Module

PHYSICAL EDUCATION & HEALTH I

(HEALTH OPTIMIZING PHYSICAL EDUCATION)

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 Table of Contents

Topic Page

Unit 1 – Fitness and Health………………………………………………..…….. 3-4

 Definition of fitness health
 Factors in achieving fitness and health
 Seven dimensions of well- being
Warm Up……………………………………………………………………………...5-6
My Learning Goals and Targets……………………………………………………….7
Family Relationship (FAM BOX)……………………………………………………..8
1.1 Physical Fitness……………………………………………………………………9
 Health Related Fitness………………………………………………….10-13
Activity 1 “Check the Label”………………………………………………………….14
 Skill Related Fitness……………………………………………………..16-19
Assessment 1…………………………………………………………………………20-21
Assessment 2…………………………………………………………………………..22
Final Activity “FAM FIT”…………………………………………………………….. 22

Unit II- Locomotor and Non- Locomotor Movements…………………………… 24

2.1. Locomotor
2.2. Non- Locomotor
Activity 1
Activity 2
Activity 3

Unit III- Aerobic Fitness

3.1. Benefits of Aerobics Exercises…………………………………………............. 25
3.2. At- home Aerobic Exercise…………………………………………………… 26-28
3.3. FITT Principle Applied to Muscular Fitness……………………………………30-33
Activity 1……………………………………………………………………………..34-35
Activity 2………………………………………………………………………………36
References

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Unit I- Fitness and Health
Objectives:
 Define fitness and Health
 Enumerate the factors in achieving fitness and Health
 Recognize the physical activity habits of the family in terms of health related and
skill related fitness components
 Perform exercises to enhance their skills
 Design physical activities that promote HRF and SRF to family members

Definition of Fitness and Health

Everyone desires to have a fit and healthy body. When you are fit and healthy,
you can be productive and efficient. You can have a feeling of well- being and happiness.
Fitness refers to the quality of being able and suitable to do a certain task or demand.
Fitness covers physical well- being, balanced mental state, emotional stability, and
spiritual soundness. On the other hand, health is defined as “a state of complete physical,
mental, and social well- being and not merely the absence of disease or infirmity” (WHO
2003.)

Factors in Achieving Fitness and Health

A fit and healthy mind and body can attained through proper diet, regular
exercise, and balanced lifestyle.
Proper diet includes Go, food for energy; Grow food for bones, muscles, and teeth; and
Glow food for skin, hair, and eyes. Eat a variety of fresh fruits and vegetables, whole
grains, and food that are low in fat, sodium, and sugar content. Choose food that are
baked, boiled, and broiled. Limit your food intake and do not overeat.

Regular exercise helps improve blood circulation, so that the bloodstream will be able to
continuously supply oxygen and nutrients to the vital organs of the body. Regular
exercise also helps reduce stress, increase energy, control weight, and brighten your
mood. Choose exercises that suit your body. Start with moderate activities and progress
to vigorous ones.
A balanced lifestyle helps reduce the risks of disease and increases your chance to live
longer. It makes you feel and look good. Apart from diet and exercise, a balanced
lifestyle includes the following.
1. Enough rest and sleep
2. Optimistic outlook in life.
3. Organized and realistic priorities.
4. Good relations with family and friends.
5. Various interest and hobbies that develop your intellect, talents, and skills.
6. Strong determination to succeed and become a responsible and responsive
member of society
7. Good hygiene and healthy habits.
8. Holistic set of ethics, values, and spirituality.

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Seven Dimensions of Well- Being

Although fitness and health have their respective definitions, they are closely interrelated.
Together they pertain to wellness, the integration of the seven dimensions.
1. Physical wellness refers to the health of your physical body.
2. Emotional wellness pertains to your psychological and emotional perspective
about yourself and the world around you.
3. Intellectual wellness encompasses your open- mindedness and intelligent
responses to stimuli, decision- making skills, and lifelong learning.
4. Social wellness covers your interaction relationships with others.
5. Career wellness includes personal satisfaction from your career or job and
contribution as a productive member of society.
6. Environmental wellness relates to your responsibility to take care of the
environment.
7. Spiritual wellness deals not only with your religious beliefs and practices but
more so with their effects on the other dimensions of your well- being.

