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DAEHAN COLLEGE OF BUSINESS AND TECHNOLOGY

Rd 20. Sitio Siwang Brgy San Juan Taytay, Rizal

PHYSICAL EDUCATION AND HEALTH (GRADE 11)

LEARNER’S MATERIAL
MOST ESSENTIAL LEARNING COMPETENCIES (MELC)
Week 3-4

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 events with proficiency and confidence resulting in
independent pursuit and in influencing others positively.

MOST ESSENETIAL LEARNING COMPETENCY:

 Analyze physiological indicators such as heart rate, rate perceived exertion and pacing associated with
MVPAs to monitor and/or adjust participation or effort.
 Observe personal safety protocol to avoid dehydration, overexertion, hypothermia and hyperthermia
during MVPA participation.

NAME: _____________________________________________________
JOHN PAOLO TABADA
ICT12-A
GRADE AND SECTION: _______________________________________
SUBJECT INSTRUCTOR: Jerome Flores.
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Introductory Message
This learning material hopes to engage the learners in guided and independent learning activities at
their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills
especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances for the New Normal Learning.

How to use this Module

Inside this module you will find the activities for you to complete followed by relevant information sheets
for each learning outcome. Each learning outcome may have more than one learning activity.

After completing this module ask your teacher to assess your competency. If you have questions, don’t
hesitate to ask your teacher for assistance.
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LESSON 1: MODERATE VIGOROUS PHYSICAL ACTIVITIES

Schools play a central role in providing opportunities for students to engage in physical activity.
Physical education (P.E) is the one time during the day when all students can be active. 1 School boards can
consider policy and curriculum strategies to support increased physical activity in P.E.

At the end of this lesson, you are able to

1. Identify the benefits of MVPAs

2. Analyze the effective strategies of MVPAs to increase in P.E.
3. Observe the importance of MVPAs in 60 minutes Physical Activity.

LESSON

MODERATE VIGOROUS PHYSICAL ACTIVITIES

 Refers to activities equivalent in intensity to brisk walking or bicycling. Vigorous physical activity
produces large increases in breathing or heart rate, such as jogging, aerobic dance or bicycling uphill.

BENEFITS OF MODERATE TO VIGOROUS PHYSICAL ACTIVITY IN P.E.

1. Prepares them to lead physically active lives and can improve health and academic outcomes.

2. Physical activity does not have to compete with educational goals; in fact, it can help students learn content
by enhancing concentration skills and on-task behavior.

3. Activity-focused P.E. can contribute to academic performance, improved attendance and positive classroom
behavior.

4. Increasing MVPA in P.E., ha as the greatest potential for increasing health benefits for most students.

5. As it generates more energy expenditure; contributes to obesity prevention and muscular and bone
development; reduces anxiety and stress; improves self-esteem, mood and concentration; and reduces the risk
of chronic disease.

6. Increasing MVPA in P.E. provides more opportunities to meet other P.E. goals such as motor development,
increased fitness, skill enhancement and positive social interactions.

MVPAs AND HOW MUCH DO STUDENTS NEED?

Moderate physical activity refers to activities equivalent in intensity to brisk walking or bicycling.
Vigorous physical activity produces large increases in breathing or heart rate, such as jogging, aerobic dance
or bicycling uphill.

The Physical activity guidelines for American recommend that children and adolescents participate in at
least 60 minutes of MVPA most days of the week, preferably daily, in order to attain health benefits.8 to help
reach this goal, healthy People 2010, an initiative of the centers for disease control and Prevention and the
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President’s council on fitness, recommends that students be engaged in MVPA for at least 50 percent of P.E.
class time.

COST-EFFECTIVE STRATEGIES TO INCREASE MVPA IN P.E.

The board can direct the superintendent or designee to explore low- to no-cost strategies to increase
activity levels in P.E., including:

 Providing teachers with class management and teaching techniques to keep all students engaged and
active (e.g. small-sided games and circuits, active role-taking, minimal transition times and concise
instructions).

 Utilizing inexpensive, discounted or donated equipment (e.g. aerobic games using flying discs, jump
ropes or hula hoops).

 Identifying support staff for P.E. teachers.

 Using the expertise of P.E. staff to develop curriculum that meets state standards and has MVPA as
a focus.

 Exploring funding opportunities to implement activity based P.E, such as the federal carol M. White
Physical Education Program grant, local businesses, corporate sponsors, professional sports teams,
community foundations, nonprofit health agencies, hospitals, physical activity clubs, health clubs and
gyms and insurance companies.

Daily physical activity: 60 minutes of what?

Parents frequently hear that their children need 60 minutes of physical activity every day. It’s the
globally-accepted standard according to the World Health Organization (WHO) and child health and exercise
physiology experts. The question for many parents: What qualifies as suitable physical activity?

Does walking to school count? How about raking leaves? Or loading the dryer with laundry?

Understanding MVPA

The first thing to understand about the 60-minute guideline: It refers to 60 minutes of moderate-to-
vigorous physical activity, commonly abbreviated as MVPA.

