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PHYSICAL
EDUCATION 11
Quarter 1 – Module 2:week2
Barriers to Physical Activity
PHYSICAL EDUCATION – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 2: Barriers to Physical Activity
First Edition, 2020

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holders. Every effort has been exerted to locate and seek permission to use these
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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jaymar R. Kinkito
Editor: Jonilo G. Jainar, Mary Rose G. Acupanda
Reviewers: Celene June Brendan J. Dumagan, Jumar S. Quibot
Illustrator: Name
Layout Artist: Name
Management Team Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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PHYSICAL
EDUCATION
Quarter 1 – Module 2:week2
Barriers to Physical Activity
Introductory Message
For the facilitator:
Welcome to the PHYSICAL EDUCATION GRADE 11 Alternative Delivery
Mode (ADM) Module on Barriers to Physical Activity!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

Points to remember:
1. Always be at your own pace in doing the task. Stop when the activity
threatens your health.
2. Conduct survey and preparation with the vicinity where you will execute the
task and make sure that the area is safe and free from danger.
3. Always check personal health condition capacity before doing the task.
Stay on guard or require a member of the family to do the spotting
while executing the activity.
4. Perform warm-up and stretching all the time before performing mild or
strenuous activities.
5. Do not forget to do cool down exercises after performing the required task.

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For the learner:
Welcome to the Physical Education 11 Alternative Delivery Mode (ADM)
Module on Barriers to Physical Activity!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
Begin This will give you an idea of the skills or
competencies you are expected to learn in
the module.
Try This This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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 TABLE OF CONTENTS
CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01

TRY THIS --------------------------------------------------- 02

DO THIS --------------------------------------------------- 03
Task 1 03
Task 2 03

EXPLORE --------------------------------------------------- 06

KEEP THIS IN MIND ------------------------------------------ 06

APPLY WHAT YOU HAVE LEARNED ------------------------ 07

REFLECT --------------------------------------------------- 08

ASSESS WHAT YOU HAVE LEARNED ------------------------ 08

GLOSSARY --------------------------------------------------- 10

ANSWER KEY ------------------------------------------ 10

REFERENCE LIST ------------------------------------------ 11

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 LEARNING COMPETENCY:

Self-assesses health-related fitness (HRF) status, barriers to physical activity

assessment participation and one’s diet. Code: PEH11FH-Ig-i-6
Week 2

MODULE 2: Barriers to Physical Activity

Most people are having a hard time to adopt a healthy behavior. A new
healthy behavior must be consistently worked out to eliminate the old one.
Sometimes, these old behaviors are hard to break because these are programmed
as they are part of its default setting. In this modern world, people forget how to live a
healthy lifestyle. Technology influences people to make life easier and to achieve a
healthy lifestyle in just a couple of hours and weeks maybe. This hinders the person
to be physically active, hence, referred to as barriers. It is an arduous task but not an
impossible one to do. In order to overcome these big obstacles, recognizing the
practice of unhealthy habits is essential.

In this module, you will be learning on how to assess and overcome barriers
that may lead into unhealthy lifestyle. This will be an avenue for your future plan to
actively participate and start doing physical activity.

At the end of the module, you should be able to:

1. Explain how to overcome barriers to physical activity
2. Administer self–assessment on barriers on physical activity and on one’s
diet
3. Reflect on the test results and make a plan for improvement

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Pre-Activity 1: Physical Activity Questionnaire

The following questions will help you analyze your physical activity preference
and habits. It will help you make decisions concerning your health and fitness level.
This is NOT A TEST. Answer the questions as honestly as possible and use the
scoring guide to help you assess your physical activity level. Write the letter of your
answers in your activity notebook.

1. In the past week, how active were you?

A. I did not do anything.
B. I just stood/walked around.
C. I ran and played a bit.
D. I ran and played most of the time.
2. In the past week, how many days were you active for at least 60 minutes?
A. 0
B. 1 to 2 days
C. 3 to 4 days
D. 5 or more days
3. In the past week, how many days did you spend watching TV or playing video
games for more than two hours?
A. 5 or more days
B. 3 to 4 days
C. 1 to 2 days
D. 0
4. In the past week, I spent of my leisure time .
A. Reading books, watching TV, playing video games, surfing the net and
sleeping.
B. Walking the dog, helping the household chores, cleaning my room, and
running errands.
C. Performing moderate intensity sports, games and dance.
D. Performing high intensity sports, games and dance.
5. In the past week, how many hours (i.e., average) in a day did you spend playing
video games and surfing the net?
A. More than 4 hours
B. 3 to 4 hours
C. 1 to 2 hours
D. Less than an hour
6. In the past week, how many hours (i.e., total) of your weekend did you spend in
moderate to high intensity activity?
A. More than 4 hours
B. 3 to 4 hours
C. 1 to 2 hours
D. Less than an hour

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7. In the past week, how many minutes (i.e., total) did you actually spent playing,
dancing or moving?
A. Less than 15 minutes
B. 15 to 30 minutes
C. 31 to 45 minutes
D. More than 45 minutes
8. In the past week, how would you classify your participation in various physical
activities?
A. Inactive
B. Lightly active
C. Moderately active
D. Very active.

