minutes a week, but if you don’t want to sweat the
numbers, just move more.
Be well – along with eating right and being active, real health includes getting enough sleep,
practicing mindfulness, managing stress, keeping mind and body fit.
We all know that healthy eating plan includes vegetables, fruits, whole grain and fat-free or
low-fat dairy products. But a healthy diet also includes lean meats, poultry, fish, beans, eggs, and
nuts. Because it limits saturated and trans fats, sodium, and added sugar. Lot of factors affects your
risk of death from heart disease, stroke, and two diabetes. These are known as cardiometabolic
diseases.
The risk of death from the three said diseases was higher for those who consumed too
much sodium, processed meat, sugar-sweetened, beverages and unprocessed red meat. Risk of
death was also higher to those who didn’t eat enough nuts and seeds, seafoodsomega-3 fats,
vegetables, fruits, whole grain, or polyunsaturated fats.
STRESS MANAGEMENT
What is Stress?

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Mental or emotional tension or strain resulting from adverse or very demanding

circumstances.
Facts on Stress:
Stress helps the body to prepare to face danger.
Symptoms can be both physical and psychological.
Short-term stress can be helpful, but long-term stress is linked to various health conditions.
We can prepare for stress by learning some self-management tips.
Why is it important to manage stress?

If you’re living with high levels of stress, you’re putting your entire well-being at risk. Stress
wreaks havoc on your emotional equilibrium, as well as your physical health. It narrows your ability
to think clearly, function effectively, and enjoy life.
Effective stress management, on the other hand, helps you break the hold stress has on
your life, so you can be happier, healthier and more productive. The ultimate goal is a balanced
life, with time to work , relationship, relaxation, and fun-and the resilience to hold up under pressure
and meet challenges head on.
Common source of Stress:
 School demands and frustration.  Separation or divorce
 Negative thoughts.  Chronic illness
 Changes in their bodies.  Death of love ones
 Problems with peers  Financial problem
 Unsafe living environment  High expectations
How to decrease stress with the following behaviors and techniques:

 Exercise and eat regularly  Decrease negative self talk
 Avoid excess caffeine intake  Learn to feel good
 Avoid illegal drugs, alcohol and  Take a break from stressful situation.
cigarette  Build a network of friends who can
 Learn relaxation exercise help you cope in a positive way.
 Develop assertiveness training skills
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Challenge your Mind
1. Differentiate the Lack of Sleep and Oversleeping, and give at least 2 examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
2. List down the 3 Techniques of Healthy Lifestyle.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
3. In your own understanding, why we need to Manage Stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________

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4. What might be the negative effect and positive effect if Stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
5. How do you deal with stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
Challenge Yourself
Learning Competencies (Week 3)
 Conduct a survey within your family relating to health behaviors, to health risks factors.
 Create a recommendation in every result of your survey and make an article relating to the
survey conducted.
 Present Rubrics
 Scale Equivalence and Interpretation

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RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1

n nt
errors were
evident.
but some accuracy
errors were
evident

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MODULE
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the routine
Total
Average

in Percent (%)
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MODULE
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(Espeso, 2006)
Evaluator (PE teacher/student):________________________________

WEEK 4 Lesson
Content

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g) Aerobic activities
h) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….

The Learner …
Learning Competencies
3. Differentiates types of eating( Fueling for performance, emotional eating, social eating,
eating while watching tv or events. Code PEH11FH-Ie-4
Objectives
a. Discuss the 4 types of eating habits
b. Conduct a survey relating to the eating habits of a human person

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Eating Disorder
Factors; Types; Cause and Effect
Factors; Types; Cause and Effect!
EATING DISORDER
Is an illness that are characterized by irregular eating habits and stress concern about size.
Can develop during ay stage in life but typically appear during teen years or adulthood. Commonly
coexist with other conditions such as anxiety, depression etc.
Why is there Eating Disorders?
They’re caused by a complex combination of factors, including genetic, biochemical,

psychological, cultural and environmental.
Eating disorders are illnesses, not character flaws or choices. Individuals don’t choose to
have an eating disorders. You also can’t tell whether a person has an eating disorder just by looking
at their appearance. People with eating disorder can be underweight, normal weight or overweight.
It’s impossible to diagnose anyone just by looking at them.
Some factors that have a part in the problem!
1. Genetics
It may tend to run in families. It is highly inherited. In addition, specific chromosomes
have been linked to both bulimia and anorexia. Maybe it’s because of the ability to
identifyphenotypic traits of the personality, such as cognitive style, terperament and
character.
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Substantial evidence exists to support the theory that phenotypic traits are the results
of expressions of genes under environmental influence.
It is known that identical twins share 100 percent of their genes and fraternal twins
share approximately 50 percent genetic make up.
2. Psychology; Personalities
Eating disorders are common in individuals who struggle with clinical depression,
anxiety disorders and obsessive-cumpulsive disorder.
Other factors include:

o Low self-esteem
o Feelings of hopelessness and inadequacy
o Trouble coping with emotions of expressing your emotions
o Perfectionism
Having followed the wishes of others for the most part, they have learned how to
cope with problems typical of adolescence, growing up, and becoming independent
(control their eating, keeping the problems themselves.).
3. Environment
This can cause eating disorder because of:

1. Family or other relationship problems
2. History of physical or sexual problems
3. Activities that encourage thinness or focus on weight
4. Peer pressure
5. Being bullied because of weight or appearance in general many people have
been discouraged by the people around them
(social pressures).

