QUARTER 2

MAPEH (Physical Education) G10

 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by
their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON PE G10

PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

MAPEH
(Physical Education)

Grade 10

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido and Abigail P. Asunto

Internal Reviewers & Editors

Lhovie A. Cauilan
Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artists & Cover Designers

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON PE G10

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH-PE as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON PE G10

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .

This part brings the learner to a process where

What I have learned he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON PE G10

WEEKS
1-8 Physical Activity, Exercise and Eating Habit
Lesson
I
This lesson was written for the grade ten students to assess physical
activity, exercise, and eating habits and develop physical fitness by engaging
in moderate to vigorous physical activities for at least 60 minutes a day in
and out of school.
At the end of this lesson, you are expected to recognize and perform
the different physical activity assessment, exercise, and eating habits and
promote physical fitness by engaging in moderate to vigorous physical
activities for at least 60 minutes a day in and out of school.

D
Learning Task 1: With the help of your guardian, older sibling, or the
internet, share at least five words, phrases, or sentences that you can
associate with the word fitness. Do this in your notebook.

FITNESS

Based on the words, phrases, or sentences you associated with the

word fitness, how important is it to you as a student?

PIVOT 4A CALABARZON PE G10 6

Learning Task 2: Assess your wellness lifestyle by answering the following
questionnaire. Do this activity in your notebook.

Wellness Lifestyle Questionnaire Always Nearly Often Seldom Never

Always
(5) (3) (2) (1)
(4)

1. I participate in vigorous
aerobic activity for 20 minutes,
3x a day.
2. I participate in strength
training exercises two or more
days per week.
3. I perform flexibility exercises
a minimum of 2x per week.
4. I maintain my recommended
body weight.
5. I eat 3 regular meals that
include a wide variety of food
every day
6. I limit the amount of fats in
my diet on most days of the
week
7. I eat fruits and vegetables
every day.
8. I regularly avoid snacks,
especially those high in
calories and fat.
9. I readily recognize problems
and act on it when I am under
excessive tension and stress.
10. I am able to perform
effective stress management
techniques.
11. I have close friends and
relatives with whom I can
discuss personal problems and
approach for help when
needed.

12. I spend most of my leisure

time in wholesome recreational
activities.

7 PIVOT 4A CALABARZON PE G10

 13. I can deal effectively with
disappointments and
temporary feeling of sadness,
loneliness, and depression.

14. I can work out emotional

problems without turning to
alcohol or violent behavior.
15. I associate with people who
have a positive attitude about
life.
16. I do not spend time and
talent worrying about failures.
17. I wear a seatbelt, whenever
I am in a car or vehicle.
18.I do not drive under the
influence of alcohol nor read,
write or send text messages
while driving.
19. Avoid being alone in public
places and staying out until
midnight.
20. I always keep doors and
windows locked, especially
when I am alone at home.
21. I support community
efforts to minimize pollution.

22. I use energy conservation

tips and courage others to do
the same.
23. I study in a clean
environment.

24.I participate in recycling

programs in my community.

PIVOT 4A CALABARZON PE G10 8

 Enter the score corresponding to your answer for each question in the
space provided below

Health Nutrition Stress Emotional Personal Environment

Related Management Well-being Safety Health &
Fitness Protections
1. 5. 9. 13. 17. 21.
2. 6. 10. 14. 18. 22.

3. 7. 11. 15. 19. 23.

4. 8. 12. 16. 20. 24.

Total:

Rating

Total the score for each specific wellness lifestyle category and obtain a
rating for each category according to the criteria provided below.

Score Rating Description

>17 Excellent Your answers show that you are aware of the
importance of this category to your health and
wellness. You are putting your knowledge to work for
you by practicing good and healthy habits.
13 Good Your health practices in this area are good, but you
have room for improvement. Look again at the items
you answered with a 4 or lower and identify changes
that you can make to improve your lifestyle. Even
small changes often can help you achieve better

<12 Needs Your health risks are showing. You may be taking
Improvement serious and unnecessary risks with your health.
Perhaps you are not aware of the risks or what to do
about them. Most likely you need additional
information and help in deciding how to successfully
make the changes you desire. You can easily get the
information that you need to improve, if you wish. The
next step is up to you.