Pre-Activity 2: SCORING GUIDELINE AND ASSESSMENT

1. Equate the following points for each response to the questions above.
a= 1 point
b= 2 points
c= 3 points
d= 4 points
2. Sum up all the points from each question. Total Score:
3. Rate your score:
EXCELLENT - score 24 and above
GOOD - score 15- 23
NEEDS IMPROVEMENT - score 14 or lower

Task 1: How to change my unhealthy habits?

Below are some habitual behaviors which are considered as physical activity
barriers. Corresponding to the listed behavioral habits, accomplish the
opposite column by providing solution/s in your most honest way of solving it.
Copy and answer the table in your activity notebook.

Barrier Solution
I do not have time
I am always tired
I do not know how
I do not have enough money
I do not feel supported
I am not motivated
I easily get discouraged

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According to the TRANSTHEORETICAL MODEL (Prochaska and Velicer,
1997):
Pre- Contemplation Stage (First Stage)
 does not recognizes the presence of an unhealthy habit and the
importance of changing his/her behavior. Once the individual becomes
dedicated to the idea of adopting a positive behavior, he/she enters the
next stage which is the contemplation stage.

Contemplation Stage
 it is the stage in which people intend to change in the next six months.
They are more aware of the pros of changing, but are also acutely
aware of the cons. In a meta-analysis across 48 health risk behaviors,
the pros and cons of changing were equal (Hall & Rossi, 2008).

Preparation Stage
 starts to prepare for the actual date and time to start the new behavior.

Action Stage
 it is the day an individual initiates the new behavior. The individual might
be tempted to practice his/ her old habits. The temptation to backslide is
greatest during this stage.

Maintenance Stage
 practiced the new behavior for more than six (6) months where the
tendency to backslide to the old habits is minimal.

Task 2: Lead Me To Where I Am!

Directions: Listed below are examples of physical activity barriers. Draw a line
connecting its type whether it’s a personal or an environmental barrier. Copy and do
this on your activity notebook.

Lack of Motivation
Accessibility of walking
pathways
Support from family and
friends
Personal Unavailability of park/ grounds Environmental
Barriers for activities Barriers
Fear of injury
Health considerations
Gadgets providing leisure
Use of elevators and vehicles

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Guide Questions: (Write your answers in your activity notebook)

1. During the PAR- Q evaluation, have you encountered any physical activity
barrier? Is there any personal or environmental barrier? If yes, please list it
down.

2. Cite some ways to overcome situations that hinder you to engage in

physical activity?

Barriers to Physical Activity

Getting involved in physical activities can be attributed to personal and
environmental factors. A person may experience a variety of challenges along the
way. This hinders the person to be physically active, hence, referred to as barriers.

Personal Barriers
With the current trends in technology and development, people’s lives have
become convenient and easier as well as less active. They may also have reasons
or own justifications of their inactivity that forms their attitude towards physical
movement, letting them live a sedentary life.
Some common explanations (barriers) that people cite for resistance to
exercises are the following:

o insufficient time to exercise

o inconvenience of exercise
o lack of self-motivation
o non-enjoyment, boredom of exercise
o lack of confidence in their ability to be physically active (low self-
efficacy)
o fear of being injured or having been injured recently
o lack of self-management skills, such as the ability to set personal
goals, monitor progress, or reward progress toward such goals
o lack of encouragement, support, or companionship from family and
friends
o non-availability of parks, sidewalks, bicycle trails, or safe and pleasant
walking paths close to home or the workplace

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Environmental Barriers

Some may not notice but the space and the setting where people live greatly
influence a person’s participation to physical activity. The constant exposure and the
daily interaction with the people and things around have a great impact on a person’s
preference towards bodily execution and movement.
The environment in which we live has a great influence on our level of
physical activity. Many factors in our environment affect us. Obvious factors include
the accessibility of walking paths, cycling trails, and recreation facilities. Factors such
as traffic, availability of public transportation, crime, and pollution may also have an
effect. Other environmental factors include our social environment, such as support
from family and friends, and community spirit. It is possible to make changes in our
environment through campaigns to support active transportation, legislation for safer
communities, and the creation of new recreation.

Task 4: Directions: Answer the following questions on your activity notebook.

1. Explain why fitness is achieved not received.

2. From task 2, choose one personal barrier that best describes you most in
engaging physical activity. How will you solve it?

Physical inactivity is one of the major risk factors in developing non-

communicable diseases. It is important to engage in various forms of physical
activity. There are hundreds of studies that the prescribed amount of physical activity
reduces the risk of premature death.
Changing of old habit is not easy to do but if you have the courage to do so,
then you can have the active lifestyle you want. As you initiate a new positive
behavior, you will go through different stages of change, which entails different
obstacles and challenges.

