Bachelor of Elementary Education (BEED)

LEARNING MODULE

Module No. 2 ( Physical Fitness and You – The Components of Fitness, Basics of an Exercise
Workout )
Subject Code: PE & HEALTH

Subject Description: Physical Education & Health

Term: 2nd Semester

I. Learning Objectives:

• Improve cardiorespiratory and muscular fitness.

• Decrease levels of body fat.

• Reduce symptoms of depression. Improve cognitive skills.

II. Learning Outcomes:

• A variety of motor skills and abilities related to lifetime leisure activities.

Improved understanding of the importance of maintaining a healthy lifestyle.

III. Learning Resources:

1. Required Learning Resources

• laptop, Textbook, Print out activities, module.

2. Additional Learning Resources

• https://us:humankinetics.com

IV. Tasks to Complete:

● reading PE & Health book

● home activities
● module
● quizzes

Page 1 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 V. Content Items:

Lesson 1 : Physical Fitness and You

Physical Activity, Fitness, and Physical Education: Effects on Academic Performance

 Evidence suggests that increasing physical activity and physical fitness may improve
academic performance and that time in the school day dedicated to recess, physical
education class, and physical activity in the classroom may also facilitate academic
performance.
 Available evidence suggests that mathematics and reading are the academic topics that
are most influenced by physical activity. These topics depend on efficient and effective
executive function, which has been linked to physical activity and physical fitness.
 Executive function and brain health underlie academic performance. Basic cognitive
functions related to attention and memory facilitate learning, and these functions are
enhanced by physical activity and higher aerobic fitness.
 Single sessions of and long-term participation in physical activity improve cognitive
performance and brain health. Children who participate in vigorous- or moderate-
intensity physical activity benefit the most.
 Given the importance of time on task to learning, students should be provided with
frequent physical activity breaks that are developmentally appropriate.
 Although presently understudied, physically active lessons offered in the classroom may
increase time on task and attention to task in the classroom setting.

Given that the brain is responsible for both mental processes and physical actions of the human
body, brain health is important across the life span. In adults, brain health, representing
absence of disease and optimal structure and function, is measured in terms of quality of life
and effective functioning in activities of daily living. In children, brain health can be measured in
terms of successful development of attention, on-task behavior, memory, and academic
performance in an educational setting. This chapter reviews the findings of recent research
regarding the contribution of engagement in physical activity and the attainment of a health-
enhancing level of physical fitness to cognitive and brain health in children. Correlational
research examining the relationship among academic performance, physical fitness, and
physical activity also is described. Because research in older adults has served as a model for
understanding the effects of physical activity and fitness on the developing brain during
childhood, the adult research is briefly discussed. The short- and long-term cognitive benefits of
both a single session of and regular participation in physical activity are summarized.

PHYSICAL FITNESS AND PHYSICAL ACTIVITY: RELATION TO ACADEMIC PERFORMANCE

State-mandated academic achievement testing has had the unintended consequence of reducing
opportunities for children to be physically active during the school day and beyond. In addition
to
a general shifting of time in school away from physical education to allow for more time on
academic subjects, some children are withheld from physical education classes or recess to
participate in remedial or enriched learning experiences designed to increase academic

Page 2 of 13 Prepared by : Mr. Rafael M. Pechay MAED

performance .Yet little evidence supports the notion that more time allocated to subject matter
will
translate into better test scores. Indeed, 11 of 14 correlational studies of physical activity during
the school day demonstrate a positive relationship to academic performance. Overall, a rapidly
growing body of work suggests that time spent engaged in physical activity is related not only to
a healthier body but also to a healthier mind. Children respond faster and with greater accuracy
to
a variety of cognitive tasks after participating in a session of physical activity. A single bout of
moderate-intensity physical activity has been found to increase neural and behavioral
concomitants
associated with the allocation of attention to a specific cognitive task .And when children who
participated in 30 minutes of aerobic physical activity were compared with children who
watched
television for the same amount of time, the former children cognitively outperformed the latter.
Visual task switching data among 69 overweight and inactive children did not show differences
between cognitive performance after treadmill walking and sitting.