Do it!
1. Write a short essay about the benefits of exercise. Research on the topic
and make proper citation of your sources.
2. Make your own fitness plan for three days. Keep in mind that
commitment and balance are keys to an achievable and sustainable long-
term fitness.

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 Warm- UP

This warm up activity is given to find out how well and understand the importance of
physical movements in your daily life. These activities will assess your knowledge and
skills on Health-Related Fitness.

A. Identify and classify the picture as shown on the components of Health- Related
Fitness given below.

1.________________________________
2.________________________________
3.________________________________
4.________________________________
5.________________________________
6.________________________________
7.________________________________
8.________________________________
9.________________________________
10._______________________________

B. Explain briefly how these HRF (Health Related Fitness) activities can benefit
your family in terms of physical wellness.

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 1. 2. 3. 4.

5.
6.

7.

Where Am I?

Let’s play a brain teasing fun game called “Word Hunt” find from the untangled letters
that would compose the components associated with HRF. The words could be in any
directions as long as the letters are all inter connected. In your answer sheet write these
words and try to define word identified.
B S F E R R V T F
O O G T D F V B L
D O P J G H S R E
Y Y I H R F A F X
C G D F Y D J D I
O E F H H D H G B
M U S C U L A R I
P D R R H D H N L
O S D F T G G B I
S T R E N G T H T
I E I U P T R V Y
T D L G G H F C D
I C A R D I O U S
O W E G E H F H C
N R Y Y H H X M T

My answers:






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 My Learning
Goals and Targets

Provide below your expected personal learning goals and targets.

Learning goals and targets lessons are expect to learn this learning materials. Example: I will
be able to identify the four components of HRF (Health Related Fitness)

Answer:




Quest for What are my daily

Fitness routines or tasks
associated to HRF?

Reflect on your daily activities and write them down on the table below. Give special
attention to activities that will help improve you HRF minimize your body potentials.
My daily Routines/Tasks HRF (Health Related Fitness)

Ex. Jogging Cardiovascular Endurance

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Family Relationship (FAM BOX)
In this activity, you are to identify the physical activity habits of the family in
terms of health related fitness components. Table 1 is provided for you to list down
important details of the family that would be of help later when you will be designing
your family HRF activity plan.
Family Ag Occupatio Activities involved in HRF Househol HRF
Members e n relation to the component d Chores component
Occupation/Work/Jo involved involved
b
Example 45 Saleslady stands for 8 hours Clean the
: Mother plates,
wash the
clothes
etc.
Father
Mother
Sister
Brother

Assignment:
1. Compute your Body Mass Index (BMI)

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1.1Physical Fitness- testing helps determine the state of your well-being
and measures the level of performance of your muscles, heart, and lungs.
The test is divided into two parts. The health related fitness test, includes testing for body
composition, waist circumference, flexibility, cardiovascular endurance, and strength.
The skill related fitness test includes testing for speed, power, agility, reaction time,
coordination, and balance.

PT. Physical Fitness Test (DYI)

HERE’S THE PROCEDURE!

Prepare for the test. Perform the test. Record your test results.
 Review the procedures in conducting the Physical Fitness Test.
 Wear appropriate attire
 Do the warm –up exercises on your own or find your assistant/ partner.
 Re-orient yourself on the proper execution of the tests and recording of test
results.
 Go through with the test without exerting maximum effort.
 Observe safety.

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PART I. HEALTH – RELATED FITNESS TEST
 BODY COMPOSITION- refers to the amount of the body’s fat free- mass as
compared to the amount of body fat.

Body Mass Index (BMI)

Old Formula for computing Body Mass Index New Formula
Weight (in kg.) Weight (in lbs.) X703
Height (in meter)₂ Height (in ft.)₂
NEW FORMULA
Weight- (52 kg.)  52X2.2 = 114.4 lbs
Height- 4’11’’ 1. 4x12= 48,  2. 48+11= 59x59= 3, 481

114. 4 X 703 = 23.104 Normal

3, 481

Classification
Below 18.5 Underweight
18.5- 24.9 Normal
25.0- 29.9 Overweight
30.0 Above Obese

 FLEXIBILITY- refers to the ability of the joints to move through a full range of
motion.
Zipper Test
Purpose
To be able to touch the fingertips together behind the
back by reaching over the shoulder and under the elbow.
Material
-Ruler
Procedure
For the test taker:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and reach down
across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend your
elbow up across your back, and try to cross your fingers over those of your right
hand.
d. Reach with your right hand over your right shoulder and down your back as if to
pull a zipper or scratch between your shoulder blades.
e. To test the left shoulder, repeat a todwith your left shoulder.

