Senior High School

PHYSICAL EDUCATION
AND HEALTH 11
First Semester – Module 4
FITT Goals to Achieve
Health-Related Fitness (HRF)

Department of Education ⚫ Republic of the Philippines

Physical Education and Health – Grade 11
Alternative Delivery Mode
First Semester - Module 4: FITT Goals to Achieve Health-Related Fitness (HRF)
First Edition, 2020

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 Senior High School

PHYSICAL EDUCATION
AND HEALTH 11
First Semester – Module 4
FITT Goals to Achieve
Health-Related Fitness (HRF)

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at region10@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ⚫ Republic of the Philippines

 TABLE OF CONTENTS

Title Page
Title Page ……………………………………… i
Overview ……………………………………… 1
Objective ……………………………………… 1
Lesson 1: Applying FITT on Our Household Daily Routines
Pre-Assessment ………………………………………. 2
Activity 1 ………………………………………. 3
Activity 2 ………………………………………. 4
Activity 3 ………………………………………. 4
Lesson 2: Improving Your Health Through HRF Components
Activity 1 ………………………………………. 6
Activity 2 ………………………………………. 7
Activity 3 ………………………………………. 8
Summary ………………………………………. 11
References ………………………………………. 12
 OVERVIEW
What activities make up your day? Do you have time to be active? Are you particular
of the food you intake daily? Today’s pandemic COVID-19 makes us realize how our health
is very important to each one of us. Yes, our daily household chores and activities, and the
food we intake can either make us healthier or it can put us at risk even at a young age.
Regardless of the type of activity we do, you will most likely gain flexibility and improve your
heart rate to a certain level. Physical fitness activity can be moderate or vigorous, depending
on the type of household activities you are doing. There are organizations that have
advocacies to help us stay fit while staying at home.

What this module is all about?

This module is designed to help you achieve physical fitness for health reasons
through health-related fitness (HRF) components and the application of the FITT
(Frequency, Intensity, Time, and Type).

Frequency = how often do you performed physical activities

Intensity = how hard you performed these activities

Time = how long do you perform such activities and:

Type = mode of physical activities

This module is focused in two lessons:

Lesson 1: Applying FITT on our household daily routines

Lesson 2: Improving your health through HRF components

What you are expected to learn from this module?

Learning Competencies
• Understand how FITT can determine our progress physically
• Perform activities that enhances our HRF components
• Describe FITT and HRF with regards to our own bodies

At the end of this module, you are expected to:

• Apply what you’ve learned about HRF and FITT to improve physical well-being;
• Determine what activities would suit you depending on what aspect of your health
you are trying to improve; and
• Encourage improvement of physical health using your knowledge about FITT and
HRF.

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 Lesson Applying FITT On Our
1 Household Daily Routines

What I need to know

At the end of the lesson the students are expected to perform activities using FITT
formula.

Pre-assessment

Read the following statements carefully and write the word Yes on the space provided
before the number of the statements that applies to you, while leave it blank if it doesn’t. Use
separate sheet for your answers.

________1. I engage in physical activities for at least 30 minutes several days a week.

________2. I engage in physical activities that challenge my heart rate.

________3. I spend quality time with family, friends, and others in my social circle.

________4. I always find time to do leisure activities.

________5. I do warm-up, stretching, and cool down exercises.

________6. I do not stress myself about schoolwork deadlines.

________7. I take care of environment by doing small deeds such as throwing my trash into

trash bin.

________8. I assess my physical fitness level and my participation in physical activities.

________9. I try to eat vegetables and fruits as much as I can.

________10. I have assigned task to do household chores.

Count the number of YES to know your Healthy Lifestyle Assessment rating.

Excellent 9 - 10
Good 7-8
Fair 4-6
Needs Improvement 0-3

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 What I Know

Activity 1: Warm You Up!

This activity will prepare your body for physical activity.

Objective:
To prepare yourself for physical activity using general or sports-specific warm up
exercises

Procedure:
1. Choose a partner (members of the family)
2. Do the following exercises (16 counts):
• Jog in place
• Jumping Jack
• High Knees
3. Do the following stretching:
• Head bending
• Arm stretching
• Shoulder
• Trunk

Note: Head Rotation is not allowed for stretching.

The time allotted to properly warm up your body can spell the difference between performing
well and getting yourself injured. Spend around 5-10 minutes on warm-up routine. Execute
either general warm-up exercise like jogging and jumping jacks and body twisting or sports-
specific warm-up exercises.
Reflective Questions (use a separate paper for your answers):
1. What did you feel after doing the activity?
2. What I have learned in doing the warm-up activity?
3. How do I feel in doing the activity?
Activity 2: I LOVE MY WEIGHT!