Over the past three decades, several reviews and meta-analyses have described the
relationship
among physical fitness, physical activity, and cognition (broadly defined as all mental
processes).
The majority of these reviews have focused on the relationship between academic performance
and physical fitness—a physiological trait commonly defined in terms of cardiorespiratory
capacity (e.g., maximal oxygen consumption. More recently, reviews have attempted to desc
ribe the effects of an acute or single bout of physical activity, as a behavior, on academic
performance. These reviews have focused on brain health in older adults as well as the effects
of acute physical activity on cognition in adults. Some have considered age as part of the
analysis
. Reviews focusing on research conducted in children have examined the relationship among
physical activity, participation in sports, and academic performance physical activity and mental
and cognitive health and physical activity, nutrition, and academic performance. The findings of
most of these reviews align with the conclusions presented in a meta-analytic review
conducted.

How does physical fitness relate to health?

Regular exercise and physical activity promotes strong muscles and bones. It improves
respiratory, cardiovascular health, and overall health. Staying active can also help you maintain
a healthy weight, reduce your risk for type 2 diabetes, heart disease, and reduce your risk for
some cancers.

Page 3 of 13 Prepared by : Mr. Rafael M. Pechay MAED

Exercise Can Improve Students' Mental Health

Dr. Ratey's research also shows that exercise can be the best defense against a lot of the
common mental health issues that students struggle with.

Stress

Our students face enormous stress in the classroom and in their lives, including peer pressure,
work overload, and high stakes testing. Exercise controls the emotional and physical feelings of
stress, and it also works at the cellular level. Physical activity is a natural way to prevent the
negative consequences of stress because it can ward off the ill effects of chronic stress and
actually reverse them. In addition, studies show people who add physical activity to their lives
become more socially active, which boosts confidence and helps establish and maintain social
connections.

Anxiety and Panic Disorders

Dr. Ratey defines anxiety as a natural reaction to a threat, but worrying when there's no real
threat, to the point where one can't function normally, is an anxiety disorder. Panic is the most
intense form of anxiety, and I've witnessed my students having panic attacks during tests and
cooperative learning situations, or sometimes just from the general pressures of school.

Spark points out that the majority of studies show aerobic exercise significantly reduces
symptoms of anxiety disorders. Through exercise, people learn to alleviate anxiety and rebuild
their confidence. Dr. Ratey points out that exercise reroutes the brain's circuits, reduces muscle
tension, and teaches a different outcome to an anxiety-provoking situation, ultimately setting
an anxious person free from their worrisome tendencies.

Depression

Aerobic exercise is known to have a positive impact on depressive symptoms. Studies

suggest that endorphins produced in the brain during exercise contribute to a general feeling of
well-being. Exercise also boosts dopamine, which improves mood and jump-starts the attention
span. Thirty minutes of moderate exercise a few days a week can do wonders for students who
suffer from depressive moods.

ADHD

School can be an especially excruciating environment for students with attention deficit
hyperactivity disorder (ADHD) because of the need to sit still, face forward, and listen. Dr. Ratey
says structured exercise—in the form of martial arts, ballet, skateboarding, or gymnastics, for
example—is one of the best treatment strategies for ADHD.

The combination of challenging both the brain and body is even better than just aerobic activity
alone because the technicality of those sports activates brain areas that "control balance,
timing, sequencing, evaluating consequences, switching, error correction, fine motor
adjustment, inhibition, and, of course, intense focus and concentration."

Fitness is defined as the quality or state of being fit and healthy. Around 1950, perhaps
consistent
with the Industrial Revolution and the treatise of World War II, the term "fitness" increased in

Page 4 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 western vernacular by a factor of ten.[6] The modern definition of fitness describes either a
person or machine's ability to perform a specific function or a holistic definition of human
adaptability to cope with various situations. This has led to an interrelation of human fitness
and
attractiveness that has mobilized global fitness and fitness equipment industries. Regarding
specific function, fitness is attributed to persons who possess
significant aerobic or anaerobic ability, i.e. endurance or strength. A well-rounded fitness
program improves a person in all aspects of fitness compared to practicing only one, such as
only
cardio/respiratory endurance or only weight training.
A comprehensive fitness program tailored to an individual typically focuses on one or more
specific skills, and on age or health-related needs such as bone health. Many sources also
cite mental, social and emotional health as an important part of overall fitness. This is often
presented in textbooks as a triangle made up of three points, which represent physical,
emotional, and mental fitness. Physical fitness can also prevent or treat many chronic health
conditions brought on by unhealthy lifestyle or aging. Working out can also help some people
sleep better and possibly alleviate some mood disorders in certain individuals.