In your notebook, make a reflection based on the previous activity by

answering the given questions.
1. Are you aware of your family’s health history and lifestyle factors that
may negatively affect your health and fitness?
2. Do you accumulate at least 30 minutes of moderate-intensity physical
activity five days per week?
3. Do you make a constant and deliberate effort to stay healthy and achieve
the highest potential for well-being?
9 PIVOT 4A CALABARZON PE G10
 Learning Task 3: Perform the following warm-up exercises.

Getting Ready for the Activity!

 Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and
jogging pants.
 Warm up first before performing the different fitness tests and physical
activities.
 Follow the buddy system in performing fitness activities. The buddy
system is a partnership between the person doing the test and the person
administering the test.
 Check the availability and accessibility of the equipment to be used for
the fitness tests.
 Make sure that the facility is safe for the administration of the test.
Warm-up: An effective warm-up exercise should:
 Increase blood flow to the muscles;
 Increase muscle elasticity;
 Gently raise heart rate;
 Increase mental alertness; and,
 Increase core body temperature.

Sample warm-up and stretching exercises

Neck Stretch
 Bend your head forward and slightly to the right.
 With your right hand, gently pull your head downward to
stretch your neck.
 Hold for about 16 counts. Repeat on the opposite side
Shoulder Rolls
 Stand in an upright position. Roll shoulders in a circular motion
forward to backward.
Side Arm Stretch
 Stand in an upright position. Extend the right arm to the left.
Use the left arm/hand to gently push the right arm towards
the body to straighten and stretch it. Hold the stretch for 16
counts. Repeat on the left arm.

PIVOT 4A CALABARZON PE G10 10

Tricep Stretch
 Extend one hand down the center of your back, fingers point-
ing downward.
 Use the other hand to grasp the elbow and stretch your triceps
muscle.
 Hold the stretch for 16 counts. Repeat on the opposite arm.
Hamstring Stretch
 Stand with your feet shoulder-width apart, one foot extend-
ed half a step forward.
 Keeping the front leg straight, bend your rear leg, resting
both hands on the bent thigh.
 Stretch the hamstring muscles. Hold the stretch for 16
counts. Repeat on the opposite leg.
Quadricep Stretch
 Stand near a wall or a piece of sturdy exercise equipment
for support.
 Grasp your ankle and gently pull your heel up and back
until you feel a stretch in front of your thigh.
 Hold for about 16 counts. Switch legs and repeat
Outer Thigh Stretch

ESit



on the floor. Extend your legs in front of your body.
Bend your right knee, cross the right foot over the left knee and place on
the floor.
• Place your left elbow on the right knee.
 Keep your abdominal muscles tight and back
straight. Keep your shoulders back and chin
up.
 Place your right arm behind your right hip on
floor for support.
 Gently twist waist and shoulders to the right, looking behind the right
shoulder.
 Feel the stretch in the right outer thigh.
 Inhale (breathe in) through your nose, and exhale (breathe out) through
your mouth, as you complete this stretch.
 Hold this stretch for 16 counts.
 Repeat on the opposite side to stretch your left outer thigh.
11 PIVOT 4A CALABARZON PE G10
 Inner Thigh Stretch
 Stand upright, with both feet facing forward, double
shoulder-width apart.
 Place your hands on your hips to keep your back
straight, slowly exhale, taking your body weight
across to one side.
 Avoid leaning forward or taking the knee of the bent
leg over your toes. As you increase the stretch, the
foot of the bent leg should point slightly outward.
 Repeat on the opposite side.

