CHRIST THE KING COLLEGE

GINGOOG CITY
BASIC EDUCATION DEPARTMENT
S.Y. 2021-2022
H.O.P.E 1 (Health Optimizing Physical Education)
Grade11 (ABM, HUMSS & STEM)
Learning Packet No.2
Subject Teacher: Ms. Laiza Mae B. Largo
Subject teacher’s contact number: 09551359294

Topics: HEALTH-ENHANCING PHYSICAL ACTIVITY

HEALTH
Health is more than just freedom from illness, disease, and debilitating conditions. It is a state
of complete physical, mental and social well-being" (WHO 1948). The origin of the word health,
from the Old English "hal' or 'hale' means whole, sound, or well. The synergy of these different
dimensions is a complex process-one that demands your constant effort rather than simply a
state that you achieve. In order to preserve and optimize health, you must assume
responsibility for this process.

SLEEPING HABITS
Getting an average of seven to nine hours of sleep a night is important to our health. Both the
quantity and quality of your sleep contribute to how you feel and function during the day. A
restful sleep impacts on your energy level during the day and keeps you alert, while habitual
sleep deficits negatively impact on your mental functioning, mood, and inevitably your health.
Sleep deprivation decreases your reaction time, increases irritability, and causes hormonal and
metabolic changes that parallel the aging process. Inadequate sleep impairs your immunity and
increases your risk for obesity, hypertension, and depression. Sleep deficits also directly relate
to fatigue which in turn can result in injuries. Significant sleepiness during the day suggests that
your body needs more and/or better sleep. Regular participation in physical activity as well as
moderately intense aerobic activity three hours before your bedtime is associated with
improved sleep (ACSM, 2011).

EATING HABITS
Healthy eating means making choices about what you eat for the purpose of providing our body
with nutrients that improve or maintain good health. It essentially involves eating the right
kinds of food in the right amounts in accordance with experts' recommendations. Both the
quality and quantity of foods are central not only to the prevention of diseases, but proper
nutrition also forms the foundation for physical activity.

Nutrition provides the fuel for physical activity, and the essential elements that repair existing
cells. It promotes the growth of new tissues and provides the material for our bones and
muscles. Adequate water intake keeps you hydrated before, during, and after a physical
activity. Avoiding dehydration can prevent heat disorders and heat illnesses because water and
fluids are essential to maintaining body temperature.

Expending energy through physical activity helps you manage your weight for a healthy body
composition. As your physical activity levels increase, you will need a greater amount of energy.

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It now becomes important for you to follow the serving recommendations for carbohydrates,
proteins, and water or fluids.

In order to achieve and maintain a healthy body weight, focus on regular physical activity and
nutritious diet. These two major components will help you avoid the effects of creeping obesity
or the negative consequences of a cycle of weight-gain-and-loss. For a fat-loss program,
physical activity is the best predictor for maintaining weight loss (Mcinnis, Franklin & Rippe,
2003).

We may already know that nutrients provide energy for our daily activities, growth, and for
regulating our body processes. Nevertheless, knowing may not necessarily mean that we eat
nutritious foods all the time. Our food choices are usually based on reasons other than nutrient
content such as preference and pleasure, emotional comfort, image, social pressure, availability
or convenience, cost, and habit. Eating well, therefore, is a habit that starts with a good
understanding of optimal nourishment, discerning misconceptions and misinformation about
nutrition, and knowing your own eating patterns. Lesson 3 will provide you with a better
understanding of optimal nourishment.

STRESS MANAGEMENT
Hans Selye coined the word 'stress' which he defined as "the nonspecific response of the body
to any demand made upon it" (1976). Stress includes both a mental reaction (stressor) and a
physical reaction (stress response).

Common examples of stressors among students are exams, grades, deadlines, procrastination,
traffic, and unfair or demanding teachers. Physical symptoms can manifest as headaches, neck
and back pains, upset stomach and indigestion; while psychological indicators include inability
to concentrate, anger and hostility, restlessness and worry, insomnia and frustration.

When we perceive the stress as negative, it is known as distress which produces suffering and
anxiety; but when it motivates us to produce helpful outcomes, which in turn fulfills us, it is
called eustress (eu is Greek for good). What is central to good health is the presence of eustress
and the limitation of distress to a level in which the body can adapt.

