P.

E AND
HEALTH This handout will serve as your

12
copy for the whole grading.
(DO NOT RETURN THIS
MINDANAO MISSION ACADEMY TO YOUR TEACHER)
of Seventh-day Adventists, Inc. Module Submission:
1st Quarter
The School that Offers Something Better
(MODULE 2) Manticao, Misamis Oriental

• • LEARNING MODULE FOR P.E and Health • •

Teacher’s Name: Lyndie Grace A. Paules Facebook Account:
https://www.facebook.com/lyndiegrace.paules/
Degree: BSE-MAPEH Gmail Account: Lhalang28@gmail.com
Subjects handled: P.E and Health 11, 12 Contact number: 09163291890

Grading System:
Components Percentage
Written Work 20%
Performance Tasks 60%
Quarterly Assessment 20%

STUDENT’S NAME:

HOW ARE YOU GOING TO LEARN?

ICONS DESCRIPTION
When you see this icon, it signals that you are to do a task classified as performance task. This is now a transfer of the
knowledge that you learn from the lessons. This task merits the highest percentage in the grading system.

This icon gives you an overview of the lesson that you will be learning. It is an introduction of the lesson and a recall of
your prior knowledge regarding the topic.

This icon tells you that you are answering the first stage of the lesson which is called the “Exploratory Phase” You are given
open – ended questions or tasks that would lead you to GUESS the topic.

This icon gives you important lessons, core values integrated in the lessons. These are important concepts and strategies that
will help you in life.

You will find this icon before some chunks of text in the following pages. It tells you to carefully study the concepts,
principles, or processes discussed in the text. It also tells you that there is a question to answer or an idea to think about it.
This icon gives you important instructions to note and follow. Read every detail of instructions so you can follow them
✎ precisely.

You will find this icon at the end of every topic. It signals a self-test to determine how well you have achieved the
objectives set in the unit. Study the lesson well and you will perform quite well in the self-test. This will be submitted to
your teacher after you answering the self-test. Write legibly and always follow instructions properly.

This icon directs you to the specific activity which you need to answer and specific lesson for you to refer to as you answer

☞ the activity.

This icon signals process questions that you need to answer as this is also one indicator that you have learned the lesson
very well.

Content Standard:
The learner demonstrates understanding of dance in optimizing one’s health, as requisite for physical activity assessment
performance, and as a career opportunity.

Performance Standard:
The learner leads dance events with proficiency and confidence, resulting in independent pursuit and in influencing others
positively.

Transfer Goal:
Students on their own will be able to lead a dance creatively and actively to address health issues and concerns with proficiency and
confidence.

Introduction
 Dance teaches the importance of movement and fitness in a variety of ways through a variety of disciplines. As well, dancers
learn to coordinate muscles to move through proper positions. Dancing is a great activity to pursue at almost any age provided you are
in proper health to handle the rigors of dancing for life.

Lesson Title Learning Competency

1 Introduction to Dance
1. Sets Frequency Intensity Time Type (FITT) goals based on training Principles to
achieve and/or maintain health-related fitness (HRF).
2. Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes
most days of the week in a variety of settings in- and out-of school
3. Participates in an organized event that addresses health/fitness issues and concerns
4. Recognizes the value of optimizing one’s health through participation in physical
activity assessments
5. Organizes fitness event for a target health issue or concern

Lesson 1|Introduction of Dance

TIME TO READ AND

LEARN
s
Getting FITT with Dance
When engaging in any form of dance, always consider the FITT (Frequency, Intensity, Time, Type) principle of training to be able to perform

efficiently and minimize unnecessary body stress and injury.

Frequency (How Often)- number of training sessions that are performed during a given period (usually one week). About 3 to 4 times per week or
more are the recommended times of exercise for an individual. Rest or easy days are in between to allow your body to recover from physical
exertion.