Calf Stretch
 Begin this calf stretch with your hands against the wall
and your leg to be stretched behind you.
 Keep your heel down, knee straight and feet pointing
forwards. Gently lunge forwards until you feel a stretch
in the back of your calf or knee.
 Hold for 16 counts and repeat with the other leg.

Knee Bends/Squat
 Plant your feet flat on the ground, about shoulder-
width apart.
 Point your feet slightly outward, not straight ahead.
 Look straight ahead. Bend your knees as if you were
going to sit back in a chair, keeping your heels on the
floor.
 Never let your knees extend beyond your toes.
 Pull in your abdominal muscles and keep your lower back in a near
neutral position (a slightly arched back might be unavoidable).
 In a controlled manner slowly lower yourself down so that your upper legs
are nearly parallel with the floor. Extend your arms for balance.

PIVOT 4A CALABARZON PE G10 12

Other Warm-Up Exercises:
a. Hip Circles
c. March on the Spot
e. Knee Lifts
g. Waist Turns h. Jog in Place
j. Breathing Exercises
l. Lower Back Stretch
b. Alternate Cross Kicks Front
d. March Feet Apart
f. Alternate Toe Touches Side
i. Jumping Jacks
k. Alternate Reach Up
m. Shin Stretch

If possible take a picture of yourself while performing the warm-up

and stretching exercise.

For the reflection, answer the given question in your notebook.

1. How was the experience in performing the warm-up and stretching
exercises?
2. How did you perform the different warm-up exercises?

Being physically active can help you achieve a healthy weight and
prevent excessive weight gain. However, physical activity is also important to
all other aspects of your health. Benefits include sleeping better at night,
decreasing your chances of becoming depressed, and helping you look good.
When you are not physically active, you are more likely to have health
problems, including heart disease, type 2 diabetes, and high blood pressure.

The Good Dose of Exercise

You should increase the dose or amount of physical activity or exercise
to see changes in your fitness level. This is the overload principle, which is
guided by the FITT Principle that is composed of the following:
a. Frequency refers to how often you involve yourself in regular
physical activity or exercise.
b. Intensity refers to how hard you should exercise or the level of difficulty
of your physical activity.
c. Time refers to how long you should engage in a specific physical activity.
d. Type refers to the kind of exercise or physical activity you should engage
in.

13 PIVOT 4A CALABARZON PE G10

 Learning Task 4: Perform the following exercises. You may use music to be
more energetic.

Stretch and Flexible Exercises

Exercise 1: Neck Stretches
Action: Slowly and gently tilt the head laterally. You may
increase the degree of the stretch by gently pulling with one
hand. You may also turn the head about 30 degrees to one
side and stretch the neck by raising your head toward the
ceiling. Do not extend your head backward, instead look
straight forward.
Areas Stretched: Neck flexors and extensors; ligaments of the cervical spine.

Exercise 2: Arms Circles

Action: Gently circle your arms all the way around. Conduct
the exercise in both directions.
Areas Stretched: Shoulder muscles and ligaments.

Exercise 3: Side Stretch

Action: Stand upright, feet separated to shoulder width, and
hands on your waist. Now bend the upper body to the right, with
the left arm extends over the head, towards the right. Hold the
final stretch for a few seconds. Repeat on the other side.
Areas Stretched: Muscle and ligaments in the pelvic region.

Exercise 4: Body Rotation

Action: Place your arms slightly away from the body and rotate
the trunk as far as possible, holding the final position for several
seconds. Conduct the exercise for both the right and left sides of
the body.
Areas Stretched: Hip, abdominal, chest back, neck and shoulder
muscles, hip and spinal ligaments

PIVOT 4A CALABARZON PE G10 14

Exercise 5: Chest Stretch
Action: Stand opposite your partner about an arm’s length
apart, facing each other. Place your hands on your
partner’s shoulders. Let your partner do the same. Bend
down together at the waist without losing hold of each
other’s shoulders until your upper body is a parallel to the
floor. Hold the final position for a few seconds.
Areas Stretched: Chest (pectoral) muscles and shoulder ligaments.