Acute stress is associated with reduced concentration, decreased memory, poor self- control,
and low self-esteem (ACSM, 2011). Chronic stress, or prolonged exposure to a stressor can
wear down both the mind and the body resulting in weakened immunity and increased
susceptibility to cardiovascular disease, obesity, and disorders of the digestive system (Kotecki,
2011; ACSM, 2011).

Regular participation in exercise can be therapeutic when it comes to managing stress. First, it
reduces the body's stress hormones such as adrenaline and cortisol which remain elevated
when the body experiences a stressor. By expending these through exercise, these biochemical
are flushed out of the body. or Second, exercise stimulates the production of endorphins, which
are the body's natural painkillers and mood elevators. They are responsible for the 'runner's
high' feelings of euphoria, and for the feelings of relaxation as they diminish the perception of
pain. Endorphins are neurotransmitters that transmit electrical signals within the nervous
system.

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Third, exercise engages the different body systems-cardiovascular, renal, muscular, central, and
sympathetic nervous systems much more closely than usual. These are the same body systems
which are involved in dealing with stress, thus, exercise parallels the body's response to a
stressor. In this way, exercise not only strengthens the body but enhances its ability to respond
to stress. Finally, it is easier to deal with stressors when we are healthy from regular activity.

PHYSICAL ACTIVITY HABITS

According to the U.S. Centers for Disease Control and Prevention, "regular physical activity (at
least sixty minutes daily) builds healthy bones and muscles, improves muscle strength and
endurance, reduces the risk for developing chronic disease risk factors, improves self-esteem,
and reduces stress and anxiety among children and adolescents. Beyond these known health
effects, physical activity through physical education, school-based or extra-curricular sports,
physical activity after school and during recess have found positive associations with academic
achievement (standardized test scores, grades), cognitive skills and attitudes
(attention/concentration, memory, verbal ability), and classroom behaviour (conduct, time on
task, homework completion).”

WELLNESS
The notion of wellness evolved from the contemporary concept of health-that it is a dynamic
process based on self-responsibility. The term was first used by Halbert L. Dunn who published
a small booklet entitled High Level Wellness in 1961. Dunn described it as a disciplined
commitment, for wellness was a process of change or growth in one's level of functioning that
was largely determined by the decisions we make about how to live our lives. It was only at the
end of the 20th century when the concept of wellness gained popularity.

This idea became dominant once people realized that physical fitness, although it can improve
quality of life, was not sufficient to lower the risk for disease and ensure health. Exercise habits
can be offset by factors such as smoking, excessive drinking, and unhealthy eating habits. These
factors put you at risk for diseases.

PHYSICAL ACTIVITY AND SEDENTARY BEHAVIORS

Our health status affects our ability to carry out physical activities. Physical activity (PA) is any
bodily movement produced by our skeletal muscles that requires energy expenditure above
that of rest. It can be viewed as a behavior that ranges from minimal (e.g. fidgeting, computer
use, walking to school) to maximal (e.g. playing sports, 100-meter sprint) movement.
Essentially, the term sedentary is used to describe a range of inactive behaviors. The word
sedentary, from the Latin verb sedere, means to sit and is a helpful reminder that sedentary
behaviors usually involve sitting. Physical activity should not be mistaken for exercise. Exercise
is a form of physical activity that is structured, repetitive, and planned for the purpose of
improving or maintaining one or more fitness components.

OVERCOMING BARRIERS TO PHYSICAL ACTIVITY AND EXERCISE

Why do we tend to be sedentary? Advancements in technology and labor-saving devices have
afforded us greater ease and convenience at work, school, and at home. These have resulted in
more free time, which we either fill up with more work, or spend in recreation. However,
passive forms of recreation, such as watching television, computer use and video games, have

H.O.P.E 1 | 3 FIRST SEMESTER

dominated our pursuits. All of these, along with personal variables like one's thoughts and
feelings, make people resistant to being physically active.

LACK OF TIME

 Identify your free time. Do this by monitoring your daily activities for one week. Identify
at least three 30-minute time slots you could use for physical activity. If you can't seem
to find time for physical activity, make time for it instead.
 Schedule them into your daily routine. For example, organize your school activities
around physical activity. Exercise while you watch TV, park farther away from your
destination, take the stairs instead of the elevator, and commute to school instead of
traveling by car.
 Select activities that require only a short time such as walking, stairclimbing, or jogging.

LACK OF ENERGY

 Convince yourself that if you give it a chance, physical activity will get you in shape and
increase your energy level. Try it.
 Schedule physical activity for times in a day or week when you feel energetic.

