PHYSICAL EDUCATION AND HEALTH 12

Name of Learner: Grade Level:

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LEARNING ACTIVITY SHEET

NATURE OF DANCE AND ITS BENEFITS

Background Information of Learners:
Dance is an activity which can take many forms and fill many different needs. It can be
recreation, entertainment, education, therapy, and religion. In its purest and most basic form,
dance is art, the art of body movement.
Dance differs from athletics or other daily activities because it focuses primarily on aesthetic
or even entertaining experience. It proves variety of functions throughout history due to its
multidimensionality. Although there have been immense comparative differences in period and
culture, people still dance mainly for four reasons:
• To please the gods
• To please others
• To please themselves or self-expression; and
• To build community within an ethnic group or social interaction.

Barriers to Physical Activity

Introduction
Many technological advances and conveniences that have made our lives easier and less
active, many personal variables, including physiological, behavioral, and psychological factors, may
affect our plans to become more physically active. Understanding common barriers to physical
activity and creating strategies to overcome them may help make physical activity part of daily life.
People experience a variety of personal and environmental barriers to engaging in regular physical
activity.
Personal Barriers
With technological advances and conveniences, people’s lives have in many ways become
increasingly easier, as well as less active. In addition, people have many personal reasons or
explanations for being inactive. The most common reasons adults don't adopt more physically active
lifestyles are cited as:
• insufficient time to exercise
• inconvenience of exercise
• lack of self-motivation
• non-enjoyment of exercise
• boredom with exercise
• lack of confidence in their ability to be physically active (low self-efficacy)
• fear of being injured or having been injured recently
• lack of self-management skills, such as the ability to set personal goals, monitor
• progress, or reward progress toward such goals
• lack of encouragement, support, or companionship from family and friends
• non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking
• paths close to home or the workplace

The top three barriers to engaging in physical activity across the adult lifespan are:
• time • energy • motivation

In a 2013 study that aimed to identify the external and internal barriers to physical activity
and exercise participation among middle-aged and elderly individuals the most common external
barriers among the middle-aged and elderly respondents were 'not enough time', 'no one to exercise
with' and 'lack of facilities'. The most common internal barriers for middle-aged respondents were
'too tired', 'already active enough', 'do not know how to do it' and 'too lazy', while those for elderly
respondents were 'too tired', 'lack of motivation' and 'already active enough'.

Other barriers include

• cost • facilities • illness or injury • transportation
• partner issues • skill • safety considerations • child care
• uneasiness with change • unsuitable programs • Environmental barriers

Note: Practice Personal Hygiene protocols at all times.

 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 facilities.
Physical fitness is the ability to function effectively throughout your workday, perform your
usual other activities and still have enough energy left over to handle any extra stresses or
emergencies which may arise.

Components of Physical Fitness

The components of physical fitness are:
• Cardiorespiratory (CR) endurance – the efficiency with which the body delivers oxygen and
nutrients needed for muscular activity and transports waste products from the cells.
• Muscular strength – the greatest amount of force a muscle or muscle group can exert in a
single effort.
• Muscular endurance – the ability of a muscle or muscle group to perform repeated
movements with a sub-maximal force for extended periods of times.
• Flexibility – the ability to move the joints or any group of joints through an entire, normal
range of motion.
• Body composition – the percentage of body fat a person has in comparison to his or her total
body mass.

Week of the Quarter/Grading period Most Essential Learning Competencies

Self-assesses health-related fitness (HRF).
Status, barriers to physical activity
Weeks 1 to 10
assessment participation and one’s diet.
(PEH11FH-Ig-i-6)
Directions/Instructions:
Activity 1
Directions: Watch a Zumba dance in Youtube or engage in a Zumba exercise and observe what are
the different benefits in the aspects of development are present. Give at least two benefits of dance
based on the following:

Physical

Mental

Social

Emotional

Spiritual

Activity 2
Engaging to Health-Related Fitness Activity
Participate in any kind of dance of your choice. Answer the following question that is related to
health-related components.
1. Why do we need to engage ourselves to physical activity?
2. What is the purpose and importance of dance in relationship to health-related fitness?
3. Enumerate the following health-related fitness and write its purposes.
Activity 3
Self-assess health-related fitness
Physical fitness testing helps determine the state of your well-being and measures the level of
muscles, heart, and lungs.