Moderate activity requires a moderate amount of effort and raises your heart rate to a degree that you
notice it, but your breathing stays more or less steady. Vigorous activity demands a large amount of effort that
raises your heart rate considerably and forces you to breathe intensely.

By that definition, a lot of things may qualify as physical activity—everything from free play and sports
participation to household chores and active transportation.

Depending on a child’s level of fitness, walking to school may be moderate activity, but for most kids its
light activity. Riding a bike to school, especially if there are hills to climb, probably represents moderate activity.
But again, it depends on the level of fitness of the child and how fast and hard they decide to pedal.
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Ways to fill 60 minutes

As a parent, you know your child best. Keeping in mind their relative fitness and their interests, here are
some simple examples of physical activities that would help kids to meet the daily 60-minute recommendation:

o 30-minute bike ride plus 30 minutes of free play (e.g. climbing trees, playing on the monkey bars,
playing tag with friends)

o 60-minute basketball, volleyball, hockey, or soccer practice (assuming the practice is well organized
and the kids are not simply standing around for long periods)

o 60-minute hike over hilly terrain (e.g. lots of up-and-down demanding plenty of leg work)

o 30-minute swimming lesson plus 30 minutes of hopscotch and tag with friends

Vigorous activity, and activities for muscle and bones

There are a couple of extra nuances to consider in the 60-minute recommendation. According to the
Canadian 24-Hour Movement Guidelines for Children and Youth, your child should be engaged in vigorous
physical activities at least three days per week. Same goes for muscle and bone strengthening activities.

In other words, it’s fine to be moderately active for 60 minutes on most days, but occasionally your child
needs to work their heart, lungs, and muscles in a vigorous way.

An intense hockey or soccer game may qualify as vigorous activity. Alternatively, a 60-minute mountain
bike ride over tough hills and trails may do the trick.

To strengthen bone and muscle, most of the same activities will meet that purpose. With pre-pubertal
children, pediatricians and sports physiologists will generally tell you that own-bodyweight exercises are
sufficient to build strong bones and muscles. The classics are pushups, squats, chin-ups, and crunches, but
even these may be more than your child requires. Your child can often get a similar muscle workout by
climbing trees or pedaling a bike. And these activities are likely a lot more fun for your child.

Keep track with an activity log

Don’t be intimidated by the 60-minute physical activity guidelines. If you ensure that your child plays
actively every day or participates in well-designed sport programs, it’s not difficult to meet the
recommendations. However, if you want to be extra sure, print off a copy of the Active for Life Activity Log for
your fridge or family bulletin board, and keep track through the week!

LEARNING TASK

Finding the Importance. Direction: Write a short explanation on how the following MVPA activities is
important to prevent COVID- 19. Write your answer on the box.
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1.
During the COVID-19 pandemic, when so
many of us are very restricted in our
movements, it is even more important for
people of all ages and abilities to be as
active as possible. Even a short break from
sitting, by doing 3-5 minutes of physical
movement, such as walking or stretching,
will help ease muscle strain, relieve mental
tension and improve blood circulation and
muscle activity.

Figure 1: Walking and Jogging

2.
Being physically active amidst then pandemic
help us get through these hard times. being
physically active while doing sports gives
us a proper motivation to stay healthy,
physically fit and “Mentally healthy”.

Figure 2: Volley Ball and Basket Ball

3.
It helps teens cope during the pandemic
telling other people there”Quarantine
Stories” help them to easilt open up
and connected during Quarantine.

Figure 3: Tik Tok

REFERENCES

l. (1991) Physical education’s role in public health. Research Quarterly for Exercise and Sport, 62: 12124-12137.
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2. San Diego State University. (January 2008) Physical Education Matters: Activity Matters for California Kids
Policy Brief and Physical Education Matters: A Full Report. Funded by the California Endowment. Los Angeles,
ca http://www.calendow.org/article.aspx?id=3920.

3. Active Living Research. (2009). Active Education: Physical Education, Physical Activity and Academic
Performance. Retrieved October 9, 2009 from
http://www.activelivingresearch.org/files/active_Ed_Summer2009.pdf.

4 San Diego State university. (January 2008)

5. Health impact assessment of Potential Modifications to Physical Education requirements in California.

(January 10, 2007). Health impact assessment group. Ucla School of Public health.
CDC-SHPPS data was analyzed. http://www.ph.ucla.edu/hs/health-impact/docs/PEhia_06012008.pdf.

6. Active Life Raising Physically Literate Kids Article. (December 7, 2016) WORLD HEALTH ORGANIZATION
(WHO) https://www.activelife,com

LESSON 2: PHYSIOLOGICAL INDICATORS SUCH AS HEART RATE

When you engage in physical activities for health and fitness improvements, you need to monitor the
effort you are giving. This is because the effort given in doing physical activities contributes to the
achievement of your fitness goals. By monitoring your effort, you will be able to know if you are reaching at
least a moderate intensity level and at most a vigorous one.
At the end of this lesson, you are able to: Identify the important of your body and challenged to do
more than what it is used to for changes to occur.