Exercise 6: Shoulder Hyperextension Stretch

Action: Have a partner grasp your arms from behind by the wrist
and slowly push them upward. Hold the final position for a few
seconds.
Areas Stretched: Deltoid and pectoral muscles; ligaments of the
shoulder joint.

Exercise 7: Quad Stretch

Action: Lie on your side and move one foot back by flexing
the knee. Grasp the front of the lower leg and pull the ankle
toward the gluteal region. Hold for several seconds. Repeat
with the other leg.
Areas Stretched: Quadriceps muscle, Knee and ankle
ligaments

Exercise 8: Heel Cord Stretch

Action: Stand against the wall or at the edge of a step and
stretch the heel downward, alternating legs. Hold the
stretched position for a few seconds.
Areas Stretched: Heel cord (Achilles tendon) Gastrocnemius
and soleus muscles

Strength Training Without Weights

A. Flatten your Abs
1. Twisting Crunches 2. Leg raises

15 PIVOT 4A CALABARZON PE G10

 B. Strength your Chest Muscles
1. Push-Up 2. Decline Push-Up

3. Knee Push-Up

C. Build your Lower Body Strength

1. Walking Lunge 2. Side Lunge

3. Tricep Dip 4. Squat

PIVOT 4A CALABARZON PE G10 16

5. Prone Hold 6. Glute Lift

Learning Task 5: In your notebook, answer the following:

1. Are the stated exercise above beneficial to improve your muscular
strength and flexibility? What other exercises or activities can you suggest
to maintain your level of fitness?
2. Did monitoring your exercises help you to keep track of your progress?
Why?
3. My performance could have improved more if ____________________.

If you want to start a personal exercise routine, always remember the

exercise safety guideline.
1. Select exercises that will involve all major muscle groups: chest,
shoulders, back, legs, arms, hip, and trunk.
2. Select exercises that will strengthen the core. Use controlled movements
and start with the light-to moderate resistance.
3. Never lift weights alone. Always have someone work out with you in case
you need a spotter or help with an injury.
4. Warm-up properly before performing a light to moderate intensity aerobic
activity (5 to 7 minutes) and some gentle stretches for a few minutes.
5. Maintain proper body balance that involves good posture, a stable body
position and correct posture in sitting, lying and other exercise positions.
6. Breathe naturally. Inhale during the eccentric phase (bringing the weight
down) and exhale during the concentric phase (lifting or pushing the
weight up).
7. At the end of each strength-training workout, stretch out for a few
minutes to help your muscles return to their normal resting length and to
minimize muscle soreness and risk of injury.

17 PIVOT 4A CALABARZON PE G10

 Aside from the given exercises, active recreation can also contribute to
the improvement of physical fitness.

Definitions of Leisure, Play, and Recreation.

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

Benefits of Recreational Activities:

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

If you love walking during your leisure time, it can help to attain
physical fitness.
Walking is generally considered a moderate physical activity, but it
effectively promotes metabolic fitness and overall health. It must be done
intensely enough to elevate the heart rate to target zone levels to achieve
cardiovascular fitness. Take a look at its health and fitness benefits:

PIVOT 4A CALABARZON PE G10 18

20 Benefits of Walking
1. helps with weight management
2. accessible to everyone
3. doesn’t require special equipment
4. one of the easiest ways to get more active
5. reduces symptoms of depression and anxiety
6. a low impact exercise
7. lowers low-density lipoprotein (LDL) cholesterol (the “bad” cholesterol)
8. raises high-density lipoprotein (HDL) cholesterol (the “good” cholesterol)
9. lowers blood pressure
10. reduces the risk of some cancers
11. helps reduce risk and/or aids with the management of type 2 diabetes
12. helps maintains strong bones
13. reduces the risk of heart attack
14. less likely to lead to injuries
15. reduces stress
16. reduces the risk of heart disease
17. you don’t have to pay for it
18. builds aerobic fitness
19. helps maintain lean muscle tissue

