QUARTER 2

MAPEH (Physical Education) G10

 Republic Act 8293, section 176 states that: No copyright shall
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Borrowed materials (songs, stories, poems, pictures, photos,

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This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON PE G10

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021

MAPEH
(Physical Education)

Grade 10

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Ronald Lozano
Content Creator & Writer

Jhonathan S. Cadavido and Abigail P. Asunto

Internal Reviewers & Editors

Lhovie A. Cauilan
Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artists & Cover Designers

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON PE G10

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in MAPEH (PE) as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON PE G10

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .

This part brings the learner to a process where

What I have learned he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON PE G10

WEEKS
1-8 Physical Activity, Exercise and Eating Habit
Lesson
I
This lesson was written for the grade ten students for them to recognize
and perform various physical activity assessments, exercise, and eating habits, as
well as promote physical fitness by engaging in moderate to vigorous physical
activities for at least 60 minutes each day.

D
Learning Task 1: With the help of your guardian, older sibling, or the
internet, share at least five words, phrases, or sentences that you can
associate with the word fitness. Do this on a separate sheet of paper.

FITNESS

Based on the words, phrases, or sentences you associated with the word
fitness, how important is it to you as a student?

PIVOT 4A CALABARZON PE G10 6

Learning Task 2: Assess your wellness lifestyle by answering the following
questionnaire. Do this activity on a separate sheet of paper. ( Source: Physical
education and health learner’s material grade 10)

Wellness Lifestyle Questionnaire Always Nearly Often Seldom Never

Always
(5) (3) (2) (1)
(4)

1. I participate in vigorous
aerobic activity for 20 minutes, 3x a
day.
2. I participate in strength training
exercises two or more days per week.

3. I perform flexibility exercises at

least twice a week.
4. I maintain my recommended body
weight.
5. I eat 3 regular meals that include
a wide variety of food every day

6. I limit the amount of fats in my

diet on most days of the week

7. I eat fruits and vegetables every

day.
8. I regularly avoid snacks,
especially those high in
calories and fat.
9. When I am under excessive ten-
sion and stress, I readily recognize
problem and act on them.
10. I am able to perform
effective stress management tech-
niques.
11. I have close friends and
relatives with whom I can
discuss personal problems and ap-
proach for help when
needed.

12. I spend most of my leisure time

in wholesome recreational activities.

7 PIVOT 4A CALABARZON PE G10

 13. I can deal effectively with
disappointments and
temporary feeling of sadness,
loneliness, and depression.

14. I can work out emotional

problems without turning to
alcohol or violent behavior.
15. I associate with people who
have a positive attitude about
life.
16. I do not spend time and
talent worrying about failures.
17. I wear a seatbelt, whenever
I am in a car or vehicle.
18. I avoid being alone in pub-
lic places and staying out until
midnight.
19. I always keep doors and
windows locked, especially
when I am alone at home.
20. I support community
efforts to minimize pollution.

21. I use energy conservation

tips and encourage others to
do the same.
22. I study in a clean
environment.

23.I follow health protocols and

social distancing measures in
our community.

PIVOT 4A CALABARZON PE G10 8

 In the space provided below, enter the score that corresponds to your
answer to each of the questions from Learning Task 2.

Health Nutrition Stress Emotional Personal Environment

Related Management Well-being Safety Health &
Fitness Protections
1. 5. 9. 13. 17. 21.
2. 6. 10. 14. 18. 22.

3. 7. 11. 15. 19. 23.

4. 8. 12. 16. 20.

Total:

Rating

Total the score for each specific wellness lifestyle category and obtain a
rating for each category according to the criteria provided below.

Score Rating Description

>17 Excellent Your answers show that you are aware of the
importance of this category to your health and
wellness. You are putting your knowledge to work for
you by practicing good and healthy habits.
13 Good Your health practices in this area are good, but you
have room for improvement. Look again at the items
you answered with a 4 or lower and identify changes
that you can make to improve your lifestyle. Even
small changes often can help you achieve better
health
<12 Needs Your health risks are showing. You may be taking se-
Improvement rious and unnecessary risks to your health. Perhaps
you are not aware of the risks or what to do about
them. Most likely, you need additional information
and help to decide how to successfully make the
changes you desire. You can easily get the infor-
mation that you need to improve if you wish. The next
step is up to you.

