Professional Documents
Culture Documents
Health 12
Quarter 1 – Module 1:
Self-assesses health-related
fitness
Physical Education and Health – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Self-assesses health-related fitness
First Edition, 2020
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Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent : William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, MAPEH : Maria Teresa C. Perez
District Supervisor :
Division Lead Book Designer : Kenneth G. Doctolero
District LRMDS Coordinator :
School LRMDS Coordinator :
School Principal :
District Lead Layout Artist, PE and Health:
District Lead Illustrator, PE and Health :
District Lead Evaluator, PE and Health :
In this module students learn to analyse their own situations and make
decisions about how to become more physically active or how to maintain their
current level of physical activity participation in order to realize improvements in
personal health and fitness. As part of the physical activity practicum, students
develop their own physical activity plan, based on their interests. They are
encouraged to seek out ways to become more active by engaging in a greater variety
of activities that may include daily living activities, recreation, or sports. They also
develop a deeper understanding of the importance and process of risk management
related to safe and appropriate participation in physical activity.
In addition to the material in the main text, you will also see this box in the
body of the module:
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.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
The learner will create a food journal, the learner will write what they have eat in a week. What do
they have for breakfast, lunch and dinner they may also include their snacks.
Example:
Breakfast:
1 cup rice
1 whole egg
1 glass milk
Snack:
1Slice Bread
1Glass Juice
Lunch:
1 cup rice
1 fried fish
1glasswater
Snack:
1small plate
spaghetti
1glass
water
Dinner:
1 cup rice
1buttered
vegetable
1glasswater
Snack:
1slice bread
1glasswater
What I Know
The learner will create a meal plan for a week thru the use of the Filipino Pyramid
Guide. That will help the body to maintain its Physical Activity.
Meal for a Day Daily Routine
Example: Monday: 1 cup rice, 1 fried Swiping the floor, Mopping, washing
fish, vegetable, 1 banana, 1 glass water dishes, gardening.
The activities on the second and third levels are activities that are moderate
to high in intensity, respectively, which should be performed for at least 30 minutes
as well. The difference between the activities is that those on the second level should
be performed 3 to 5 times a week while those in the third level should be performed
2 to 3 times a week. The tip of the pyramid consists of activities that should be
performed occasionally. An individual can achieve physical fitness by following the
recommendations of the Physical Activity Pyramid.
Lesson
Self-assess health-related-
1 fitness
Background Information
Physical Fitness is a condition that allows the body to effectively cope with
the demands of daily activities and still has the energy to enjoy other active leisure
activities. While Exercise is a planned program of physical activities usually
designed to improve physical fitness with the purpose of increasing physical fitness
level. The purpose of the physical activity is to assist students in “taking greater
ownership for their own physical fitness, promote the discovery of activities suited to
their own individual interests, and encourage active lifestyles that persist into their
futures”
What’s In
Let’s play a brain teasing fun game called “Word Scramble.” Find words from
the jumbled letters that refer to components associated with Health-related Fitness.
The words are interconnected and placed either vertically, horizontally, or
diagonally. Write these words in your activity notebook and try to define each.
E N D U R A N C E Q W
S T R E N G H T R T Y
P O W E R R O I A H J
M U S C L E A M T Z A
B A L A N C E E O P W
A G I L I T Y W N X B
F K M C N M L D E I U
F L E X I B I L I T Y
3. Flexibility is the ability to move a body part through a full range of motion (ROM)
at a joint. The sit-and-reach is commonly used to determine flexibility.
4. Body composition is the ratio of body fat to lean body mass (including water,
bones, muscles, and connective tissues). Having too many fat tissues is a risk factor
for cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness also
• increases muscle tone and strength;
• decreases susceptibility to illness;
• improves bone mineral density;
• reduces risk of osteoporosis;
• improves gait and posture;
• increases efficiency of the respiratory and circulatory systems;
• decreases risk of cardiovascular disease and stroke;
• improves blood circulation;
• decreases risk of diabetes and cancers;
• improves self-esteem and self-confidence;
• decreases body fat deposition and improves metabolism
• increases energy level
Notes to the Teacher
In this module it will help the students to prepare for physical
activities.
What’s New
Activity#4
“Know the problem”
Michelle Obama isn’t the only person alarmed by the epidemic of childhood
obesity. So is weight-control specialist Dr. Howard Shapiro. “Kids at the age of 12
are getting adult-on set diabetes,” says Shapiro. “One-third of everybody born in
2005 will have some form of diabetes. “Shapiro’s new book, Eat & Beat Diabetes
with Picture Perfect Weight Loss: The Visual Program to Prevent and Control
Diabetes, written with chef Franklin Becker, is an action plan for both adults and
children. TIME senior reporter Andrea Sachs met Dr. Shapiro over a healthy, veggie
laden lunch in Manhattan, where he has practiced medicine for 30 years.
Activity# 5 Am I fit?
Reflect on your daily activities and create a table. Focus your attention on
activities that will help improve your HRF and maximize your body potential.
1.
2.
3.
Physical Fitness- is a condition that allows the body to effectively cope with
the demands of daily activities and still has the energy to enjoy other active leisure
activities.