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 With the help of the Fitness Level Assessment, it determines the current
health status of an individual. Assessing one’s health status will help you to be
informed of your strengths and weaknesses leading to observe a healthy lifestyle
and to select appropriate activities for improvement.
To maintain general fitness, develop the health-related physical activities that
includes cardiovascular endurance, muscular strength, muscular endurance,
flexibility and body composition.

Task 3: EVALUATION
(Copy and answer the following questions in your activity notebook.)

1. Based on your score and your rating in the Pre- Activity 2, write three things
that you can improve on and why choose these three.

2. Based on Transtheoretical Model, at what stage do you belong right now?

Why?

3. In order for you to go to the next stage, what are the things that you need to
do?

4. In which barrier do you consider poor eating habits? Why?

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 Daily exercise makes you feel good and healthy. Nowadays, it is very hard to
start an exercise program for you to become physically fit and to have a healthy
living. Barriers may pull us from doing physical activity but to have inspiration and
motivation can break these walls to gain an active lifestyle.
Give your reflection by completing the phrases below on your activity
notebook:

I have learned that .

I have realized that .

I will apply .

POST -TEST. Read and understand the questions carefully. Choose the best
answer and write the CORRECT LETTER in your activity notebook.

1. The following barriers are examples of personal barriers EXCEPT ONE, which
one?
A. Fear of injury
B. Gadgets providing leisure
C. Health considerations
D. Lack of motivation
2. Gino has no time in doing any physical activity ever since he has an internet
connection at home. He plays mobile legend most of the time. What barrier is
stated?
A. Technological Barrier
B. Personal Barrier
C. Environmental Barrier
D. All of the Mention
3. Rona is afraid of going out because of her body composition. She spends her time
inside the house watching movies and eating chocolates. What barrier is stated?
A. Personal Barrier
B. Health Barrier
C. Environmental Barrier
D. None of the Mention

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4. Many smokers know that smoking is a risk factor for lung cancer and other
diseases. In what stage is this?
A. Preparation Stage
B. Action Stage
C. Maintenance Stage
D. Contemplation Stage
5. In what stage is this when a person does not recognize the presence of unhealthy
habit and the importance of changing behavior?
A. Contemplation Stage
B. Pre-Contemplation Stage
C. Action Stage
D. Maintenance Stage
6. It is in this stage where the tendency to backslide to the old habits is minimal.
A. Maintenance Stage
B. Action Stage
C. Contemplation Stage
D. None of the Mention
7. The common barriers to change usually occur when a person is between at what
stages?
A. Pre-contemplation and Contemplation Stage
B. Preparation and Action Stage
C. Action and Maintenance Stage
D. Preparation and Action Stage
8. These are the stages that an individual can be motivated to adopt a new behavior
by showing the benefits and providing encouragement that change is possible.
A. Pre-contemplation and Contemplation Stage
B. Preparation and Action Stage
C. Action and Maintenance Stage
D. Preparation and Action Stage
9. John Lewis admires how Johnel gets physically fit for one year by going to the
gym. He is convinced to go with him and set a schedule to start. What stage in the
Transtheoretical Model does John Lewis belong?
A. Action Stage
B. Maintenance Stage
C. Preparation Stage
D. Contemplation Stage
10. Gerson acquires his new behavior after he was invited by John Mike to go for
jogging and biking in the mountainous area in his place. For almost two years in
doing the routine, Gerson is living an active lifestyle. What stage in the
Transtheoretical Model does Gerson belong?
A. Action Stage
B. Maintenance Stage
C. Preparation Stage
D. Contemplation Stage

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Glossary

The following terms used in this module are defined as follows:

Adopt - choose to take up or follow an idea, method or course of action.

Arduous- involving or requiring strenuous effort; difficult and tiring.
Backslide – relapse into bad ways or error.
Barrier – a circumstance or obstacle that keeps people or things apart or prevents
communication or progress.
Hinder – make it difficult for someone to do something for something to happen.
Meta-analysis – examination of data from a number of independent studies of the
same subject, in order to determine overall trends.
Premature – occurring or done before the usual o proper time.
Pros and cons – advantages and disadvantages.
Recreation -activity done for enjoyment when one is not working.
Sedentary – of a person tending to spend much time seated; of a work or way of life
characterized by much sitting and little physical exercise.

Answer Key

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References

(http://www.furman.edu/sites/live well/getmoving/pages/par-q.aspx)

(http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_b_lesson
_4.pdf)

Corbin, Charles B. et.al (2006) Concepts of Fitness and Wellness: A Comprehensive

Lifestyle Approach Sixth Edition,Mc-Graw Hill, USA.

Fernando-Callao, L., Dajime, P.F., (2016). Physical Education and Health 1 Volume
1. Manila, Philippines: REX Book Store.pp. 4-12

https://www.prochange.com/transtheoretical-model-of-behavior-
change#:~:text=Contemplation%20is%20the%20stage%20in,Hall%20%26%20Rossi
%2C%202008).

Diet and Nutrition Assessment. Retrieved (April20,2016) from

(http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/diet-
nutrition/diet-nutrition- assessment?id=5717f623f2f95&step=1)

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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