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Republic of the Philippines

MINDANAO STATE UNIVERSITY
College of Education
Department of Physical Education and Sports
General Santos City

PED-001
Exercise Prescription and Management

Module 1

For the learner:

Welcome to the Exercise Prescription and Management!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,

action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in

this learning resource signifies that you as a learner is capable and empowered to successfully

achieve the relevant competencies and skills at your own pace and time. Your academic success

lies in your own hands!

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:

What I Need to Know = This will give you an idea of the skills or

Competencies you are expected to learn in the module.

What I Know = 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.

What’s In This is a brief drill or review to help you link the current lesson with the previous one.
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What’s New In this portion; the new lesson will be introduced to you in various ways such as a
story, a song, a poem, a problem opener, an activity or a situation.

What is It = This section provides a brief discussion of the lesson? This aims to help you
discover and understand new concepts and skills.

What’s More = This comprises activities for independent practice to solidify your understanding
and skills of the topic. You may check the answers to the exercises using the Answer Key at the
end of the module.

What I Have Learned = This includes questions or blank sentence/paragraph to be filled in to

process what you learned from the lesson.

What I Can Do = This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.

Assessment = This is a task which aims to evaluate your level of mastery in achieving the
learning competency.

Additional Activities = In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of learned concepts.

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.

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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. 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!

What I Need to Know

This module was designed and made to enlighten you with how you should maintain and keep a
fit body in order to have a healthy mind. At the end of the quarter, you are going to do physical
and recreational activities that are aligned with health-related fitness and skills related activities.
Through this module, you will also clearly understand proper eating habits. You are also
expected to learn ways to improve your personal eating habit that will lead you to become a
physically fit individual.

Lesson 1 – Exercise, Eat and Excel

Physical Education – is an integral part of an educational program designed to promote

the optimum development of the individual physically, socially (morally), emotionally
and mentally through the total body movement in the performance of property selected
physical activities (Andin, 1988).

Exercise - Planned, structured, repetitive movement of the body designed to improve or maintain
physical fitness.

Physical Activity - Any body movement carried out by the skeletal muscles and requiring
energy.

Physical fitness is a combination of health fitness and body fitness.

Health fitness refers to your body’s ability to fight off diseases.

Body fitness - on the other hand, is refers to the ability to do strenuous physical or sports
activities without getting tired easily. It is not enough for someone to only look good and feel
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good in order to be called physically fit. An individual should also take into consideration his
kind of lifestyle including the food he takes every day because it can lead him to better health.

Physical fitness - is a combination of health fitness and body fitness.

Health Related Fitness

This is primarily associated with disease prevention and functional health. Participating in
regular health-related fitness helps you control your weight, prevents diseases and illness,
improves mood, boosts energy and promotes better sleep.

Components of Physical Fitness

Health Related Fitness Components

1. Body Composition – The combination of all the tissues that make up the body such as bones,
muscles, organs and body fat.

2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and blood to
work efficiently and to supply the body with oxygen.

3. Flexibility – The ability to use your joints fully through a wide range of motion.

4. Muscular Endurance – The ability to use muscles for a long period of time without tiring.

5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot of force
one time.

Skills Related Fitness Components

1. Agility – The ability to change body positions quickly and keep the body under control when
moving.

2. Balance – The ability to keep the body in a steady position while standing and moving.
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3. Coordination – The ability of the body parts to work together when you perform an activity.

4. Power – The ability to combine strength with speed while moving.

5. Reaction Time – The ability to move quickly once a signal to start moving is received.

6. Speed – The ability to move all or a part of the body quickly.

Specific Components of Physical Fitness

1. Agility –The ability of the individual to change direction or position in space with quickness
and lightness of movement while maintaining dynamic balance.

2. Balance – The ability to control organic equipment neuro-muscularly; a state of equilibrium.

3. Coordination - The ability to integrate the body parts to produce smooth motion.

4. Endurance – The ability to sustain long continued contractions where a number of muscle
groups are used; the capacity to bear or last long in a certain task without undue fatigue.

5. Flexibility – The quality of plasticity, which gives the ability to do a wide range of movement.

6. Organic Vigor – It refers to the soundness of the heart and lungs which contributes to the
ability to resist disease.

7. Power – The ability of the muscles to release maximum force in the shortest period of time.

8. Speed – The ability to make successive movements of the same kind in the shortest period of
time.

9. Strength – The capacity to sustain the application of force without yielding or breaking; the
ability of the muscles to exert efforts against resistance.
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Physical Activity and Exercise

Activities done by the skeletal muscles that utilize energy is called Physical Activity. Activities
you are doing at home or in school are considered to be physical activity. It is classified into 4
domains: occupational, domestic, transportation, and leisure time.

1. Occupational – These are the activities you do at your work place. Lifting computers and
books, going your friend’s desk or preparing lunch at the pantry.

2. Domestic – These are the activities you do at home. Washing clothes and dishes, gardening,
carpentry, baking or cleaning the house.

3. Transportation – These are the activities that involves travelling. Riding a jeepney, tricycle,
motorcycle, or bikes.

4. Leisure Time – These are the activities you do during recreational activities. Playing,
swimming, hiking or craft making.

Exercise according to a study by Buckworth and Dishman, is the “planned, structured, repetitive
bodily movements that someone engages in for the purpose of improving or maintaining physical
fitness or health.

Lesson 2- Aerobic, Muscle-strengthening, and Bone-strengthening Activity

1. Aerobic

Aerobic activities, also called endurance activities, are physical activities in which people move
their large muscles in a rhythmic manner for a sustained period.

2. Muscle-Strengthening Activity

This kind of activity, which includes resistance training and lifting weights, causes the body’s
muscles to work or hold against an applied force or weight.

3. Bone-Strengthening Activity

This kind of activity (sometimes called weight-bearing or weight-loading activity) produces a

force on the bones that promotes bone growth and strength.
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Barriers to Physical Activities

We understand the benefits of physical activities to our health specially our body but there are
circumstances when we become lazy in performing physical activities.

Below are some of the barriers that hinder us to do physical activities:

1. Lack of time

2. Social Support

3. Lack of Energy

4. Lack of Motivation

5. Fear of Injury

6. Lack of Skill

7. High Costs and Lack of Facilities

8. Weather Conditions

Eating Habits

The term eating habits (or food habits) refers to why and how people eat, which foods they eat,
and with whom they eat, as well as the ways people obtain, store, use, and discard food.
Individual, social, cultural, religious, economic, environmental, and political factors all influence
people's eating habits.