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 For the tester:
a. Observe whether the fingers touch or overlap each other.
b. Measure the distance in which your fingers overlap.
c. Record the score in centimeter.
Scoring: Record zipper test to the nearest 0.1 centimeter.
Standard
0 Did not touch fingertips
1 Just touched fingertips
2 Fingers overlapped by 1-2 centimeters
3 Fingers overlapped by 3-4 centimeters
4 Fingers overlapped by 5-7 centimeters
5 Fingers overlapped by 8 centimeters or more

Sit and Reach

Purpose
To be able to reach as far as possible without
bending.
Material
-Tape measure
Procedure
For the test taker:
a. Sit on the floor with black on the wall and feet approximately 12 inches apart.
b. Without bending your back, knees, and elbows, place one hand on top of the other
and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start the test by
reaching the farthest point possible without bending your knees.
For the tester:
a. As the student assumes the c procedure above, position the zero point of the tape
measure at the tip of the finger farthest from the body.
b. See to it that knees are not bent as the student reaches the farthest that she/he
could.
c. Measure the distance of the farthest reach.
d. Record the score in centimeter.
Scoring: Record sit and reach in the nearest 0.1 centimeter.

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 CARDIOVASCULAR ENDURANCE- is the ability of the heart, lungs, and blood
vessels to deliver oxygen to working muscles and tissues, as well as the ability of
those muscles to utilize that oxygen.

Step Test (3 minutes)

Purpose
To measure cardiovascular endurance

Materials
a. Step board (12 inches)
b. Stopwatch

Procedure

For the tester taker:

a. Position in front of the step.
b. At the go signal, step up and down the step board for 3 minutes at the rate of
24 steps per minute. One step consists of 4 beats, that is, “up with the left
foot, down with the left foot, up with the right foot, down with the right
foot.”
c. Locate your pulse. Count the pulse rate for 10 seconds. Multiply it by 6.
Scoring: Record the 60- second heart rate after the activity.

 STRENGTH- refers to the muscle’s ability to generate force against physical

objects.
90- Degree Push- Ups
Purpose
To measure the strength of upper extremities
Material
Exercise mat or any clean mat
Procedure
For the test taker:
a. Get on the mat face down in standard push-up position: palms on the mat under
shoulders; fingers pointing forward; and legs straight, parallel, and slightly apart,
with your toes supporting your feet.
b. FOR BOYS: straighten your arms, keeping the back knees straight, then lower the
arms until there is a 90- degree angle at the elbows (upper arms are parallel to the
floor).
c. FOR GIRLS: With your knees in contract with the floor, straighten your arms
keeping your back straight. Then lower your arms until there is a 90- degree angle
at the elbows (upper arms are parallel to the floor)
d. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups
per minute (2 seconds going down and 1 second going up).

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 For the tester:
a. As the student assumes the position of push-up, start counting as he/ she lowers
his/her body on the ground until he/she reaches a 90-degree angle at the elbow.
b. Make sure that the student performs the push-ups correctly
c. The test is terminated when the student can no longer perform the push-ups in the
correct form (three corrections are allowed), feels pain, voluntarily stops, or
cadence is broken.

Scoring: Record the number of push-ups made.

Curl- Ups
Purpose
To measure the strength of abdominal muscles.
Material
Exercise mat or any clean mat
Procedure
For the test taker:
a. Assume a lying position with your feet flat on the floor and knees bent at about
90-degre angle, hands palm down at the sides with fingertips touching the first
tape line.
b. Complete a slow, controlled curl-up, sliding fingertips along the floor until they
touch the second tapeline.
c. The curl-up should be performed at a rate of one every 3 seconds or 20 curl-ups
per minute (2 seconds going up and 1 second going down).
d. There should be no rest at the bottom position. Perform as many curl-ups as
possible without stopping.
For the tester:
a. Ensure that the student performs the curl-ups in the correct form.
b. One curl-up is counted each time the student’s shoulder blade touches the floor.
c. The test is terminated when the student can no longer perform the curl-ups in the
correct form (three corrections are allowed), feels pain, voluntarily stops, or
cadence is broken.
Scoring: Record the number of curl-ups made.