Objective:
To differentiate between healthy and unhealthy eating practices
Materials:
• Checklist notebook
• Pen
Procedure:
1. Put a check mark (√) on the practices that show healthy habit and (x) for
unhealthy explain your answer briefly.
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 2. Discuss it with the members of the family

HEALTHY AND UNHEALTHY HABIT

Practices Healthy Unhealthy Explain

habit habit
1. Drinking beverages is my option.
2. Eating sweets daily.
3. Removing vegetables when eating “Lauya”.
4. Eating fruits daily.
5. Preferred delivered food.
6. Eating home cook meals.
7. Prefer to eat deep fried foods.
8. Prefer to eat street foods
9. Skipping meals for a diet
10. Drink Plenty of water a day

What to Process
Activity 3: My Daily Routine!

This activity will be determined possible times during the day where you can be more
active.

Objective:
To discuss opportunities of becoming more active based on your daily routine

Materials:
• Activity notebook
• Pen

Procedure:

1. Work with sibling or any member of the family.

2. In your activity log, fill up the spaces on how much time you spent doing this.
household activities. Use your activity notebook.

Weekly Activity Log

Activities of Daily Sun Mon Tue Wed Thu Fri Sat

Living (ADL)
Laundry
Studying
Scrubbing the floor
Cleaning the house
Washing the dishes
Free time
Fixing bedroom
Feeding pets/animals
Preparing meals
Fetching water
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3. Focus on the following:
a.) How long do you spend on activities that make you move a lot?
b.) When are the best times and days for you to be more active?
4. Share your ideas to the members of the family and submit your output in a separate
sheet of paper:
a.) How do you feel doing the activity?
b.) Do you enjoy doing household chores? Why?
c.) What do you do during your free time?

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 Lesson Improving Your Health
2 Through HRF Components

What I need to know

At the end of the lesson the learners are expected determine their resting heart rate,
maximum heart rate and can assess the performance in the different fitness test

What I Know

Activity 1: LISTEN TO YOUR HEART!

Most of the physical activities and exercises involve the heart and the lungs. It is
necessary to monitor how your heart is doing especially during the vigorous workout.

Objective:
To get your resting-maximum heart rate

Materials:
• activity notebook/pen
• clock/stopwatch
• calculator

Procedure:
I. To get your resting heart rate
1. Locate your radial, temporal, femoral(groin), or carotid artery with your index
and middle finger.
2. Take the rate within 15 seconds and multiply this by 4 to complete the 1 minute
requirements. Always record
II. To get your maximum heart rate (MHR)
Direction: subtract your age from 220.
Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm
III. To get your target heart rate zone

Purpose: To determine your aerobic intensity according to a straight percentage of your

MHR, usually 60-90%.

Directions: Get the MHR, multiply it by 60%(0.60) to get the lower limit. Multiply by
90%(0.90) to get the upper limit. Record your target heart rate zone.

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 Example:

If you are 16 years old, your MHaR is 204bpm.

Determine the lower limit.

(204x0.6) = 122.4 beats per minute

Determine upper limit.

(204x0.9) = 183.6 beats per minute

Thus, your target heart rate for training is between 122.4 to 183.6 beats per minute.

Types Beats per Minute(bpm) Date taken

1. Resting Heart Rate (RHR)

2. Maximum Heart Rate (MHR)

3. Target Heart Rate Zone

What did you notice about your heart rates? Do you think it is necessary to learn how
to estimates these types of heart rate? Why? (Use a separate paper for your answer)
Activity 2:

To determine your Training Heart Rate (THR) as basis for designing individual training
program.

Instruction: Compute your Training Heart Rate targeting the Basic Endurance (65%) using
the Karvonen’s Formula and show your solution. You may use a separate sheet for your
answer following the example as shown on the last table.

Importance of Computing the Training Heart Rate:

➢ Monitor the heart rate in doing your aerobic exercises to ensure gradual progression
for safety purposes.
➢ Guide the level of intensity (Training Zone) based on your cardiovascular fitness
level.

Let’s Review about Training Zones

1. Basic Endurance – this involves working the heart rate of 65%-75% MHR for a
period of 15 to 60 minutes.
2. Threshold Endurance – This involve working at a heart rate level of 80%-85% MHR
for a period of 15 t0 45 minutes.
3. Overload Endurance- swimming at a heart rate level of 85%- 90% MHR for a period
of 15 to 30 minutes.

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 How to compute your THR using the Karvonen’s Formula
THR=RHR + Zone Level (MHR-PA-RHR)

Where: Example:
THR= Training Heart Rate Given: RHR= 75bpm
RHR=Resting Heart Rate MHR =220bpm
Zone= Level of Endurance PA = 16 Years Old
MHR= Maximum Heart Rate Zone = 65%
(220bpm) PA = 16 Years Old
PA= Present Age THR =?
Solution:
THR=RHR + Zone (MHR-PA-RHR)
THR= 75 + 65% (220-16-75)
THR = 75+ .65(131)
THR =75+85.15
Answer THR = 160.15bpm