Influences on Food Choices

There are many factors that determine what foods a person eats. In addition to personal
preferences, there are cultural, social, religious, economic, environmental, and even political
factors.

Individual Preferences
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Every individual has unique likes and dislikes concerning foods. These preferences develop over
time, and are influenced by personal experiences such as encouragement to eat, exposure to a
food, family customs and rituals, advertising, and personal values.

Cultural Influences

A cultural group provides guidelines regarding acceptable foods, food combinations, eating
patterns, and eating behaviours. Compliance with these guidelines creates a sense of identity and
belonging for the individual.

Social Influences

Members of a social group depend on each other, share a common culture, and influence each
other's behaviours and values. A person's membership in particular peer, work, or community
groups impacts food behaviours.

Religious Influences

Religious proscriptions range from a few to many, from relaxed to highly restrictive. This will
affect a follower's food choices and behaviours.

Economic Influences

Money, values, and consumer skills all affect what a person purchase. The price of a food,
however, is not an indicator of its nutritional value. Cost is a complex combination of a food's
availability, status, and demand.

Environmental Influences.

The influence of the environment on food habits derives from a composite of ecological and
social factors. Foods that are commonly and easily grown within a specific region frequently
become a part of the local cuisine.

Political Influences

Political factors also influence food availability and trends. Food laws and trade agreements
affect what is available within and across countries, and also affect food prices. Food labeling
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laws determine what consumers know about the food they purchase. Eating habits are thus the
result of both external factors, such as politics, and internal factors, such as values. These habits
are formed, and may change, over a person's lifetime.

Improving Your Eating Habits

When it comes to eating, we have strong habits. Some are good (“I always eat breakfast”), and
some are not so good (“I always clean my plate”). Although many of our eating habits were
established during childhood, it doesn’t mean it’s too late to change them.

Making sudden, radical changes to eating habits such as eating nothing but cabbage soup, can
lead to short term weight loss. However, such radical changes are neither healthy nor a good
idea, and won’t be successful in the long run. Permanently improving your eating habits requires
a thoughtful approach in which you Reflect, Replace, and

Reinforce

● REFLECT on all of your specific eating habits, both bad and good; and, your common triggers
for unhealthy eating.
● REPLACE your unhealthy eating habits with healthier ones.
● REINFORCE your new, healthier eating habits.
What’s More

You are done now with the lecture portion. At this point, you will experience the physical fitness
test designed by the Department of Education.

Task 1: Health-Related Fitness Test

Body Composition – is the body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

Formula for Computing Body Mass Index Weight (in kilogram)

Height (in meters)2

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Example: 30 = 30 = 20.83 (Normal) (1.20)2 1.44

Classification
Below 18.5 Underweight
18.5-24.9 Normal
25.0-29.9 Overweight
30.0-above Obese

1. Weight refers to the heaviness of a person.

Equipment:

Weighing or bathroom scale calibrated properly.

Procedure:

For the Tester:

a. Wear light clothing before weighing

b. On bare feet, stand erect and still with weight evenly distributed on the center of the scale.

For the Partner:

a. Before the start of weighing, adjust the scale

to zero

b. Record the score in kilogram

Scoring – record the body mass to the nearest 0.5 kilogram

2. Height is the distance between the feet on the floor to the top of the head in standing
position.

Equipment:

a. Tape measure laid flat to a concrete wall where zero point starts on

the floor

b. L-square; and
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c. An even and firm floor and flat wall

Procedure

For the Tester:

a. Stand erect on bare feet with heels, buttocks and shoulders pressed against the wall where tape

measure is attached

For the Partner:

a. Place the L-square against the wall with the base at the top of the head of the person being

tested. Make sure that the L-square when placed on the head of the student, is straight and

parallel to the floor.

b. Record the score in meters.

Scoring – record the standing height to the nearest 0.1 centimetre

***1 meter = 100 centimetres

The Basic of Heart Rate and Exercise:

Heart Rate (HR) – is stated as the number of times the heart beats in one (1) minute. The rate at

which your heart beats during the exercise determines which energy system your body uses and

what type of fitness you develop. 

Resting Heart Rate (RHR) – is the rate at which then heart beats when a person is at

complete rest. The best time to determine RHR is before getting of bed in the morning. The

average RHR for adult ranges 60 to 80 bpm; children are slightly higher, the rate for the average

8-year-old ranges between 80 and 100 bpm. 

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Maximum Heart Rate (MHR) – is the maximum number of beats the heart can beats in one (1)

minute. The most common formula used is Karvonen Method. 

Heart Rate Reserve (HRR) – refers to the range between resting and maximum heart rate 

Target Heart Rate (THR) – refers to the heart rate needed to gain a training benefit. The THR is

divided into five (5) different levels or zone based on the percentage of MHR achieved. Each

zone represents a different type of training. 

Exercise Pulse Rate (EPR) – refers to the heart rate during exercise. 

How to get your Target Heart Rate :

1. Get the Maximum Heart Rate.

MHR = 220 - ________ (your age) MHR =____________

2. Determine the Heart Rate Reserve.

HRR = MHR – ______________ (Resting Heart Rate) HRR= _____________

3. Take 60% and 80% of the HRR

a. 60% x HRR = _________ b. 80% x HRR = _________

4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR) range.

a. 60% HRR ___ + ______ = ______ beats per minute (RHR)

b. 80% HRR ___ + ______ = ______ beats per minute (RHR)

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Practice calculating your own THR using your age and RHR
Activity: 

1. Calculate your Training Intensity:

Age: 18 years old RHR: 84 bpm

2.Solve for your:

MHR: _____ bpm
HRR: _____ bpm
THR: _____ bpm 

Target Heart Rate or Target Zone:

Zone 1: 50% to 60% of MHR (_____bpm to _____bpm) 

Zone 2: 60% to 70% of MHR (_____bpm to _____bpm) 

Zone 3: 70% to 80% of MHR (_____bpm to _____bpm) 

Zone 4: 80% to 90% of MHR (_____bpm to _____bpm) 

Zone 5: 90% to 100% of MHR (____bpm to _____bpm) 

STATIONS:

Flexibility – is the ability of the joints and muscles to move through its full range of motion.
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Zipper Test

Purpose to test the flexibility of the shoulder girdle

Equipment

a. Ruler

Procedure

For the Tester

a. Stand erect

b. Raise your right arm, bend your elbow, and reach your back as far as possible, to test the right

shoulder; extend your left arm down and behind your back, bend your elbow up across your

back, and try to reach/across your fingers over those of your right hand as if to pull a zipper or

scratch between the shoulder blades.

c. To test the left shoulder, repeat the procedures a and b with left hand over the shoulder.