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Activity 1
“Check the label”
Compute their BMI:
 Marco is 5’9” and weighs 132 pounds, his waist is 32 inches. What is Marco’s BMI?

 Lee Min Ho is 6’0” and weighs 185 pounds. Is he classified as overweight? If not,
what is he classified as?

 A 54- year old woman with is seen in the clinic for her initial evaluation after a
recent diagnosis of hepatitis C infection. She is 5 feet 6 inches tall (167.6cm) and
weighs 72 kg. Calculate her BMI and her classification using the new formula.

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 REVIEW

In your own words, define the following:

1. Speed
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

2. Agility
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

3. Reaction time
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

4. Balance
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

5. Power
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

6. Coordination
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___

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PART II- SKILL- RELATED FITNESS TEST

 SPEED- is the ability to perform a movement in a short period.

40 meter Sprint
Purpose
To measure running speed
Material
Stopwatch
Procedure
For the test taker:
a. Stand behind the take-off line, the tip of your shoes should
not go beyond the line.
b. At the go signal, run to the finish line as fast as you can.

For the tester:

a. Set the running area with the measurement of 40 meters.
b. Set the stopwatch to zero.
c. At the go signal, start the watch and stop it as the student crosses the finish line.
Record the score to the nearest 0:00:01 second
Scoring: Record the time in the nearest minutes and seconds.

 POWER- is the ability to transfer energy into force at a fast rate.

Standing Long Jump

Purpose
To measure the strength and power of the leg.

Materials
-Tape measure accurate to 0.1 centimeter at least 3 meters long and placed firmly
on the floor.
- Meter Stick.
Procedure
For the test taker:

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 a. Stand behind the take-off line with the tip of your shoes not going beyond the
line.
b. As you prepare to jump, bend your knees and swing your arms backward and
jump as far as you can.
For the tester:
a. Lay the tape measure (in centimeters) on the floor.
b. Set a take-off line at the point zero (0) of the tape measure.
c. After the jump, spot the mark where the back of the heels of the student has
landed closest to the take-off line.
d. Record the score in the nearest 0.1 centimeter.

Scoring: Record the distance in the nearest 0.2 centimeter.

 AGILITY- is the ability to change direction quickly using a combination of

balance, coordination, speed, strength, and endurance.

Hexagon Agility Test

Purpose
To measure the ability to move quickly while
maintaining balance
Materials
a. Tape measure
b. Stopwatch
c. Chalk or tape for marking the ground
Procedure
For the test taker:
a. Facing the front line, stand with both feet together in the
middle of the hexagon.
b. At the go signal, jump forward with the feet together, jump over the same line
into the middle of the hexagon.
c. Continuing to face forward with feet together, jump over the next side and back
into the hexagon
d. Continue this pattern for three full revolutions
e. Perform the test both clockwise and counterclockwise
For the tester:
a. Mark a hexagon on the floor. The length of each side should be 24 inches (60.5
cm), and each angle must be 120 degrees.
b. Record the time taken to complete three full revolutions. Record also the best
score from the two trials
c. If the student jumps the wrong line or land on a line, the test must be restarted.

Scoring: Record the time in the nearest minutes and seconds.

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  REACTION TIME- is the time elapsed between stimulation and the beginning of
reaction to the stimulus.
Stick Drop Test
Purpose
To measure the reaction time as to how fast you can
respond to a stimulus: the higher the score, the faster the reaction
time.
Procedure
For the test taker:
a. Sit on a chair next to a table, so that your elbow and lower arm rest on the table
comfortably.
b. The heel of your hand must rest on the table, so that your fingers and thumb
extend beyond the edge of the table.
c. As the tester drops the stick, catch it with your thumb and index finger as fast as
possible without lifting your elbow from the desk. It is important that you react
only to the dropping of the stick.
d. Your score is the number of inches read on the ruler/ stick above the thumb and
index finger after you catch the stick.
For the tester:
a. Hold the ruler/stick above the student’s fingers. No part of the hand of the
student must touch the ruler/stick.
b. Without warning, drop the stick and let the student catch it with his thumb and
index finger.
c. Do this three times. Be careful not to drop the stick at predictable time
intervals, so that the student cannot guess when it will be dropped.
Scoring: Record the average of your three scores. For example, if your scores are 21, 18,
and 19, your average score is 19.