Activity 3: Physical Fitness Assessment

Objective:
To assess your performance in the different fitness tests

My Fitness Profile in Health and Skill-Related Physical Fitness

Part A
Name: __________________________ Year and Section: ______________ Date: ________
Age: _______ Height:(cm) _________Weight:(kgs) __________Resting heart Rate: ______
Maximum Heart Rate (MHR): ________________ Target Zone Heart Rate: ______________

Part B
Fitness Pre-Test Interpretation Date Pre-Test Interpretation Date Remarks
test of score of score
Trial Trial Trial Trial
1 2 1 2
Curl-up
Push-up
Trunk lift
50-yard
dash
1 foot-
stand

Procedure:
1. Fill up the information at Part A
2. Fill up the information at Part B by:
a. Reading the procedure for each of the selected tests presented in the fitness
profile
b. Performing warm-up before taking the fitness test
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 c. Performing cool-down exercises after the fitness test
d. A trial is encourage for each category before proceeding to the test proper

A. CURL-UP TEST

Objective: To measure muscular endurance of the abdominal muscle

Materials: Exercise mat, meter stick
Procedure:
1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat on the
floor and legs slightly apart. The arms should be straight, in line with your trunk,
and palms resting on the mat.
2. Your partner will be the one to get the measurement under your knees on the mat
so that your fingertips rest on the edge of the meter stick
3. Start the curl-up, your torso using your abdominal muscles until your fingers
reach the other side of the measuring strip. Keep the heels in contact with the
mat.
4. Do as many curl-up as you can with a maximum of 75. You must have about 1
curl-up every 3 seconds.

B. PUSH- UP

Objective: To measure the strength of the arms and shoulder girdle

Materials: stopwatch
Procedure:
1. Boys: Begin with the common push-up position. The body is supported by the
hands and toes. Keep your body straight.
Girls: Begin with the common push-up position with the weight placed on the
hands and knees. Push with arms until these are fully extended.
2. Lower the body until the elbows are at 90’ angle. Perform as many as you can in
one minute.
3. Count the number of repeated push-up done correctly mat.

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C. TRUNK-LIFT

Objective: To measure the upper back and trunk flexibility

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

D. 50-Yard Dash

Objective: To evaluate speed

Materials: stopwatch, measuring tape and flat surface 70 yards longer
Procedure:
1. Mark off a safe course 50 yards long.
2. Position the starter at the finish line with stopwatch. The starter timer will
shout “ready set” and “ go”
3. At the go signal, sprint as fast as you can to finish the line
4. Record the time.
.

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E. One – Leg Stand

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

seconds
Materials: stopwatch and flat surface 70
Procedure:
1. Test your balance by standing on one foot. Bend the other leg and place
the other foot on the inside of the supporting leg.
2. Place your hands on the waist. Raise the heel of the supporting foot off
the floor at a given signal. Maintain balance as long as you can.
3. Stop this test if you lose your balance or if 60 seconds is over.
4. Record your score.

SUMMARY
Influencing your family, community and society, in general, to actively engage
themselves in physical fitness it can motivate others to do the same. Doing household
chores and keep ourselves in motion our body can benefit so much. Regardless of age,
gender and social status, health is the most important. Using our FITT formula we can
calibrate our fitness programs that is suited to our age. The activities that are found in this
module can help you manage your health activity. Getting our resting heart before fitness
activity can help up monitor our and knowing our target heart we can personally identify
ourselves the status of our health.

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References
Department of Education (DepEd) K to 12 Curriculum Guide Health Education, Pasig
City, Philippines. 2012

https://www.youtube.com/watch?v=PvYI3iPUHpY

https://www.clipartkey.com/view/iRiJwh_boy-standing-on-1-foot-clip-art-rodin/

https://strosemtvernon.com/class-pages/pe/935-fitness-testing

http://lellyjelly.weebly.com/pe/fitness-testing

http://clipart-library.com/dash-cliparts.html

https://www.google.com/search?q=do%27s%20and%20don%27ts%20in%20stretchi
ng%20cartoons&tbm=isch&hl=en&tbs=il:ol&chips=q:do%27s%20and%20don
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ved=0CAAQ1vwEahcKEwj4_fv5gtvsAhUAAAAAHQAAAAAQAg&biw=1349&b
ih=600#imgrc=UyAWJkWAO506GM&imgdii=lUgTTsUc4tmgwM

https://www.google.com/search?q=do%27s%20and%20don%27ts%20in%20stretchi
ng%20cartoons&tbm=isch&hl=en&tbs=il:ol&chips=q:do%27s%20and%20don
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ved=0CAAQ1vwEahcKEwj4_fv5gtvsAhUAAAAAHQAAAAAQAg&biw=1349&b
ih=600#imgrc=lUgTTsUc4tmgwM&imgdii=YDhxWpAXwzdDQM

https://www.google.com/search?q=do%27s%20and%20don%27ts%20in%20stretchi
ng%20cartoons&tbm=isch&hl=en&tbs=rimg:CR8Q5o94NaxJYeM8L1VgtIAm&
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