To attain fitness you also should consider your eating habit. If your
BMI (Body Mass Index) classification is overweight or obese, take a look at
some weight loss strategies that would help you manage your weight
properly.
 Make a commitment to change. You must accept that you have a problem
and decide that you really want to change.
 Incorporate exercise into the program. Choosing enjoyable activities,
places, time, equipment, and friends to work out will help you get
motivated.
 Avoid automatic eating. Many people associate certain daily activities with
eating, for example cooking, watching television, or reading. Most foods
consumed in these situations lack nutritional value or are high in sugar
and fat.

19 PIVOT 4A CALABARZON PE G10

  Stay busy. People tend to eat more when they sit around and do nothing.
 Try “junior size” instead of “super size”. People who are served larger
portions eat more, whether they are hungry or not. Use smaller plates,
bowls, cups, and glasses.
 Eat slowly and at the table only. Eating at the table encourages people to
take time out to eat and deters snacking between meals. After eating, do
not sit around the table but rather clean up and put away the food to
avoid snacking.
 Cut unnecessary items from your diet. Substituting water for a daily can
of soda would cut calories from your diet.
 Do not serve more food than you should eat. Measure food in portions
and keep serving dishes away from the table.
 Think positive. Avoid negative thoughts about how difficult changing past
behaviors might be. Instead, think of the benefits you will reap, such as
feeling, looking, and functioning better, plus enjoying better health and
improving the quality of life.

The risk of being obese and overweight will bring a lot of health
problems to many individuals. Read the health consequences accompanied
by being obese. Manage your weight properly while you are still young and
influence the people around you by setting good examples of how you can be
fit and healthy.
Health Consequences of Excessive Body Weight Being overweight or
obese increases the risk for:
 high blood pressure
 type 2 diabetes
 congestive heart failure
 obstructive sleep apnea and respiratory problems
 poor female reproductive health (menstrual irregularities)
 psychological disorders (depression, eating disorders, distorted body
image, discrimination, and low self-esteem)
 shortened life expectancy
 decreased quality of life
 gallbladder diseases
 stroke
 gout

PIVOT 4A CALABARZON PE G10 20

Eating disorders
Eating disorders are illnesses that involve dangerous disturbances in
eating behaviors thought to stem from some environmental pressures. These
disorders are characterized by an intense fear of becoming fat, which does
not disappear even when the person is losing weight in extreme amounts.
Take a look at the following eating disorders:
 Anorexia nervosa – an eating disorder characterized by self-imposed
starvation to lose and maintain very low body weight due to a false/
distorted perception of being fat
 Bulimia nervosa – an eating disorder characterized by a pattern of binge
eating and purging in an attempt to lose weight and/or maintain low body
weight
 Binge-eating disorder – an eating disorder characterized by uncontrollable
episodes of eating excessive amounts of food within a relatively short time
 Emotional eating – the consumption of large quantities of food to
suppress negative emotions

The combination of diet and exercise leads to greater weight loss.

Exercise increases the rate of weight loss and is vital in maintaining the ideal
weight. Not only will exercise maintain lean tissue, but those who exercise
and remain physically active for 60 or more minutes per day can keep their
weight off.

E
Learning Task 6: Supply the graphic organizer with the correct information
about diet. Do this task in your notebook.

Things to
consider in
making daily
diet.

21 PIVOT 4A CALABARZON PE G10

 Learning Task 7: Using the format below, create daily menu for your one
week diet. Do this activity in your notebook.

Name:
Age:

BMI (Body Mass Index):

Breakfast Lunch Dinner

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

For your reflection, answer the following questions. Write your

answers in your notebook.