For the Partner

a. Observe whether the finger touched or overlapped each other, if not,

measure the gap between the middle fingers of both hands.

b. Record distance in centimetre.

Scoring record zipper test to the nearest 0.1 centimetre

Score Standard Interpretation

5 Fingers overlapped by 6 cm. and above Excellent

4 Fingers overlapped by 4 – 5.9 cm Very good

3 Finger overlapped by 2- 3.9 Good

2 Fingers overlapped by 0.1 – 1.9 cm Fair

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1 Just touched the fingers Needs Improvement

0 Gap of 0.1 or wider Poor

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 the
oxygen. Endurance may also refer to the ability of the muscles to do repeated work without
fatigue.

3-Minute Step Test

Purpose to measure cardiovascular endurance

Equipment

a. Step

Height of step: 12 inches

b. Stopwatch

c. Drum, clapper, clicker, metronome with speaker or any similar device.

Procedure

For the Tester

a. Stand at least one foot away from the step or bench with trunk erect and eyes looking straight

ahead.

b. The first step of the sequence should be alternate. At the signal “GO”, step up and down the

step/bench for 3 minutes at a rate of 96 beats per minute. One step consists or 4 beats – up with
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the left foot (ct.1), up with the right foot (ct. 2), down with the left foot (ct. 3), down with the

right foot (ct. 4) for the first sequence.

Then up with the right foot (ct. 1), up with the left foot (ct. 2), then down with the right foot (ct.

3), down with the left foot (ct. 4) for the second sequence. Observe proper breathing (inhale

through the nose, exhale through the mouth).

c. Immediately after the exercise, stand and locate your pulse and in five (5) seconds, or at a
signal, start to get the heart rate.

d. Don’t talk while taking the pulse rate.

e. Count the pulse beat for 10 seconds and multiply it by 6.

For the Partner

a. As the student assumes the position in front of the step, signal, “Ready” and “Go”, start the

stopwatch for the 3-minute step test.

b. After the test, allow performer to locate his/her pulse in 5 seconds.

c. Give the signal to count the pulse beat

d. Let the performer count his/her pulse beat for 10 seconds and multiple it by 6.

Scoring – record the 60-second heart rate after the activity.

Muscular Strength is the ability of the muscles to generate force against physical objects.

Push Ups

Purpose to measure strength of the upper extremities

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Equipment

a. Exercise mats or any clean mat

Procedure

For the Tester

a. Lie down on the mat; face down in standard push-up position: palms on the mat about

shoulder width, fingers pointing forward, and legs straight, parallel, and slightly apart, with the

toes supporting the feet.

b. FOR male: Straighten the arms, keeping the back and knees straight, then lower the arms until

there is a 90-degree at the elbows (upper arms are parallel to the floor).

FOR female: With knees in contact with the floor, straightens the arms, keeping the back

straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are

parallel to the floor).

c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute.

(2seconds going down and 1 sec going up).

d. A maximum of 5o push-ups for boys and 25 push-ups for girls.

For the Partner

a. As the tester assumes the position of push-ups, start counting as the tester lower his/her body

until he/she reaches 90-degree at the elbow.

The partner should stand in front of the tester and his/her eyes should be close to elbow level to

accurately judge the 90-degree bend.

b. Make sure that the performer executes the push-ups in the correct form.
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c. The test is terminated when the performer can no longer execute the push ups in the correct

form, is in pain, voluntarily stops, or cadence is broken.

Scoring – record the number of push-ups made.

Score Standard Interpretation

5 33 and above Excellent

4 25-32 Very Good

3 17-24 Good

2 9-16 Fair

1 1-8 Needs Improvement

0 Cannot Execute Poor

Task 2: Skills-Related Fitness

Speed – is the ability to perform a movement in one direction in the shortest period of time.

40-Meter Sprint

Purpose – to measure running speed

Equipment

a. Stopwatch

b. Running area with known measurement (40 meters)

Procedure

For the Tester

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a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not go
beyond the line and assumes a crouch position.

b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands on the
starting line.

c. At the signal “GO”, run to the finish line as fast as you can.

For the Partner

a. Set the stopwatch to zero (0) point.

b. At the signal “GO”, start the watch and stop it as the performer crossed the finish line.

c. Record time in the nearest 0:00:01 seconds

Scoring – record the time in nearest minutes and seconds.

Standard Norms in Seconds

Male

Age 9-12 13-14 15-16 17 and above

Excellent <6.0 <5.0 <4.5 <4.0

Very Good 6.1 -7.7 5.1 – 6.9 4.6 –5.4 4.1 – 5.4

Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5

Fair 9.5 – 8.6 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5

Needs Improvement >9.6 >9.2 >8.2 >7.6

Standard Norms in Seconds

Female
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Age 9-12 13-14 15-16 17 and above

Excellent <7.0 <6.5 <5.5 <4.5

Very Good 7.1 – 8.4 6.6. – 7.6 5.6 – 6.1 4.6 – 5.9

Good 8.5 – 9.5 7.7 – 8.8 6.2 – 7.2 6.0 – 7.0

Fair 9.6 – 10.5 8.9 – 9.5 7.3 – 8.5 7.1 – 8.1

Needs Improvement >10.6 >9.6 >8.6 >8.2

Power – is the ability of the muscle to transfer energy and release maximum force at a fast rate.

Standing Long Jump

Purpose – to measure the explosive strength and power of the leg muscles.

Equipment

a. Tape measure/meter stick / any measuring device

Procedure

For the Tester

a. Stand behind the take-off line with feet parallel to each other, the tips of the shoes should not
go beyond the line

b. Bend knees and swing arms backward once, then swing arms forward as you jump landing on
both feet. Try to jump as far as you can.

c. Do not control the momentum of the jump (continuously move forward)

d. Must land on both feet.

e. Perform the test twice in succession

For the Partner

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a. Place zero (0) point of the tape measure and the take-off line.

b. After the jump, spot the mark where the back of the heel or either foot of the tester has landed
nearest to the take line.

c. Record the distance of the two trials.