The 11 Components of Physical Fitness include:

 Agility
 Balance
 Body Composition
 Cardiovascular Endurance
 Coordination
 Flexibility
 Muscular Endurance.
 Muscular Strength.

The 5 components that make up total fitness are:

 Cardiovascular Endurance.
 Muscular Strength.
 Muscular endurance.
 Flexibility.
 Body Composition.

Here are the four main elements of fitness:

 Aerobic Fitness. Aerobic fitness improves overall health and well-being. ...
 Muscular Fitness. Strength training improves your muscle and bone health, and helps with
weight loss. ...
 Flexibility. Flexibility allows you to move your body freely. ...
 Stability and Balance.

Page 5 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 How does exercise affect learning?

Ratey writes that exercise improves learning on three levels: "First, it optimizes your mind-set
to improve alertness, attention, and motivation; second, it prepares and encourages nerve cells
to bind to one another, which is the cellular basis for logging in new information; and third, it
spurs the development of new ...

The Beginner's Gym Workout (With Videos)

 CHEST DAY. WEIGHTS (if you can implement :30 second breaks) Flat Barbell Bench Press, 3 sets
of 10. Incline Dumbbell Bench Press, 3 sets of 10. Machine Chest Fly: 3 sets of 10. ...
 BACK DAY. Seated Cable Row, 3 sets of 10. Seated Lat Pull Down, 3 sets of 10. Machine Row, 3
sets of 10.

What is the best exercise for brain?

Aerobic exercise, like running and swimming, appears to be best for brain health. That's
because it increases a person's heart rate, “which means the body pumps more blood to the
brain,” says Okonkwo. But strength training, like weight lifting, may also bring benefits to the
brain by increasing heart rate.

Lesson 2 : Basics of an Exercise Workout

Exercise is any bodily activity that enhances or maintains physical fitness and overall health and
wellness.
It is performed for various reasons, to aid growth and improve strength, preventing aging,
developing muscles and the cardiovascular system, honing athletic skills, weight loss or
maintenance, improving health and also for enjoyment. Many individuals choose to exercise
outdoors where they can congregate in groups, socialize, and enhance well-being.
In terms of health benefits, the amount of recommended exercise depends upon the goal, the
type of exercise, and the age of the person. Even doing a small amount of exercise is healthier
than doing none.

Fitness program: 5 steps to get started

Are you thinking about starting a fitness program? Good for you! You're only five steps away
from a healthier lifestyle.
Starting a fitness program may be one of the best things you can do for your health. Physical
activity can reduce your risk of chronic disease, improve your balance and coordination, help
you lose weight — and even improve your sleep habits and self-esteem. And there's more good
news. You can start a fitness program in only five steps.

1. Assess your fitness level

You probably have some idea of how fit you are. But assessing and recording baseline fitness
scores can give you benchmarks against which to measure your progress. To assess your
aerobic and muscular fitness, flexibility, and body composition, consider recording:

Page 6 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 Your pulse rate before and immediately after walking 1 mile (1.6 kilometers)
 How long it takes to walk 1 mile, or how long it takes to run 1.5 miles (2.41 kilometers)
 How many standard or modified pushups you can do at a time
 How far you can reach forward while seated on the floor with your legs in front of you
 Your waist circumference, just above your hipbones
 Your body mass index

2. Design your fitness program

It's easy to say that you'll exercise every day. But you'll need a plan. As you design your fitness
program, keep these points in mind:

 Consider your fitness goals. Are you starting a fitness program to help lose weight? Or do
you have another motivation, such as preparing for a marathon? Having clear goals can help
you gauge your progress and stay motivated.
 Create a balanced routine. For most healthy adults, the Department of Health and Human
Services recommends getting at least 150 minutes of moderate aerobic activity or 75
minutes of vigorous aerobic activity a week, or a combination of moderate and vigorous
activity. The guidelines suggest that you spread out this exercise during the course of a
week. Greater amounts of exercise will provide even greater health benefits.
But even small amounts of physical activity are helpful. Being active for short periods of
time throughout the day can add up to provide health benefits.
Do strength training exercises for all major muscle groups at least two times a week. Aim to
do a single set of each exercise, using a weight or resistance level heavy enough to tire your
muscles after about 12 to 15 repetitions.