 COORDINATION- is the ability to use the senses with the body parts perform
motor tasks smoothly and accurately.

Paper Throw and Catch

Purpose
To measure coordination in the performance of
motor tasks
Material

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 Crumpled paper
Procedure
For the test taker:
a. Stand comfortably in an area with no obstruction.
b. Throw a crumpled paper into the air with your right hand. Catch it with your left
hand.
c. Do this six times.
d. Repeat the task. This time throw the crumpled paper upward with your left hand and
catch it with your right hand.
e. Do this six times.

For the tester:

a. See to it that the student throws and catches the crumpled paper six times
alternately with his/her right and left hands.
b. Count how many times the student does the task correctly.

Scoring: Record the number of times that the student throws and catches the crumpled
paper correctly.
 BALANCE- is the maintenance of equilibrium while in a stationary or moving
position.

Stork Balance Stand Test

Purpose
To assess the ability to balance on the ball of the foot.
Materials
-Flat, nonslip surface and stopwatch
Procedure
For the test taker:
a. Remove your shoes and place your hands on your hips
b. Position the non- supporting foot against the inside knee of
supporting leg.
c. Raise the heel to balance on the ball of your foot
For the tester:
a. Give the student one minute to practice the balance
b. Start the stopwatch as the heel is raised from the floor
c. Stop the watch if any of the following occurs:
-The hand(s) come off the hips
- The non- supporting foot loses contact with the knee.
- The heel of the supporting foot touches the floor.
Scoring: Record the time in the nearest seconds.

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  Perform the given exercises with your partners. Take turns in doing tasks.
Record your results in the physical fitness test score card. Submit it to your
teacher for assessment.

Assessment 1
Name:_______________________________________ Age:_________________
Grade Level & Section:__________________

PART 1. Health- Related

Fitness Test
A. Body Composition: Body Mass Index (BMI)

Height Weight BMI Classification

B. Flexibility
1. Zipper Test
Overlap/Gap (centimeters)
Right Left

2. Sit and Reach

Score (centimeters)
1st try 2nd try 3rd try

C. Cardiovascular Endurance: 3 Minute Step

Heart Rate per Minute
Before the Activity After the Activity

D. Strength
1. 90-Degree of Push-ups

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 Number of Push-ups

2. Curl-ups
Number of Curl-ups

PART 2. SKILL RELATED

A. Speed: 40 meter sprint

Time

B. Power: Standing Long Jump

Distance (in 1st try 2nd try 3rd try
centimeters)

C. Agility: Hexagon Agility Test

Clockwise: Time Counterclockwise: Average
(0:00) Time (0:00)

D. Reaction Time: Stick Drop Test

1st try 2nd try 3rd try

E. Coordination: Paper Throw and Catch

Score

F. Balance: Stork Balance Stand Test

Time

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 PERFORMANCE TARGETS FOR BOYS

AGE STRENGTH FLEXIBILITY ENDURANCE

Partial Push Ups Sit and Reach (cm) 3 min. 1km. Run
Curl Ups Step Test
15 38 21 55 107 4:14

16 42 22 56 105 4:10

17 45 23 64 102 4:00

18 47 24 69 99 3:55

19 49 25 70 98 3:45

20 51 26 72 96 3:35

21 55 27 72 95 3:30

PERFORMANCE TARGETS FOR GIRLS

AGE STRENGTH FLEXIBILITY ENDURANCE

Partial Curl Push Ups Sit and Reach (cm) 3 min. 1km. Run
Ups Step Test
15 23 12 58 103 4:30

16 24 13 63 101 4:25

17 25 14 68 100 4:17

18 26 14 72 98 4:10

19 27 15 74 96 4:05

20 30 15 75 95 3:37

21 30 16 75 93 3:35

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Assessment 2
Direction: Write your answer on the space provided.
_________1. Flexibility is best described as the:
a. Ability to exert force
b.Ability to work the muscle over a period of time.
c. Range of movement possible at various joints.
d. Time it takes to get moving once you see the need to move.
_________2. The ability of muscles to exert force one time is called?
_________3. The integration of eye, hand, and foot movements is called?
_________4. The ability to cover a distance in a short period of time is called?
_________5. Which of the following is/ are a skill- related fitness component?
a. Agility
b. Balance
c. Flexibility
d. Agility & Balance are both skill-related
e. All of the above
_________ 6. The ability to keep the body in an upright posture while standing still,
moving, or holding a position upside down is called?
__________7. Which of the activities below would best test cardiovascular fitness?
a. Agility run
b. Zipper test
c. Running Sprints
d. Curl ups
__________8. If you are a good jumper, you are strong in which area of skill related
fitness?
__________9. The ratio of body fat to lean body tissue, including muscle, bone, water
and connective tissues such as ligaments and tendons which component of fitness?
__________10. "SIT UPS" are an example of what components of fitness?

