MODULE 1

PHYSICAL
EDUCATION FOR
SAFETY AND
SURVIVAL

Introduction to Safety and Survival

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 MODULE 1

Introduction to Survival and Safety

INTRODUCTION
The constantly changing technological and social situation of the last 50 years had shaken the
humanity. People have to adapt rather than seeking for ones help, people must learn how to
survive and overcome these situations and changes. In this module you will be enlightened by
the different hazard in different places. This unit module topics on Survival Life Skills,
Emergency Preparedness and Safety Management, Common Safety hazards and Types of
Emergencies. you are to accomplished this unit module at your own pace on February 26,
2021- March 26 2021

LEARNING OUTCOMES
At the end of this unit module you will be able to:
 differentiate Practical Life Skills and Soft Life Skills
 Identify the different safety hazards;
 Write the important emergency hotline;
 Create an Evacuation plan;
 Share a life experience about surviving near death situations.

LEARNING RESOURCES
Learning Module, Smartphone for Documentation Purposes, Evacuation plans

PRE-LECTURE ACTIVITY
Foods, Clothes and Shelter is a necessity for us to survive, in your Catleya Notebooks do the following
Activities

As an introductory activity
1. Wear your PE or School Uniform.
2. Take a selfie in front of your shelter/ House.
3. Paste it on MS Word and have a brief Introduction of yourself.

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 GUIDE QUESTIONS
1. What are Life Skills?
2. Why do Life Skills Matter?
3. How Important Life Skill is?

Survival Life
Skills
Imagine you are in the middle of a wilderness you have nothing to eat, nothing to protect
yourself from the elements of nature, how can you survive? This situation has an increased
chance of happening, especially if you are not knowledgeable about survival skills. Hence this
unit module will help you to learn some survival skills.
What are Life skills?
Life skills are those skills that are not related to a particular intellectual or vocational
discipline, but rather describe the foundation skills for maintaining a fulfilling and
independent lifestyle. Advocates of life skills training typically mean one or both of two things
when they talk about life skills. First, they refer to practical skills that facilitate independent
living. Typically, these include keeping oneself fed and nourished, dealing with certain sorts of
bureaucracy and budgeting. Others refer more to ‘softer’ skills – skills that enable people to
interact with one another successfully and form good relationship, as well as to develop their self-
awareness and understanding of themselves.
Central to both these analyses is the individual’s perception of their own self- efficacy. Self-
efficacy is the ability to change our own situation or circumstances. It is separate from
notions of self-esteem or self- worth, although there is evidence that both those factors may
impact on self-efficacy and vice versa.

Practical Skills Soft Skills

Facilitate Independent Living Building a good relationship

This interpretation of the relative importance of the two sets of skills is misleading, however, for
two reasons. First, there is a body of evidence that indicates that people do not actually behave in
this way. For example, displaced people frequently demonstrate a far greater concern about the
welfare of loved ones that they do about their own material needs, however fundamental needs
might be. Second, an important distinction needs to be made between material provision and
training in skills. While it is true that certain baseline needs must be met for people to live (such
as having access to food, Clothes and Shelter) this does not equate to it being necessary for a
person to learn to cook before being able to sustain other sorts of learning or development. In
fact, training in activities such as cooking, budgeting and dealing with bureaucracy presuppose
the existence of other sorts of baseline skills. Teaching someone how to deal with a benefit claim
will not help them if they are unable to control their temper when confronted with a challenge to

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 a claim they are trying to make. Equally, teaching someone to budget presupposes that they are
able to exercise sufficient self-management to delay gratification when saving for bigger items.
Why do life skills matter?
As the range and complexity of options open to each of us grows
so does the pressure for people to use greater sophistication in
their own ability to make good choices for themselves. This Key Points
increased choice-making capability, however, is contingent on a Bureaucracy- A bureaucracy
person having the skills that allow a person to express, follow describes the established
through and, at times, reverse the choices that they have made. methods in large organizations or
But the greater pressure to exercise choice may also reduce the governments.
time and opportunities available to develop the baseline skills Self Efficacy- Self-efficacy is
needed to equip themselves for everyday life. There is an ever- the ability a person has to
increasing pressure on both children and adults to become achieve the goals they have set
specialists in an area of some technical or academic skill, perhaps for themselves.
at the cost of developing and reinforcing those most basic skills
for living. Others would argue that as families and communities
become increasingly fragmented and children spend less time
engaged in interaction with these familiar social groups, children
are missing out on the opportunity to be socialized in the way that previous generations once
were. Life skills have risen up the agenda, they claim, because children are growing up in ways that
preclude them from learning these skills in the traditional way, among their families and communities,
thus creating the need for interventions in schools and other organizations to allow them to
develop the skills later in life.

How Important Life Skills is?

Life skills are important because they create the basis on which people can then draw to
access other forms of assistance. There is no question that organizations experienced in delivering
services to vulnerable people are very used to dealing with individuals who are not in a position to
exert the influence of mainstream, well-developed life skills in their own interest. Someone with a
chronic drug addiction and a history of mental health difficulties is unlikely to access services in a
strategic or planned way.

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 Emergency
Preparedness and
Safety
Emergencies Management
and disasters can strike anywhere and at any time bringing workplace injuries and accidents with
them. Students may be required to deal with an emergency when it is least expected and proper
planning before an emergency is necessary to respond effectively.
Emergency preparedness refers to actions performed before an emergency. Examples can include planning
and coordination meetings; writing communication or standard operating procedures; training staff, volunteers,
and community members; conducting emergency drills and exercises; and ensuring that emergency equipment
is available, in good repair, and ready to use. (Rural Health Information Hub, 2002) Emergencies can be
identified as Medical, Fire, Severe Weather, Bomb Threats, Chemical Spills, Terrorist Attacks, Criminal Acts,
Extended Power Loss, etc. Personnel should identify these emergencies and report them to the Emergency
Coordinator and CALL 911 to alert Police. The local Emergency Services respond to emergencies.
Safety management is an organizational function, which ensures that all safety risks have been identified,
assessed and satisfactorily mitigated. (SKYbrary, 2019
Emergency Action Plan
An Emergency Action Plan (EAP) is a written procedure detailing the appropriate response to various
types of emergencies. An EAP is an essential component of an organization’s safety procedures. Creating an
EAP and training employees on how to follow it can greatly reduce employee injuries, property damage, and
can ensure the safety of visitors in the event of an emergency. 
Key Components of Emergency Action Plan
There are, however, certain universal components that should be included in most EAPs, including:

 Evacuation procedures, escape routes and floor plans

 Reporting and alerting authorities
 Alerting staff and visitors of an emergency
 Accounting for people after implementing an EAP
 Notifying parents, guardians or next of kin
 Identifying a media contact person

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 Example of Emergency Action Plan and Evacuation Plan
EXAMPLE FIRE AND EMERGENCY ACTION PLAN
(BUILDING NAME:UNIVERSITY OF LA SALETTE MIRACULOUS BLDG)
Note: this is just a sample some features in evacuation plan is not the actual plan of the building

EMERGENCY INSTRUCTIONS
1 The Action Students and  Immediately operate the nearest alarm call
Employees should take if they point
discover a fire.  Attack the fire if Possible with any object
that can extinguish fire without taking
personal risks
2. How will people be warned if  The Electrical System will sound on
there is a fire operation of the manually operated alarm

3. How the evacuation of the  Everyone in the building should leave the
building will be carried out? building by the nearest exit and report to the
assembly point at the front of the building

4. Identification of escape routes  All exit doors can be used as escape routes.
 The staircase and routes leading to the front
door.
5. Fire fighting equipment provided  Fire extinguisher are located in circulation
areas and near fire exit doors.

Co
m
m
COMMON SAFETY HAZARDS AROUND THE HOUSE
on
1.SaFalls. Keep children safe from tumbling down steps by installing safety gates at both the
bottom and top of staircases. Keep everyone safe by making sure the lighting is good and the
fet
handrails and steps are solid and well maintained. Elderly people with less mobility should
yconsider installing stair lifts or consider moving to a home without stairs to avoid falls.
Ha
2. Poisoning. Any cleaning products and harmful substances if kept in the kitchen should be
zastored in cupboards out of the reach of small children in higher cupboards. If they are kept in
rdlower cupboards, make sure you invest in inexpensive childproof locks for these cupboards.
s
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 3. Fire. Be careful when cooking and NEVER leave a pan of oil for deep-frying unattended. 
 Have your electrical wiring tested regularly by a qualified electrician. Keep matches and
lighters away from children.
 If you smoke, take care to extinguish all cigarettes carefully.
 Never leave a candle burning overnight.
 Have a fire safety plan that everyone knows and carefully plan how you will exit the home.

4. Choking. Always watch small children.

 Know how to perform first aid on your child should they start to choke, this includes
knowing how to perform the Heimlich maneuver on your child if needed.

SAFETY ON THE ROAD:

1. Know Your Signals. Be familiar with your street lights and its meaning.

2. Stop, look, and cross. This is the first rule in crossing the street. Be attentive and observant
of what is happening in your surroundings.

3.

Pay attention –LISTEN. Do not use earplugs, head phones and any mobile accessories that
blocks the sounds of your surroundings. Most of the victims of being hit a vehicle is the
people who wears headphone or earplugs while walking on the street.

4. Don’t run on roads. You wouldn’t know what’s coming to your direction. It is more safe
just to walk and walk on the side of the road.

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 5. Always use sidewalks. Sidewalks are meant for people walking but still pay attention to
your surroundings.

6. Crossroads and pedestrian crossing. There is specific place for crossing. Drivers tend to
give way to people crossing on pedestrian lanes because pedestrian are the priorities in these
areas.
7. Never stick hands outside the vehicle. We don’t know if there are single motors who will
pass through near your vehicle and might hit your hands if ever and you’ll end up losing it.
Same as sticking your head out the windows. Do not try it if you don’t want to beheaded.

8. Never cross road at bends. Road at bends is a blind spot for drivers. They wouldn’t notice
you crossing the road until it’s too late for them to step on the break.

9. Wear your helmet while riding the motorcycle or bicycle. Helmet is a safety protective
gear for head injury. It is mandatory to wear this whether you are riding your motorcycle or
bicycle.

10. Do not rush. Most of the vehicle accidents are due to high speeding. Maintain your speed
while driving. There are also signs on the side of the road indicating the suggested speed in a
certain place.

SAFETY AT THE WORKPLACE:

1. Be aware of your surroundings. Be attentive and observant. Some accidents happen due to
lack of attention of their surroundings. You may not avoid totally the accident but you may
lessen the seriousness of the injury.
2. Be aware of new safety procedures. You should always be updated. Learning new safety
procedures may save your life from accidents. Most especially for some natural disasters.
3. Keep emergency exits clear. Most especially if there is a fire. You might be trapped in a
floor where the emergency exit has a pad lock and you can’t find anything to break it. It is
advisable to open the fire exits on working hours and close it after so you can avoid theft
too.
4. Report unsafe conditions. Observe if there is unusual things in your workplace. Like for
example, the plug in your office sparks, you should call the maintenance personnel right
away to fix it before it may cause fire

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Types of Emergencies

MEDICAL
EMERGENCIES

What to do?
 Survey the scene;
 Evaluate personal safety issues.
 Request assistance (SHOUT FOR HELP)

Call Emergency hotlines and Provide the following information:

 Number and location of victim(s)
 Nature of injury or illness
 Hazards involved
 Nearest entrance (emergency access point)

Procedures
 Only trained responders should provide first aid assistance.
 Do not move the victim unless the victim’s location is unsafe.
 Take “universal precautions” to prevent contact with body fluids and exposure
to bloodborne pathogens.
 Meet the ambulance at the nearest entrance or emergency access point; direct them
to victim(s).

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 FIRES

Fire Emergency Plan

If a fire is reported, pull the fire alarm, (if available and not already activated) to warn occupants
to evacuate. Then alert Fire Department. Provide the following information:

• Business name and street address

• Nature of fire
• Fire location (building and floor)
• Type of fire alarm (detector, pull station, sprinkler waterflow)
• Location of fire alarm (building and floor)
• Name of person reporting fire
• Telephone number for return call

***Emergency Coordinator and Floor Captains to direct evacuation of personnel***

Evacuation Procedures

• Evacuate building along evacuation routes to primary assembly areas outside.

• Redirect building occupants to stairs and exits away from the fire.
• Prohibit use of elevators.
• Evacuation team to account for all employees and visitors at the Assembly Area.

ACTIVE SHOOTER
AND WORKPLACE
VIOLENCE

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 Profile of an Active Shooter
An Active Shooter is an individual actively engaged in killing or attempting to kill
people in a confined and populated area, typically through the use of firearms.

How to respond when an Active Shooter is in your vicinity

1. Evacuateyou should provide to Law

Information 2. Enforcement
Hide Out 3. Take Action
 Have an escape
Location routeshooter
of active  Hide in an area out  ofNumber and
 type
As aoflast resort and
weapon(s)
and plan in mind the active shooters only when your life is
 Number of shooters, if more than one  Number of potential victims at the
 Leave belongingsof shooter(s) view
your description
Physical location
in imminent danger.
behind  Block entry to your  Attempt to
 Keep your hands hiding place and lock incapacitate the
visible doors. active shooter
 Act with physical
aggression and
throw items at the
active shooter

How to respond when Law Enforcement arrives on the scene

How you should react when Law

Enforcement Arrives
 Remain calm and follow officers  Avoid pointing, screaming, and/or yelling
instructions  Do not stop to ask officers for help or
 Immediately raise hands and directions when evacuating. Just proceed in
spread fingers the direction from which the officers
 Avoid making quick movements entered the premises.
towards officers such as attempting to
hold on to them for safety

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 SEVERE WEATHER
AND NATURAL
DISASTER

Tornado:
 When a warning is issued by sirens or other means, seek shelter inside. The following are
recommended locations for shelter:
 Small interior rooms on the lowest floor and without windows,
 Hallways on the lowest floor away from doors and windows, and
 Rooms constructed with reinforced concrete, brick, or block with no windows.
 When a warning is issued by sirens or other means, seek shelter inside.
 Stay away from outside walls and windows.
 Use arms to protect head and neck.
 Remain sheltered until the tornado threat is announced to be over.

Earthquake:
 Stay calm and await instructions from the Emergency Coordinator.
 Keep away from overhead fixtures, windows, filing cabinets, and electrical power.
 Assist people with disabilities in finding a safe place.
 Evacuate as instructed by the Emergency Coordinator or the designated official.

Flood:
 Be ready to evacuate as directed by the Emergency Coordinator.
 Follow the recommended primary or secondary evacuation routes.
 Climb to high ground and stay there.
 Avoid walking or driving through flood water.
 If car stalls, abandon it immediately and climb to a higher ground.

Blizzard- a severe snowstorm with high winds and low visibility:

 Stay calm and await instructions from the Emergency Coordinator.
 Stay indoors!
 If there is no heat:
 Close off unneeded rooms or areas.
 Stuff towels or rags in cracks under doors.
 Cover windows at night.

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  Eat and drink. Food provides the body with energy and heat, and fluids to prevent
dehydration.

Activity 1

Answer the following questions.

1. What is the difference between Soft Skills and Practical Skills?
2. In your municipality, get and write the hotlines or contact numbers of the following
agencies.
AGENCIES HOTLINES
PNP
BFP
1 Hospital or Clinics
RED CROSS
CDRRMC
1 INTERNET CORPORATION (if
there is any)

Preliminary
Examination
TEST A. Answer and do the following activities.

1. Share one near death experience and how did you survive that experience?
2. In your house, choose one type of emergency and create an emergency action plan and
evacuation plan.

TEST B. Video Analysis

1. In the movie “THE CROODS” analyze some survival skills shown by the characters in
the movie and reflect how you are going to cope or survive if you were in the same
situation.

Reflection Activity
1. What topic in this
unit module do
you find easy?
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2. What topic
1 in this
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3 you
 Activity 1 (Differentiate Soft and Practical skill and Hotline)- Kathleen Sablay
Test A number 1 (near death experience)- Glea Gamazon
Test A number 2 (emergency and create an emergency action plan and evacuation plan)- John
Lloyd
Test B (the crood)- Henryl Domingo

References
 Lownsbrough, et.al(n.d.) Survival Skills using life skills to tackle social exclusion.
London UK
 https://ndrrmc.gov.ph/index.php/2-uncategorised/2369-ndrrmc-hotlines
 https://www.osha.gov/SLTC/etools/evacuation/eap.html
 www.demos.co.uk) (www.crisis.org)
 W.W.K. Hoeger and S. A. Hoeger, 2013 “Lifetime Physical Fitness and Wellness 12th
Edition”, Wadsworth, Cengage Learning,

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