Example

Goal Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Cardio-Vascular (3 Rest Work-out Work-out Rest Work-out Work-out Work-out
minute step test) Session Session Session Session Session
1 2 3 4 5

Intensity (How hard)- an individual’s level of effort (light, moderate, vigorous)

Example

Sample Activities Light Moderate Vigorous

Cardio-Vascular Endurance Slow walking Fast walking jogging

This rate of Perceived Exertion (RPE) scale below is used to measure the intensity of your exercise/physical activity. This value gives a reference
point for an individual’s internal load which can b compared with others during a similar session.

RPE CHART (Rate of Perceived Exertion

Rate Level Effort Description
10 Maximum Effort Activity Feels almost impossible to keep going
Completely out of breath, unable to talk
9 Very Hard Activity Very difficult to maintain exercise intensity
Can barely breathe and speak a single word
7-8 Vigorous Activity On the verge of becoming uncomfortable
Short of breathe, can speak a sentence
4-6 Moderate Activity Feels like you can exercise for hours
Breathing
2-3 Light Activity Feels like you can maintain for hours
Easy to breathe and carry on a conversation
1 Very Light Activity Anything other than sleeping, watching TV, riding a car, etc.

Time (How Long)- duration of a workout (including warm-up and cool-down) or the length of time spent in training. To improve health-related
fitness, trainers recommend 20 to 30 minutes of nonstop exercise. Time should be decreasing as the intensity of the activity is increasing.

Example:

Goal Sun Mon Tue Wed Thurs Fri Sat

Cardio- Rest Slow walking Slow walking Rest Fast walking Jogging Jogging

PE AND HEALTH • LGA P • GRADE 12 |PAGE 2

 Vascular
30 minutes 30 minutes 25 minutes 20 minutes 20 minutes

Type (What Kind)- mode of physical activity (swimming, jogging, dancing)

Fitness Self-Assessment
The purpose of the Fitness Self-Assessment is to assess overall physical fitness levels by conducting cardiovascular,
muscular endurance and flexibility tests. It is important to remember that you do not need to score in the excellent category
on every test. This is a tool to help you track your fitness levels and make fitness improvements or maintain your current fitness level before testing
again.
1. 1 Mile Walk - evaluates cardiovascular fitness and can be done on a track.
2. 1.5 - Mile Run - The 1.5 Mile Run evaluates cardiovascular fitness and can be done on a track.
3. Sit and Reach Test - The Sit and Reach Test measures overall flexibility of the legs, back, arms and shoulders.
4. Push Up Test - The Push Up Test measures how many push-ups a person can do in 1 minute and is a good indicator of upper body strength
and endurance. Men do push ups from their toes and women from their knees.
5. Curl Up Test - The Curl Up Test measures how many curl ups a person can do in 1 minute and is a good
6. indicator of core strength.

★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 1. MY FITT GOALS ) ★ ★ ★ ★ ★ ★

Lesson 2|HEALTH AND SAFETY PROTOCOLS

TIME TO READ AND

LEARN
s
Health and Safety Protocols
•Flu-Like Symptoms - Any student, faculty, staff, or parent that has flu-like symptoms, any symptoms of COVID-19 within the past 10 days or have
had any close contact with someone who is suspected or confirmed to have COVID-19 in the past 14 days or have traveled outside of NY on public
transportation in the past 14 days we ask that you please not attend class or enter the studio.
•Face Coverings - All faculty, staff and dancers are required to wear a face covering or mask when entering and exiting the studio. When actively
dancing, students and teachers may choose to remove their masks or leave them on, masks are optional in class.
•Limiting Dancer Capacity - class size limits will be set by allowing for at least 6 feet of distance between students at all times. Each student will
have an assigned 6 x 6 square and/or a spot on the floor and at the barre which will help to give dancers the optimal amount of space to continue
practicing social distancing.
•Waiting Rooms - recommend that our waiting rooms be closed to limit the amount of people in our facility. However, in the case of a dancer who
would feel more comfortable, one parent wearing a face covering/mask (unless you are fully vaccinated then the mask is not required) may
accompany their child and maintain social distancing while waiting in our lobby or hallway area.
•Dancer Belongings - each dancer will have a designated area for their belongings. Dance shoes can be changed into and left in an assigned cubby.
Any chairs are set 6 ft apart.
•Restrooms - To minimize usage, encourage dancers to use the restroom prior to class at home. We will have one designated restroom per studio,
sanitized regularly.
•Water Bottles - Students and staff should bring their own water bottle to class.
•Studio Cleanliness & Sanitation - each studio will be cleaned, and dance equipment and props will be disinfected between each use. Staff will
frequently clean and disinfect all frequently touched surfaces (e.g., door handles) common areas (e.g., restroom rooms, waiting rooms), and
equipment at a minimum every 2 hours while the facility is open and in operation.
•Hand Cleaning & Washing - Hand sanitizer stations are at each entrance, exit and inside each studio, you will be required to cleanse your hands
upon arrival. All faculty, staff and dancers should wash their hands regularly.