LACK OF MOTIVATION

 Plan ahead. Pack your exercise clothes in your bag. Ask your friends or family members
to remind you about it.
 Invite family members or a friend t exercise with you on a regular basis and write it on
your calendars.
 Sign up for a gym class.

SOCIAL INFLUENCE

 Explain your interest in physical activity to your friends and family. Ask for their support.
 Invite your friends and family members to exercise with you. You can also exercise with
friends who are of the same fitness level as you are. Make exercise or playing sports a
social activity.
 Develop new friendships with physically active people. Join a physical activity-based
group (eg. hiking club, table tennis club).

FEAR OF INJURY

 Learn how to warm up and cool down properly.

 Learn how to exercise appropriately considering your age, fitness level, skill level, and
health status.
 Observe the MFIT (mode, frequency, intensity, and time of exercise) principles.
 Be fit first in order to play a sport.

LACK OF SKILL

 Select activities that you are already skillful at, or those that require no new skills, such
as walking and jogging.
 Find a friend or engage the services of a trainer to teach you some new skills
 Take or sit-in a PE class to develop new skills

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LACK OF RESOURCES

 Select activities that require minimal facilities or equipment, such as walking, jogging,
jumping rope, or calisthenics.
 Identify inexpensive and convenient facilities that are available to you (school facilities,
community or public parks, and sports complex).

WEATHER CONDITIONS, TRAVEL, OR VACATION

 Develop a set of regular activities that can be performed indoors such as indoor cycling,
treadmill running, aerobic or cardio workouts on video, dancing, rope skipping, and
weight training.
 Take advantage of outdoor activities while on vacation (swimming, biking, hiking or
trekking. kayaking).
 Walk the halls and climb the stairs in hotels Workout in their gym facility or swim in the
hotel pool, if any.
 Exercise with kids or younger siblings-go for a walk together, play tag, or other running
games.

Activity #3

Inventory of Barriers to Being Active

Listed below are common reasons of individuals why they do not get as much physical activity
as they should. Please read each statement carefully and indicate how likely you are to say to
each of the following:

3- Very likely; 2- Somewhat likely; 1- Somewhat likely; 0 - Very unlikely

HOW LIKELY ARE YOU TO SAY… 3 2 1 0

My day is so busy now, I just do not think I can make the time to
include physical activity in my regular schedule.

None of my family members or friends like to do anything active,

so I do not have a chance to exercise.

I am just too tired after school to get any exercise.

I have been thinking about getting more exercise, but I just

cannot seem to get started.

I am getting older so exercise can be risky.

I do not get enough exercise because I have never learned the

skills for any sport.

I do not have any access to gym facilities, jogging trails,

swimming pools, bike paths, etc.

Physical activity takes too much time away from other

commitments-time, studies, family, etc.

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 I am embarrassed about how I will look when I exercise with
others.

I do not get enough sleep as it is. I just could not get up early or
stay up late to get some exercise.

It is easier for me to find excuses not to exercise than to go out

to do something.

I know of too many people who have hurt themselves by

overdoing it with exercise.

I cannot see myself learning a new sport or activity.

It is just too expensive to take a gym class, join a club or buy the
right equipment.

My free times during the day are too short to include exercise.

My usual social activities with family or friends do not include

physical activity.

I am too tired during the week and I need the weekend to catch
up on my rest.

I want to get more exercise, but I just cannot seem to make

myself stick to anything.

I am afraid I might hurt or injure myself during exercise or while

playing.

I am not good enough at any physical activity to make it fun.

Follow these instructions to score yourself.

 Enter your rating in each item below.

 Add the three scores on each line. A score of 5 or above means this is an important barrier for
you to everyone.
 Your barriers to physical activity fall into one or more categories: lack of time, social influences,
lack of energy, lack of willpower, fear of injury, lack of skill, and lack of resources.

_____ +______ +_______=______________________

1 8 15 Lack of time

_____ +______ +_______=______________________

2 9 16 Social influence

_____ +______ +_______=______________________

3 10 17 Lack of energy

H.O.P.E 1 | 6 FIRST SEMESTER

_____ +______ +_______=______________________

4 11 18 Lack of motivation

_____ +______ +_______=______________________

5 12 19 Fear of injury

_____ +______ +_______=______________________

6 13 20 Lack of skill

_____ +______ +_______=______________________

7 14 21 Lack of resource

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