1. How do you make your diet schedule?

2. How was the experience while performing your schedule of diet?

3. Do you think this will help to manage your weight?

PIVOT 4A CALABARZON PE G10 22

Learning Task 8: Perform the yoga exercise below. Record your performance
and send it to your teacher if possible.
In this activity, you will be given opportunities to learn basic
movements and positions in Yoga. Mastering the poses will help you
strengthen and stretch your muscles, improve your posture, and prevent
workout injuries. After mastering the basics, you can already create your
own combinations.
Follow the procedure carefully.
Perform the following warm-up and stretching exercises before
performing the yoga poses.
a. neck stretches
b. upper back and side stretches
c. lower back stretches
d. inner thigh stretch
e. hamstring stretch
f. groin stretch
g. calf stretch

Read the instructions carefully in performing the figures of yoga to

avoid injury. You may also play instrumental music while performing.

1. Downward Facing Dog Position

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

23 PIVOT 4A CALABARZON PE G10

 2. Mountain Pose
 Stand on the yoga mat with your feet together.
 Gently rock back and forth on the balls of your feet and your heels to
spread your weight evenly across the base of your feet.
 Bend your knees slightly and then straighten them again to help loosen
your joints.
 Curl your pelvic bone up slightly so that your tailbone continues the
straight line of your spine. Your goal is to align your hips so that you’re
not putting any extra pressure on your back or your knees.
 Extend your spine upward by lifting the chest away from the stomach.
Lengthen the back of your neck and press down into the floor with your
feet and rest in this neutral position.
 Raise your arms to the ceiling and gaze forward.

3. Warrior Pose I
 Step your left foot toward the back of your mat to come into warrior pose
 Bring the left heel to the floor and turn the left toes out to about a
45-degree angle. Begin to bend the right knee over the right ankle.
 Inhale while bringing your arms up over your head. The arm position can
vary according to the mobility in your shoulders.
 The classic position is with the palms touching overhead. However, you
may choose to keep the palms separated at shoulder’s distance apart or
even bend at the elbows and open your arms like a cactus.

PIVOT 4A CALABARZON PE G10 24

4. Warrior Pose II
 Step or lightly jump with your feet 3-1/2 to 4 feet apart. Turn your left
foot out by 90 degrees, the heel should be opposite your right arch. Raise
your arms out to the sides, parallel to the floor, shoulders down, palms
facing the ground.
 Exhale and bend your left knee over the left ankle, so that the shin is
perpendicular to the floor.
 Stretch the arms with the shoulder blades parallel to the floor. Keep the
sides of the torso and the shoulders directly over the pelvis. Press the
tailbone slightly toward the pubis. Turn the head to the left and look over
your fingers.
 Maintain the position for 30 seconds to 1 minute. Inhale as you come up.
Repeat using the right foot.

6. Triangle Pose
 Stand 3-1/2 to 4 feet apart. Hips are facing to the front. Stretch your
body upward, then bending downward from the waist to the front of your
hips.
 Turn your right leg, including your thigh, knee and foot out by 90 degrees
and left foot by 15 degrees
 Raise your arms to shoulder level with your palms facing down towards
the floor.
 Place your right hand on your right shin, as far down as you can reach
comfortably.
 Raise your left arm towards the ceiling, with your palm facing forward.
Gaze at your outstretched hand.
 As you inhale, come up, bring your arms down to your sides and
straighten your feet. Repeat on the other side.

25 PIVOT 4A CALABARZON PE G10

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

8. Staff Pose
 Sit with your legs straight out in front of you on the floor. The feet are
hip-width apart.
 Activate the leg muscles by pressing out through the ball of the foot with
the inner and outer heel. Drop the shoulder blades down the back.
 Inhale and lengthen the spine up the crown of the head.
 Tuck your chin in slightly. Stretch the abdominal muscles away from the
lift of the chest. Bring the gaze directly in front of you and breathe
normally.

PIVOT 4A CALABARZON PE G10 26

 Rubric for Evaluation

Indicators O VS S NI P
5 4 3 2 1
1. Performs the yoga figures correctly with mastery.