In your notebook, make a reflection based on the previous activity by answering the
given questions.
1. Are you aware of your family’s health history and lifestyle factors that may nega-
tively affect your health and fitness? How do you address these health history
and lifestyle factors?

2. Do you accumulate at least 30 minutes of moderate-intensity physical

activity five days per week? What are these activities?
3. Do you make a constant and deliberate effort to stay healthy and achieve the
highest potential for well-being? How?
9 PIVOT 4A CALABARZON PE G10
 Learning Task 3: Perform the following warm-up exercises.
Note: If the activity is not suited to you because of your health condition, you
may not do this activity.
Getting Ready for the Activity!
 Wear appropriate attire. Wear rubber shoes or sneakers, clean socks, t-
shirts, and shorts or jogging pants.
 Before performing any physical activities you should warm-up first to avoid
injury.
 In performing the physical fitness test you should follow the buddy system.
It can be your parent, guardian or older sibling. Never forget the safety pro-
tocols as prescribe by IATF. When we say buddy system, it is a partnership
between the person doing the test and the person administering the test.
 Please consider the availability and accessibility of the equipment to be
used for the fitness tests and of course your health condition.
 Before administering the test, make sure that the facility is safe.
The following are the descriptions of an effective warm-up.
 It elevates blood flow to the muscles.
 It increases the elasticity of the muscle.
 It makes your heart rate raise.
 It elevates your mental alertness.
 It increases core body temperature.
The following are the suggested warm-up and stretching exercises written in the
grade 10 Physical Education and Health learner’s material. Please consider your
health condition in performing this physical activity.

Neck Stretch
 Bend your head forward and slightly to the right.
 With your right hand, gently pull your head downward to
stretch your neck.
 Hold for about 16 counts. Repeat on the opposite side
Shoulder Rolls
 Stand in an upright position. Roll shoulders in a circular motion for-
ward to backward.
Side Arm Stretch
 Stand in an upright position. Extend the right arm to the left. Use
the left arm/hand to gently push the right arm towards the body
to straighten and stretch it. Hold the stretch for 16 counts. Re-
peat on the left arm.

PIVOT 4A CALABARZON PE G10 10

Tricep Stretch
 Extend one hand down the center of your back, fingers point-
ing downward.
 Use the other hand to grasp the elbow and stretch your triceps
muscle.
 Hold the stretch for 16 counts. Repeat on the opposite arm.
Hamstring Stretch
 Stand with your feet shoulder-width apart, one foot extend-
ed half a step forward.
 Keeping the front leg straight, bend your rear leg, resting
both hands on the bent thigh.
 Stretch the hamstring muscles. Hold the stretch for 16
counts. Repeat on the opposite leg.
Quadricep Stretch
 Stand near a wall or a piece of sturdy exercise equipment
for support.
 Grasp your ankle and gently pull your heel up and back
until you feel a stretch in front of your thigh.
 Hold for about 16 counts. Switch legs and repeat
Outer Thigh Stretch

ESit



on the floor. Extend your legs in front of your body.
Bend your right knee, cross the right foot over the left knee, and place it
on the floor.
• Place your left elbow on the right knee.
 Keep your abdominal muscles tight and back
straight. Keep your shoulders back and chin
up.
 Place your right arm behind your right hip
on the floor for support.
 Gently twist waist and shoulders to the right, looking behind the right
shoulder.
 Feel the stretch in the right outer thigh.
 Inhale (breathe in) through your nose, and exhale (breathe out) through
your mouth, as you complete this stretch.
 Hold this stretch for 16 counts.
 Repeat on the opposite side to stretch your left outer thigh.
11 PIVOT 4A CALABARZON PE G10
 Inner Thigh Stretch
 Stand upright, with both feet facing forward, double
shoulder-width apart.
 Place your hands on your hips to keep your back
straight, slowly exhale, taking your body weight
across to one side.
 Avoid leaning forward or taking the knee of the bent
leg over your toes. As you increase the stretch, the
foot of the bent leg should point slightly outward.
 Repeat on the opposite side.

Calf Stretch
 Begin this calf stretch with your hands against the wall
and your leg to be stretched behind you.
 Keep your heel down, knee straight, and feet pointing
forwards. Gently lunge forwards until you feel a stretch
in the back of your calf or knee.
 Hold for 16 counts and repeat with the other leg.