Assess your BMI

Formula of computing Body Mass Index

Note: Practice Personal Hygiene protocols at all times.

 Weight (in kilogram)
Height (in meter)2
Classification
14-16 Severely wasted
16-18.5 Wasted
18.5-25 Normal
25-30 Overweight
30-40 Obese
Above 40 Clinically Obese

Weight
Material
• Weighing scale
Procedure
For the test taker:
A. Wear light clothing before weighing
B. On bare feet, stand erect and still with weight evenly distributed at the center of the scale.
For the partner:
A. Be sure to adjust the scale to zero point.
B. Record the reading in Kilogram.
Height
Materials
• Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the floor.
• L-square
• Even and firm floor and flat wall
Procedure
For the test taker:
• Stand erect on bare feet with hells, buttocks, and shoulders pressed against the tape
measure on the wall.
For the partner:
A. Place L-square against the wall with the base at the top of the head of the person being tested.
B. Record the reading in meter.

Scoring: Record standing height in nearest 0.1 centimeter (1meter = 100 centimeters).
Waist-Hip Ratio is a good predictor of visceral fat which contributes more to the risk of
cardiovascular disease and diabetes that fat located in other areas.
Material
• Tape measure
Procedure
For the test taker:
A. Wear light clothing.
B. Stand erect and wrap the tape measure around your waist.
For the partner:
• Record the reading in centimeter.
Scoring:
Risk MEN WOMEN
Centimeters Inches Centimeters Inches
Very High >120 >47 >100 >43.5
High 100-120 39.5-47 90-109 35.5-43
Normal 102 40 88 34.6
Low 80-99 31.5-39 70-89 28.5-35
Very Low < 80 < 31.5 < 70 < 28.5
Warm up properly before executing physical activity to prevent injury and make your activity more
effective.
This warm-up routine should take at least 6 minutes. Warm up for longer if you feel the need.
March on the spot: keep going for 3 minutes

Start off marching on the spot and then march forwards and
backwards. Pump your arms up and down in rhythm with your steps,
keeping the elbows bent and the fists soft.

Heel digs: aim for 60 heel digs in 60 seconds

 For heel digs, place alternate heels to the front, keeping the front
foot pointing up, and punch out with each heel dig. Keep a slight bend in
the supporting leg.

Knee lifts: aim for 30 knee lifts in 30 seconds

To do knee lifts, stand tall and bring up alternate knees to touch

the opposite hand. Keep your abs tight and back straight. Keep a slight
bend in the supporting leg.

Shoulder rolls: 2 sets of 10 repetitions

For shoulder rolls, keep marching on the spot. Roll your shoulders
forwards 5 times and backwards 5 times. Let your arms hang loose by
your sides.

Knee bends: 10 repetitions

To do knee bends, stand with your feet shoulder-width apart and

your hands stretched out. Lower yourself no more than 10cm by bending
your knees. Come up and repeat.

Flexibility refers to the ability of the joints to move through a full range of motion.
Zipper Test
Purpose
To be able to touch the fingertips together behind the back by reaching over the shoulder and
under the elbow.

Material
• Ruler
Procedure
For the test taker:
A. Stand erect.
Note: Practice Personal Hygiene protocols at all times.
B. To the right shoulder, raise your right arm, bend your elbow, and reach down across your back
as far as possible.
C. At the same time, extend your left arm down and behind your back, bend your elbow up across
your back, and try to cross your fingers over those your right hand.
D. Reach with your right hand over your right shoulder and down your back as if to pull a zipper or
scratch between your shoulder blades.
E. To test the left shoulder, repeat A to D above with your left hand over your left shoulder.
For the tester:
a. Observe whether the fingers touch or overlap each other.
b. Measure the distance in which your fingers overlap.
c. Record the score in centimeter.
Scoring: Record zipper test to the nearest 0.1 centimeter.
Standard
0 Did not touch fingertips
1 Just touched the fingertips
2 Fingers overlapped by 1-2 centimeters
3 Fingers overlapped by 3-4 centimeters
4 Fingers overlapped by 5-7 centimeters
5 Fingers overlapped by 8 centimeters or
more
-
Sit and Reach
Purpose
To be able to reach as far as possible without bending the hamstring

Material
• Tape measure
Procedure
For the test taker:
A. Sit on the floor with back flat on the wall and feet approximately 12 inches apart.
B. Without bending your back, knees, and elbows, place one hand on top of the other position the
hands on the floor.
C. After the tester has positioned the zero point of the tape measure, start the test by reaching the
farthest point possible without bending your knees.

For the tester:

A. As the student assumes the C procedure above, position the zero point of the tape measure at
the tip of the finger farthest from the body.
B. See to it that knees are not bent as the student reaches the farthest that he/she could.
C. Measure the distance of the farthest reach.
D. Record the score in centimeter.

Scoring: Record sit and reach in the nearest 0.1 centimeter.

Cardiovascular endurance is the ability of the heart, lungs and blood vessels to deliver oxygen to
working muscles and tissues, as well as the ability of those muscles and tissues to utilize that
oxygen.
Step Test (3 minutes)
Purpose
To measure cardiovascular endurance

Materials
For the test taker:
A. Position in front of the step.
B. At the go signal, step up and down the step board for 3 minutes at the rate of 24 steps per
minute. One step consists of 4 beats, that is, “up with the left foot, down with the left foot, up with
the right foot, down with the right foot.”
C. Afterward stand and relax. Do not talk.
D. Locate your pulse. Count the pulse rate after the activity.
Strength refers to the muscle’s ability to generate force against physical objects.
90-Degree Push-ups
Purpose
Note: Practice Personal Hygiene protocols at all times.
To measure the strength of upper extremities
Material
• Exercise mat or any clean mat
Procedure
For the taker:
A. Get on mat face down in standard push-up position: palms on the mat under shoulders;
fingers pointing forward; and legs straight, parallel, and slightly apart, with your toes supporting
your feet.
B. FOR BOYS: Straighten your arms, keeping the back and knees straight, then lower the arms
until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).
C. FOR GIRLS: With your knees in contact with the floor, straighten your arms, keeping your
back straight. Then lower your arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
D. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute
(2 seconds going down and 1 second going up).
For the tester:
A. As the student assumes the position of push-up, start counting as he/she lowers his/her
body on the ground until he/she reaches a 90-degree angle at the elbow.
B. Make sure that the student perform the push-ups correctly.
C. The test is terminated when the student can no longer perform the push-ups in the correct
from (three corrections are allowed), feels pain, voluntarily stops, or cadence is broken.
Scoring: Record the number of push-ups made.

Health-Related Fitness Test

A. Body Composition: Body Mass Index ( BMI)

Height (meters) Weight (kilograms) BMI

B. Waist Circumference

C. Flexibility
1. Zipper Test 2. Sit and Reach
Overlap/Gap (centimeters) Score (centimeters)
Right Left 1 Try
st 2nd Try

D. Cardiovascular Endurance: 3-Minute Step

Heart Rate per Minute

Before the Activity After the Activity

E. Strength

Number of Push-ups

Note: Practice Personal Hygiene protocols at all times.

Activity 4
Barriers to Being Active Quiz
What keeps you from being more active?

Directions: Listed below are reasons that people give to describe why they do not get as much
physical activity as they think they should. Please read each statement and indicate how likely you
are to say by putting a encircling the number in each of the following statements:
How likely are you to say? Very Somewhat Somewhat Very
likely Likely unlikely unlikely
1. My day is so busy now, I just
don’t think I can make time to
include physical activity in my
regular schedule. 3 2 1 0
2. None of my family members or
friends like to do anything
active, so I don’t have a chance
to exercise. 3 2 1 0
3. I’m just too tired after work to
get any exercise can be risky. 3 2 1 0
4. I’ve been thinking about
getting more exercise, but I
just can’t seem to get started. 3 2 1 0
5. I’m getting older so exercise
can be risky 3 2 1 0
6. I don’t get enough exercise
because I have never learned
the skills for any spot. 3 2 1 0
7. I don’t have access to jogging
trails, swimming pools, bike
paths, etc. 3 2 1 0
8. Physical Activity takes too
much time away from other
commitments-time, work,
family, etc. 3 2 1 0
9. I’m embarrassed about how I
will look when I exercise with
others. 3 2 1 0
10. I don’t get enough to sleep as
it is. I just couldn’t get up
early or stay up late to get
some exercise. 3 2 1 0
11. It’s easier for me to find
excuses not to exercise than to
go out to do something. 3 2 1 0
12. I know of too many people
who have hurt themselves by
overdoing it with exercise. 3 2 1 0
13. I really can’t seelearning a
new sport at my age. 3 2 1 0
14. it’s just too expensive. You
have to take a class or join a
club or buy the right
equipment. 3 2 1 0
15. My free times during the day
are too short to include
exercise. 3 2 1 0
16. My usual social activities
with family or friends to not to
include physical activity 3 2 1 0
17. I’m too tired during the week
and I need the weekend to
catch up on my rest. 3 2 1 0
18. I want to get more exercise,
but I just can’t seem to make
myself stick to anything. 3 2 1 0
19. I’m afraid I might injure 3 2 1 0
 myself or have a heart attack.
20. I’m not good enough at any
physical activity to make it
fun. 3 2 1 0
21. If we had exercise facilities
and showers at work, then I
would be more likely to
exercise. 3 2 1 0
Follow these instructions to score yourself:
• Enter the circled number in the spaces provided, putting together the number for statement
1 on line 1, statement 2 on line 2, and so on.
• Add the three scores on each line. Your barriers to physical activity fall into one or more of
seven categories: lack of time, social influences, lack of energy, lack of willpower, fear of injury, lack
of skill, and lack of resources. A score of 5 or above in any category shows that this is an important
barrier for you to overcome.

____ + ____ + ____ = ______________________

1. 8. 15. Lack of time

____ + ____ + ____ = ______________________

2. 9. 16. Social influence

____ + ____ + ____ = ______________________

3. 10. 17. Lack of energy

____ + ____ + ____ = ______________________

4. 11. 18. Lack of willpower

____ + ____ + ____ = ______________________

5. 12. 19. Fear of injury

____ + ____ + ____ = ______________________

6. 13 20. Lack of skill

____ + ____ + ____ = ______________________

7 14 21 Lack of resources

Reflection
Complete this statement:
What I have learned in this activity

References for learners References:

• Fitness for Life “Health Optimizing Physical Education” Senior High School, Jerome A. Porto,
Aida A. Vargas, Mia Elaine P. Collado, C & e Publishing, Inc. 2006. Pp20-33.
• Physical Education and Health Volume II, Published and Distributed by: REX Book
Store.Pp03-08.
• http://vitalitydoctors.com/5-components-of-physical-fitness/
• https://www.physio-pedia.com/images/8/8d/Barriers_to_health_quiz.pdf
• https://www.physio-pedia.com/Barriers_to_Physical_Activity
• https://www.nhs.uk/live-well/exercise/how-to-warm-up-before-exercising/

Note: Practice Personal Hygiene protocols at all times.

Essay Rubric
Traits 4 3
Focus & There is one clear, well-
Details focused topic. Main
ideas are clear and
are well supported by
detailed and accurate
information.
Word Choice The author uses vivid
words and phrases. The
choice and placement
of words seems
accurate, natural, and
not forced.
Sentence All sentences are well
Structure, constructed and have
varied structure and
Grammar,
length. The author
Mechanics, &
makes no errors in
Spelling
grammar, mechanics,
and/or spelling.
Activity 3
Answer may vary
Activity 4
Answer may vary
2 1
There is one clear, well- There is one topic. The topic and main
focused topic. Main Main ideas are ideas are not clear.
ideas are clear but are somewhat clear.
not well supported by
detailed information.
The author uses vivid The author uses words The writer uses a
words and phrases. The that communicate Limited vocabulary.
choice and placement clearly, but the writing Jargon or clichés may
of words is inaccurate lacks variety. be present and detract
at times and/or seems from the meaning.
overdone.
Most sentences are Most sentences are well Sentences sound
well-constructed and constructed, but they awkward, are
have varied structure have a similar structure distractingly repetitive,
and length. The author and/or length. The or are difficult to
makes a few errors in author makes several understand. The author
grammar, mechanics, errors in grammar, makes numerous errors
and/or spelling, but mechanics, and/or in grammar, mechanics,
they do not interfere spelling that interfere and/or spelling
with understanding. with understanding. that interfere with
understanding.
Prepared by:
Mar C. Colmenar