2. Performs the yoga figures correctly, with mastery,

3. Displays proper bodylines while doing the

4. Fosters a positive attitude towards the activity.

O—Outstanding Performs without any assistance from anybody

yet with mastery

VS—Very Satisfactory Performs without any assistance from anybody

but with minimal errors

S—Satisfactory Performs with little assistance from teacher

and/or classmates and with minimal errors

NI—Needs Improvement Performs with little assistance from teacher

and/or classmates and with many errors

P– Poor Shows no interest in coping with the challenges

in the activities given

27 PIVOT 4A CALABARZON PE G10

 Learning Task 9: Based on the FITT principle, create an exercise plan that is
suited to you. Consider the result of your physical fitness test for you to
know which component you need to develop. Do this task in your notebook.

My Exercise Plan

HRF FREQUENCY INTENSITY TIME TYPE

Component
(Identify days (Light, (Amount of (Nature of
in a week for moderate, time spent for Activity)
your activity) heavy/ the activity)
vigorous)

Example: Cardio- 3 times/week Moderate 30-45 min./day (Aerobic

vascular Intensity Exercise
Specific to
Dance)
Cardiovascular

Muscular
Strength and
endurance

Flexibility

Answer the following questions in your notebook.

1. What are the things you considered in creating your personalized exercise
plan?

2. How will this plan help you to be fit?

PIVOT 4A CALABARZON PE G10 28

Learning Task 10: Create a schedule of your exercise using the activity log
below. Do this in your notebook.

Time Sun Mon Tue Wed Thu Fri Sat

6:00 - 7:00 AM

7:00— 8:00 AM

8:00—9:00 AM

9:00—10:00 AM

10:00—11:00 AM

11:00—12:00 NN

12:00—1:00 PM

1:00—2:00 PM

2:00—3:00 PM

4:00—5:00 PM

5:00—6:00 PM

6:00—7:00 PM

7:00—8:00 PM

8:00—9:00 PM

29 PIVOT 4A CALABARZON PE G10

 Learning Task 11: In your notebook, make a two week fitness diary. The
content of your diary should be your journey in performing your fitness
program. Use the format below for your fitness diary.

Date: ______________
Day: ____________
My Fitness Journey
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________________________________________

Answer the given questions in your notebook.

1. After accomplishing the two weeks execution of your plan, what is your
greatest realization?

2. Is there changes after two weeks in your physique?

3. What values you have gained while performing your two weeks exercise
plan?

PIVOT 4A CALABARZON PE G10 30 PIVOT 4A CALABARZON

Learning Task 12: In this task, you will get involved in recommending
exercises and activities that will enhance your understanding of nutritional
needs. Read the procedures carefully. Do this task in your notebook.

Procedures:
1. Read the daily diets of three teenagers with different activities or lifestyles.

a. Jason is a tennis player. He wants to maintain his weight for an

upcoming competition and starts curbing his diet by eating only bread
and water. He is training daily and works hard to master the skills
required in the sport.
b. Juliana is a teenager who doesn’t have many activities except watching
television and reading books and magazines. She eats large amounts of
food in one sitting and watches television while eating junk food. She is
gaining so much weight but doesn’t indulge in any sport or exercise.
c. Guia is a gymnast who maintains an ideal weight. She eats a lot of
vegetables and fruits and consumes fats, sugar, and sodium in
moderation. She avoids junk foods, eats a balanced diet with complex
carbohydrates and plenty of water.

2. Analyze if the diet supports the nutritional needs of teenagers.

3. Give your comments and suggestions regarding the proper diet for the
adolescents’ nutritional needs.

Answer the following questions in your notebook.

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

31 PIVOT 4A CALABARZON PE G10

 Learning Task 13: In a short bond paper, make a poster showing the
importance of Physical fitness and good eating habits to you as a teenager.

Criteria for Rating

Indicators O VS S NI P
5 4 3 2 1
Creativity—The use of imagination and art elements

Presentation—Neatness of output

Originality—The uniqueness of the output

Relevance—The poster reflects the understanding on the

topic.