Score Standard Interpretation

5 201 cm and above Excellent

4 151 cm – 200 cm Very Good

3 126 cm-150 cm Good

2 101 cm – 125 cm Fair

1 55 cm – 100 cm Needs Improvement

Agility is the ability to move in different directions quickly using a combination of balance,
coordination, speed, strength and endurance.

Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions quickly.

Equipment

a. Tape measure

b. Stopwatch

c. Chalk or masking tape

Hexagon Size

a. Length of each side is 18 inches

b. Each angle is 120 degrees

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Procedure

For the Tester

a. Stand both feet together inside the hexagon facing the marked side.

b. At the signal “GO”, using the ball of the feet with arms bent in front, jump clockwise over the
line, and then back over the same line inside the hexagon. Continue the pattern with all the sides
of the hexagon.

c. Rest for one (1) minute

d. Repeat the test counter clockwise

For the Partner

a. Start the time at the signal go and stop once the performer reached the side before the side
where he/she started.

b. Record the time of each revolution

c. Restart the test if the performer jumps on the wrong side or steps on the line.

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 6-10 seconds Very Good

3 11-15 seconds Good

2 16-20 seconds Fair

1 21-25 seconds Needs Improvement

0 Over 25 seconds Poor

Reaction Time – The amount of time it takes to respond to a stimulus.

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Stick Drop Test

Purpose – to measure the time to respond to a stimulus

Equipment

a. 12-inch ruler

b. Arm chair or table and chair

Procedure

For the Tester

a. Sit on the arm chair or chair next to the table so that the elbow and the lower rests on the
desk/table comfortably.

b. Place the heel of the hand on the desk/table so that the fingers and thumb extend beyond.
Fingers and thumb should at least be one (1) inch apart.

c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from the
desk/table as the partner drops the stick. Hold the stick while the partner reads the measurement.

d. Do this thrice

For the Partner

a. Hold the ruler or stick at the top, allowing it to dangle between the thumb and fingers of the
performer.

b. Hold the ruler/stick so that the 12-inch mark is even between the thumb and the index finger.
No part of the hand of the performer should touch the ruler/stick.

c. Drop the ruler/stick without warning and let the tester catch it with

His/her thumb and index finger.

d. Record the score on the upper part of the thumb.

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Scoring – Record the middles of the three scores (for example: if the score are 21, 18 and 19, the
middle score is 19). In case where two (2) score the same (for example 18, 18, 25) are, the
repeated score shall be recorded.

Score Standard Interpretation

5 0 – 2.4 cm Excellent

4 5.08 cm – 10.16 cm Very Good

3 12.70 cm – 17.78 cm Good

2 20.32 cm – 25.40 cm Fair

1 27.94 cm – 30.48 cm Needs Improvement

0 Did not catch Poor

Coordination – The ability to use the senses with the body parts to perform motor tasks

smoothly and accurately.

Juggling

Purpose – To measure the coordination of the eye and hand.

Equipment

a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled rubber bands/ any similar
local materials weighing 4 gm.

Procedure

For the Tester

a. Hit the sipa/rubber bands/similar local material alternately with the right and left palm upward.
The height of the material being tossed should be at least above the head.
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For the Partner

a. Count how many times the performer has hit the material with the right and left hand.

b. Stop the test if the material drops or after two (2) minutes.

c. There shall be three (3) trials.

Scoring – Record the highest number of hits the performer has done.

Score Standard Interpretation

5 41 and above Excellent

4 31-40 Very Good

3 21-30 Good

2 11-20 Fair

1 1-10 Needs Improvement

Balance – is the maintenance of equilibrium while stationary or while moving.

Stork Balance Stand Test

Purpose – to asses one’s ability to maintain equilibrium.

Equipment

a. Flat, non-slip surface

b. Stopwatch

Procedure

For the Tester

a. Remove the shoes and place hand on the hips

b. Position the right foot on the side of the knee

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of the left foot.

c. Raise the hell to balance on the ball of the foot.

d. Do the same procedure with the opposite foot.

For the Partner

a. Start the time as the hell of the performer is raised off the floor.

b. Stop the time if any of the following occurs:

⮚ The hand/s come off the hips

⮚ The supporting foot swivels or moves (hops) in any direction

⮚ The non-supporting foot loses contact with the knee

⮚ The heel of the supporting foot touches the floor

c. There shall be three (3) trials.

Scoring – Record the time taken on both feet in nearest seconds and divide the score to two (2) to
get the average percentage score.

Score/Age 9-12 13-14 15-16 17 and above Interpretation

5 41-60 sec 81-100 sec 121-150 sec 161-180 sec Excellent

4 31-40 sec 61-80 sec 91-120 sec 121-160 sec Very Good

3 21-30 sec 41-60 sec 61-90 sec 81-120 sec Good

2 11-20 sec 21-40 sec 31-60 sec 41-80 sec Fair

1 1-10 sec 1 – 20 sec 1-20 sec 1-40 sec Needs Improvement

Lesson 3 - Physical Fitness Test

The following Physical Fitness Tests are suggested to further enhance the health-Related Fitness.
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Module 2

Lesson 4: Set Fitness Goal

For the learner:

(ADM) Module on Set Fitness Goal!

The hand is one of the most symbolized parts of the human body. It is often used to depict skill,

action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in

this learning resource signifies that you as a learner is capable and empowered to successfully

achieve the relevant competencies and skills at your own pace and time. Your academic success

lies in your own hands!

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.

The following are some reminders in using this module:

1. Read the instruction carefully before doing each task.

2. Observe honesty and integrity in doing the tasks and checking your answers.

3. Finish the task at hand before proceeding to the next.

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!

 28

This module was designed and written to help you understand PED001 setting your fitness goal.

The scope of this module permits it to be utilized in many various learning situations. The given

activities in this module can be done individually or with the help of family members.

This module focuses in sets Frequency Intensity Time Type (FITT) goals based on training

principles to achieve and/or maintain health-related fitness (HRF).

After browsing this module, you're expected to:

1. Discuss the FITT principles and principle of physical activity in helping to develop a private

exercise preparation;

2. Create fitness plan based on the FITT principle and principle of physical activity to reach a

fitness goal;

3. Evaluate the potential benefits of FITT principles;

4. Perform moderate to vigorous physical activities based on the programmed fitness plan.

Effective training takes time and patience. If one adheres to the proper principles of training

result will definitely be seen. The performance will be improved and physiological changes will

occur as well. A proper program of exercise considers three principles of training: the principle

of overload, the principle of progressive, and principle of specificity.

Principles of Exercise/Physical Activity

Overload Principle
 29

This principle pertains to doing “more than normal” for improvement to happen. It means to

boost our fitness, strength, or endurance. Workload is extended accordingly. Applying these

training principles will cause long-term adaptations; enable the body to figure more efficiently to

deal with higher level of performance. Overloading will be achieved by following the acronym

FITT:

Frequency: Increasing the number of times you train per week

Intensity: Increasing the problem of the exercise, for instance, running at 12 km/h rather than 10

or increasing the load you're squatting with.

Time: Increasing the length of your training time for every session for instance, cycling for 45

minutes rather than 30.

Type: Increase the intensity of the training. For instance, progress from walking to Running.

Principle of Progression

To ensure that the results will still improve over time, the adapted workload should be

continually increased. A gradual and systematic increase within the workload over a period of

time will lead to improvement in fitness without risk of injury. If overload occurs and increase

rapidly, it may lead to injury or muscle damage. If increased slowly, improvement is unlikely.

For instance, the athlete who exercises vigorously only on weekends violates the principle of

progression and may not see obvious fitness gains. The Principle of Progression also stresses the

requirement for correct rest and recovery. Continual stress on the body and constant overload
 30

will lead to exhaustion and injury. You ought not to train hard all the time, as you'll risk

overtraining and a decrease in fitness.

Principle of Individuality

Exercise should be very specific to every individual since every person is different. Programs

should be designed by taking into account every person’s unique characteristics such as physical

abilities, potentials, psychology, body type, age, gender, physical strength, athletic background,

daily stress factors, health and nutrition factors, etc.

Principle of Specificity

We have all heard the phrase, "Practice makes perfect." Well, this is often the principle of

specificity in action. This principle simply states that exercising a specific piece or component of

the body primarily develops that part. The principle of specificity implies that to become better at

a selected exercise or skill, you need to perform that exercise or skill. For example, a cyclist

should be trained in cycling and a runner should be trained in running. Use the acceptable sort of

exercise that directly improves your target muscles.

Principle of Reversibility

Development of muscles will happen if regular movement and execution are completed. If

activity ceases, it will be reversed. This shows that benefits and changes achieved from overload

will last as long as training is continuous. On the flip side, this also implies that the detraining

effect will be reversed once training is resumed. Extended rest periods reduce fitness and
 31

therefore the physiological effects diminish over time which throws the body back to its pre-

training condition. Note: The effect of training will be lost if the training is discontinued.

Principle of Rest/Recovery

During exercise, physiological breakdown of tissues occurs and metabolic wastes accumulate.

The body repairs itself and removes wastes when you rest, eat, and sleep. Rest & recovery

between exercise sets and sessions are as important as the exercise program itself. Not allowing

your body to rest and recover properly will lead to decreased performance, injuries, and fatigue.

Optimal rest and recovery time is 24-48 hours post training. Rest and recovery can also be

achieved by alternating more strenuous training days with easier training days, or alternating

muscle groups from day 1 to day 2.

The F.I.T.T Principle of Physical Activity

Understanding the F.I.T.T. principle helps you create a workout plan which will be beneficial in

reaching your fitness goals. F.I.T.T. stands for frequency, intensity, time, and type of exercise.

These are the four elements you would like to believe to make workouts that suit your goals and

fitness level.

Learn how the F.I.T.T. principle works.

Table 1. F.I.T.T Principles

 32

Factor Definition
Frequency Number of meetings in a week
Intensity Effort level of the exercise
Time Period covered in an exercise session
Type Kind of activity

Frequency

The first thing to identify in the workout plan is frequency—how often you exercise. Your

frequency often depends on a spread of things including the sort of workout you're doing, how

hard you're working, your fitness level, and your exercise goals. Three to five times a week is a

safe frequency for each component of health-related physical fitness.

American College of Sports Medicine sets exercise guidelines to provide a place to start figuring

out how often to work-out:

For cardio: Include your goal, guidelines recommend moderate exercise five or more days every

week or intense cardio three days every week to improve your health.

If your goal is to lose weight, you'll need to work often up to six or more days a week.

For strength training: The suggested frequency is two to three non-consecutive days

a week, it should be one to two days between sessions. If you are doing a split routine, like upper

body at some point and lower body subsequent, your workouts are going to be more frequent

than total body workouts.

Factor Definition

Frequency Number of meetings in a week

Intensity Effort level of the exercise

 33

Time Period covered in an exercise session

Type Kind of activity

Intensity

Intensity refers to how hard you work during the physical activity period.

Intensity is often measured in several ways, counting on the health-related component. For

instance, monitoring pulse rate is a technique to measure intensity during aerobic endurance

activities but gives no indication of intensity during flexibility activities.

For cardio: For cardio, you will usually monitor intensity by heart rate or pulse rate. The

recommendation for steady-state workouts is at a moderate intensity and for interval training it

should be done at a high intensity for a shorter period of time.

For strength training: Monitoring the intensity of strength training involves a special set of

parameters. The intensity depends on the workload you are doing, the amount of weight you lift,

and the number of repetitions and sets. You can change the intensity based on your goals. For a

beginner use a lighter weight and do fewer sets with high repetitions (two or three sets of 12 to

20 repetitions). If your goal is to develop muscle, do a higher number of sets with a moderate

number of repetitions (four sets of 10 to 12 reps each). If you want to create strength, use

heavyweights to try to do more sets with fewer repetitions for example, five sets of three

repetitions each.
 34

Note: Your resting pulse rate is the number of times your heart beats per minute after you are at

rest

Health Trivia

When it comes to resting heart rate, lower is healthier.

It means your heart muscle is in good condition and it does not need to work strongly to maintain

a steady beat. Studies found out that a greater resting pulse rate is connected with poor physical

fitness and high blood pressure and body weight.