Regular, moderate to high intensity of physical activity, and exercise was proven to
improve overall health and fitness. As such, it:
improves bone, joint, and muscle strength;
develops motor control and coordination;
helps maintain a healthy body composition;
improves the psychological functioning of an individual;
increases the efficiency of the lungs and the heart;
increases muscle strength and endurance;
protects from musculoskeletal problems such as "low" back pain;
possibly delays the aging process;
reduces the risk of cardiovascular diseases such as coronary artery disease
and stroke;
promotes healthy cholesterol level;
helps regulate blood pressure;
decreases risk of Type 2 diabetes;
reduces the risk of breast and colon cancer;
improves control over anxiety and depression; and
builds self-esteem and social interaction.
What’s More
The Learner will list down barriers to their active lifestyle and the learner will create
possible solution to the barriers that they encounter.
Barrier Solution
Example: 1.I have no time Prioritize activities and cut back some
time from the non- essential activities to
be able to exercise
2.
3.
4.
5.
6.
Identify the usual physical activities of your family members in terms of health-
related fitness components. List the important information regarding the family
members in the following table provided. These will be useful in designing your
family HRF activity plan.
Mother 35
Sister
Brother
Younger
Brother
Younger
Sister
What I Can Do
These activities will give you a deeper understanding of the importance of exercise in
building total fitness and family wellness. The activities will allow you to better
understand HRF.
Activity#8
A.2 Height – the distance between the floor to the top of the head when a person is
in standing position.
Equipment:
an even and firm floor and flat wall
L – square
tape measure laid flat on a concrete wall with the zero point starting at the
floor
Procedure:
a. Stand erect on bare feet with heels, buttocks, and shoulders pressed against the
wall with the tape measure.
Scoring – record standing height
* 1 meter = 100 centimeters
B. Waist Circumference
Waist circumference is a good predictor of visceral fat which contributes more risk
of cardiovascular disease and diabetes than fat located in other areas of the body.
Equipment: tape measure.
Procedure:
a. Wear light clothing before having your waist circumference taken.
b. On bare waist, stand erect and wrap the tape measure around your waist.
Standard: Women
Men
Risk Centimeter Inches Centimeter Inches
Very High >120 >47 >110 >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 28.3 – 35
Very Low <80 <31.5 <70 <28.5
For Girls:
With knees touching the mat, straighten the arms, keeping the back straight.
Lower the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
Scoring – record the number of push-ups made
Activity#9
Family Fitness History
Family Age Body Medical Daily HRF HRF
Composition History Routine Weakness Strength
BMI
Father
Mother
Brother
Sister
Younger
Bro./
Sis
Assessment
Karvonen formula:
(220‐age)‐RHR X .60 + RHR = Lower end of THR zone
( _______) ‐ _________ X . 60 + __________ = _____________ LOWER END
(220‐age)‐RHR X .80 + RHR = Higher end of THR zone
( _______) ‐ _________ X . 80 + __________ = _____________ HIGHER END
Jog/ Walk
Jumprope/Flexibility
Zumba Dance
1
Additional Activities
2
3
Activity# 1: Students answer may vary
Rubric
4 OUTSTANDING
Knows the major forms of meal plan, carefully observes and accurately create a meal plan.
3 EFFECTIVES
Knows the major forms meal plan and create a meal plan.
2 ADEQUATE
Knows several forms of meal plan.
1 INEFFECTIVE
Cannot create a meal plan.
Activity#2
Rubric
The student will identify the concept with its various components.
1. Exemplary
Formulate (through writing or illustration) a clear description of the concept in meal
planning that relates to physical activity.
2. Accomplished
Describe (or sketch out) its components in meal planning that relates in meal planning
and physical activity.
3. Developing
List or recognize a variety of components in meal planning and physical activity.
4. Beginning
Recognize that there is a need in meal planning to sustain physical activity
Answer Key
Activity#3
E N D U R A N C E Q W
S T R E N G H T R T Y
P O W E R R O I A H J
M U S C L E A M T Z A
B A L A N C E E O P W
A G I L I T Y W N X B
F K M C N M L D E I U
F L E X I B I L I T Y
Activity#4
The students answer may vary
Rubric
TRAITS 4 3 2 1
Focus & Main ideas are Main ideas are Main ideas are The topic and
Details clear and clear but are somewhat main ideas are
well supported not well clear. not clear.
by detailed supported by
and accurate detailed
information. information.
Organization The The The There is no
introduction is introduction introduction clear
inviting, states states the states the introduction,
the main topic, main topic and main topic. and structure
and provides provides an
An overview of overview of the
the idea of the paper.
learner.
Information is
relevant and
presented in a
logical order.
Word Choice The learner The learner The learner The learner
uses vivid uses vivid uses words uses a limited
words and words and that vocabulary.
phrases. The phrases. The communicate
choice and choice and clearly, but the
4
placement of placement of writing lacks
words seems words is variety.
accurate, and inaccurate at
natural. times.
5
References:
https://www.albertahealthservices.ca/assets/info/school/csh/if-sch-csh-healthy-
eating-rubric
https://www.gov.nl.ca/eecd/files/k12_curriculum_guides_physed_intermediate_ap
pendix_c-samples_of_assessment_tools.
Sallis, J.F, & McKenzie T.L. (1991) Physical education’s role in public health.
Research Quarterly for Exercise and Sport, 62: 12124-12137.
6
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