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This module was designed and written with you in mind. It is here to help you master the Health related
and skills related fitness. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:
● Lesson 1 – Components of Health-Related Fitness
● Lesson 2 – Principles of training and Barriers to Physical Activity
● Lesson 3 – Importance of Good Nutrition
What I Know
Let’s see how well you remember the different aspects that contribute to a person’s
overall physical fitness.
Activity 1: “Arrange Me”
Direction: Analyze and arrange the scrambled letters to form a word. This is the test where you can
remember the health and skills related components.
1. DOBY PMOCTIONOSI— The relative percentage of muscle, fat, bone, and other tissues that
comprise the body. A fit person has a relatively low, but not too low, percentage of body fat (body
fatness).
2. VASLARCUDIORACSSEITNF—The ability of the heart, blood vessels, blood, and respiratory
system to supply fuel and oxygen to the muscles and the ability of the muscles to utilize fuel to allow
sustained exercise. A fit person can persist in physical activity for relatively long periods without undue
stress.
3. ARMAULSC ENCEDUNAR— The ability of the muscles to repeatedly exert themselves. A fit
person can repeat movements for a long period without undue fatigue.
4. TYFLLIEXIBI—The range of motion available in a joint. It is affected by muscle length, joint
structure, and other factors. A fit person can move the body joints through a full range of motion in
work and in play.
5. THSTNGRE—The ability of the muscles to exert an external force or to lift a heavy weight. A fit
person can do work or play that involves exerting force, such as lifting or controlling one‘s own body
weight.
6. TYGILAI—The ability to change the direction of the movement of the entire body rapidly and
accurately in space.
7. CEBANLA—The maintenance of equilibrium while stationary or while moving.
8. TIONCOORANID—The ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.
9. WEROP—The ability to transfer energy into force at a fast rate.
10. TIONRAEC MTIE—The time elapsed between stimulation and the beginning of reaction to that
stimulation
Lesson
Components of Health-
1 Related Fitness
At the end of the lesson, the learners should be able to;
⮚ Identify the components of health-related fitness, and
⮚ Define the health-related and skills-related fitness.
The range of motion available in a joint. It is affected by A gymnast training to increase hip
muscle length, joint structure, and other factors. A fit person mobility to improve the quality of
Flexibility can move the body joints through a full range of motion in their split leap on the beam.
work and in play.
The ability of the muscles to exert an external force Pushing with all one‘s force in
or to lift a heavy weight. A fit person can do work or play a rugby scrum against the resistance
Strength that involves exerting force, such as lifting or controlling of the opposition pack.
one‘s own body weight.
The 6 Components of Skill-related Fitness
Parts of physical fitness that help a person perform well in sports and activities that require certain
skill
Different sports/activities require different combinations of Skill-related fitness.
Skill-related
Definition Example
components
The ability to change the A badminton player moving
Agility position of the body quickly around the court from back to front and
and control the movement. side to side at high speed and efficiency.
What’s In
Activity 2: Match and Fill
Direction: Written below are descriptions of the principles of training. A ―Word Pool‖ is given on the
next page which contains the word/s that match the descriptions. Write your answers in your answer
sheet.
1. This is the most basic principle that indicates doing ―more than normal‖.
2. Refers to number of times a physical activity is done each week.
3. It is a gradual increase exerting effort or load that is done not too slowly, nor to rapidly.
4. This is when the body does not have time to adapt to training and as a result the fitness of the
athletes declines, and they are more at risk of becoming ill or injured.
5. It is also referred to as the magnitude of the effort required to perform an activity or
exercise.
6. This suggests that overloading must specifically train a desired body part to improve.
7. It is the duration or the length of session of a physical activity.
8. This shows that benefit and changes achieved from overload will last only if training is
continuous.
9. Training is manipulated by offering a variety of training
10. All athletes are different. Training must be related to the athlete‘s age and gender, their
injury status and fitness level.
WORD POOL
Overload principle Intensity Frequency Principle of Progression
Overtraining Principle of Specificity Time Type
Individual Needs Principle of Reversibility
What’s New
Lesson
Principles of training and Barriers
2 to Physical Activity
Many technological advances and conveniences that have made our lives easier and less active, many
personal variables, including physiological, behavioral, and psychological factors may affect our plans
to become more physically active. Understanding common barriers to physical activity and creating
strategies to overcome them may help make physical activity part of daily life. People experience a
variety of personal and environmental barriers to engaging in regular physical activity.
Personal Barriers
With technological advances and conveniences, people‘s lives have in many ways become
increasingly easier, as well as less active. In addition, people have many personal reasons or
explanations for being inactive. The most common reasons adults do not adopt more physically active
lifestyles are cited as
● insufficient time to exercise
● inconvenience of exercise
● lack of self-motivation
● non-enjoyment of exercise
● boredom with exercise
● lack of confidence in their ability to be physically active (low self-efficacy)
● fear of being injured or having been injured recently
● lack of self-management skills, such as the ability to set personal goals, monitor
● progress, or reward progress toward such goals
● lack of encouragement, support, or companionship from family and friends
● non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking
● paths close to home or the workplace
The top three barriers to engaging in physical activity across the adult lifespan are :
● time
● energy
● motivation
In a 2013 study that aimed to identify the external and internal barriers to physical activity
and exercise participation among middle-aged and elderly individuals the most common external
barriers among the middle-aged and elderly respondents were 'not enough time', 'no one to exercise
with' and 'lack of facilities'. The most common internal barriers for middle-aged respondents were 'too
tired', 'already active enough', 'do not know how to do it' and 'too lazy', while those for elderly
respondents were 'too tired', 'lack of motivation' and 'already active enough‘.
Other barriers include:
∙ cost ∙ facilities
∙ illness or injury ∙ transportation
∙ partner issues ∙ skill
∙ safety considerations ∙ childcare
∙ uneasiness with change ∙ unsuitable programs
Environmental barriers
The environment in which we live has a great influence on our level of physical activity. Many
factors in our environment affect us. Obvious factors include the accessibility of walking paths,
cycling trails, and recreation facilities. Factors such as traffic, availability of public transportation,
crime, and pollution may also have an effect. Other environmental factors include our social
environment, such as support from family and friends, and community spirit. It is possible to make
changes in our environment through campaigns to support active transportation, legislation for safer
communities, and the creation of new recreation facilities.
What is It
Lesson
Importance of Good Nutrition
3
At the end of the lesson, the learners should be able to;
a. Define what is nutrition
b. Identify the importance of proper nutrition
Nutrition-is the health branch that stresses the importance of food for growth and development, as
well as in lowering the chances of acquiring diseases and illness. Proper nutrition relies on the mix of
food with varying nutrients that we need to eat every day. Having too much or too little of these
nutrients can lead to illnesses. The key principles of nutrition are adequacy, balance, and variety.
Why it is important?
Most people know good nutrition and physical activity can help maintain a healthy weight. But the
benefits of good nutrition go beyond weight. Good nutrition can help:
What is good nutrition?
Good nutrition means your body gets all the nutrients, vitamins, and minerals it needs to
work its best. Plan your meals and snacks to include nutrient- dense foods that are also low in
calories.
Great job! It seems that you already equipped with the information that you have learned from the
past learning sessions so let us try to answer the next activity for a better understanding of the
learning session.
Activity 4: Self Reflection
Directions: Give at least 5 examples of physical activity that are usually you do. Identify what type of
health-related fitness component it belongs. Write your answer in the table given below.
Activities Health-Related Fitness Component
1. Example- Running Cardiovascular fitness
2.
3.
4.
5.
What I Can Do
Job well done! it’s nice to know that you’ve learned a lot in the past learning session. It’s time to
perform the tasks.
I need
improvem I am I am very
ent to I am skillful
good at satisfactory at at this stunt.
practice at this this stunt.
TASKS/STUNTS (4)
this stunt. stunt. (3)
(1) (2)
Assessment
Directions: Read each statement carefully. Choose the best answer. Write your answer on a
separate sheet.
1. Which of the following is not an example of skill-related fitness?
a. Agility c. Flexibility
b. Coordination d. Reaction Time
2. Which of the following is NOT good to maintain your healthy eating habits?
a. adds more fruits and veggies c. prepares unhealthy snack.
b. control portion sizes d. reduces fat, salt, and sugar.
3. Which statement is correct about balance?
a. the ability to control the body‘s position either stationary or while moving.
b. the ability to change the body‘s position and direction fast.
c. the ability to exert maximum contraction instantly in an explosive burst of movement.
d. the ability to move your body or part of your body quickly.
4. Which of the following are the benefits of good nutrition?
a. reduces high blood pressure. c. improves your well-being
b. increases your energy level. d. all of the above
5. the following are examples of personal barriers except?
a. lack of self-motivation c. traffic
b. insufficient time to exercise. d. boredom with exercise
6. What are the health-related components of fitness?
a. Cardiovascular endurance, muscular strength, muscular endurance,
flexibility, and body composition
b. Agility, balance, coordination, power, reaction time and speed
c. Cardiovascular endurance, muscular strength, power, reaction time and speed
d. Agility, balance, coordination, flexibility, and body composition
7. It contains the proper quantities and proportions of the needed nutrients to maintain good health.
a. nutrients b. balanced diet c. eating habits. d. food pyramid
8. Which two of the following are not aspects of skills related fitness?
a. Agility, reaction time c. Cardiovascular, flexibility
b. Power, speed d. Balance, coordination
In this activity the students will be able to understand the concepts of being physically fit
especially during the pandemic situation. And give the students to express their thoughts about health
through essay writing.
Activity 7: What I Think!
Direction: Imagine that you are writing an article for sports magazine. Your task is to write an essay
about How to Enhance my Fitness During Pandemic and how to encourage the people to become
physically fit by engaging in sports. Write your answer on your activity sheet
The rubric below shows how your essay will be graded RUBRIC FOR
ESSAY WRITING
Approaching
Criteria Advanced Proficient Developing Beginning
Proficiency
(5pts) (4pts) (3pts) (2pts) (1pt)
Content Content Content Content is Content is Content is very
surmounts reaches near the beyond the basic and
anticipation expected expected expected lacks in-depth
. Treatment result. result. result details analysis
of details is Treatment of Treatment of are in the
advanced details with details with developing
and in- some shallow some shallow phase and
depth ideas ideas. very shallow
Organiza The structure The structure of The structure of The structure The is
tional And of the essay is the essay is of unorganized
style the essay is organized, somewhat the essay is and not coherent
highly and organized and not too with
organized coherence is shows organized the topic.
and shows obvious. coherent. and There is no
coherence. There is There is coherent. variety in
There is variety in somehow a There is little structure and
variety in style which variety in style variety in subject matter.
style which makes the which makes structure
makes the essay the essay and subject
essay very impressive. good.
impressive.
Grammar There are There are There are There are Grammar
no minimal some many errors lacks order
grammatical grammatical grammatical found in the and neatness.
errors in the errors in the errors found in grammar. There are
essay. essay. the essay Editing is numerous
suggested errors.
Major
reconstruction
is suggested.
Spelling There no There are 1-3 There are 4-6 There are 7- There are more
spelling errors errors in errors in 10 errors in than 10 errors in
in the spelling. spelling. spelling spellings
theme
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