Time

Time is the length of the physical activity. Considering the other aspects of the

F.I.T.T principle, time differs depending on the health-related fitness component targeted.

For cardio: The suggested cardio exercise is 30 to 60 minutes but the duration of your workout

depends on the type of exercise. For a beginner, you might start with

a workout of 15 to 20 minutes. If you're doing steady-state cardio, like going for a run, you may

exercise for 30 minutes to an hour. If you're doing interval training and working at a high

intensity, your workout should be shorter, around 20 minutes to half-hour.

For strength training: How long you lift weights depends on the type of workout you're doing

and on your schedule. For total body workout, you may take up to an hour, but a split routine

may take less time because you're working for fewer muscle groups.

Type
 35

Type refers to the definite physical activity selected to improve a component of health-related

fitness. For example, a person who wants to improve the arm strength should exercise the triceps

and biceps, while an individual who wants to improve aerobic endurance needs to execute some

other aerobically challenging activities such as jogging, running, swimming.

For Cardio: Cardio is changeable since any activity that makes your heart rate up counts.

Dancing, running, walking, jogging, and cycling are some of the wide variety of activities you

may choose. Having more than one cardio activity helps reduce boredom.

For strength training: Strength training workouts can also offer a variety of exercises. It

includes any exercise using resistance like dumbbells, barbells, machines, and many others to

work your muscles. You may also use your body as resistance tool. You may change the type of

your strength workout depending on your goal.

How to Use the F.I.T.T Principle in Your Workout

The F.I.T.T. principle provides guides on how to control your program and get favourable

results. To avoid boredom, injuries, and weight loss plateaus, this principle will help you figure

out how to alter workout types, time, intensity and activities.

For example, walking three times a week for 30 minutes at a moderate pace might be a great help

for a beginner. Your body adjusts to these workouts and several things may happen after a few

weeks such as:

• Burn fewer calories

• Weight loss
 36

• Boredom sets in

You may also utilize one or more of the F.I.T.T. principles, such as:

• Changing the frequency by adding day of jogging or walking

• Changing the intensity by adding some running intervals or walking faster

• Changing the time spent jogging each workout day

• Changing the type of workout by dancing, cycling, or running.

Changing one of the elements will create a big difference in the workout plan and in how your

body reacts to exercise. It's significant to alter things up on a regular basis to keep your body and

mind healthy.

Muscle develops once the body is trained to do more than what it used to. The Principles of

Training implies that overloading helps develop targeted muscle areas.

Benefits of this can be achieved through continuous overloading, or else, if stopped, it will go

back to its original form.

FITT principle acknowledges the importance of optimum fitness development.

It stands for Frequency, Intensity, Time and Type. The physical activity program issued as a

guideline for fitness routine to achieve results. Execution of exercise is also related to its

intensity. The more the activity is repeated, the more chances of developing fitness.

Intensity is defined as how easy or hard the designed task is accomplished or the magnitude of

work done. The body’s response by the number of times the heart pumps measured in beats per

minute determines the intensity. Workable heart rate’s capacity will help in getting ideal

Targeted Heart Rate (THR) range.

 37

Proper choosing of activities helps achieving goals set by specifying the target muscles to

develop. To keep activities exciting and interesting, setting up variations in exercises or routines

may help.

Here are some examples of physical activities and exercises that you may integrate in your own

fitness plan. Remember that the intensity of exercise as well as the type of activity to be done

will vary for each person, as it is based on the fitness level results during self-testing.

Cardio- Balance Muscular Muscular Flexibility Agility Power Reaction Coordination

vascular Endurance Strength Time
Endurance
 38

Jogging Single Push ups Mountain Static Lateral Squat Ball Balloon
Leg climbing Stretches Jump jump Drops tossing
Walking Dead lift Abdominal drill
crunches V-sits Hamstrings Lateral Standing Juggling
Swimming Skater Lunge Long Paper
Squat Standing Shoulder Jump drop
One leg Squats Tuck Drill
Stand Triceps Jump Skii
Ruler
drop
Drill

Tightrope Squat Plank Dynamic Shute Dumbbel Video Juggling

Treadmill Walk (dumbbell) Stretches Run l Pres games variation

Cycling Banded Sit ups Dips Arms Side- Chess Skipping rope
Triplanar Circling side pass
Jumping Toe Taps Pull ups Plank shuffle (ball) Wall ball
Rope with press Hip Run Bounce
Single leg Rotation Side (tennis ball)
Press Dot Drill Plank
Knee
Rotation
https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf

Additional Activities

According to Nicole Blades a certified trainer in Connecticut, “Plank is one of those jack-of-all-
trades exercises you can carry in your back pocket to strengthen not only your core, but also your
chest, arms, back, legs, and booty”, she added a “plank with proper form can help improve your
posture. The best part is, this dynamic move doesn’t require any equipment. It’s a total
bodyweight exercise”.

WORK OUT PROGRAM SAMPLE

 39

TYPE INTENSITY TIME FREQUENCY

COMPONENTS OF EXERCISE 1ST WEEK 2ND WEEK 3RD WEEK 4TH WEEK
EXERCISE
No. set and
Repetition Sec./min M W F M W F M W F M W F
1.BALANCE a. FLAMINGO 2 SETS/20
STANDS REP

b. SINGLE LEG 2 SETS/10

DEADLIFT TO REP
BALANCE

2.FLEXIBILITY a. PIN ON 2 SETS/10

STRETCHES AND REP
YOGA POSES
2 SETS/ 10
b. INTERNAL REP
ROTATION

3.MUSCULAR a. PLANK TOP 2SETS 1 MIN

ENDURANCE
b. SIDE PLANK 2 SETS 40 SECS

4. MUSCULAR a. INCLINE PUSH 2 SETS/ 15

STRENGTH UPS REP

b. TRICEPS BOX 2 SETS/ 20

DIP REP
5.AGILITY a. FORWARD 2 SETS 20 SECS
RUNNING, HIGH
KNEE DRILLS

b. LADDER 2 SETS/1
DRILLS REP

6.POWER a. JUMP 2 SETS/10

SQUAT REP

2 SETS/10
 40

b. NINJA JUMP REP

7.COORDINATION a. CROSS 2 SETS 20 SEC
OVER
SKIPPING
ROPE 20 REP

b. FINGER-TO-
FINGER TEST
8. REACTION TIME a. WALL TOSS 2 SETS 30 SEC

b. CATCH THE 2 SETS/10

BALL REP
9. SPEED a. HIGH KNESS 30 SEC

B. SLED
SPEINTS 2 SETS/ 10
REP
10. CARDIO a. BURPEES 2 SETS/10
VASCULAR REP
b. JOG IN 30 SEC
PLACE

How to Do a Plank

1. Place your forearms on the floor, elbows aligned with your shoulders and arms about shoulder
width-apart and parallel to your body.
 41

2. Ground your toes into the floor and gluts firmly press to hold steady your body. Your legs
should be working, too — be careful not to lock your knees.