Learning Task 14: Identify the following. Write your answers in your
notebook.
1. It is a set of activities that people engage in during free time – activities
that are not work-oriented or that do not involve life maintenance tasks
such as housecleaning or sleeping.
2. It refers to how often you involve yourself in regular physical activity or
exercise.
3. It refers to how long you should engage in a specific physical activity.
4. It refers to how hard you should exercise or the level of difficulty of your
physical activity.
5. It refers to the kind of exercise or physical activity you should engage in.
6. It is an imaginative, intrinsically motivated, non-serious, freely chosen,
and actively engaging activity.
7. It is an activity that people engage in during their free time, which people
enjoy. People recognize it as having socially redeeming values and
generates a general sense of well-being.

PIVOT 4A CALABARZON PE G10 32

8. It is an eating disorder characterized by binge eating and purging to lose
weight and maintain low body weight.
9. It is the consumption of large quantities of food to suppress negative
emotions
10. It is an eating disorder characterized by self-imposed starvation to lose
and maintain very low body weight due to a false/distorted perception of
being fat

Learning Task 15: Write TRUE if the statement is correct and FALSE if it is
incorrect. Write your answers in your notebook.
1. Walking is a moderate exercise.
2. Good eating habits can help to manage your weight.
3. Eating disorders are illnesses that involve dangerous disturbances in
eating behaviors thought to stem from some environmental pressures.
4. It is fine to wear maong pants when performing physical activity.
5. It is ok to perform a vigorous exercise without warm-up or stretching.

Learning Task 16: In your notebook, do the following:

1. Discus the importance of warm-up.

2. What are the consequences of excessive body weight?

3. Discuss the benefits of walking to an individual.

4. What are the different exercise safety guidelines you should need to
remember?

5. How important this lesson to you as a teenager?

33 PIVOT 4A CALABARZON PE G10

 Learning Task 17: Identify the following exercise. Write your answers in
your notebook.

1 . 2.

3 . 4.

5 . 6.

7 . 8.

9 . 10.

PIVOT 4A CALABARZON PE G10 34

Learning Task 18: Relate the quotations to the lesson discussed. Write your
answers in your notebook.

“Take care of your body.

It’s the only place you have to live.”
- Jim Rohn

“Poor eating habit developed at an early age

lead to a life time of real health consequences”
- Richard J. Codey_

35 PIVOT 4A CALABARZON PE G10

 Learning Task 19: Complete the statements below. Write your answers in
your notebook.

In this lesson, I realized that _________________________________________.

In this lesson, I learned that _________________________________________.

In this lesson, I discovered that ______________________________________.

PIVOT 4A CALABARZON PE G10 36

PIVOT 4A CALABARZON PE G10 37
Learning Task 17 Learning Task 15 Learning Task 14
1. Side arm Stretch 1. True 1. Leisure
2. Outer Thigh Stretch 2. True 2. Frequency
3. Tricep stretch 3. True 3. Time
4. Neck Stretch 4. False 4. Intensity
5. Side Lunge 5. False 5. Type
6. Hamstring Stretch 6. Play
7. Prone hold 7. Recreational
8. Twisting Crunch 8. Bulimia nervosa
9. Quadriceps Stretch 9. Emotional eating
10. Chest Stretch 10. Anorexia Nervosa
Weeks 1-8
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.

PIVOT 4A CALABARZON PE G10 38

 References

Callo, L. F., Camiling, M.K.S., et.al. (2015). Physical education and health learner’s
material grade 10. Department of Education.
Doria J. P., Gonzales M. C., et.al. (2017). Physical education and health learner’s
material grade 10. Department of Education.

Lagyap C. M., Bulalacao F.B., et.al (2017). Physical education and health learner’s
material grade 10. Department of Education.

39 PIVOT 4A CALABARZON PE G10

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph