Week 1-10

A. Introduction
Training long, slow distance can help us build an aerobic base and help strengthen
this oxidative system by increasing your VO2 max, which is our ability to utilize the oxygen
we take in.

B. Learning outcomes

 Explain how to optimize the energy systems for safe and improved performance
 Explains the role of physical activity assessments in managing one’s stress
 Sets FITT goals based on training principles to achieve and/or maintain HRF
 Self-assess health-related fitness (HRF), status, barriers to physical activity assessment
participation

C. Lesson proper
Food Fuels for Energy

1. Carbohydrates (CHO) – preferred source of fuel during exercise (glycogen)

2. Fat – concentrated fuel used during rest and prolonged sub0maximal exercise
3. Protein – used for growth and repair (negligible use during exercise)

Energy is the ability or capacity to do work and is measured in calories or joules.

There are three energy systems:

1. ATP or Adenosine Triphosphate – an organic compound that provides energy to

drive many processes in living cells such as muscle contraction, nerve impulse
propagation.
2. Glycolytic System – the breakdown (lysis) of glucose and consists of a series of
chemical reactions that are controlled by enzymes
3. Oxidative System – also known as Krebs Cycle and the citric acid cycle. In this
system, carbohydrates and fats are the primary energy sources converted into ATP
and this process takes place in the mitochondria of the cell.
If we have enough oxygen present in the blood, then pyruvate, the end product of
glycolysis, is shuttled to the mitochondria and we enter the oxidative energy system.

D. Activities/Exercise

Note to Teachers: Read the following instructions to the learners as part of the
psychosocial activity at the same time a sample activity for anaerobic activity.
Prepare a solemn music background for this activity.
Week 1-10
Week 1-10

E. Assessment
Reflection:

1. Enumerate 3 things you have realized about optimizing energy?

ATP or Adenosine Triphosphate

Glycolytic System
Oxidative System

2. What are the 2 things you want to clarify in this topic?

There’s nothing I want to clarify since I understand the lesson.

3. Express 1 “shout out” to encourage others optimize their energy for a better health.

 Serving as inspiration for others and cheering them on is a good way to show
support for another person's health goals.

F. Summary
Direction: Identify the words or terminology of the following statements from topic
Optimizing Energy using the word cloud.
_____ENERGY_ 1. The ability to do work.
___Joules __ 2. The unit use to measure energy.
Also known as Calories.
_Aerobic 3. An energy movement lasting about 5
to 15 seconds and does not require energy
_Glycolytic _____ 4. An energy system that breakdowns
carbohydrates using 1 to 2 minutes of energy
_Aerobic __ 5. An energy system that requires
carbohydrates, fats and protein where energy is used in
longer period of time
An Aerobic 6. The term for energy system that
does not require oxygen
___Aerobic System_ 7. The term for energy that requires
oxygen
Glucose____ 8. In the glycolytic system,
carbohydrates are breakdown into…
___Glycogen____ 9. In the glycolytic system, glucose is
breakdown into…
____Glycolysis___10. In the glycolytic system, the ATP is
then known as…
_Oxidative System_11. This energy system is also known
as “Kerbs Cycle” – electron transport chain ATP
Define the following abbreviations:
12. ATP – Adenosine Triphosphate
13. PCr - __Polymerase Chain Reaction__
Give the two classification of energy system
14. Potential Energy
15.__Kinetic Energy_
Week 1-10

G. Additional Sources
Aerobic vs Anaerobic
Aerobic exercise is any type of cardiovascular conditioning or “cardio”. During the
cardiovascular conditioning, your breathing and heart rate increase for a sustained
period of time. Oxygen is your main energy source during aerobic workouts,
therefore Oxidative System energy is used.

Benefits of Aerobic Exercises:

 Reduce risk of heart attack

 Reduce risk of type 2 diabetes
 Recue risk of stroke
 Help lose weight and keep it off
 Help lower and control blood pressure
 Increase stamina and reduce fatigue during exercise
 Activates immune systems, making you less likely to get colds or flu
 Strengthens the heart
 Boosts mood
 Help you live longer than those who doesn’t exercise

Anaerobic exercises involve quick burst of energy and are performed at maximum
effort for a short time. The energy system used are the ATP and Glycolytic System.

Benefits of Anaerobic Exercises:

 Build muscles
 Lose weight
 Maintain muscle mass as you age
 Strengthens bones
 Burns fat
 Increase stamina for daily activities like hiking, dancing or playing
Week 1-10

A. Introduction
Exercise increases your overall health and your sense of well-being, which puts more
pep in your step every day. Exercise has some direct stress-busting benefits.
 It pumps your endorphins
 It’s meditation in motion
 It improves your mood
How to make your exercise successful:
 Consult with your doctor
 Walk before you run
 Do what you love
 Schedule your work out
Steps for sticking exercise routine
 Set SMART goals
 Find a friend
 Change up your routine
 Exercise in increments

B. Learning Outcomes
 Explain how to optimize the energy systems for safe and improved performance
 Explains the role of physical activity assessments in managing one’s stress
 Sets FITT goals based on training principles to achieve and/or maintain HRF
 Self-assess health-related fitness (HRF), status, barriers to physical activity assessment
participation

C. Lesson proper
DANCE as Stress Reliever

People from different places enjoy dancing such as in schools, social venues,
community halls, our own home and even in social media through vlogs and tiktok.
Dancing has become popular way to be active and a healthy exercise program. Here
are some reasons why dancing is a popular stress reliever:
1. When the body feels good, the mind does too! The scientific reason for why
dance has the ability to act a stress reliever stems from the idea that when the body
feels good, the mind does, too. Any type of physical activity releases
neurotransmitters and endorphins which serve to alleviate stress. Endorphins are
body’s natural pain killer to reduce stress and improve the mind’s perception of the
world. It cause the body to feel calm and optimistic. It also aids in improving the
quality of sleep, so that a few sleepless nights due to stress can be avoided after
dancing!
2. Dance offers a creative outlet for people to express their personalities in a safe
environment. Dancing offers an outlet for people to express who they are – through
music, movements or even costumes! Dancing helps you connect to whom who you
really are.
Week 1-10

3. Dancing improves your physical health. From weight loss, to increased flexibility,
stronger bones and building muscle tone, dancing is a total body workout.

List down at least five (5) Physical and Mental Benefits of Dancing:

1. Improved Heart and Lung Functionality

2. Improved Muscle Tone and Strength

3. Improved Agility, Coordination and Flexibility

4. Improved Mental Functioning

5. Stronger Bones and Reduces Osteoporosis Risk

Introduction to Dance
The fundamental principle that dance is an art form or activity that utilizes the body
and the range of movement of which the body is capable. Unlike the movements performed
in everyday living, dance movements are not directly related to work, travel, or survival.
Dance may, of course, be made up of movements associated with these activities, as in the
work dances common to many cultures, and it may even accompany such activities.
But even in the most practical dances, movements that make up the dance are not
reducible to those of straightforward labor; rather, they involve some extra qualities such as
self-expression, aesthetic pleasure, and entertainment.
One of the most basic motives of dance is the expression and communication
of emotion. People—and even certain higher animals—often dance as a way of releasing
powerful feelings, such as sudden accesses of high spirits, joy, impatience, or anger. These
motive forces can be seen not only in the spontaneous skipping, stamping, and jumping
movements often performed in moments of intense emotion, but also in the more formalized
movements of “set” dances, such as tribal war dances or festive folk dances. 

Dance Genre:
1. Folk Dance - a dance developed by people that reflect the life of the people of a
certain country or region. (Wikipedia)
2. Modern Dance - a broad genre of western concert or theatrical dance, primarily
arising out of Germany and the United States in the late 19th and early 20th
centuries. It is often considered to have emerged as a rejection of or rebellion
against, classical ballet. (Wikipedia)
3. Ballroom Dance – a set of partner dance enjoyed socially and competitively
around the world. With the emergence of dance competition, it is now known
as Dancesports. (Wikipedia)
4. Hip-hop Dance – also known as street dance styles primarily to hip-hop
music or that have evolved as part of hip-hop culture. (Wikipedia)
https://www.britannica.com/art/dance/The-aesthetics-of-dance
Week 1-10

D. Activities/Exercise
Before exploring our body with dance activities, we must assess our body if we are
healthy enough to face different genre of dance as we optimize our energies.

Based on the DepEd Order No. 34, s. 2019 signed December 9, 2019 also known as
Revised Physical Fitness Test Manual, the following are objectives of the following activity:

1. To determine the level of fitness of students;

2. To identify strength and weaknesses for development and improvement;
3. To provide baseline data for selection of physical activities for enhancement of health
and skill performance;
4. To gather data for the development of norms and standards;
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition and lifetime participation

Physical Fitness Test is a set of measures designed to determine a student’s level of

physical fitness. It is intended to test two categories of physical fitness commonly referred to
as “health-related” and “skill-related”.

Health-related components refer to those physical attributes which enable a person to

cope with the requirements of daily living such as:

 cardio-vascular endurance or stamina

 muscular strength and endurance
 flexibility
 appropriate body mass index (BMI)
Skill-related components are physical abilities that show potential for good
performance in certain skills (usually in sports) like:

 speed
 agility
 reaction time or quickness
 balance
 coordination
https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf

Physical Fitness Test

1. BMI (Body Mass Index) – is the body’s relative amount of fat to fat-free mass
Formula:
BMI = W where W is the weight in KILOGRAMS
2
H where H is the height in METERS
Example:
BMI = 30kg = 30 = 20.83 (Normal)
Week 1-10

(1.20m)2 1.44

10

BMI Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese

2. Zipper Test – to test the flexibility of the shoulder girdle

Scoring – record zipper test to the nearest 0.1 centimeter

SCORE STANDARD INTERPRETATION

5 Fingers overlapped by 6cm and above Excellent
4 Fingers overlapped by 4cm to 5.9 cm Very good
3 Fingers overlapped by 2cm to 3.9 cm Good
2 Fingers overlapped by 0.1 cm to 1.9cm Fair
1 Just touched the fingers Needs Improvement
0 Gap of 0.1 or wider Poor

3. Sit-and-Reach – to test the flexibility of the lower extremities (particularly the trunk)
Scoring – record the farthest distance between the two trials to the nearest 0.1
centimeters

SCORE STANDARD INTERPRETATION

5 61 cm and above Excellent
4 46 cm – 60.9 cm Very good
3 31 cm – 45.9 cm Good
2 16 cm – 45.9 cm Fair
1 0 – 30.9 cm Needs Improvement

4. Three-Minute Step Test – for cardiovascular endurance. It 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 the oxygen. Endurance may also
refer to the ability of the muscle to do repeated work fatigue.
Scoring – record the 60-second heart rate after the activity

5. Push-up – measures the strength of upper extremities. Strength – is the ability of the
muscle to generate force against physical objects.
Scoring – record the number of push-ups made
Week 1-10

STANDARD
SCORE INTERPRETATION
Boys Girls
5 33 and above 33 and above Excellent
4 25 to 32 25 to 32 Very good
3 17 to 24 17 to 24 Good
2 9 to 16 9 to 16 Fair
1 1 to 8 1 to 8 Needs Improvement
0 Cannot execute Cannot execute Poor

6. Basic Plank – to measure strength/stability of the core muscles

Scoring – record the time in the nearest seconds/minute. Maximum of 90 seconds for
boys and girls

SCORE STANDARD INTERPRETATION

5 51 seconds and above Excellent
4 46 seconds to 50 seconds Very good
3 31 seconds to 45 seconds Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

7. 40-Meter Sprint – to measure the running speed

Scoring – record the time in nearest minutes and seconds

STANDARD
SCORE Boys Girls INTERPRETATION
17 y/o and above 17 y/o and above
5 <4.0 minutes <4.5 minutes Excellent
4 4.1 to 5.4 minutes 4.6 to 5.9 minutes Very good
3 5.5 to 6.5 minutes 6.0 to 7.0 minutes Good
2 6.6 to 7.5 minutes 7.1 to 8.1 minutes Fair
1 >7.6 minutes >8.2 minutes Needs Improvement

8. Standing Long Jump – to measure the explosive strength and power of the leg
muscles. Power – is the ability of the muscle to transfer energy and release
maximum force at a fast rate.
Scoring – record the best distance in meters to the nearest 0.1 centimeters.
Week 1-10

SCORE STANDARD INTERPRETATION

5 201 cm and above Excellent
4 151 cm to 200 cm Very good
3 126 cm to 150 cm Good
2 101 cm to 125 cm Fair
1 55 cm to 100 am Needs Improvement

9. Hexagon Agility Test – to measure the ability to move in different directions quickly.
Agility – is the ability to move in different directions quickly using a combination of
balance, coordination, speed, strength, and endurance.
Scoring – add the time of the two revolutions and divide by 2 to get the average.
Record the time in the nearest minutes and seconds.

SCORE STANDARD INTERPRETATION

5 5 seconds and below Excellent
4 6 seconds to 10 seconds Very good
3 11 seconds to 15 seconds Good
2 16 seconds to 20 seconds Fair
1 21 second to 55 seconds Needs Improvement
0 Over 25 seconds Poor
10. Stick Drop Test – to measure the time to respond to a stimulus. Reaction Time – is
the amount of time it takes to respond to a stimulus.
Scoring – record the middle 3 scores (for example: id the scores are 21, 18 and 19,
the middle score is 19). In case there are two (2) scores are the same ( for example
18, 18, 25) the repeated score shall be recorded.

SCORE STANDARD INTERPRETATION

5 0 – 2.4 cm Excellent
4 5.08 cm to 10.16 cm Very good
3 12.70 cm to 17.78 cm Good
2 20.32 cm to 25.40 cm Fair
1 27.94 cm to 30.48 cm Needs Improvement

11. Juggling – to measure the coordination of the eye and hand. Coordination – is the
ability to use the senses with the body parts to performs motor tasks smoothly and
accurately.
Scoring – record the highest number of hits the performer has done
Week 1-10

SCORE STANDARD INTERPRETATION

5 41 hits and above Excellent
4 31 hits to 40 hits Very good
3 21 hits to 30 hits Good
2 11 hits to 20 hits Fair
1 1 to 10 hits Needs Improvement

13

12. Stork Balance Stand Test – to assess one’s ability to maintain equilibrium. Balance
– is the maintenance of equilibrium while stationary or while moving.
Scoring – record the time taken on both feet in nearest seconds and divide the
scores to get the average percentage score.

SCORE STANDARD INTERPRETATION

17 y/o and above
5 161 sec to 180 sec Excellent
4 121 sec to 160 sec Very good
3 81 sec to 120 sec Good
2 16 seconds to 30 seconds Fair
1 1 second to 15 seconds Needs Improvement

E. Assessment

Try to identify the dance genre of the following terminologies. Write Folk, Modern,
Ballroom or Hip-hop
. Modern 1. Abduction
Folk___ 2. Abracete
____Hip Hop__ 3. B-boy
__Hip Hop 4. Battle
_____Folk 5. Bilao
_____Hip Hop 6. Breaking
____Ballroom 7. Cuban Breaks
___Hip Hop 8. Cypher
___Modern 9. Distal
__Folk 10. Dos-a-Dos
__Hip Hop 11. Down rock
_Modern 12. Flexion
_Folk 13. Hayon-hayon
___Folk 14. Jaleo
___Ballroom 15. Latin Discipline
___Modern 16. Plantar
Modern 17. Proximal
__Ballroom 18. Spot Turn
Week 1-10

____Ballroom 19. Standard Discipline

_____Ballroom 20. Whisk
Week 1-10

F. Summary
Discuss briefly the following Physical Fitness components:

Health-Related Component Skills-Related Component

Ex. BMI - is the body’s relative amount of fat to fat-free mass
Cardio-Respiratory Fitness- a self-
regulating body system performed jointly by the
heart and lungs working as a filtering unit to
absorb rich oxygen while releasing its
byproduct, carbon dioxide.
Muscular Strength and Endurance- is the
amount of force you can put out or the amount
of weight you can lift. Muscular endurance is
how many times you can move that weight
without getting exhausted
Flexibility- is the ability of a joint or series of
joints to move through an unrestricted, pain free
range of motion. ... The range of motion will be
influenced by the mobility of the soft tissues that
surround the joint.
Agility- is defined as “a skill-related component
of physical fitness that relates to the ability to
rapidly change the position of the entire body in
space with speed and accuracy
Balance- is defined as being able to remain
upright and walk gracefully, or a state of
equality, an emotionally and mentally stable
mind or the presentation of both sides of an
issue.
Power- is the ability to perform strength based
movements quickly. Power is an important
component of fitness that is used in many
dynamic sports activities.

G. Additional Sources

Note to Learners: Perform some of the task at home with the help of your family member/s.

Note to teacher: The teacher must review and demonstrate the procedures of each test.
(These activities were performed by the learners since Grade 4 as stated in the DepEd
Order No. 34, s. 2019)

This forms will be used for the pre-test (start of semester) and post-test (end of semester).
Please refer to the scoring guide. You may also answer using the link
https://forms.gle/YY1qfUBm7ztMNchL8
Week 1-10

If you are done assessing yourself, then let’s begin performing our Physical Fitness
Test. Record your scores in this score sheet. You’ve been doing these test since your Junior
High School years. Be honest to yourself!

Lesson 3: Set FITT

Lesson 4: Self-assessment to Health

Week 1-10

A. Introduction
Now that you have record the result of your physical fitness test, you have then
determined your strengths and weaknesses. With that fact, you are now ready to
create your fitness plan. Let us try to use FITT Principle to achieve this health goals.
The FITT Principle (or formula) is a great way of monitoring your exercise program.
The key components or training guidelines for an effective exercise program is
spelled out with the acronym FITT
F – frequency – refers to the repetition of exercise undertaken or how often you
exercise
I – intensity – refers to the amount of energy the exercise required or how hard you
exercise
T – time – refers to the number of minutes or hours you spend exercising or how
long you exercise
T – type – refers to the type of exercise undertaken or what kind of exercise you do

B. Learning outcomes

 Explain how to optimize the energy systems for safe and improved performance
 Explains the role of physical activity assessments in managing one’s stress
 Sets FITT goals based on training principles to achieve and/or maintain HRF
 Self-assess health-related fitness (HRF), status, barriers to physical activity
assessment participation

C. Lesson Proper
Principles of FITT

Frequency Intensity Time Type

Cardio and 5 to 6 times per Easy to 30 to 60 Running,
Weight Loss week moderate minutes or walking, cycling,
60-75% of more swimming,
maximum heart rowing
rate
Strength 2 to 3 times per Depends on Depends on Weight
week, not amount of intensity of machines,
consecutive weight lifted. workout. resistance
days The heavier the If intensity is bands, body
weight, the less high, reduce weight like
sets and reps time spent push-ups, dips
Stretching 5 to 7 times per Slow, easy and 15 to 60 Static, Passive
week relaxed minutes and and PNF
hold each (proprioceptive
stretch 40 to 60 neuromuscular
seconds facilitation)
Week 1-10

1. Overload Principle – the body adapt to stimulus, once the body has accepted then a
different stimulus is required to continue the change. In order for the muscle
(including the heart) to increase strength, it must be gradually stressed by working
against a load greater than it is used to.
2. Progressive Principle – means the body adapts to the initial overload, the overload
must be adjusted and increase gradually.
3. Recovery Principle – adaptation to physical activity occurs gradually and naturally,
but time must be allowed for the regenerate and build.
4. Reversibility Principle – all gains due to exercise will be lost if one does not
continue to exercise
5. Specificity Principle – training should be relevant and appropriate to the individuals
need in order to produce effective result
6. Variation Principle – training programs varies in intensity, duration, volume and
other important aspects of practice

D. Activities/Exercise
Let’s FITT and Dance
You are challenged to learn the different genre of dance for this semester. Identify
the following principle applied to the following Dance Routine Assignments for this semester.
Refer to YouTube videos and apply the exercises at home. Master at least 3 figures per
dance.
Note to Teacher: These are just suggested dances. You may change according to
how you contextualize the dances of your own culture

Time Type
My Heart Frequency Intensity
(number (cardio,
Dance Activity Type of Energy Rate (___x (slow, medium,
of strength,
(bpm) week) fast)
minutes) stretching)
Wk 1: Fundamental
Arm and Feet
Positions
https://tinyurl.com/y94t6jl8
Wk 2: Folk Dance:
Lapay Bantigue
https://tinyurl.com/y83xsq4r
Wk 3: Folk Dance:
Pangalay
https://tinyurl.com/ya724hny
Wk 4: Modern
Dance:
Contemporary
Week 1-10

Dance
https://tinyurl.com/usuzdgn
Wk 5: Modern
Dance: Lyrical
Dance
https://tinyurl.com/ycn9qwsu
Wk 6: Dancesports:
Cha cha cha
https://tinyurl.com/yapfmjdo
Wk 7: Dancesports:
Waltz
https://tinyurl.com/yb42wapc

Wk 8: Cheer Dance: Arm

Movements and Stance
https://tinyurl.com/yahykyon
Wk 9: Cheer Dance: Jumps
https://tinyurl.com/yb83kynu
Wk 10: Hip Hop Dance
https://tinyurl.com/yb83kynu

E. Assessment
After the 10-week dance challenge and self-directed activity, I have learned the
following:
Type of Dance Terms Body Part Improved Values and Attitude
Ex. Fundamental Arm and Oblique Arm Strength Persistence
Feet Positions Raise Abdominal Stamina Accuracy
Half-circle Discipline
Week 1-10

F. Summary
Try to identify the what principle of FITT the statement refers to. Write if it is frequency,
intensity time or type.

___TIME_____ 1. Adjust the number of times you exercise per day/week/month to reflect:
your current fitness level; the time you realistically have available; your
other commitments like family and work; and the goals you’ve set for
yourself.
___FREQUENCY_2. It refers to the dedication to exercise usually depends on the type of
exercise undertaken
___INTENSITY___3. The factor that refers to the monitoring of heart rate.

__TYPE ________ 4. The kind of exercise you choose will have a big effect on the result
you
achieve. That’s why it’s important to know what you want to gain form
your efforts.
Week 1-10

A. Introduction
We just have learned the importance of exercise and its benefits to our lifestyle, let
us now evaluate yourself what are the barriers for you to do physical activities. Circle the
number that best describes.
Very Somewhat Somewhat
Likely likely unlikely
1. My day is so busy answering the Modules for the
3 2 1
“new normal”
2. Social distancing with friends, makes me
3 2 1
uncomfortable to perform exercises
3. I’m just too tired and bored with the “stay at
3 2 1
home” policy
4. I’ve been thinking about getting more exercise,
3 2 1
but I just can’t seem to get started
5. O think I’m healthy enough to exercise 3 2 1
6. I don’t get enough exercise because I don’t have
3 2 1
the skills for any sport
7. I don’t have access to jogging, trails, pools, bike
3 2 1
paths
8. Physical activity takes too much time away from
other commitments – time, study, research, co- 3 2 1
curriculum
9. I am embarrassed about how I look when I
3 2 1
exercise with others
10. I do not get enough sleep as it is. I just couldn’t
3 2 1
get up or stay up late to get some exercise
11. It’s easier for me to fine excuses not to exercise
3 2 1
than to go out to do something
12. I know too many people who have hurt
3 2 1
themselves by over doing it with exercise
13. I am not interested with any sports 3 2 1
14. It is too expensive. You have to take class or join
3 2 1
club or buy the right equipment
15. My free times during the day are too short to
3 2 1
include exercise
16. My usual social activities do not include physical
3 2 1
activities
17. I’m too tired during the week and I need the
3 2 1
weekend to catch up on my rest
18. I want to get more exercises, but I just can’t seem
3 2 1
to make myself stick to anything
19. I’m afraid I might injure myself or have a heart
3 2 1
attack
20. I’m not good enough at any physical activity to
3 2 1
make it fun
21. If we had exercise facilities and showers at work,
3 2 1
then I would be more likely to exercise
Week 1-10

B. Learning outcomes

C. Lesson proper
How 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 scores on each line. Your barriers to physical activity fall into one or more of
seven categories.
 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
21
_____+_____+_____= ________________
6 13 20 Lack of skill

_____+_____+_____= ________________
7 14 21 Lack of resources

Credits to: https://tinyurl.com/y9gsqh4s

D. Activities/Exercise
Reflection:
1. What are my top two barriers in participating physical activity? What are my plan of
action to overcome these barriers?

it can be lack of time and social influences. You can plan by scheduling your
activities into your day and use an exercise log so you can see how little time
it takes.
Week 1-10

2. What are my realizations as I answer the assessment tool?

Push yourself because no one else is going to do it for you.” "Exercise not
only changes your body, but it also changes your mind, your attitude and your
mood.

What motivational quote should I input to myself for me to get involved with Physical
Fitness Activities?

“Exercise not only your body,

but it also changes your mind,
your attitude and your mood.”

E. Assessment

Discuss briefly how you are going to OVERCOME the barriers to physical activity
participation

1. Lack of time - just time management.

2. Social Influence - just be yourself, be friendly, be sociable.

3. Lack of energy - learn to be a jolly person.

4. Lack of will power - learn to have a self confidence and trust yourself always.
Week 1-10

5. Fear of injury - just keep in mind that every injury you will get is part of the hard work you
do.

6. Lack of skills – there is NO LACK OF SKILLS just trust yourself and have faith in yourself
that if you to do something and you're really determined, you can do it

7. Lack of resources – just be creative

F. Summary

Congratulations! You have done the 1st Module of HOPE 3, it’s time for you to express
artistically through a poster to promote DANCE as an exercise and stress reliever.

Poster Making Criteria:

_____ - 30% Relevance to the Theme

_____ - 25% Originality

_____ - 20% Creativity

_____ - 15% Color Harmony

Week 1-10

References

 Kerrie O’Bryan. Introduction to the Energy Systems. SlideShare. March 8, 2012

 Seaward BL. Physical Exercise: Flushing out the Stress Hormones. In: Essentials of
Managing Stress. 3rd ed. Sudbury, Mass.: Jones & Barlett Publishers. 2014
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