3. Neutralize your neck and spine by observing the spot on the floor.

4. Maintain your position for at least 20 seconds. Maintain your plank for as long as manageable
without compromising your form or breath.

LET’S DO THE PLANK!!

Directions: This is a 30-day exercise that will test the muscular strength of your

core muscles also your chest, arms, back, legs, and booty.

Day 1: Day 2: Day 3: Day 4: Day 5:

10 seconds 20 seconds 30 seconds 40 seconds 50 seconds

Day 6: 1 Day 7: Day 8: Day 9: Day 10:

minute! (60 1m & 10 1m & 20 1m & 30 1m & 40
seconds) seconds seconds seconds seconds

Day 11: Day 12: Day 13: Day 14: Day 15:
1m & 50 2 minutes! 2m & 10 2m & 20 2m & 30
seconds seconds seconds seconds

Day 16: Day 17: 2m & Day 18: Day 19: Day 20:
2m & 40 50 3 minutes! 3m & 10 3m & 20
seconds seconds seconds seconds

Day 21: Day 22: Day 23: Day 24: Day 25:
3m & 30 3m & 40 3m & 50 4 minutes 4m & 10
seconds seconds seconds seconds

Day 26: Day 27: Day 28: Day 29: Day 30:
3m & 20 3m & 30 3m & 40 3m & 50 5 minutes!
seconds seconds seconds seconds
 42

Module 3

Lesson 5 - Part of an Exercise Program

An exercise workout has three components: warm-up, exercise load and cool-down. The exercise
load or workout load is the program activity that would stimulate beneficial adaptation when
performed regularly. A warm-up is essential prior to actual workload as it prepares the body for
more strenuous activity. It increases the blood flow to the working muscles without an abrupt
increase in lactic acid accumulation. According to research, the warmer the body and muscle, the
higher the muscular output. A good warm-up also prepares the heart, muscles, and

joints for the next activity by decreasing joint stiffness and increasing the nerve impulses. Cool-
down is essential after a workout as it permits the pre-exercise heart rate and blood pressure for a
gradual recovery. Cooling down may be most vital for competitive endurance athletes, like
marathoners, because it helps regulate blood flow.

Warm-up - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or resistance

exercise with lighter weights.

Conditioning -15 to 60 minutes of aerobic, resistance, neuromuscular, and/or sport activities

Cool-down - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or resistance

exercise with lighter weights

Stretching - At least 10 minutes of stretching exercises performed after the warmup or cool-
down phase

Note: For a beginner at least 15 to 30-minute exercise load

Rubric 1
RUBRIC ON THE PHYSICAL FITNESS TESTS
Performance Level
5 4 3 2 1
Criteria Very Needs Rate
Excellent Satisfactor Satisfactor Improve- Poor
y y ment
 43

1.Mastery Showed Almost Showed Showed Performed

of the very high showed average little poorly the
Physical level of mastery of mastery of average fitness tests
Fitness mastery of the fitness the fitness mastery of
Tests the fitness tests but tests the fitness
tests some errors tests
were
evident
Showed Executed Executed Executed Executed the
excellent the fitness the fitness the fitness fitness tests
2. Proper performance tests almost tests with tests with incorrectly
Execution mastery of accurately average little
the fitness but some accuracy accuracy
tests errors were
evident
Showed Showed Showed Showed a Failed to show
3. Good very high high level of average very little balance,
Form level of balance, level of level of flexibility and
balance and flexibility balance, balance, poise in the
poise in and poise in flexibility flexibility performing the
performing performing and poise in and poise fitness tests
the fitness the fitness performing in the
tests tests the fitness performing
tests the fitness
tests
4. Showed Showed Showed Showed Failed to
Enthusias very high high interest average little perform the
m interest in in interest in interest in fitness tests
executing executing executing executing enthusiastically
the fitness the fitness the fitness the fitness
tests tests tests tests
Total
Average

Rubric 1
SCALE EQUIVALENT AND INTERPRETATION

Scale Equivalent Grade in Interpretation

Percent (%)
5 95%-100% You showed an excellent Performance!
Congratulations! I’m very proud of you.
 44

4 89%-94% You did a very good performance although you

3 81%-88%
2 75%-80%
1 Below 75%
committed minimal errors. Try to work it. Keep it
up!
You did a good performance. Try to exert more
effort in getting higher grade next performance.
Good luck!
Your grade though passing shows that you did not
exert so much effort. Try to exert more effort in
getting higher grade next performance. Good luck!
You got a failing grade in this activity. I am sure
this is not what you are aiming for. Please see me
during our consultation period.

Note: To get total score, add the points. Divide it by the number of criteria (4) to get the average.
Then refer to equivalent grade in %. It is up to the evaluator to choose the exact corresponding
percentage.
Example: Scale of 4 may be between 89%-94%

Evaluator (PE Instructor/Leader: _____________________________________________

Complete Name and Signature

Rubric 2
Direction: In a group of four with ten members each, perform any from the suggested routines
using the rubric below as guide in interpreting the chosen routine.
Rubric on the Aerobics Routine
Performance level
Criteria 5 4 3 2 1 Rat
Excellent Very Satisfactor Needs Poor e
 45

satisfactor y Improvemen
y t
1.Mastery of Showed Almost Showed Showed little Performed
Aerobics very high showed average mastery of poorly the
Routine level of mastery of mastery of the aerobics aerobics
mastery of the the aerobics routine routine
the aerobics aerobics routine
routine routine but
some errors
were
evident
2.Proper Showed Executed Executed Executed the Executed the
Execution excellent the the aerobics aerobics aerobics
performanc aerobics routine with routine with routine
e of the routine average little accuracy incorrectly
aerobics almost accuracy
routine accurately
but some
errors were
evident
3.Good Showed Showed Showed Showed a Failed to show
Form very high very high average very little, balance,
level of level of level of level of Flexibility and
coordinatio balance, balance, balance, poise in
n and flexibility Flexibility Flexibility performing the
timing in and poise and poise in and poise in aerobics
performing and in performing performing routine
the aerobics performing the aerobics the aerobics
routine the routine routine
aerobics
routine
4. Rhythm The pupil The pupil The pupil The pupil The pupil
dance very dance well dance quite could hardly could not
well because the well catch up with catch up with
because the music was because the the music of the music of
music was much music was the routine the routine
much suited suited to much suited
to the the routine to the
routine routine

5.Enthusias Showed Showed Showed Showed little Failed to

m very high high average interest in perform the
interest in interest in interest in executing the aerobics
executing executing executing aerobics routine
the aerobics the the aerobics enthusiasticall
aerobics y
 46

Total
Averaage

SCALE EQUIVALENT AND INTERPRETATION

Scale Equivalent Grade in
Percent(%)
5 95%-100%
4 89%-94%
3 81%-88%
2 75%-80%
1 Below 75%
Interpretation
You showed an excellent Performance!
Congratulations! I’m very proud of you.
You did a very good performance although you
committed minimal errors. Try to work it. Keep it
up!
You did a good performance. Try to exert more
effort in getting higher grade next performance.
Good luck!
Your grade though passing shows that you did not
exert so much effort. Try to exert more effort in
getting higher grade next performance. Good luck!
You got a failing grade in this activity. I am sure
this is not what you are aiming for. Please see me
during our consultation period.

Note: To get total score, add the points. Divide it by the number of criteria (4) to get the average.
Then refer to equivalent grade in %. It is up to the evaluator to choose the exact corresponding
percentage.
Example: Scale of 4 may be between 89%-94%

Evaluator (PE Instructor/Leader: _____________________________________________

Complete Name and Signature

Lesson 6- INFO GRAPHICS: / Group Activity/

Description: Students will create an info graphic providing details Digital Footprints. 

 47

In this activity you’re going to create an info graphic to promote the importance of Physical
Activity, may it be moderate activity or a vigorous activity. Info graphics – are a visual
representation of data. In creating info graphics, you are going to use information, visual and
technology literacy’s.

Procedure:
1. Create an info graphic based on what you have learned about physical activity.
2. Focus on the importance of an active life style.
3. You may use the information on the “What I Have Learned” part.
4. You may use the basic version of the following tools for free:
A. PiktoChart
B. Canva
C. Infogram
D. Venngage
E. Dipity
F. iCharts
5. Submit your output in our Moodle.

Info graphics Rubric 

                  

10 POINTS: 7 POINTS:
5 POINTS:
EXCEEDS MEETS
NEEDS
EXPECTATION EXPECTATION
WORK
S S

The topic/purpose of The topic/purpose was The topic/purpose

the info graphic was somewhat broad and of the info graphic
Topic/Purpose clear and concise. did not allow viewer to was not clear and
understand the concise.
purpose.

Data Data of the info Data of the info Data of the info
 48

graphic was accurate graphic was somewhat graphic was not

and relevant to topic accurate and relevant accurate and was
to topic. not relevant to
topic.

The info graphic had a The graphics were The graphics had
great layout, with somewhat applicable nothing to do with
applicable graphics. to the info graphic, the topic and had a
Layout
creating an average poor layout. There
layout. was an overload of
text.

The font was legible The font was The font was not
and the colour scheme somewhat legible and legible and the
Colour/Font enhanced the info the colour scheme colour scheme
graphic. didn't affect the info detracted from the
graphic. info graphic.

Citations for the info Citations for some of No citations of the

graphic’s sources were the sources used were info graphics
Sourcing
included. included. sources were
included.

References

DepEd ORDER No. 034, s. 2019 REVISED PHYSICAL FITNESS TEST MANUAL
 49

https://sites.google.com/site/bensonpehealth/health-and-skill-related-fitnesscomponents

https://study.com/academy/lesson/health-related-skill-related-physical-fitness.html

https://sites.google.com/a/stoningtonschools.org/shspe/home/health-relatedfitness-tests

https://courses.lumenlearning.com/suny-diseaseprevention/chapter/aerobic-musclestrengthening-
and-bone-strengthening-activity/

https://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html

https://www.cdc.gov/healthyweight/losing_weight/eating_habits.html

https://www.encyclopedia.com/food/news-wires-white-papers-and-books/eatinghabits

Ausin. Benefits of planking everyday with plank exercise variations. (2018, February

23). https://ausin61.com/fitness/benefits-of-planking-everyday-with-plankexercise-variations/.
Retrieved May 25, 2020

American Heart Association. Know Your Target Heart Rates for Exercise, Losing

Weight and Health. https://www.heart.org/en/healthy-living/fitness/fitnessbasics/target-heart-

rates. Retrieved May 24, 2020.

Callo, L. Dajime, P. Physical Education and Health Volume I. REX Book Store., 2016

Doctors Handbook. 4 General principle of Exercise Prescription

https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf. Retrieved

May 25, 2020

Elizabeth Quinn. Scientific Rules That Lead to Fitness. (2020, March 12).

https://www.verywellfit.com/the-6-scientific-rules-you-must-follow-to-get-fit3120111. Retrieved
May 24, 2020

Gialogo, R., Gialogo, R.C. Fit for life. The Phoenix Publishing House Inc., 2016

JaMila. The 5 principles of training: Why we do what we do. (2017, August 17).

https://business.fit/5-principles-training. Retrieved May 24, 2020

 50

Mayo Clinic. Aerobic exercise: How to warm up and cool down. (2019, July 9).

https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/exercise/art20045517. Retrieved
May 24, 2020

Michael Walden. Principles of Training. https://www.teachpe.com/trainingfitness/principles-of-

training. Retrieved May 24, 2020

Nicole McDermott. How to Do the Perfect Plank. (2019, July, 19).

https://greatist.com/fitness/perfect-plank. Retrieved May 25, 2020

Paige Waener. The F.I.T.T. Principle for an Effective Workout. (2020, February 20).

https://www.verywellfit.com/f-i-t-t-principle-what-you-need-for-great-workouts1231593/.
Retrieve May 23, 2020

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph