M-PEH – TEACHING PE AND HEALTH

IN ELEMENTARY GRADES

RAWDA S. ESTAJAL
Module Developer / Course Coach

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 PREFACE
Basilan State College remains focused on its vision and mission amidst the
COVID-19 pandemic, practicing and advocating its core values (accountability,
commitment, cultural sensitivity, excellence, spiritual uprightness, and service). It
aligns all its efforts toward their realization, mindful and compliant to the Policies,
Standards, and Guidelines of both the Commission on Higher Education (CHED) and
the InterAgency Task Force (IATF). The College shall adopt an instructional design
in module making that is anchored on Behaviorist and Constructivist Theories. This
design was adapted from Dr. Greg Pawilen’s model in module making, which was
presented during the CHED and WUP Webinar on “Designing Instructional Modules
for Flexible Learning” held last August 14, 2020. The model emphasized the use of
3R’s (read, reflect, and respond) as the most practical way of designing modules.

To contextualize effective instruction, BaSC made some modifications that

were based on existing principles of learning and teaching. Hence, each lesson in the
modules developed shall encompass the following domains and processes:

1. Activation of Prior Knowledge. This shall be done through pre-testing, or

any other appropriate means, to determine what students already know
about the lesson.

2. Engagement in Relevant Content Appropriate Learning Activity/Activities.

This is the part of the module where the lesson content is presented, done
by any or a combination of the following: providing relevant reading
articles, listening to a pre-recorded lecture, or viewing materials on related
active links.

3. Reflection & Response/Action. This shall be facilitated with the use of

convergent and divergent questions about the given reading, listening, or
viewing activity which shall be followed by a task to offer provision for the
application of a specific skill or combination of skills.

4. Summative Assessment. This shall be done at the end of every unit through
a performance task that will contribute to addressing the outcome of the
course. However, the teacher is highly encouraged to give an objective type
of examination for broad courses.

5. Feedback to improve learning and teaching. This shall be done as the need
arises in each lesson of the module that shall be written in the space
provided for. The teacher has to take note of the difficulties cited by
students and, as much as possible, look for means to address them.
Feedback shall serve as a basis for additional knowledge. Once assimilated,
it will form part of the students’ prior knowledge. Hence, the instructional
cycle continues. All activities/tasks shall be answered in the designated page
number that shall be cut and returned to the teacher on the date agreed
upon

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 LETTER TO THE STUDENTS
Dear students,

In the midst of the challenges brought upon by the

COVID-19 pandemic, I curated this module that will serve as
the key educational tool that will bridge the process of
teaching and learning in M-PEH - Teaching PE and Health in
Elementary Grades for the entire semester of Academic Year
2021 -2022. Your midterm and final grades will solely be
based on your performances in completing every set of your
learning modules. Nonetheless, there is no reason for you to
feel pressured in continuing your educational journey as I will
be behind you, specifically during consultation time, to
address your learning difficulties in the course and help you
succeed.

This module is composed of five relevant sections;

marked with specific directions. All activities that will require
your answer shall be placed in the separate answer sheets
that I provided which you will detach and submit to me as
scheduled every week.

Never allow anything to hinder you from achieving the

best. I believe you can! Just believe in yourself, invest interest,
and exert your effort.

Thank you and enjoy!

Very truly yours,

(SGD)
RAWDA S. ESTAJAL
Part-Time Instructor

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 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

Course Code M-PEH Week 1-2

Duration & 1.5 Hours
Schedule 9:30 AM – 12:00 AM (MWTTh)
/ 1:00 AM – 5:30 AM (TTh)
Lesson No. 1
Course Descriptions Teaching PE and Health in Elementary Grades
Lesson/Topics I. Basilan State College Vision, Mission and Core Values.
II. Fitness, Wellness and Health
Learning Outcomes At the end of the week, the students can:
a. Identified the Physical Education and Health
b. Differentiates types of eating (fueling for performance,
emotional eating, social eating, eating while watching tv or
sports events).
c. Demonstrates understanding of fitness and exercise in
optimizing one’s health as a habit; as requisite for physical
activity assessment performance, and as a career
opportunity.

Value Integration Goal-driven mindset, Awareness, and Flexibility.

References
Module Developer/Course Coach
A. Textbook
a) (1984) College Charter and Student Handbook: Basilan
State College (2013). CHED Implementation Handbook for
OBE Quezon City: Commission on Higher Education
b) Health and Physical Education by The Ontario Curriculum -
www.pdfdrive.com
RAWDA S. ESTAJAL, LPT

A. ACTIVATION OF PRIOR KNOWLEDGE

The knowledge and skills acquired in health education and physical education form an
integrated whole that relates to the everyday experiences of students and provides them
with the physical literacy and health literacy they need to lead a healthy and active lives.

As a future teacher, why should you learn the Physical Education and Health for primary
grades? Let us see how far you know by reading the direction below.

Let us do this activity.

Direction: List at least ten (10) commonly factors that contribute to a physical and healthy
development. Write these in the boxes provided below. Refer to Annex A for the given
activity sheet provided at the end of the section.

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B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING4
ACTIVITY/ACTIVITIES

FITNESS, WELLNESS AND HEALTH

1.1 Definition of Physical Education and Health

Physical Education is "education through the physical". It aims to develop students’

physical competence and knowledge of movement and safety, and their ability to use these
to perform in a wide range of activities associated with the development of an active and
healthy lifestyle.

Health education teaches about physical, mental, emotional, and social health. It motivates
students to improve and maintain their health, prevent disease, and reduce risky
behaviours. It builds student’s knowledge, skills, and positive attitudes about health.

Health promotion is defined by the World Health Organization as the process of enabling
people to increase control over their health and its determinants, and thereby improve
their health. Two important organizations in the U.S. that accomplish this task are the
Centers for Disease Control and Prevention (CDC) and National Institutes of Health (NIH).
These agencies serve as centers of information for people who have questions about a
certain disease or health related goals, such as exercise or nutrition. They also conduct
research into the latest preventative strategies with respect to maintaining a healthy
lifestyle and preventing disease, be it infectious or otherwise (like cancer). In fact, these
agencies provide you with health behavior-related information.

1.2 Fitness and Wellness

Physical Literacy - Individuals who are physically literate to move with competence and
confidence in a wide variety of physical activities in multiple environments that benefit the
healthy development of the whole person.

• Physically literate individuals consistently develop the motivation and ability to

understand, communicate, apply, and analyze different forms of movement.
• They are able to demonstrate a variety of movements confidently, competently,
creatively, and strategically across a wide range of health-related physical activities.
• These skills enable individuals to make healthy, active choices that are both
beneficial to and respectful of their whole self, others, and their environment.

Physical activity involves any bodily movement such as walking to and from work, taking
the stairs instead of elevators and escalators, gardening, and doing household chores. For

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inactive people, there’s no doubt that increasing this sort of activity can reduce risk for
disease and improve health.

Exercise, however, is a type of physical activity that requires planned, structured, and
repetitive bodily movement with the intent of improving or maintaining your physical
fitness level. Exercise can be accomplished through activities such as cycling, dancing,
walking, swimming, yoga, working out at the gym, or running, just to name a few. Regular
exercise, depending upon the kind, improves aerobic fitness, muscular strength, and
flexibility.

Aerobic fitness is the ability of the body’s cardiovascular system to supply energy during
continuous physical activities such as biking and running. Studies show that this type of
exercise provides many health benefits such as decreasing risk for heart disease, stroke,
high blood pressure, type II diabetes and some cancers. The 2008 Physical Activity
Guidelines for Americans state that most health benefits occur with at least 150
minutes/week of moderate intensity aerobic activity. Examples of aerobic activities that
would meet this recommendation include walking at a brisk pace, swimming, jogging,
dancing, etc.

Muscular strength is the ability of the muscles to exert a force during an activity such as
lifting weights. Muscle strengthening exercises involve using your muscles to work against
a resistance such as your body weight, elastic bands, or weights. The Physical Activity
Guidelines recommend that adults participate in muscle strengthening exercises for all
major muscles’ groups at least two days a week.

Bone strengthening exercise, or any weight-bearing activity that produces a force on the
bone, is also important to overall health for children and adults. This force is usually
produced by impact with the ground and results in bone growth in children and healthy
maintenance of bone density in adults. Examples of bone strengthening activities include
jumping, walking, jogging, and weight lifting exercises. As you can see, some exercises such
as walking, or jogging serve a dual purpose of strengthening our bones and our aerobic
system.

Flexibility is the ability of the joints to move through a full range of motion. Stretching
exercises can be an excellent way of increasing flexibility. While the 2008 Physical Activity
Guidelines for Americans do not include specific recommendations for increasing
flexibility, some individuals such as dancers and some athletes may need to include
flexibility activities as part of their exercise regimen.

The bottom line is that increasing your everyday physical activity and regularly
participating in aerobic, muscle and bone strengthening exercises are all beneficial to your
health and will improve your quality of life.

The body needs energy to function at its peak capacity, the simplest way to do this is to eat
a nutritious breakfast containing carbohydrates like oatmeal and proteins and fats like eggs
to improve the metabolism. Foods with too much fat should be avoided because they can
lead to less energy. It is also important to eat after a physical activity to recharge the body's
energy.

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Optimization of Energy System Energy comes from what we eat which are in the form of:

1. Carbohydrates- our muscles live and store carbohydrate in what is known as

Glycogen. - is used as fuel by the body when it is broken down a glucose
2. Fat – it serves as insulation for the body to prevent heat loss.
3. Protein- used for the repair and growth of body tissue.

Health Behaviors, Health Risks factors, and Physical Activity (PA) Health Behaviors:

1. Eating Behavior- proper nutrition, choice of food

2. Sleep- rest, sleep and relax
3. Stress management
4. Post –traumatic stress- caused by an unnaturally traumatic experiences, leading to
the disruption of a person’s ability to cope and function effectively.

Chronic stress- occurs someone experiences repeated and continuing demands that inhibit
the person’s function. Health Risk factors:

1. Family history
2. cigarette smoking
3. hypertension (high blood)
4. hypercholesterolemia (high cholesterol count)
5. impaired fasting glucose levels (high blood sugar)
6. obesity
7. sedentary lifestyle (Physical inactivity)

Health Literacy - Health literacy involves the skills needed to get, understand, and use
information to make good decisions for health. The Canadian Public Health Association’s
Expert Panel on Health Literacy defines it as the ability to access, understand, evaluate, and
communicate information as a way to promote, maintain and improve health in a variety of
settings across the life-course.

Health behavior refers to a person's beliefs and actions regarding their health and well-
being. As a good example of this, some people's health behaviors jive well with promoting
and maintaining a healthy lifestyle. People on their best health behavior:

1. Do not smoke or use any other tobacco products.

2. Do not drink in excess. This means no more than two drinks per day for a man
under age 65 and one drink per day for a woman of any age or a man over age 65.
3. They also exercise regularly. As a case in point, you can perform two and a half
hours of brisk walking every week to help improve your physical fitness.
4. And furthermore, such people eat well. This doesn't solely imply you should just eat
more fruits and vegetables, which is true. It also means you should simultaneously

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 cut back on salty food, greasy meals, and too many things with simple sugar, like
cola or sweets.

One important aspect of managing stress is practicing good nutrition and healthy eating
habits. These habits can help you through your stressful times now, and even prevent a
heart attack 30 years down the road. Eating well will increase your physical, mental, and
emotional stamina. Fueling yourself with nutrient dense foods can boost your immune
system, help you maintain a healthy weight, and help you feel better about yourself.
Healthy eating plays a crucial role in your ability to deal with times of extra stress.
Carbohydrates, protein, fat, vitamins, and minerals are all important for energy, mental
concentration, and emotional stability. Some great healthy foods that can reduce stress are
fresh fruits and vegetables, which contain stress-busting antioxidants, especially berries
and green, leafy veggies. Another great option is oatmeal with cinnamon and honey which
can bump up the feel-good hormone serotonin. It is also packed with slow to digest fiber;
therefore, it will not cause an inconsistent spike in blood sugar levels. Dark chocolate-
covered almonds can also reduce levels of stress hormones because they are rich in energy-
boosting protein and good-for-you monounsaturated fat. Stress may weaken your immune
system and increase your body's need for certain nutrients. A balanced diet will help you
stay focused, alert, energetic, and healthy during times of stress. However, if you live off of
fast food or skip meals, you are more likely to perform poorly or get sick during stressful
times. A daily multivitamin/mineral supplement can be helpful at any age, but it will not
replace the role those whole foods play in maintaining a healthy body. Whole foods contain
many substances, such as phytochemicals and fiber, which boost the immune system and
maintain health. Any discussion about eating and stress must include caffeine and sugar.
Many people use high sugar foods to keep their energy up and caffeine to keep going when
they need rest. Too much caffeine will contribute to poor quality sleep and add to the
negative effects of stress on the body. Sugar will satisfy you in the short term but leave you
with less energy and feeling hungrier after an hour or two. Whole foods will provide you
with energy that will last for several hours.

Here are some other quick tips for managing stress in your daily life:

• Think and act constructively

• Take control
• Problem-solve
• Modify your expectations
• Be positive
• Cultivate your sense of humor
• Weed out trivia
• Learn from others
• Go with the flow
• Create strong, social support systems
• Practice good communication skills
• Get enough sleep
• Recognize how you respond to stress
• Practice optimism
• Be patient
• Make healthy lifestyle choices

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 • Utilize your work benefits plan
• Enjoy life!
• Focus on yourself
• Clear your mind
• Reflect – feelings, emotions, challenges
• Approach stress as an opportunity for growth

Healthy Lifestyle Actions to Reduce and Manage Stress

Stress is a normal response to dealing with changes and challenges in daily life. In the short
term, stress can help you perform better under pressure, but constant stress can pose
problems for your health. Stress causes the release of cortisol, the stress hormone, as well
as adrenaline, which influences your blood pressure, heart rate, eating habits, sleep
patterns, blood sugar levels, fat metabolism and your ability to fight-off illness. Long term
stress can also increase your risk of heart attack or stroke and contribute to depression.

These lifestyle actions can help you reduce or manage the stress in your life.

Adopt a Healthy Lifestyle

• Eat a healthy diet.
• Exercise regularly.
• Reduce caffeine and sugar.
• Avoid cigarettes, alcohol, and other drugs.
• Get enough sleep.
• Take a break.
• Ask for help.
• Try Deep Breathing - sit tall and comfortably, breath in slowly through your nose
and exhale through your mouth while counting to yourself.
• Reframe problems - pause, regroup and look at the situation from a positive angle.
For example, if you are stuck in traffic, enjoy the alone time.

Avoid Stress
• Avoid people who stress you out.
• Avoid topics that get you upset or cross.
• If there are topics you constantly argue over, such as religion or politics, change the
topic or remove yourself from the conversation when it arises.
• Manage your time and plan ahead to avoid the last-minute stress and running
behind.

Increase Physical Activity

• Regular physical activity is an important step in reducing your stress and improving
your health.
• Physical activity can help regulate your hormones and offset the negative effects
stress can cause on your body.
• Aim to complete 30 minutes of moderate physical activity per day on most days of
the week.
• Brisk walking is an excellent way to increase your physical activity.

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Think Positively
• Look for the bright side of the situation.
• Challenges are opportunities for personal growth.
• Reflect on stressful situations and learn from your experience.

Learn How to Relax and Have Fun

• Set aside time for yourself each day.
• Time to relax, rest and take a break from all your responsibilities.
• Keep your sense of humour!
• Connect with others. Spend time with people who have a positive impact on your
life.
• Have lunch or go for a walk with a friend.
• Do something you enjoy every day. • Listen to music you enjoy.

Be Willing to Adapt
• If you can't change the situation, change your expectations and your response.
• Be willing to compromise. You may want someone else to change. You will have a
better chance of finding a resolution if you are willing to compromise to a middle
ground.
• Look at the big picture. Will it matter in a month? A year? Is it worth getting upset
and stressed?
• Adjust your standards. Perfect may not be possible. Set reasonable standards that
can be achieved and learn to live with "good enough".
• Learn to forgive. Let go of anger and resentment. Accept an imperfect world.
• Don't try to control the uncontrollable. Some things are beyond our control, focus on
the things you can change and the way you react to the situation.

Take Charge
• While you may not be able to change the situation, you are in control of how you
respond.
• Set a schedule, plan ahead so you are prepared for stressful situations and jobs you
need to do.
• Manage your time to fit in what needs to be accomplished.
• Take charge of your environment, find a space that inspires you or adapt your work
space to be positive and encouraging.
• Be more assertive. Take charge of your life and make decisions.
• Delegate to others. Have your children or family help out with chores and jobs they
are capable of to reduce your workload.
• Avoid procrastination. Putting things off only increases the stress later on.
• Find someone to talk to, talking through problems and challenges can alleviate
stress associated with the situation.
• Learn to say "no". Limit yourself to only what you are comfortable with doing.
• Limit and prioritize your "to do" list. Sort out the "must do's" and the "should do's".
Deal with important jobs right away and delay or drop unnecessary tasks.

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Fueling for Performance

How proper timing of meals affects both sport and academic performance Nutrition is
critical for both academic and sports performance. A diet that is adequate in carbohydrate,
protein, healthy fat, vitamins, minerals, and fluid is the foundation of day-to-day eating for
overall health. As important as what to eat, though, is when a student athlete eats. The right
fuel at the right time influences how well they feel, learn, perform, and recover. In order for
student athletes to meet their daily energy needs, they need to fuel early and often. Studies
show that students who eat breakfast before school have better concentration, attention
span, and memory, three benefits that are significant for both sports and scholastic
performance. (1) Consuming food and fluid at regular intervals throughout the day has also
been shown to impact total health, body composition, and overall feelings of satiety
(appetite satisfaction) and well-being. The bottom line: When and how often the student
athlete eats impacts how nutrients will be used, health, body composition, athletic
performance, and recovery.

Timing Foods and Fluids before Exercise

Fueling before exercise has been shown to improve performance over exercising in the
fasted state. Carbohydrate-rich foods and fluids help to increase or “top off” muscle
glycogen stores, prevent hunger, and provide a mental boost for the athlete. It is
recommended that athletes consume approximately 1 g/kg carbohydrate 1 hour before
exercise, 2 g/kg 2 hours before, and so on. As the time before exercise increases, the
amount of carbohydrate will increase. Larger amounts of carbohydrate (3 to 4 g/kg) are
appropriate when more time is available (3 to 4 hours prior). The time required for foods
to digest depends on the type and quantity of the food consumed. Eating a smaller amount
of food and choosing foods lower in fat and fiber will help to reduce risk of gastrointestinal
(GI) distress. In addition to foods, timing the pre-exercise fluid is critical to prevent
dehydration and allow adequate time for excretion of any excess fluid. At least 4 hours
before exercise, individuals should aim to drink 5 to 7 mL/kg water or a sports drink (or 2-
3 mL/lb).

Timing Foods and Fluids during Exercise

Athletes who perform endurance or intermittent high-intensity exercise for more than an
hour are at risk for glycogen depletion, hypoglycemia, and fatigue during exercise.
Consuming 30 to 60 grams of carbohydrate each hour during prolonged exercise will
prevent the under-fueling trap. This recommendation is based on the maximum rate of
glucose absorption from the GI tract, which is estimated to be 1 g/minute or 60 g/hour.
Carbohydrate consumption should begin shortly after the start of exercise. Sports drinks
that contain 6 to 8% carbohydrate are a popular and convenient choice among athletes
during exercise as a quick source of fluid, carbohydrate, and electrolytes. Consumption of 6
to 12 ounces (180 to 360 mL) of sports drink with a 6 to 8% CHO every 15 to 30 minutes
during exercise has been shown to extend exercise capacity of athletes that participate in
intermittent exercise such as basketball, tennis, soccer, and volleyball. However, each
athlete should refine these strategies according to his or her own sweat rate.

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Timing Foods and Fluids after Exercise

The goal of recovery nutrition is to replace fluid, electrolytes, and glycogen that were lost
during activity, make new muscle protein, red blood cells, and other cellular components,
and provide adequate carbohydrate, amino acids, and minerals to promote proper immune
function. Both carbohydrate and insulin are needed to optimize glycogen stores—
consuming carbohydrate-rich foods or fluids provides glucose, which stimulates the release
of insulin from the pancreas. The 45 minutes after exercise is considered the “window of
opportunity” for recovery nutrition due to multiple factors, such as increased blood flow
and insulin sensitivity, facilitating an increase in glucose uptake and glycogen restoration.
To maximize the rate at which muscle glycogen is replaced, athletes should consume a
carbohydrate-rich snack within this window. Athletes should aim to consume 1 to 1.2
g/kg/hour for the first 4 hours after glycogen depleting exercise. When glycogen
restoration must happen quickly (such as for athletes who perform multiple, prolonged
training bouts in the same day), a medium to high glycemic index meal is the best post-
exercise choice. Examples include foods with quickly digested and absorbed carbohydrate
and little fiber or fat. For most athletes, muscle glycogen can be adequately restored
through lower glycemic index carbohydrates that do not promote a significant spike in
insulin. After exercising it is important to provide the body with the nutrition it needs to
resynthesize tissues that were catabolized during exercise. The stimulation of muscle
growth may be further enhanced by the inclusion of 15 to 25 grams protein with
carbohydrate and fluid in the post-exercise meal.

Timing of Day-to-Day Nutrition

While the amount and timing of carbohydrate before, during, and after exercise plays an
important role in sports performance, it must not be considered more important than the
day-to-day diet. Total dietary intake over the course of days, weeks, and months must be
adequate or else training and performance will be negatively affected. First and foremost,
the body must meet its daily energy needs. Insufficient overall calories will limit storage of
carbohydrate as muscle or liver glycogen. All athletes should make it a priority to eat
regularly throughout the day. A sports dietitian can help an athlete understand these
guidelines by translating the science of meal timing into practical examples of what, when,
and how much food and fluid to consume at any given time. Refer to the Eating Frequency
fact sheet for a practical application of meal timing.

Emotional eating

When people use food as a way to deal with feelings instead of to satisfy hunger. We've all
been there, finishing a whole bag of chips out of boredom or downing cookie after cookie
while cramming for a big test. But when done a lot — especially without realizing it —
emotional eating can affect weight, health, and overall well-being. Not many of us make the
connection between eating and our feelings. But understanding what drives emotional
eating can help people take steps to change it. One of the biggest myths about emotional
eating is that it's prompted by negative feelings. Yes, people often turn to food when they're
stressed out, lonely, sad, anxious, or bored. But emotional eating can be linked to positive

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feelings too, like the romance of sharing dessert on Valentine's Day or the celebration of a
holiday feast. Sometimes emotional eating is tied to major life events, like a death or a
divorce. More often, though, it's the countless little daily stresses that cause someone to
seek comfort or distraction in food. People learn emotional eating patterns: A child who is
given candy after a big achievement may grow up using candy as a reward for a job well
done. A kid who is given cookies as a way to stop crying may learn to link cookies with
comfort. It's not easy to "unlearn" patterns of emotional eating. But it is possible. And it
starts with an awareness of what's going on.

"Comfort" Foods

We all have our own comfort foods. Interestingly, they may vary according to moods and
gender. One study found that happy people seem to want to eat things like pizza, while sad
people prefer ice cream and cookies. Bored people crave salty, crunchy things, like chips.
Researchers also found that guys seem to prefer hot, homemade comfort meals, like steaks
and casseroles. Girls go for chocolate and ice cream. This can make you wonder: Why does
no one take comfort in carrots and celery sticks? High-fat foods, like ice cream, may
activate chemicals in the body that create a sense of contentment and fulfillment. This
almost addictive quality may actually make you reach for these foods again when feeling
upset.

Physical Hunger vs. Emotional Hunger

We're all emotional eaters to some extent (who hasn't suddenly found room for dessert
after a filling dinner?). But for some people, emotional eating can be a real problem,
causing serious weight gain or cycles of binge eating. The trouble with emotional eating is
that once the pleasure of eating is gone, the feelings that cause it to remain. And you often
may feel worse about eating the amount or type of food you did. That's why it helps to
know the differences between physical hunger and emotional hunger.

Next time you reach for a snack, check in and see which type of hunger is driving it.

Physical hunger:
• comes on gradually and can be postponed
• can be satisfied with any number of foods
• means you're likely to stop eating when full
• doesn't cause feelings of guilt

Emotional hunger:
• feels sudden and urgent
• causes very specific cravings (e.g., for pizza or ice cream)
• you tend to eat more than you normally would
• can cause guilt afterward

Eating behaviour is strongly influenced by social context. We eat differently when we are
with other people compared with when we eat alone. Our dietary choices also tend to
converge with those of our close social connections. One reason for this is that conforming

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to the behaviour of others is adaptive and we find it rewarding. Norms of appropriate
eating are set by the behaviour of other people, but also shared cultural expectations and
environmental cues. We are more likely to follow an eating norm if it is perceived to be
relevant based on social comparison. Relevant norms are set by similar others and those
with whom we identify. If a norm is relevant then there may be matching of behaviour to
the norm, but this will depend on other factors, such as how much attention is paid to the
norm, how concerned we are about social acceptance and the presence of other competing
norms such as personal norms and consumption stereotypes. Norm matching involves
processes such as synchronization of eating actions, consumption monitoring and altered
food preferences. There is emerging evidence that social eating norms may play a role in
the development and maintenance of obesity. Social eating norms constitute a novel target
for interventions to encourage healthier eating.

Stress management is one of the most important life skills that we all need to learn in this
fast- paced life. Sources of stress are around us, from work, business, money, love,
marriage, and even family. Thus, learning ways to cope with stress is inevitable. There are
numerous ways to deal with stress depending on the stress level of the individual and
overall attitude towards life. Medics and other health experts have identified exercising as
one of the most effective ways to deal with stress. The simple explanation for this is that
physical activity improves both oxygen intake and blood flow in the body. This, in turn,
leads to the production of hormone endorphins which is responsible for euphoria and
overall improved well-being. However, this is not the only way that exercising helps to deal
with stress. Exercising helps you to focus more on your body and less on your brain. To
understand this, we need to define stress. According to Mayo clinic, stress a form of mental
tension resulting from some adverse demands, or simply put, when you feel you have to
deal with more than you can handle. Thus, to answer the question what is stress
management? It is all about taking control of your brain, emotions, anxiety, and overall
well-being. When you exercise you are focusing your energy on your body as opposed to
your brain or ease the tension and congestion in your brain. This way, you can think more
clearly, more strategically and in a more organized way and get the solutions to the
demands. Therefore, the next time someone tells you I need to clear my mind, understand
that it is one of the best ways to cope with stress.

Stress Management Techniques

1. Yoga - advocates believe that yoga bridges the gap between western and alternative
styles of medicine. The practice of asanas (or postures) in yoga have been used to
combat stress along with decreasing depression and anxiety. Some researchers
claim yoga will calm a restless mind, creating peace within oneself. o Subsequently,
when an individual’s mind becomes rested, they become relaxed, which will
ultimately reduce stress. There are many different types of yoga: o Bikram (hot
yoga), o Vinyasa (flowing/aerobic yoga) or o Hatha (slow, posture focused yoga).
2. Humor - laughter is not only free but it is contagious. Laughter is almost cathartic,
once you start laughing usually you feel some of your stress and anxiety instantly
release.
3. Meditation - deep, slow breathing and positive thoughts can help ease any stressful
mind. Meditation is one of the easiest and most convenient stress management
techniques, and it is also free. All that is necessary is a quiet space with a
comfortable place to sit or lie down. Meditation can be done in many forms ranging
from guided imagery or visualization (focusing on being in a beautiful place),

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 mindful meditation (focusing on the present moment and your breath while
releasing any unpleasant thoughts) and tai chi (self-paced series of postures or
movements in a slow, graceful manner while practicing deep breathing). There is no
right or wrong way to mediate; just find a way to help reduce your stress levels.
4. Exercise - the health benefits of daily exercise are indisputable. Research
unanimously suggests that daily exercise can improve most chronic conditions and
improve overall emotional health. It is a great way to reduce stress and there are
different forms of exercise you can participate in: a short run, a power walk or even
an organized class or exercise video. Group exercise promotes collaboration among
your peers, which can also help you talk about what may be making you anxious and
stressed, therefore mitigating some of your daily frustrations.

1.3 Physical Fitness

Fitness is defined in the health context as a state of good health or physical condition,
primarily as a result of exercise and proper nutrition. Conventional methods of measuring
fitness are expensive, time consuming and require specialized methods. There is a need
for noninvasive, fast methods of assessing health-related fitness and activity in athlete and
non-athlete populations. The aim of this study was to establish any correlation between
participants’ self-assessed health-related fitness (HRF) index and the HRF index
determined by sports scientists, as well as the laboratory-assessed HRF index and
maximum oxygen uptake (VO2max) determined by sports scientists via direct methods in
a laboratory, and finally, to determine any potential correlation between an activityrecall
questionnaire (Kasari) and VO2max.

1.4 Health Related Physical Fitness

The definition of health-related fitness involves exercise activities that you do in order to
try to improve your physical health and stay healthy, particularly in the categories of
cardiovascular endurance, muscular strength, flexibility, muscular endurance and body
composition.

Cardiovascular Fitness (Aerobic Fitness)

This is also sometimes known as stamina and is the ability of your body to continuously
provide enough energy to sustain submaximal levels of exercise. To do this the circulatory
and respiratory systems must work together efficiently to provide the working muscles
with enough Oxygen to enable aerobic metabolism. This type of fitness has enormous
benefits to our lifestyle as it allows us to be active throughout the day, for example
walking to the shops, climbing stairs, or running to catch a bus. It also allows us to get
involved in sports and leisure pursuits.

Strength
Strength is vitally important, not only in sports but in day-to-day life. We need to be strong
to perform certain tasks, such as lifting heavy bags or using our legs to stand up from a
chair. Strength is defined as the ability of a muscle to exert a force to overcome resistance.

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Flexibility
Flexibility is the movement available at our joints, usually controlled by the length of our
muscles. This is often thought to be less important than strength, or cardiovascular fitness.
However, if we are not flexible our movement decreases, and joints become stiff.
Flexibility in sports allows us to perform certain skills more efficiently, for example, a
gymnast, dancer, or diver must be highly flexible, but it is also important in other sports to
aid performance and decrease the risk of injury.

Muscular Endurance
Muscular endurance, unlike strength, is the ability of a muscle to make repeated
contractions over a period of time. This is used in day-to-day life in activities such as
climbing stairs, digging the garden, and cleaning. Muscular endurance is also important in
sports, such as football (repeated running and kicking), tennis (repeated swinging of the
arm to hit the ball) and swimming (repeating the stroke).

Body Composition
Body composition is the amount of muscle, fat, bone, cartilage etc. that makes up our
bodies. In terms of health, fat is the main point of interest and everything else is termed
lean body tissue. The amount of fat we carry varies from person to person and healthy
averages vary with gender and age. A healthy amount of fat for a man is between 15&18%
and for women is higher at 20-25%.

C. REFLECTION AND RESPONSE/ACTION

Let's put what you've learned into practice. But first, take a drink of water.

Direction: Answer the following substantially. Refer to Annex B for the given activity sheet
provided at the end of the section.

1. Physical literacy focuses on the development of the whole child. Meaning it is not just
about the understanding and practice of physical activity, it also includes a child’s
knowledge and understanding of why physical activity is important and its resulting
benefits. As a future teacher, what can you do to support the development of physical
literacy for all children?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

2. As stated, stress is a natural reaction to changes and challenges in daily life. Stress can
help you perform better under pressure in the short term, but long-term stress can be
harmful to your health. In light of the COVID-19 pandemic, how do you reframe the
distractions and find balanced perspectives and manage difficult thoughts or feelings?

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Page | 16
 D, SUMMATIVE ASSESSMENT

Directions: Answer the following with YES or NO. Refer to Annex C for the answer sheet
provided at the end of the section.

1. Teachers should manage their time and plan ahead to avoid the last minute stress
and running behind.
2. Increasing everyday physical activity and regularly participating in aerobic, muscle
and bone strengthening exercises are all beneficial to our health and will improve
our quality of life.
3. We shouldn’t simultaneously cut back on salty food, greasy meals, and too many
things with simple sugar, like cola or sweets.
4. A balanced diet will help us stay focused, alert, energetic, and healthy during times
of stress. However, if we live off of fast food or skip meals, we are more likely to
perform poorly or get sick during stressful times.
5. Challenges are opportunities for personal growth.
6. Spending time with people who have a negative impact on our life is high key
important.
7. Emotional eating can’t affect weight, health, and overall well-being.
8. We eat differently when we are with other people compared with when we eat
alone.
9. Deep, slow breathing and positive thoughts can help ease any stressful mind.
10. The body needs energy to function at its peak capacity, the simplest way to do this is
to eat a nutritious breakfast containing carbohydrates like oatmeal and proteins and
fats like eggs to improve the metabolism.

E. FEEDBACK
Your responses to the following statements are essential towards improving the content of
this module so that I can serve your needs better. Kindly answer the following statements
with honesty. Rest assured that your responses will be treated with strict confidentiality.
Refer to Annex C for the answer sheet provided at the end of the section.

Strongly Strongly
Agree Disagree
agree disagree

1. CONTENT

1.1 The module provides succinct

information about the topics covered and
clear instruction on its assessment details.

Page | 17
1.2 The module content helps me to
understand the subject better.

1.3 The module enhances my skills

necessary for my future career
undertakings.

1.4 The module content is up to date.

1.5 The topics discussed are relevant to my

course.

2. TEACHING AND LEARNING

2.1 The subject matter covered on the

module is interesting.

2.2 Lessons are explicitly explained in the

module.

2.3 The module is intellectually stimulating.

2.4 The teaching methods used in the

module facilitate better understanding of
the lessons discussed.

2.5 The quality of teaching reflected in this

module is good.

3. MODULE SUPPORT

3.1 The module is well-organized.

3.2 The learning resources as suggested in

the module are helpful to my learning.

3.3 The reading list is helpful.

3.4 The course coach is accessible and

available anytime through any available
means of communication.

3.5 The course coach is approachable and

helpful to all my module-related concerns.

4. MODULE ASSESSMENT AND FEEDBACK

4.1 The assessment requirements and

marking criteria are clear.

4.2 The assessment task and associated

marking criteria are bearable and

Page | 18
manageable.

4.3 The balance between teaching (e.g.

lecture, seminar, online) and independent
learning is appropriate.

4.4 The module prepares me thoroughly for

the assessment tasks.

4.5 Feedback throughout the module helps

me to develop and improve all facets of my
learning process (this may include
feedback on formative/summative
assessments, Q&A sessions, tutorials, email
communications).

5. OVERALL SATISFACTION

5.1 In general, I am satisfied with the

quality of this module.

Page | 19
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

ANNEX A
Name: Score:
Course & Year: Date:

ACTIVATION OF PRIOR KNOWLEDGE

Direction: List at least ten (10) commonly factors that contribute to a physical and healthy
development. Write these in the boxes provided below.

Page | 20
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

ANNEX B
Name: Score:
Course & Year: Date:

REFLECTION & RESPONSE/ACTION

Direction: Answer the following substantially.

1. Physical literacy focuses on the development of the whole child. Meaning it is not just
about the understanding and practice of physical activity, it also includes a child’s
knowledge and understanding of why physical activity is important and its resulting
benefits. As a future teacher, what can you do to support the development of physical
literacy for all children?

1. As stated, stress is a natural reaction to changes and challenges in daily life. Stress can
help you perform better under pressure in the short term, but long-term stress can be
harmful to your health. In light of the COVID-19 pandemic, how do you reframe the
distraction and find balanced perspectives and manage difficult thoughts or feelings?

Page | 21
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

ANNEX C
Name: Score:
Course & Year: Date:

SUMMATIVE ASSESSMENT

Directions: Answer the following with YES or NO. Refer to Annex B for the answer sheet
provided at the end of the section.

1. Teachers should manage their time and plan ahead to avoid the last minute stress and
running behind?
2. Increasing everyday physical activity and regularly participating in aerobic, muscle
and bone strengthening exercises are all beneficial to our health and will improve our
quality of life.
3. We shouldn’t simultaneously cut back on salty food, greasy meals, and too many
things with simple sugar, like cola or sweets.
4. A balanced diet will help us stay focused, alert, energetic, and healthy during times of
stress. However, if we live off of fast food or skip meals, we are more likely to perform
poorly or get sick during stressful times.
5. Challenges are opportunities for personal growth.
6. Spending time with people who have a negative impact on our life is high key
important.
7. Emotional eating can’t affect weight, health, and overall well-being.
8. We eat differently when we are with other people compared with when we eat alone.
9. Deep, slow breathing and positive thoughts can help ease any stressful mind.
10. The body needs energy to function at its peak capacity, the simplest way to do this is
to eat a nutritious breakfast containing carbohydrates like oatmeal and proteins and fats
like eggs to improve the metabolism.

Page | 22
 FEEDBACK

Strongly Strongly
Agree Disagree
agree disagree
1. CONTENT

1.1 The module provides succinct information

about the topics covered and clear instruction on
its assessment details.
1.2 The module content helps me to understand the
subject better.
1.3 The module enhances my skills necessary for
my future career undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING

2.1 The subject matter covered on the module is

interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module
facilitate better understanding of the lessons
discussed.
2.5 The quality of teaching reflected in this module
is good.
3. MODULE SUPPORT

3.1 The module is well-organized.

3.2 The learning resources as suggested in the
module are helpful to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available
anytime through any available means of
communication.
3.5 The course coach is approachable and helpful
to all my module-related concerns.
4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking
criteria are clear.
4.2 The assessment task and associated marking
criteria are bearable and manageable.
4.3 The balance between teaching (e.g. lecture,
seminar, online) and independent learning is
appropriate.
4.4 The module prepares me thoroughly for the
assessment tasks.

Page | 23
 4.5 Feedback throughout the module helps me to
develop and improve all facets of my learning
process (this may include feedback on
formative/summative assessments, Q&A sessions,
tutorials, email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of
this module.

SCORING RUBRICS FOR WRITING ACTIVITY

CRITERIA SCORE LEVEL

EXCELLENT TO VERY GOOD: knowledgeable; substantive; thorough
30-27 development of ideas; relevant to assigned topic/question

GOOD TO AVERAGE: some knowledge of subject; adequate range;

26-22 limited development of ideas; mostly relevant to topic/question, but
CONTENT lacks detail.
FAIR TO POOR: limited knowledge of subject; little substance;
21-17 inadequate development of ideas
VERY POOR: does not show knowledge of subject; non-substantive,
16-13 not pertinent, or not enough to evaluate
EXCELLENT TO VERY GOOD: fluent expression; ideas clearly
20-18 stated/supported, succinct, well-organized, logical sequencing,
cohesive
ORGANIZATION GOOD TO AVERAGE: somewhat choppy; loosely organized, but main
17-14 ideas stand out; limited support; logical, but incomplete sequencing
FAIR TO POOR: non-fluent; ideas confused or disconnected; lacks
13-10 logical sequencing and development
VERY POOR: does not communicate, no organization, not enough to
9-7 evaluate
EXCELLENT TO VERY GOOD: sophisticated range; effective
20-18 word/idiom choice and usage; word form mastery; appropriate
register
GOOD TO AVERAGE: adequate range; occasional errors of
VOCABULARY 17-14 word/idiom form, choice, usage, but meaning not obscured
FAIR TO POOR: limited range; frequent errors of word/idiom choice
13-10 and usage; meaning confused or obscured
VERY POOR: essentially translation; little knowledge of English
9-7 vocabulary
EXCELLENT TO VERY GOOD: effective complex constructions; few
25-22 errors of agreement, tense, number, word order/function, articles,
pronouns, prepositions
GOOD TO AVERAGE: effective but simple construction; minor
problems in complex constructions; several errors of agreement,
21-18 tense, number, word order/function, articles, pronouns, prepositions,
but meaning seldom obscured
LANGUAGE USE FAIR TO POOR: major problems in simple/complex constructions;
frequent errors of negation, agreement, tense, number, word
17-11 order/function, articles, pronouns, prepositions and/or fragments,
run-ons, deletions; meaning confused or obscured
VERY POOR: virtually no mastery of sentence construction rules;
10-5 dominated by errors; does not communicate, or not enough to
evaluate

Page | 24
 EXCELLENT TO VERY GOOD: demonstrate mastery of
5 convention; few errors of spelling, punctuation, capitalization,
paragraphing
GOOD TO AVERAGE: occasional errors of spelling, punctuation,
4 capitalization, paragraphing, but meaning obscured
MECHANICS FAIR TO POOR: frequent errors of spelling, punctuation,
3 capitalization, paragraphing; poor handwriting; meaning
confused or obscured
VERY POOR: no mastery of conventions; dominated by errors of
2 spelling, punctuation, capitalization, paragraphing; handwriting
illegible; or not enough to evaluate

Feedback and Scoring Rubric for Writing Activity is Adapted from Ms. Marhada A. Hajirul

NOTE: Reproduction of this document or any part of it, in any form, needs a written
permission from MS. RAWDA S. ESTAJAL.

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