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PHYSICAL
EDUCATION
Quarter 1 – Module 7 (Weeks 7-8)
Physiological Indicators
Physical Education – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 7: Physiological Indicators
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Prescilla Farrah B. Parol
Editors: Claire P. Cafino, Chrissie Kyell M. Trinidad, Mary Rose G. Acupanda
Reviewer: Jonilo G. Jainar
Illustrator: Name
Layout Artist: Name
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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PHYSICAL
EDUCATION
Quarter 1 – Module 7:
Physiological Indicators
Introductory Message
For the facilitator:
Welcome to the Physical Education Grade 12 Alternative Delivery Mode (ADM)
Module on Physiological Indicators!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:
Welcome to the Physical Education 12 Alternative Delivery Mode (ADM) Module on
Physiological Indicators!
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:

Begin This will give you an idea of the skills or

competencies you are expected to learn in
the module.
Try This 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.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

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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.
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!

Points to remember:
1. Always be at your own pace in doing the task. Stop when the activity
threatens your health.
2. Conduct survey and preparation with the vicinity where you will execute the
task and make sure that the area is safe and free from danger.
3. Always check personal health condition capacity before doing the task. Stay
on guard or require a member of the family to do the spotting while
executing the activity.
4. Perform warm-up and stretching all the time before performing mild or
strenuous activities.
5. Do not forget to do cool down exercises after performing the required task.

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01

TRY THIS --------------------------------------------------- 02

DO THIS --------------------------------------------------- 03
Task 1 --------------------------------------------------- 03
Task 2 --------------------------------------------------- 04

EXPLORE --------------------------------------------------- 04

KEEP THIS IN MIND ------------------------------------------ 05

APPLY WHAT YOU HAVE LEARNED ------------------------ 09

REFLECT --------------------------------------------------- 10

ASSESS WHAT YOU HAVE LEARNED ------------------------ 11

GLOSSARY --------------------------------------------------- 12

ANSWER KEY ------------------------------------------ 13

REFERENCE LIST ------------------------------------------ 14

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 LEARNING COMPETENCY:
Analyzes physiological indicators such as heart rate, rate of perceived exertion, and
pacing associated with MVPAs to monitor and/or adjust participation or effort.
Code: PEH12FH-Ik-t-9
Week 7

PHYSIOLOGICAL INDICATORS

This module is intended and written with you in mind. This is to help you
understand the Physiological Indicators associated with MVPAs. Analysis of
physiological indicators involved in any dance or physical activity is very vital.
The data gathered would tell you how physically fit you are your physical fitness.
In this module, you will understand that dance is one of the many ways in
optimizing one’s health. The scope of this module permits is used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are organized to follow the standard
order of the course.
The module covers the Introduction/Learning Objectives, Pre-assessment,
Lesson Proper, Generalization, Application, Post Assessment, Additional Activity
(optional).

At the end of the module, you should be able to:

Identify the physiological indicators such as heart rate, blood pressure, and
rate of perceived exertion
Conduct and compare essential cardiovascular assessments and measure
ratings of perceived exertion
Give importance in identifying physiological indicators associated with
MVPA’s to adjust participation or effort

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PRE-TEST:
Physiological indicators may not be new to you. Let us try to test your prior
knowledge regarding this lesson.

Instructions: Choose the best answer. Write only the letter of your choice in your
journal notebook.
1. What does a person’s heart rate or pulse rate refer to?

A. Amount of times the heart beats per minute

B. Amount of times the heart beats per second
C. Amount of times the heart beats per hour
D. None of the above
2. What are the sites that can provide a pulse location?

A. Carotid artery
B. Femoral artery
C. Radial artery
D. All of the above
3. What are the standard site of measurement of heart or pulse rate?

A. Carotid artery
B. Femoral artery
C. Radial artery
D. None of the above
4. What is the normal heart or pulse rate?

A. 30 to 90 beats per minute

B. 50 to 100 beats per minute
C. 60 to 100 beats per minute
D. 100 to 120 beats per minutes
5. Which of the following below can influence the resting heart rate?

A. Alcohol use
B. Body composition
C. Female/male
D. All of the above
6. What is the normal blood pressure of an adult?

A. 140/85 mmHg
B. <120/<80 mmHg
C. >120/>80 mmHg
D. 80/120 mmHg

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7. What is use to subjectively quantify a client’s overall feelings and sensations
during the stress of any physical activity e.g. dancing?

A. Rate of blood pressure

B. Rate of perceived activity
C. Rate of heart rate
D. Rate of perceived exertion

8. How to measure the blood pressure of a person?

A. It is measured indirectly by listening to the Korotkoff sounds.

B. It is measured using a thermometer.
C. It is measured using a stethoscope.
D. All of the above
9. Korotkoff sounds mean__________.

A. the bottom number of your reading.

B. the sounds that you can hear in a hypertensive person.
C. the sounds made from vibrations in measuring blood pressure.
D. none of the above
10. Why is it important to identify first the physiological indicators before indulging in
any type of activity?

A. To avoid untoward injuries and problems.

B. To be updated in your Heart Rate.
C. To be more conscious of getting fit.
D. To avoid conflicts among other people.

Remember that physiological indicators are very vital in assessing one’s

physical health. Especially, people who are very active in participating in various
activities. Moreover, these indicators will provide a baseline assessment of your
overall health.

TASK 1:
Instructions: Perform each activity for 15 seconds, 30 seconds, and 1 minute. Rest
a minute or between each activity. After each activity, measure your heart rate and
record that number using the chart below and answer the questions in your activity
notebook.

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 HEART RATE DATE ON TABLE

Source: https://scopeblog.stanford.edu
Activity 15 seconds 30 seconds 1 minute

Sitting on the chair

Walking in place

Playing cellphone (ML)

Dancing Zumba

Reading a novel

TASK 2:
Questions: Read and answer the questions carefully. Write your answers in your activity
notebook.
1. In which activity does your heart beat the fastest?

2. Which activity made your heart beat the slowest?

3. Which activity do you think is the healthiest for your heart? Why?

Instructions: Read and answer the questions carefully. Write your answers in your
activity notebook.

1. What are the physiological indicators?

2. Why is it important to analyze physiological indicators to people who are

active in participating in any physical activities?

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 3. How can you appreciate the importance of identifying physiological indicators
to people who are into various physical activities?

HEART RATE MEASUREMENT

Source: https://www.istockphoto.com/photo/

The intensity of physical activities can be moderate and vigorous, the World
Health Organization describes “moderate physical activities requiring a moderate
amount of effort and noticeably accelerates the heart rate.”
Dance is a physical activity that requires body movement. There are different
levels of physical activities namely; light physical activity, moderate physical activity,
and vigorous physical activity.
As you do physical activity, it is imperative to always measure your heart rate.
Before you start, set your target and maximum heart rates so that you would know if
your physical activity is enough.

A person’s heart rate or pulse refers to the number of times his/her heart
beats per minute. The heart rates (HR) vary tremendously depending on the different
demands placed upon it.
Heart-Rate Measurement

▪ Radial artery – the ventral aspect of the wrist on the thumb side
▪ Carotid artery – located in the neck, lateral to the trachea
▪ Other sites can also provide a pulse location:
➢ Brachial artery
➢ Femoral artery
➢ Posterior tibial artery
➢ Popliteal artery
➢ Abdominal artery

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 When using the carotid artery for pulse detection, you not to push hard, as this
may evoke a vagal response and slow down the heart rate. It is also possible to
auscultate the actual beat of the heart using a stethoscope placed over the v-chest.
If when palpating the client’s pulse, it is recommended that the client need to contact
a medical practitioner.

a. Heart rate is a valid indicator of work intensity or stress on the body:

✓ Lower resting and submaximal heart rates indicate higher fitness levels.
✓ Higher resting and submaximal heart rates indicated poor physical fitness.

b. Resting heart rate (RHR) is influenced by:

✓ Fatigue
✓ Body composition
✓ Drugs and medication
✓ Alcohol
✓ Caffeine
✓ Stress

c. Average resting heart rate (RHR) is 60-100 beats per minute (bpm)
✓ Male: 60-70 bpm
✓ Female: 72-80 bpm

Several methods are used to measure heart rate, both at rest and during exercise
or any physical activity: 12-lead electrocardiogram (ECG), Telemetry, Palpation, and
Auscultation with stethoscope. Hence, palpation and auscultation each has an
accuracy within 90% - 95% of a heart rate monitor.

MEASURING BLOOD PRESSURE

Source: https://www.verywellhealth.com

Blood pressure is measured indirectly by listening to the Korotkoff sounds.

Korotkoff sounds are sounds made from vibrations as blood moves along the walls
of the vessel.
• Systolic blood pressure (SBP) – the pressure created by the heart as it
pumps blood into circulation. This is the top reading of your pressure.
• Diastolic blood pressure (DBP) – This is the bottom number of your
reading.

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CLASSIFICATION OF BLOOD PRESSURE FOR ADULTS AGE 18 AND OLDER

Category Systolic (mmHg) Diastolic (mmHg)

Normal <120 and <80

Prehypertension 120-129 or 80-89

Hypertension
• Stage 1` 140-159 or 90-99
• Stage 2 ≥160 or ≥100

Source: https://ccsearch.creativecommons.org/photos

Important points:
• Blood pressure during a physical activity like dancing is very difficult to obtain
due to an excessive amount of movement and noise.
• Traditionally, when exercise (dance) blood pressure measurement is justified,
they are usually measured before and following exercise (to monitor against
excessive hypotension).
• If the blood pressure drops during an exercise (dance) it should immediately
be re-measured before terminating the session, just to ensure accuracy in
measurement. If the client is anxious before the assessment, the initial
exercise blood pressure will likely drop.

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 RATE OF PERCEIVED EXERTION

Source:https://www.sciencedirect.com/science/article/abs/pii/S2211266916300160

Ratings of perceived exertion (RPE) is used to subjectively quantify a client’s

overall feelings and sensations during the stress of physical activity like dancing.
Perceived exertion is how hard you feel your body is working. When you are
doing any physical activity your heart beats faster, your breathing becomes faster
and deeper, you work up a sweat, and your muscles begin to tire and complain.
Borg Scale:
Rate of Perceived Exertion Felt
Exertion
(Rating) (Description)

6 No exertion at all
7 Extremely light
8 Extremely light
9 Very light ( easy walking slowly at a
comfortable pace)
10 Very light ( easy walking slowly at a
comfortable pace)
11 Light
12 Light
13 Somewhat hard (It is quite an effort; you
feel tired but can continue)
14 Somewhat hard (It is quite an effort; you
feel tired but can continue)
15 Hard (heavy)
16 Hard (heavy)
17 Very hard (strenuous, and you are very
fatigued)
18 Very hard (strenuous, and you are very
fatigued)
19 Extremely hard (you cannot continue for
long at this place)
20 Maximal exertion

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How to use BORG SCALE?
▪ You may wonder why this scale starts at 6 goes to 20. This is because it is
designed to give a fairly good estimate of your actual heart rate during activity.
▪ To do this, multiply your RPE by 10 to get an estimated heart rate.
▪ For example: RPE is 12, then 12 x 10 = 120 beats per minute
▪ RPE of 6 means your heart rate is only 60 beats per minute, your
physical exertion is very minimal, while RPE of 18 is about 180 beats per
minute means that you are pushing yourself to the limit.

TASK 4: VIDEO RECORDING

INDIVIDUAL TASK: “DANCE TO THE MUSIC”

Source: https://www.istockphoto.com/photo/

Instructions: Record a video of any dance from your choice.

It should gradually change its pacing, an example from slow to fast music for a
minimum of 2 minutes and a maximum of 4 minutes. Measure your heart rate first
before and after dancing. Compare your results before and after the activity.
Submit the video in our group chat or send it through a messenger before Friday
next week. Copy the chart in your notebook and record your results.

Resting/Before dancing After dancing

Heart rate measurement

Blood pressure
measurement
Rate of perceived
exertion

CRITERIA STANDARD MY SCORE TEACHER’S

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 SCORE (Student) SCORE

1. The activity
was played in a
convincing 25
consistent
manner.

2. The activity
was well
prepared and 25
organized.
(gradual change
in pacing)

3. Purpose of the
activity is clearly
established and 30
effectively
sustained.

4. The video
captured and 20
maintained
audience interest.

TOTAL 100

Instruction: Write your reflection on your activity notebook.

I have learned that ________________ ________________ ______.

I have realized that ________________ _________________ _____.

I will apply _____________ _________________ _______________.

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POST-TEST:

Instructions:
I. Draw a heart ( ) if the statement is correct and a star

( ) if the statement is incorrect. Write your answers in your notebook.

_______1. The normal blood pressure of an adult is 120/80 mmHg.

_______2. The heart rate of a normal person ranges from 80 beats per minute to
120 beats per minute.

_______3. The intensity of any physical activity is all within a moderate level.

_______4. Measurement in heart rate is only used to the client’s overall feelings and
Sensations during the stress of any physical activities.

_______5. Analysis of a person’s physiological indicators such as heart rate, blood

pressure, and rate of perceived exertion is very vital in assessing one’s
physical health.

II. Copy and accomplish the table below with the correct information. Write your
answers in your notebook.

Table 1 (Blood Pressure Classification)

Blood Pressure Category

160/100 mmHg

180/85 mmHg

100/70 mmHg

0/0 mmHg

150/92 mmHg

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Table 2 (Rate of Perceived Exertion)

Rating / Equivalent heart beats per Description

minute

12 / 120 beats per minute

6 /

Very strenuous and very fatigued

/ 180 beats per minute

Felt hard but can continue

GLOSSARY

The following terms used in this module are defined as follows:

▪ Blood pressure - the pressure of the blood in the circulatory system

▪ Body - physical structure of a person
▪ Diastolic blood pressure - the bottom number of blood pressure reading
▪ Heart rate – the speed of the heartbeat measured by the number of
contractions per minute
▪ Perceived exertion- refers to how hard you feel your body is working
▪ Physical activity - any bodily movement produce by skeletal muscles that
require energy expenditure
▪ Physiological indicators - parameters, such as heart rate, blood pressure, rate
of perceived exertion that can be used to assess welfare
▪ Systolic Blood Pressure - the top number of blood Pressure reading

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REFERENCES

1. DIWA Senior High School Series: Physical Education & Health 2 : DIWA LEARNING
TOWN
2. Conrado R. Aparato, Et. al. Physical Education & Health 2: REX Book Store
3. https://lrmds.deped.gov.ph/. Assessed June 17, 2020.
4.https://www.cdc.gov. Assessed June 17, 2020.
5. www.cdn.fbsbx.com. Assessed June 17, 2020.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net