Final Activity
“FAM FIT”

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  Make a scrapbook with pictures of your family showing the progress or regress of
the family’s state of health. To be included in the scrapbook are pictures of your
family past HRF (Health Related Fitness) and SRF (Skill Related Fitness) activities
(sports, exercises and recreational activities). The scrapbook should tell a story about
family wellness. This activity will help you assess and understand the state of health
of your family.

Unit II- Locomotor and Non Locomotor Movements

Objectives:
 Create their own choreography using locomotor and non locomotor movements.
 Perform locomotor and non locomotor movements

2.1 LOCOMOTOR
 These are movements where the body travels through space from one location to
another.

Examples of locomotorskills include: walking, running, jumping, hopping, galloping or

marching.

2.2 NON LOCOMOTOR

 Is a movement that a person performs while remaining stationary.

Examples of non locomotor skills include: stretching, bending, pulling, pushing,

swaying, twisting, balancing etc.

Activity 1

Have students walk normally around the circle (or room) .Next have them walk high up
on their toes and then walk lower to the ground. Then let them move any way they want
to (except regular walking). This sequence lets them know that there is no one “right”
way to move during dance; they need to use their ideas. Have them try these variations:

 Do the movement at a different level.

 Do the movement in a different direction.
 Choose another way to move and repeat the level and direction changes.

Activity 2

Tell students to think of an animal and move the way it would. There is no need to stay in
the circle. Let each student tell you what animal he or she is imitating. Students can even
demonstrate the movement if it feels comfortable. Next, ask them to do the following.

 Fly like a bird

 Fly the same way with a partner

24
  Create a new way to fly
Activity 3
Each group will create their own choreography using the locomotor and non locomotor
movements.
Criteria for the presentation:
Mastery- 35
Choreography-35
Props and costume/s- 30
Total – 100
Unit III- AEROBIC FITNESS

Objectives:
 List down the benefits of aerobic exercises.
 Enumerate the different activities
 Determine the intensity of the workout that fits you.

Let’s Dance!

Listen to the music that your teacher will play for ten minutes. Dance to it in any way
you can. You may follow set dance steps or improve your own. What is important is that you
should move your body, so that your heart will beat faster and you will perspire. Afterward,
gather together while catching your breath. Reflect on the concluded task.

3.1 Benefits of Aerobic Exercises

Are you familiar with aerobics? Aerobics is a system of exercises done with
accompanying music. Aerobic improve cardiovascular fitness, respiratory capacity, and
muscular endurance. They can also lower blood pressure and cholesterol levels. They can
enhance the ability of the body to move air into and out of the lungs and boost the flow of
blood to all parts of the blood.

Aerobic exercises offer other benefits.

1. Aerobic exercise promotes strong and healthy bones. As you grow older, your
bones tend to demineralize or lose calcium. They become weak and brittle that fractures.
2. Aerobic exercise helps control physical and emotional stress. It helps improve your
outlook in life and self-concept. It brings about a feeling of well- being and satisfaction.
It helps reduce anxiety and depression.
3. Aerobic exercise helps improve intellectual capacity and increase productivity. In
general a fit individual can think, understand, remember, and respond more quickly.
4. Aerobic exercise is a realistic way to lose weight and keep it off. It helps burn
calories and excess body fats and at the same time helps maintain your desires body
weight.

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5. Aerobic exercise provides significant protection from heart disease. Overweight
and obesity increase the amount of LDL (low density lipoprotein) or bad cholesterol in
the blood. High cholesterol can lead to heart disease. On the other hand, exercise
promotes weight control and thus lowers the level of LDL and increases the level HDL
(high density lipoprotein) or good cholesterol. Hence exercise eventually lower the risk
of developing heart disease.

3.2 At- home Aerobic Exercise

Cardiovascular exercises can be done at home. There are many you can do with little to
no equipment, too. Always warm up for 5 to 10 minutes before starting any exercise.

 Jump rope
Equipment: rubber shoes, jump rope
Benefits: helps develop better body awareness, hand- foot coordination, and agility.
Safety: your jump rope should be adjusted for your height. Stand with both feet on the
middle of the rope and extend the handles to your armpits. That’s the height you’re going
for. If it’s too long, cut or tie it to avoid tripping on the rope.
Duration and frequency: 15 to 25 minutes, 3 to 5 times per week

If you’re a beginner:
1. Start by jogging forward as you swing the jump rope over your head and under your
feet. Do this your head and under your feet. Do this move for 15 seconds.
2. Next, reverse your direction and jog backward as you continue to swing the jump rope.
Do this move for 15 seconds.
3. Finish your set by doing a hopscotch jump for 15 seconds. To do this move, jump rope
in place, and as you jump, alternate between jumping your feet out to the sides and then
back to the center, similar to how you’d move them while doing jumping jacks. Do this
move for 15 seconds.
4. Rest for 15 seconds between sets.
5. Repeat 18 minutes.

If you’re intermediate exerciser, you can perform the moves for 30 seconds and rest for
30 seconds between sets. The advanced circuit should be performed for 60 seconds at a
time, followed by 60 seconds of rest.

 Aerobic strength circuit

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Equipment: gym shoes, sturdy chair or couch for dips.
Benefits: this exercise increases heart and cardiovascular health, builds up strength, and
tones major muscle groups.
Safety: focus on proper form with each exercise to avoid injury. Keep your heart rate at a
moderate level throughout. You should be able to carry on a brief conversation during
this exercise.
Duration and frequency: 15 to 25 minutes, 3 to 5 times per week

This aerobic circuit is designed to get your heart rate up. Perform the following strength
exercise for 1 minute.
 Squats
 Lunges
 Push ups
 Dips
 Torso twist
Then jog or match in place for 1 minute for your active rest. This is one circuit. Repeat
the circuit 2 to 3 times. You can rest for up to 5 minutes between circuits. Cool down
afterward with some light stretching.

 Running or Jogging

Equipment: running shoes

Benefits: running is one of the most effective forms of aerobic exercise. It can improve
heart health, burn fat and calories, and lift your mood, just to name a few.
Safety concerns: choose well-lit, populated running routes. Let someone know where
you’ll be.
Duration and Frequency: 20 to 30 minutes twice a week.

If you’re a beginner, run for 20 to 30 minutes twice a week. Your pace should be
conversational during the run. You can alternate between 5 minutes of running and 1
minutes of walking to start. To stay injury- free, always stretch after your run.

 Walking

Equipment: gym shoes

Benefits: walking daily can reduce your risk of heart disease, obesity, diabetes, high
blood pressure, and depression.
Safety: walk in well-lit and populated areas. Choose shoes that offer good ankle support
to reduce your risk for injury.

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Duration and frequency: 150 minutes per week, or 30 minutes 5 days a week.

If walking is your main form of exercise, aim to get 150 minutes per week. This can be
broken down into 30 minutes of walking 5 days a week. Or, walk briskly for 10 minutes
at a time, 3 times each day.

 Zumba

Equipment: gym shoes

Benefits:Zumba is beneficial for heart health, improves coordination, tones your entire
body, and may help relieve stress.
Safety: drink lots of water during the class. Take a break if you feel tired or dizzy. You
may want to wear shoes that provide good ankle support if you’re prone to ankle injuries.
Duration and frequency: 60 minutes, 1 to 3 times per week.

If you like to dance, Zumba is a fun choice for an aerobic workout. After warming up,
your instructor will instruct the class through easy to follow dance moves set to upbeat
music. You’ll finish with a cool down and stretch.

Steps in starting an Aerobic program

Here are easy steps in starting your aerobic program.

1. Set a SMART goal for your workout. What is your fitness priority?
Specific. Give the details of your priority to make goal as specific as possible.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___
Measurable. Describe how you will measure your fitness priority.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___

Achievable. Assess if you can truly achieve fitness priority.

_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
__

Realistic. Tell if your fitness priority is a realistic given current life circumstances.

_______________________________________________________________________
_______________________________________________________________________
__

Time- framed. Select a time frame by which you can reach your fitness priority without
any doubt.