Knee Bends/Squat
 Plant your feet flat on the ground, about shoulder-
width apart.
 Point your feet slightly outward, not straight ahead.
 Look straight ahead. Bend your knees as if you were
going to sit back in a chair, keeping your heels on the
floor.
 Never let your knees extend beyond your toes.
 Pull in your abdominal muscles and keep your lower back in a near
neutral position (a slightly arched back might be unavoidable).
 In a controlled manner slowly lower yourself down so that your upper legs
are nearly parallel with the floor. Extend your arms for balance.
(Source: Physical education and health learner’s material grade 10)

PIVOT 4A CALABARZON PE G10 12

Other Warm-Up Exercises:
a. Hip Circles
c. March on the Spot
e. Knee Lifts
g. Waist Turns h. Jog in Place
j. Breathing Exercises
l. Lower Back Stretch
b. Alternate Cross Kicks Front
d. March Feet Apart
f. Alternate Toe Touches Side
i. Jumping Jacks
k. Alternate Reach Up
m. Shin Stretch

If possible take a picture of yourself while performing the warm-up

and stretching exercise.

For the reflection, answer the given question in your notebook.

1. How was the experience in performing the warm-up and stretching
exercises?
2. How did you perform the different warm-up exercises?

Being physically active can help you achieve healthy weight because it
helps you prevent excessive weight gain.
Apart from these, being physically active is important to all other as-
pects of your health because it will help you achieve better sleep pattern, de-
crease chance of becoming depressed, and look good.
When you are not physically active, you are more likely to have health
problems such as but not limited to heart disease, type 2 diabetes, and high
blood pressure.

The Good Dose of Exercise

You should increase the dose or amount of physical activity or exercise
to see changes in your fitness level. This is the overload principle, which is
guided by the FITT Principle that is composed of the following:
a. Frequency refers to how often you involve yourself in regular
physical activity or exercise.
b. Intensity refers to how hard you should exercise or the level of difficulty
of your physical activity.
c. Time refers to how long you should engage in a specific physical activity.

13 PIVOT 4A CALABARZON PE G10

 Learning Task 4: Perform the following exercises. You may use music to be
more energetic.

The following are the suggested Stretch and Flexible Exercises written
in the grade 10 Physical Education and Health learner’s material. Please
consider your health condition in performing this physical activity.
Exercise 1: Neck Stretches
Action: Slowly and gently tilt the head laterally. You may
increase the degree of the stretch by gently pulling with one
hand. You may also turn the head about 30 degrees to one
side and stretch the neck by raising your head toward the
ceiling. Do not extend your head backward, instead look straight forward.
Areas Stretched: Neck flexors and extensors; ligaments of the cervical spine.

Exercise 2: Arms Circles

Action: Gently circle your arms all the way around. Conduct
the exercise in both directions.
Areas Stretched: Shoulder muscles and ligaments.

Exercise 3: Side Stretch

Action: Stand upright, feet separated to shoulder width, and
hands on your waist. Now bend the upper body to the right, with
the left arm extends over the head, towards the right. Hold the
final stretch for a few seconds. Repeat on the other side.
Areas Stretched: Muscle and ligaments in the pelvic region.

Exercise 4: Body Rotation

Action: Place your arms slightly away from the body and rotate
the trunk as far as possible, holding the final position for several
seconds. Conduct the exercise for both the right and left sides of
the body.
Areas Stretched: Hip, abdominal, chest back, neck and shoulder
muscles, hip and spinal ligaments

PIVOT 4A CALABARZON PE G10 14

Exercise 5: Chest Stretch
Action: Stand opposite your partner about an arm’s length
apart, facing each other. Place your hands on your
partner’s shoulders. Let your partner do the same. Bend
down together at the waist without losing hold of each
other’s shoulders until your upper body is parallel to the
floor. Hold the final position for a few seconds.
Areas Stretched: Chest (pectoral) muscles and shoulder ligaments.

Exercise 6: Shoulder Hyperextension Stretch

Action: Have a partner grasp your arms from behind by the wrist
and slowly push them upward. Hold the final position for a few
seconds.
Areas Stretched: Deltoid and pectoral muscles; ligaments of the
shoulder joint.

Exercise 7: Quad Stretch

Action: Lie on your side and move one foot back by flexing
the knee. Grasp the front of the lower leg and pull the ankle
toward the gluteal region. Hold for several seconds. Repeat
with the other leg.
Areas Stretched: Quadriceps muscle, Knee and ankle
ligaments

Exercise 8: Heel Cord Stretch

Action: Stand against the wall or at the edge of a step and
stretch the heel downward, alternating legs. Hold the
stretched position for a few seconds.
Areas Stretched: Heel cord (Achilles tendon) Gastrocnemius
and soleus muscles

Strength Training Without Weights

A. Flatten your Abs
1. Twisting Crunches 2. Leg raises

15 PIVOT 4A CALABARZON PE G10

 B. Strength your Chest Muscles
1. Push-Up 2. Decline Push-Up

3. Knee Push-Up

C. Build your Lower Body Strength

1. Walking Lunge 2. Side Lunge

3. Tricep Dip 4. Squat

PIVOT 4A CALABARZON PE G10 16

5. Prone Hold 6. Glute Lift

Learning Task 5: Answer the following questions. Write your answer on the
separate sheet of paper.
1. Are the stated exercises above beneficial to improve your muscular
strength and flexibility? If your answer is no, can you suggest other exer-
cises or activities that will help maintain your fitness level?
2. Does the monitoring of your exercises help you keep track of your pro-
gress? Why and why not?
3. My performance could have improved more if ____________________.

If you want to start a personal exercise routine, always remember the

exercise safety guideline.
1. Choose set of exercises that will involve all major muscle groups: chest,
shoulders, back, legs, arms, hip, and trunk.
2. Select exercises that will strengthen the core. Use controlled movements
and start with the light to moderate resistance.
3. Never lift weights alone. Always have someone work out with you in case
you need a spotter or help with an injury.
4. Warm-up properly before performing a light to moderate intensity aerobic
activity (5 to 7 minutes) and some gentle stretches for a few minutes.
5. Maintain proper body balance that involves good posture, a stable body
position and correct posture in sitting, lying and other exercise positions.
6. Breathe naturally. Inhale during the eccentric phase (bringing the weight
down) and exhale during the concentric phase (lifting or pushing the
weight up).
7. At the end of each strength-training workout, stretch out for a few
minutes to help your muscles return to their normal resting length and to
minimize muscle soreness and risk of injury.

17 PIVOT 4A CALABARZON PE G10

 Aside from the given exercises, active recreation can also contribute to the
improvement of physical fitness.
(Source: Physical education and health learner’s material grade 10)

Definitions of Leisure, Play, and Recreation

According to Amy Hurd and Denise Anderson (2011) cited in

humankinetics.com (2021), here are the definitions of “leisure”, “play”, and
“recreation”.

Leisure as time
Leisure is time free from obligations, work (paid and unpaid), and tasks
required for existing (sleeping, eating)
Leisure as an activity
Leisure is a set of activities that people engage in during free time –
activities that are not work-oriented or do not involve life maintenance tasks such
as housecleaning or sleeping.
Play
Play is an imaginative, intrinsically motivated, non-serious, freely
chosen, and actively engaging activity.
Recreation
Recreation is an activity that people engage in during their free time, which
people enjoy. People recognize it as having socially redeeming values and
generates a general sense of well-being.

Benefits of Recreational Activities:

 enhances personal growth
 helps to build self-esteem and confidence
 reduces tension and anxiety
 encourages spiritual renewal and personal growth
 increases mental relaxation
 generates a general sense of well being
 teaches positive conflict resolution skills
 provides alternatives to self-destructive behaviors

If you love walking during your leisure time, it can help to attain
physical fitness.
Walking is generally considered a moderate physical activity, but it
effectively promotes metabolic fitness and overall health. It must be done
intensely enough to elevate the heart rate to target zone levels to achieve
cardiovascular fitness.

PIVOT 4A CALABARZON PE G10 18

20 Benefits of Walking
1. helps with weight management
2. accessible to everyone
3. doesn’t require special equipment
4. one of the easiest ways to get more active
5. reduces symptoms of depression and anxiety
6. a low impact exercise
7. lowers low-density lipoprotein (LDL) cholesterol (the “bad” cholesterol)
8. raises high-density lipoprotein (HDL) cholesterol (the “good” cholesterol)
9. lowers blood pressure
10. reduces the risk of some cancers
11. helps reduce risk and/or aids with the management of type 2 diabetes
12. helps maintains strong bones
13. reduces the risk of heart attack
14. less likely to lead to injuries
15. reduces stress
16. reduces the risk of heart disease
17. you don’t have to pay for it
18. builds aerobic fitness
19. helps maintain lean muscle tissue

To attain fitness you also should consider your eating habit. If your
BMI (Body Mass Index) classification is overweight or obese, take a look at
some weight loss strategies that would help you manage your weight
properly.
 Commit to change. You must accept that you have a problem and decide
that you really want to change.
 Incorporate exercise into the program. Choosing enjoyable activities,
places, time, equipment, and friends to work out will help you get
motivated.
 Avoid automatic eating. Many people associate certain daily activities with
eating, for example cooking, watching television, or reading. Most foods
consumed in these situations lack nutritional value or are high in sugar
and fat.

19 PIVOT 4A CALABARZON PE G10

 Stay busy. People tend to eat more when they sit around and do nothing.
 Try “junior size” instead of “super size”. People who are served larger
portions eat more, whether they are hungry or not. Use smaller plates, bowls,
cups, and glasses.
 Eat slowly and at the table only. Eating at the table encourages people to take
time out to eat and deters snacking between meals. After eating, do not sit
around the table but rather clean up and put away the food to avoid snacking.
 Cut unnecessary items from your diet. Substituting water for a daily can of
soda cut calories from your diet.
 Do not serve more food than you should eat. Measure food in portions and keep
serving dishes away from the table.
 Think positive. Avoid negative thoughts about how difficult changing past
behaviors might be. Instead, think of the benefits you will reap, such as feeling,
looking, and functioning better, plus enjoying better health and improving the
quality of life.

The risk of being obese and overweight will bring a lot of health
problems to many individuals. Learn to manage your weight properly while you are
still young and influence the people around you by setting good examples of how
you can be fit and healthy.
Health Consequences of Excessive Body Weight Being overweight or obese
increases the risk for:
 high blood pressure
 type 2 diabetes
 congestive heart failure
 obstructive sleep apnea and respiratory problems
 poor female reproductive health (menstrual irregularities)
 psychological disorders (depression, eating disorders, distorted body
image, discrimination, and low self-esteem)
 shortened life expectancy
 decreased quality of life
 gallbladder diseases
 stroke
 gout
(Source: Physical education and health learner’s Material Grade 10)

PIVOT 4A CALABARZON PE G10 20

Eating disorders
Eating disorders are illnesses that involve dangerous disturbances in
eating behaviors thought to stem from some environmental pressures. These
disorders are characterized by an intense fear of becoming fat, which does
not disappear even when the person is losing weight in extreme amounts.
Take a look at the following eating disorders:
 Anorexia nervosa – an eating disorder characterized by self-imposed
starvation to lose and maintain very low body weight due to a false/
distorted perception of being fat
 Bulimia nervosa – an eating disorder characterized by a pattern of binge
eating and purging in an attempt to lose weight and/or maintain low body
weight
 Binge-eating disorder – an eating disorder characterized by uncontrollable
episodes of eating excessive amounts of food within a relatively short time
 Emotional eating – the consumption of large quantities of food to
suppress negative emotions

The combination of diet and exercise leads to greater weight loss.

Exercise increases the rate of weight loss and is vital in maintaining the ideal
weight. Not only will exercise maintain lean tissue, but those who exercise
and remain physically active for 60 or more minutes per day can keep their
weight off.

E
Learning Task 6: Supply the graphic organizer with the correct information
about diet. Do this task on a separate sheet of paper.

Things to
consider in
preparing diet
plan

21 PIVOT 4A CALABARZON PE G10

 Learning Task 7: Using the format below, create a daily menu for your one
week diet. Do this activity on a separate sheet of paper.

Name:
Age:

BMI (Body Mass Index):

Breakfast Lunch Dinner

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Answer the following guide questions in writing your reflection. Write

your answer on a separate sheet of paper.

1. How do you make your diet schedule? What are the things to be consid-
ered?

2. How was the experience while performing your schedule of diet?

3. Do you think this will help to manage your weight? Why or Why not?

PIVOT 4A CALABARZON PE G10 22

Learning Task 8: Perform the yoga exercise below. If possible, record your
performance and send it to your teacher.
In this activity, you will be given opportunities to learn basic
movements and positions in Yoga. Mastering the poses will help you
strengthen and stretch your muscles, improve your posture, and prevent
workout injuries. After mastering the basics, you can already create your
own combinations.
Follow the procedure carefully.
Perform the following warm-up and stretching exercises before
performing the yoga poses.
a. neck stretches
b. upper back and side stretches
c. lower back stretches
d. inner thigh stretch
e. hamstring stretch
f. groin stretch
g. calf stretch

Read the instructions carefully in performing the figures of yoga to

avoid injury. You may also play instrumental music while performing.
The following yoga positions are suggested in the grade 10 Physical Educa-
tion and Health learner’s material. Please consider your health condition in
performing the physical activity.

1. Downward Facing Dog Position

 Stand with your feet hip-distance apart on a yoga mat with your arms at
your sides
 Keep your back straight, hinge forward at the waist, and plant your palms
flat on the floor, fingers pointing forward and spread apart. If necessary,
bend your knees.
 Press your chest toward your knees, keep your eyes focused on your toes
and press your heels toward the floor.

23 PIVOT 4A CALABARZON PE G10

 2. Mountain Pose
 Stand on the yoga mat with your feet together.
 Gently rock back and forth on the balls of your feet and your heels to
spread your weight evenly across the base of your feet.
 Bend your knees slightly and then straighten them again to help loosen
your joints.
 Curl your pelvic bone up slightly so that your tailbone continues the
straight line of your spine. Your goal is to align your hips so that you’re
not putting any extra pressure on your back or your knees.
 Extend your spine upward by lifting the chest away from the stomach.
Lengthen the back of your neck and press down into the floor with your
feet and rest in this neutral position.
 Raise your arms to the ceiling and gaze forward.

3. Warrior Pose I
 Step your left foot toward the back of your mat to come into warrior pose
 Bring the left heel to the floor and turn the left toes out to about a
45-degree angle. Begin to bend the right knee over the right ankle.
 Inhale while bringing your arms up over your head. The arm position can
vary according to the mobility in your shoulders.
 The classic position is with the palms touching overhead. However, you
may choose to keep the palms separated at shoulder’s distance apart or
even bend at the elbows and open your arms like a cactus.

PIVOT 4A CALABARZON PE G10 24

4. Warrior Pose II
 Step or lightly jump with your feet 3-1/2 to 4 feet apart. Turn your left
foot out by 90 degrees, the heel should be opposite your right arch. Raise
your arms out to the sides, parallel to the floor, shoulders down, palms
facing the ground.
 Exhale and bend your left knee over the left ankle, so that the shin is
perpendicular to the floor.
 Stretch the arms with the shoulder blades parallel to the floor. Keep the
sides of the torso and the shoulders directly over the pelvis. Press the
tailbone slightly toward the pubis. Turn the head to the left and look over
your fingers.
 Maintain the position for 30 seconds to 1 minute. Inhale as you come up.
Repeat using the right foot.

6. Triangle Pose
 Stand 3-1/2 to 4 feet apart. Hips are facing to the front. Stretch your
body upward, then bending downward from the waist to the front of your
hips.
 Turn your right leg, including your thigh, knee, and foot out by 90 de-
grees and left foot by 15 degrees
 Raise your arms to shoulder level with your palms facing down towards
the floor.
 Place your right hand on your right shin, as far down as you can reach
comfortably.
 Raise your left arm towards the ceiling, with your palm facing forward.
Gaze at your outstretched hand.
 As you inhale, come up, bring your arms down to your sides and
straighten your feet. Repeat on the other side.

25 PIVOT 4A CALABARZON PE G10

 7. Cat-Cow Stretch
 Begin with your hands and knees on the floor, palms facing downward,
shoulders directly over the wrists, and hips directly over the knees.
 Curl your toes under to stretch your foot arches. Inhale and slowly arch
your back (Cow), lifting the chest up and away from the abdomen and
extending your tailbone toward the ceiling.
 Release your feet to neutral, so the tops are resting on the floor. On the
exhale, round the lower back (Cat), gently contracting the abdomen.
Repeat six times and increase your range of motion with each repetition.

8. Staff Pose
 Sit with your legs straight out in front of you on the floor. The feet are
hip-width apart.
 Activate the leg muscles by pressing out through the ball of the foot with
the inner and outer heel. Drop the shoulder blades down the back.
 Inhale and lengthen the spine up the crown of the head.
 Tuck your chin in slightly. Stretch the abdominal muscles away from the
lift of the chest. Bring the gaze directly in front of you and breathe
normally.

PIVOT 4A CALABARZON PE G10 26

 Rubric for Evaluation

Indicators O VS S NI P
5 4 3 2 1
1. Performs the yoga figures correctly with mastery.

2. Performs the yoga figures correctly, with mastery,

proper breathing and proper counting.
3. Displays proper bodylines while doing the
movements
4. Fosters a positive attitude towards the activity.

O—Outstanding Performs without any assistance from anybody

yet with mastery

VS—Very Satisfactory Performs without any assistance from anybody

but with minimal errors

S—Satisfactory Performs with little assistance from teacher

and/or classmates and with minimal errors

NI—Needs Improvement Performs with little assistance from teacher

and/or classmates and with many errors

P– Poor Shows no interest in coping with the challenges

in the activities given

27 PIVOT 4A CALABARZON PE G10

 Learning Task 9: Based on the FITT principle, create an exercise plan that is
suited to you. Consider the result of your physical fitness test for you to de-
termine the component that you need to develop. Do this task on a separate
sheet of paper.

My Exercise Plan

HRF FREQUENCY INTENSITY TIME TYPE

Component
(Identify num- (Light, (Amount of (Nature of
ber of days you moderate, time spent for Activity)
will perform heavy/ the activity)
the activity) vigorous)

Example: Cardio- 3 times/week Moderate 30-45 min./day (Aerobic

vascular Intensity Exercise
Specific to
Dance)
Cardiovascular

Muscular
Strength and
endurance

Flexibility

Answer the following questions in your notebook.

1. What are the things you considered in creating your personalized exercise
plan?

2. How will this plan help you to be fit?

PIVOT 4A CALABARZON PE G10 28

Learning Task 10: Create a schedule of your exercise using the activity log
below. Do this on a separate sheet of paper.

Time Sun Mon Tue Wed Thu Fri Sat

Example Jogging Rest Jogging Push-up Rest Push-up Rest

(3 sets (3 sets 10
6:00 - 7:00 AM 10 rep.) rep.)

30 min. 30 min.
Jogging Jogging
6:00 - 7:00 AM

7:00— 8:00 AM

8:00—9:00 AM

9:00—10:00 AM

10:00—11:00 AM

11:00—12:00 NN

12:00—1:00 PM

1:00—2:00 PM

2:00—3:00 PM

4:00—5:00 PM

5:00—6:00 PM

6:00—7:00 PM

7:00—8:00 PM

8:00—9:00 PM

29 PIVOT 4A CALABARZON PE G10

 Learning Task 11: On a separate sheet of paper, write a two-week fitness
diary. The content of your diary should be your journey in performing your
fitness program. Use the format below.

Date: ______________
Day: ____________
My Fitness Journey
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________________________________________

Answer the given questions on a separate sheet of paper.

1. After executing your two-week exercise plan, what have you realized?
2. Are there changes in your physique? What are these changes?
3. What values have you gained while performing your two-week exercise
plan?

PIVOT 4A CALABARZON PE G10 30 PIVOT 4A CALABARZON

Learning Task 12: In this task, you will be involved in recommending exer-
cises and activities suitable to various people. This task will measure your
understanding about nutritional needs. Read the procedures carefully. Do
this task in your notebook.
Procedures:
1. Read the daily diets of three teenagers with different activities or lifestyles.

a. Jason is a tennis player. He wants to maintain his weight to prepare for

an upcoming competition so he starts curbing his diet. He resorts to only
bread and water but he is training daily and is working hard to master
the skills required in the sport.
b. Juliana is a teenager. She is not fond of doing other activities except
watching television and reading books and magazines. She eats a lot of
food junk food while watching television. She is gaining so much weight
but she never engages herself to any sport or exercise.
c. Guia is a gymnast who maintains an ideal weight. She eats a lot of vege-
tables and fruits and consumes fats, sugar, and sodium in moderation.
She avoids junk foods, eats a balanced diet, and drinks plenty of water.

2. Analyze if the diet of Jason, Juliana, and Guia supports their nutritional
needs.

3. Give your advice and recommendations for Jason, Juliana, and Guia.

Answer the following questions in your notebook.

1. What are the things that you consider in giving your advice and recom-
mendations?
2. How does your understanding of proper diet and nutrition affect your ad-
vice and recommendations?
3. Are you satisfied with your advice and recommendations? What insights
have you gained from the situations presented?

31 PIVOT 4A CALABARZON PE G10

 Learning Task 13: In a short bond paper, create a poster showing the
importance of physical fitness and good eating habits to you as a teenager.

Criteria for Rating

Indicators O VS S NI
4 3 2 1
Creativity

Neatness of the presentation

Originality

Relevance to the topic.

Legend:

O—Outstanding VS—Very Satisfactory S—Satisfactory IN—Needs Improvement

A
Learning Task 14: Identify the terms being described in the following
statements. Write your answers on a separate sheet of paper.
1. It is a set of activities that people engage in during free time – activities
that are not work-oriented or that do not involve life maintenance tasks
such as housecleaning or sleeping.
2. It refers to how often you involve yourself in regular physical activity or
exercise.
3. It refers to how long you should engage in a specific physical activity.
4. It refers to how hard you should exercise or the level of difficulty of your
physical activity.
5. It refers to the kind of exercise or physical activity you should engage in.
6. It is an imaginative, intrinsically motivated, non-serious, freely chosen,
and actively engaging activity.
7. It is an activity that people engage in during their free time, which people
enjoy. People recognize it as having socially redeeming values and
generates a general sense of well-being.

PIVOT 4A CALABARZON PE G10 32

8. It is an eating disorder characterized by binge eating and purging to lose
weight and maintain low body weight.
9. It is the consumption of large quantities of food to suppress negative
emotions
10. It is an eating disorder characterized by self-imposed starvation to lose
and maintain very low body weight due to a false/distorted perception of
being fat

Learning Task 15: Write TRUE if the statement is correct, otherwise write
FALSE. Write your answers on a separate sheet of paper.
1. Walking is a moderate exercise.
2. Good eating habits help in managing weight.
3. Eating disorders are illnesses that involve dangerous disturbances in
eating behaviors thought to stem from some environmental pressures.
4. It is fine to wear maong pants when performing physical activity.
5. Performing a vigorous exercise without warm-up or stretching is fine.

Learning Task 16: Answer the following on a separate sheet of paper.

1. Discus the importance of warm-up.

2. What are the consequences of being overweight?

3. Discuss the benefits of walking to an individual.

4. What are the different exercise safety guidelines that you should remem-
ber?

5. How important is this lesson to you as a teenager?

33 PIVOT 4A CALABARZON PE G10

 Learning Task 17: Identify the following exercise. Write your answers on a
separate sheet of paper.
1 . 2.

3 . 4.

5 . 6.

7 . 8.

9 . 10.

PIVOT 4A CALABARZON PE G10 34

Learning Task 18: Explain the following quotations by relating each of them
to the lesson discussed. Write your answers in your notebook.

“Take care of your body.

It’s the only place you have to live.”
- Jim Rohn

“Poor eating habit developed at an early age

lead to a life time of real health consequences”
- Richard J. Codey_

35 PIVOT 4A CALABARZON PE G10

 Learning Task 19: Complete the statements below. Write your answers on a
separate sheet of paper.

In this lesson, I realized that _________________________________________.

In this lesson, I learned that _________________________________________.

In this lesson, I discovered that ______________________________________.

PIVOT 4A CALABARZON PE G10 36

PIVOT 4A CALABARZON PE G10 37
Learning Task 17 Learning Task 15 Learning Task 14
1. Side arm Stretch 1. True 1. Leisure
2. Outer Thigh Stretch 2. True 2. Frequency
3. Tricep stretch 3. True 3. Time
4. Neck Stretch 4. False 4. Intensity
5. Side Lunge 5. False 5. Type
6. Hamstring Stretch 6. Play
7. Prone hold 7. Recreational
8. Twisting Crunch 8. Bulimia nervosa
9. Quadriceps Stretch 9. Emotional eating
10. Chest Stretch 10. Anorexia Nervosa
Weeks 1-8
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.

PIVOT 4A CALABARZON PE G10 38

 References

Callo, L. F., Camiling, M.K.S., et.al. (2015). Physical education and health learner’s
material grade 10. Department of Education.

Doria J. P., Gonzales M. C., et.al. (2017). Physical education and health learner’s
material grade 10. Department of Education.

Lagyap C. M., Bulalacao F.B., et.al (2017). Physical education and health learner’s
material grade 10. Department of Education.

39 PIVOT 4A CALABARZON PE G10

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

https://tinyurl.com/Concerns-on-PIVOT4A-SLMs