Lesson 3|Health Related-Fitness and Issues Concern

PE AND HEALTH • LGA P • GRADE 12 |PAGE 3

PE AND HEALTH • LGA P • GRADE 12 |PAGE 4
PE AND HEALTH • LGA P • GRADE 12 |PAGE 5
 REFERENCES AND WEBSITE LINKS USED IN THIS
LESSON

Castanos, N Jr. (2020, December) PE & HEALTH 12 Quarter 1-Module 1: Dance: An Introduction SENIOR HIGH SCHOOL
Retrieved from Goggle: https://www.researchgate.net/publication/346578065_PE_HEALTH_12_Quarter_1_-
Module_1_Dance_An_Introduction_SENIOR_HIGH_SCHOOL

PE AND HEALTH • LGA P • GRADE 12 |PAGE 6

 Rubric Programming Project. Retrieved from Google:
https://3gen3.weebly.com/rubric-programming-project.html

Royal Academy of Ballet and Dance (2022). Health and Safety Protocols. Retrieved from https://rabanddance.com/health- and-safety-
protocols/.949 Englewood Avenue • Buffalo, NY 14223 • 716.835.3585

Callo, L. F., & Dajime, P. F. (2016). Sedentary Lifestyle. Physical Education and Health. (pp. 48-52). (volume 1). Rex Book
Store, Inc.

P.E AND
HEALTH RETURN THIS TO YOUR

12
TEACHER
Module Submission:
October 16, 2021

1st Quarter
(MODULE 2)

PE AND HEALTH • LGA P • GRADE 12 |PAGE 7

MINDANAO MISSION ACADEMY
of Seventh-day Adventists, Inc.
The School that Offers Something Better
Manticao, Misamis Oriental

• • ACTIVITY SHEETS • •

STUDENT’S NAME: CONTACT #: SCORE:

✎ NOTE: READ AND STUDY THE HANDOUTS GIVEN BEFORE ANSWERING THE ACTIVITIES. ALL/MOST OF THE ANSWERS ARE IN YOUR
HANDOUTS. REFRAIN FROM COPYING AND PASTING FROM THE INTERNET.

Activity no. 1: My FITT Goal ☞ (refer to handout 2)

✓Learning Competency:
 Sets FITT goals based on training principles to achieve and/or maintain HRF
 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and
out-of school
✓Learning Outcome:
 I can set FITT goals based on training principles to achieve and/or maintain HRF
 I can engage in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in-
and out-of school

Now that you have assessed your fitness level, you are now ready to engage in moderate to vigorous physical activities. But you need to set fitness
goals based on FITT principles to achieve/maintain HRF. Try to make your own FITT Plan and then perform.

Principle Sample Your FITT Goal

FREQUENCY (how often) 4-5 times a week

INTENSITY (how hard) 2-4 sets (10-20 repetitions)

TIME (how long) 30 - minutes

TYPE(what kind)* Cardio-vascular endurance, Mascular strength, Push up (Poor Result)

Muscular endurance, Flexibility, Weight Loss (BMI

*Focus on what type of health-related fitness that you got Fair, Poor, Very Poor and Needs Improvement. Refer to the Physical Fitness Result
Card.
If all results are within the standards (Excellent, Very Good, Good). Still you need to make your FITT Goal. Just maintain doing it. Remember,
your target is to improve!

Activity no. 2: Learning Journal/Reflection Log ☞ (refer to handout 3)

Direction: The learners will write/record their reflection on the topics discussed in the class.

______________________________________________________________
Name of the School, Subject and Grade level

Student’s Reflection/Essay
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Activity no. 3: Forced Analogy ☞ (refer to handout 4, 5, & 6)

PE AND HEALTH • LGA P • GRADE 12 |PAGE 8

 FORCED ANALOGY

Name: _____________________________________________________________

Yr. & Section: _______________________________________________________

(object)
I choose _________________ to relate the lesson on ___________________

because _____________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________________________________________________________________ .

1. How do you feel the activity?

_______________________________________________________________________________________________________________________
_
2. What challenges do you encounter in performing the activities?
________________________________________________________________________________________________________________________
3. What do you feel about the results you got?
________________________________________________________________________________________________________________________
4. What are the exercise(s) that you find it difficult to perform? Why?
________________________________________________________________________________________________________________________
5. What are the exercise(s) that you find it easy to perform? Why?
________________________________________________________________________________________________________________________
6. Are you satisfied with your current body composition and quality of life? if not, are you willing to do something about it to properly resolve your
problem?
________________________________________________________________________________________________________________________

7. How do these activities affect you and your lifestyle?

________________________________________________________________________________________________________________________

8. What do you think is the importance of assessing your health-related fitness before engaging any moderate to vigorous physical activities?
________________________________________________________________________________________________________________________

9. Give one Bible verse that will give you an inspiration to have a healthy lifestyle?

PE AND HEALTH • LGA P • GRADE 12 |PAGE 9

________________________________________________________________________________________________________________________

Goal: You will make a dance work-out plan to address health issues and concerns.
Role: You are an Fitness Instructor of Bayanihan Fitness Company in the Philippines.
Audience: Correctional officers of different regions in the Philippines
Situation: The health of the Correctional officers in the Philippines are slowly deteriorating due to lack of activities and
exercise. As a Fitness Instructor of Bayanihan Fitness Company, I will make a dance work-out plan to address health issues
and concerns and to help them optimize their physical activity.
Product: Be able to make a dance work-out plan
Standard: Rubric

4 points 3 points 2 points 1 point Total

Dance Work- Complete, legible and Almost complete, legible Incomplete and illegible Irrelevant at all
out Plan realistic. and realistic and not so realistic
Activity Appropriate to the Almost appropriate to the Not appropriate to achieve Not appropriate to the goal
Selection component selected by the component selected by the the over-all goal. One set. All activities listed
student. All activities are student. All activities are activity is relevant but need to be reworked to fit
relevant to the over-all relevant t the over-all goal over-all, the activity will the scope of the plan
goal not help reach the goal
FITT Activity is appropriate, Activity almost is Activity is not correct in Activity is totally not
Application relative, achievable and appropriate, relative, appropriate, and relative correct
measurable achievable and
measurable
Goals All written short-term and Almost all written short- Few of the written short- Not able to apply the pillars
long term goal is term and long term goal is term and long term goal is of settng goals to the task
measurable, achievable, measurable, achievable, measurable, achievable,
specific and realistic specific and realistic specific and realistic but
some do not meet the
criteria
Creativity & Very creative and very Almost creative and There is somewhat an No trace of creativity is
Neatness neat almost neat attempt of creativity. Not being applied and not
so neat appealing

✦ ✦Congratulations! ✦ ✦
You are done with your 1 quarter module 2. You are now ready to proceed to 2nd quarter module 1. Please don’t forget to write your name on your
st

answer sheet to avoid problems in the future. Thank you. :D

God bless and Stay Safe!

PE AND HEALTH • LGA P • GRADE 12 |PAGE 10