LESSON

Physiological indicators are those signs that are physiologic in nature or have to do with bodily
processes. These include heart rate, rate of perceived exertion (RPE), and pacing. Each of these
physiological indicators is important. However, depending on your fitness goal and personal preference, each
indicator has its own advantages.

Heart Rate. Also known as pulse rate, this is the number of times a person’s heart beats per minute. It
indicates the effort your heart is doing based on the demands you place on your body. The more demanding
your physical activity is, the faster the heart rate.

Each time your heart beats, it pumps blood into the arteries of your body. The surge of blood causes a
pulse, which is what you feel by holding your fingers against an artery. The major arteries that are easy to
locate and frequently used for pulse counts are the radial artery (just below the base of the thumb) and the
carotid artery (just below the sides of jaw). Some people find it easier to locate the carotid artery but locating
the radial artery is easier for others.
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Figure 1

Figure 2

To determine your pulse rate, locate your pulse using your index and middle fingers. Press gently to
feel the pulse. Count the number of beats in 10 seconds and multiply by 6 to get your number of beats per
minute. The 15-second count is also used by multiplying by 4 to get the number of beats per minute.
The heart rate provides a good indicator of the relative challenge experienced during physical activity.
Using the heart rate as a physiological indicator, maximal heart rate (max HR) is typically used.

HIGH TOO MUCH

Optimal
level
Amount
of Activity
Threshold of training
Not
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LOW INACTIVITY
Figure 3: Physical activity target zone
Physical activities used as exercises should be between 60 to 85 percent of your max HR to maintain or
improve cardiovascular fitness. This means that for each exerciser, getting the max HR and the heart rates
equivalent to 60 to 85 percent of the max HR are important in achieving your fitness goals. Think of it as 60%
heart rate is your moderate intensity and 85% heart is the limit of your vigorous intensity.
Take note of the concepts of threshold of training and target zone. The threshold of training is the
minimum amount of physical activity (frequency, intensity, and time) necessary to produce benefits. The target
zone, on the other hand, begins at the threshold of training and stops at the point where the physical activity
becomes counterproductive.

You can think of threshold of training as American College of Sports Medicine’s (ACSM) minimum
recommendation of training intensity (60%) and the target zone ranging from 65 to 85 percent training
intensities. Hence, you need to reach these training intensities to produce health, wellness, or fitness benefits.
You can compute your target heart rate for these training intensities by following several steps. According to
Hoeger and Hoeger (2011), research indicates a more favorable prediction using the computation below than
the equation 220 - age. Here are the steps to get your target heart rate.

1. Estimate your maximal heart rate (max HR/MHR) according to the following formula:

maxHR/MHR = 207 – (0.7 x age)

2. Check your resting heart rate (RHR) sometime in the evening after sitting quietly for 15 to 20 minutes. You
may take your pulse for 30 seconds and multiply by 2, or take it for a full minute.

3. Determine heart rate reserve (HRR) using this formula:

HRR = MHR – RHR

4. Calculate the training intensity at 30, 40, 60, and 85 percent. Multiply HRR by the respective 0.30, 0.40, 0.60,
and 0.85, and then add the HRR to all four training intensities. Example:

60% Training Intensity = HRR x 0.60 + RHR

LEARNING TASK

Let’s Value! Direction: In a short explanation prior to your knowledge about the topic above, answer
the question below.

Is it important that you monitor your fitness improvements since these will eventually dictate your progression?
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____________________________________________________________________________________
it'll eventually dictate your progression. Recording your fitness improvements can help you
__________
determine
if you're improving healthy or just plainly improving. Aside from that, it can help you
____________________________________________________________________________________
gain
__________
motivations.
Makes it more likely to reach and surpass your goal.Allows you to be more efficient in your time
____________________________________________________________________________________
and workouts.
__________
Lends accountability to yourself and your goals.Allows for easier modifications and shows when and
____________________________________________________________________________________
where changes
__________ need to be made.

It____________________________________________________________________________________
can be motivating and reinforcing to remind you why you are doing what you are.
__________
Helps to drive the focus and direction of your programming.
____________________________________________________________________________________
__________
Keeps you committed to your plan.
____________________________________________________________________________________
Monitorin
__________your Progress Keeps you in keen observation whether you are imrproving or not
a visualizer
Visualizing what to do to your progress to improve is much more likely more room to you to
____________________________________________________________________________________
think what to do to your own self
__________
____________________________________________________________________________________
Whether its a diet or added excercis time much less than that it is keen to know what you are really
doing
__________

REFERENCES

Corbin, C. B., Corbin, W. R., Welk, G. J., & Welk, Karen A. (2008). Concepts of physical fitness: Active
lifestyles for wellness (14th ed.). New York: McGraw-Hill.

Hoeger, W. W. K. & Hoeger, S. A. (2011). Fitness & wellness (9th ed.). Australia: Wadsworth.

Images on how to get pulse rate retrieved from http://mindly.org/tutorial/howto/lower_resting_heart_rate

Image of heart rate monitor retrieved from http://zenergysv.com/blog/detail/using_a_heart_rate_monitor