3.3 FITT Principle Applied to Muscular Exercises

Warm UP
Do these exercises to strengthen the muscles in your thighs, abdomen, and shoulders.

SQUAT

 Stand with your feet hip- width apart, hands on your hips, stomach in, and chest
out.
 Sit back and down as if there is a chair behind you. Sit as low as you can while
maintaining a straight posture.
 Stand again. Be careful not to lock your knees.
 Repeat as instructed by your teacher.

PLANK

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  Lie on the floor with hands clasped under your forehead and toes tucked under.
 Press up to balance on your forearms and toes. Pull your abs in, so your lower
back does not sag and your hips do not drop.
 Keep your torso straight and your abs pulled in to support you. Hold for 10
counts.

FITT Principle

The Muscular System

Did you know that you can increase your strength by 50 percent or more in six
months with regular strength training?

The bases of muscular fitness program usually include the health status, physical
ability, age and athletic and performance goals of the participant. The program also
considers what equipment or gadget to use, such as resistance bands, medicine balls, and
machines. These factors are valuable when adopting the FITT principle. The FITT
principle is a set of guidelines to help participants in a fitness program achieve their goal.

Below are simple illustrations of the muscular system. These will help identify the
common muscles that need to be developed and strengthened through a muscular fitness
program. The muscular system is categorized into three different areas the upper
extremity, the core, and the lower extremity.

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 Training Frequency

Frequency refers to how often should one train or the number of exercise sessions in a
week.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Beginner: 2 days exercise, five days rest

Rest Exercise Rest Rest Exercise Rest Rest

Beginner: 3 days exercise, 4 days rest

Rest Exercise Rest Exercise Rest Exercise Rest

Intermediate: 4 days exercise, 3 days rest

Rest Exercise Exercise Rest Exercise Exercise Exercise

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 Intermediate: 5 days exercise. 2 days rest

Rest Exercise Exercise Rest Exercise Exercise Exercise

Advanced : 6 days exercise, one day rest

Exercise Exercise Exercise Rest Exercise Exercise Exercise

Intensity Guide

Intensityis the level of difficulty of an exercise of an exercise session.

Intensity of Exercise Beginner (low to moderate)

60% to 70% Maximum
Strength
Advanced Intermediate to 70% to 90% Maximum
high ( Moderate to High) Strength
Note: Choose a weight heavy enough to fatigue your muscles but light enough for you
to complete the repetitions with good form.

Time of Exercise

Time is the duration of an exercise session.

Time of Level Repetition Set Rest

Exercise

Beginner 8-12 1-3 30 seconds to 1

minute

Intermediate 12-20 2-3 30 seconds to 1

(Endurance minute
Build Up)

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 Intermediate 2-6 3-5 2 to 5 minutes
(Strength)

Note: A heavy weight and a low number of repetitions (1-5) build strength and a light
weight and a high number of repetitions (15-20) build endurance.

Type of Exercise

Which exercise should you use? This is about the mode of exercise you tend to use.
There are different training modalities that you can choose from strength training;
endurance training; exercise with equipment, machines, free weights, or even your own
weight.

Activity 1
Using the FITT principle, formulate your workout program for one month. Use the
template below to construct this body weight work out. Choose from the exercises given
in this lesson and spread these throughout the calendar.

Principle Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Type of Exercise

Frequenc

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y

Intensity

Time

Principle Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Type of Exercise

Frequency

Intensity

Time

Principle Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Type of Exercise

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Frequency

Intensity

Time

Principle Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Type of Exercise

Frequency

Intensity

Time

Activity 2

Name:___________________________________ Score:___________
Grade Level & Section:_____________
Teacher:____________________________

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  Identify the different parts of muscular system. Write your answer on
a space provided.

References

Porto. Jerome A., Vargas, Aida A. et.al. Fitness for Life: Health Optimizing Physical
Education for Senior High School. C&E Publishing, Inc. Quezon. City.
Gold’s Gym Fitness Institute Philippines (Fitness Instructors Course) 2018 Edition.

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Physical Education and Health (Learner’s Module). Department of Education. First
Edition, 2013.

https://www.healthychildren.org.ph

http://www.sport –fitness-advisor.com/flexibility-exercises.html 11-28-2012

http://amazingfitnesstips.com/easy-muscular-stregnth-exercises 11-28-2012

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