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FOUR TYPES OF EATING DISORDER YOU SHOULD KNOW
1. Fueling for Performance

Nutrition is critical for both academic and sports performance. Sudent athletes need
to fuel early and often in order to meet their daily energy needs. Fueling before
execise has been shown to improve performance over exercising in the fasted state.
Consuming 30-60 grams of carbohydrates each hour during prolonged exercise will
prevent the under fueling trap.
TIPS!
1.Know your li mitation
2. Eat fruits and vegetables
3. Conntrol yourself
2. Emotional Eating
Eating if we are stress? Depressed? N solutions for problems?

Nah that shouldn’t be a matter if perception because unhealthy. Some people think if
they eat they can solve the problems they are in. obviously not most emotional
eaters feel powerless over their fiod cravings. When the urge to eat hits, its all can
you think about.
Tips to Stop Emotional Feeling
1. Identify the triggers

2. Find ways to overcome them instead of eating
3. Practice mindful eating
4. Pause and think
All of this can help, but not if you can’t stand for it let’s make a change!.
3. Social Eating
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We eat differently when we are with other people compared with when we eat alone.
Sharing a meal with friends, family or work colleagues is a common activiy. Given
that much eating much takes place in a social context it is important to understand.
Tips to avoid
1. Say no! for events with ,many food

2. Tyr to manage and control
3. Make a decision
4. Change your habits
5. Encourage others too
6. Know your limits
7. Make yourself busy
Those who can’t wait control their feelings, can lead to obesity or malnutrition.
4. Distracted Eating
We are living in such a multitasking-high-urgency era. That even when not pressed
for time. It seems that many people who are in The irony of eating distratcted. The
irony of eating eating is that you end up missing out on the eating experience.
Tips!
1. Make the time to eat
2. Take a break on gadgets etc.
3. Chew food mindfully
Make suure you’re truly reaping the nutritious benefits of your food, choices and take time to eat.
Your behaviors are strongly influenced by your environments.

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Challenge your Mind

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Name:_________________________________________________________
Day & Time: _______________________ Section:_____________________
Teacher:________________________________ Date:
Reflection!
Answer the following questions:
1.What is eating fueling for peformance?
2.What are the 4 types of eating?
3.What are the different types of eating ?
4.What is the best differerent thpes of eating?
5.What is Eating Disorder?
Challenge Youself!
ACTIVITY 4

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Directions:
1. Conduct a survey relating to eating habits of a person.

2. Enumerate the factors each eating habits
3. Create a underlying recommendation to refrain unhealthy body.
RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1

n nt
errors were
evident.
but some accuracy
errors were
evident

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executing executing interest in the routine Enthusiast
the routine the routine executing ically
the routine
Total
Average

in Percent (%)

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(Espeso, 2006)


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May 7, 2020

Physical Education 1 Carl Masarque Module

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GOLDENSTATE COLLEGE Issue No. Rev No. Reference No.

General Santos City 01 00 RF-ACA-SHS12-001-20

 Health-optimizing P.E (H.O.P.E) 1

Exercise for Fitness

Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as

Learning Competencies Code

1. Distinguishes aerobics from muscle-and bone-strengthening activities PEH11FH-Ia-1

PE-1-PHYSICAL EDUCATION AND HEALTH

Expand Your Knowledge

AEROBIC, MUSCLE- STENGTHENING, and BONE STRENGTHENING ACTIVITY

Aerobic physical activity has these components.

PE-1-PHYSICAL EDUCATION AND HEALTH

Quick Review: Which is the

Key Guidelines for Adults

For substantial health benefits, adults should do at least 150 minutes

How Much Total Activity a Week?

PE-1-PHYSICAL EDUCATION AND HEALTH

How Many Days a Week and for How Long?

PE-1-PHYSICAL EDUCATION AND HEALTH

Examples of Different Aerobic Physical Activities and Intensities

 Walking briskly (3 miles per hour or faster, but not race-walking)

 Bicycling slower than 10 miles per hour

 Racewalking, jogging, or running

 Bicycling 10 miles per hour or faster

 Heavy gardening (continuous digging or hoeing, with heart rate increases)

 Hiking uphill or with a heavy backpack

PE-1-PHYSICAL EDUCATION AND HEALTH

(climbing a tree or doing push-ups, for example).

No specific amount of time is recommended for muscle strengthening, but muscle-strengthening

PE-1-PHYSICAL EDUCATION AND HEALTH

Quick Review: What physical activity is both muscle-strengthening and bone-strengthening?

PE-1-PHYSICAL EDUCATION AND HEALTH

Challenge your Mind

Day & Time: _______________________ Section:_____________________

Answer the following questions:

2.What is aerobic muscle and bone strengthening?

3.What is muscle and bone strengthening activity?

5.What are 3 bone strengthening activities?

PE-1-PHYSICAL EDUCATION AND HEALTH

1. Create a video presentation relating to aerobic exercise

Criteria Excellent Very Satisfactio Needs Poor Rate

PE-1-PHYSICAL EDUCATION AND HEALTH

3. Coordinatio Showed The Showed Showed Failed to

Scale Equivalence and Interpretation

Evaluator (PE teacher/student): ________________________________

PE-1-PHYSICAL EDUCATION AND HEALTH

 Health-optimizing P.E (H.O.P.E) 1

Exercise for Fitness

Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as

Learning Competencies Code

PE-1-PHYSICAL EDUCATION AND HEALTH

c. Explain the optimazagtion of energy system to improved performance

d. Conduct a case study relating on bhow to optimize energy system

Expand Your Knowledge

Three energy systems?

What are the three main energy system?

PE-1-PHYSICAL EDUCATION AND HEALTH

We don’t use oxygen and instead rely on the ATP-PC or creatine

Energy systems key terms

PE-1-PHYSICAL EDUCATION AND HEALTH

PC Stands for phosphocreatine and is also known as creatine phosphate. It is stored

In food, energy is stored as either; carbohydrates, fats or protein.

What is Energy system?

 Anaerobic glycolytic system

Day & Time: ___ Section:_