 Start low and progress slowly. If you're just beginning to exercise, start cautiously and
progress slowly. If you have an injury or a medical condition, consult your doctor or an
exercise therapist for help designing a fitness program that gradually improves your range
of motion, strength and endurance.
 Build activity into your daily routine. Finding time to exercise can be a challenge. To make
it easier, schedule time to exercise as you would any other appointment. Plan to watch your
favorite show while walking on the treadmill, read while riding a stationary bike, or take a
break to go on a walk at work.
 Plan to include different activities. Different activities (cross-training) can keep exercise
boredom at bay. Cross-training using low-impact forms of activity, such as biking or water
exercise, also reduces your chances of injuring or overusing one specific muscle or joint.
Plan to alternate among activities that emphasize different parts of your body, such as
walking, swimming and strength training.
 Try high-interval intensity training. In high-interval intensity training, you perform short
bursts of high-intensity activity separated by recovery periods of low-intensity activity.
 Allow time for recovery. Many people start exercising with frenzied zeal — working out too
long or too intensely — and give up when their muscles and joints become sore or injured.
Plan time between sessions for your body to rest and recover.
 Put it on paper. A written plan may encourage you to stay on track.
3. Assemble your equipment

Page 7 of 13 Prepared by : Mr. Rafael M. Pechay MAED

You'll probably start with athletic shoes. Be sure to pick shoes designed for the activity you have
in mind. For example, running shoes are lighter in weight than cross-training shoes, which are
more supportive.
If you're planning to invest in exercise equipment, choose something that's practical, enjoyable
and easy to use. You may want to try out certain types of equipment at a fitness center before
investing in your own equipment.
You might consider using fitness apps for smart devices or other activity tracking devices, such
as ones that can track your distance, track calories burned or monitor your heart rate.

4. Get started
Now you're ready for action. As you begin your fitness program, keep these tips in mind:

 Start slowly and build up gradually. Give yourself plenty of time to warm up and cool down
with easy walking or gentle stretching. Then speed up to a pace you can continue for five to
10 minutes without getting overly tired. As your stamina improves, gradually increase the
amount of time you exercise. Work your way up to 30 to 60 minutes of exercise most days
of the week.
 Break things up if you have to. You don't have to do all your exercise at one time, so you
can weave in activity throughout your day. Shorter but more-frequent sessions have aerobic
benefits, too. Exercising in short sessions a few times a day may fit into your schedule better
than a single 30-minute session. Any amount of activity is better than none at all.
 Be creative. Maybe your workout routine includes various activities, such as walking,
bicycling or rowing. But don't stop there. Take a weekend hike with your family or spend an
evening ballroom dancing. Find activities you enjoy to add to your fitness routine.
 Listen to your body. If you feel pain, shortness of breath, dizziness or nausea, take a break.
You may be pushing yourself too hard.
 Be flexible. If you're not feeling good, give yourself permission to take a day or two off.

5. Monitor your progress

Retake your personal fitness assessment six weeks after you start your program and then again
every few months. You may notice that you need to increase the amount of time you exercise
in order to continue improving. Or you may be pleasantly surprised to find that you're
exercising just the right amount to meet your fitness goals.
If you lose motivation, set new goals or try a new activity. Exercising with a friend or taking a
class at a fitness center may help, too.
Starting an exercise program is an important decision. But it doesn't have to be an
overwhelming one. By planning carefully and pacing yourself, you can establish a healthy habit
that lasts a lifetime.

Benefits of Exercise

It's always a good idea to remind yourself about all the amazing things exercise can do for you,
both physically and mentally. Not only is it motivating to remember why it's so important, but it
also helps shore up the commitment you need to get up every day and move your body.

Page 8 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 The wonderful thing about exercise is that you don't need much to get the benefits. Even just a
few minutes a day can improve your health and well-being. Here are just some things exercise
can help you do:

 Boost your mood

 Give you more energy
 Help you sleep better
 Increase bone density
 Improve your confidence
 Improve your quality of life
 Lose weight
 Reduce stress
 Reduce your risk of heart disease and certain types of cancer
 Relieve symptoms of depression and anxiety
 Strengthen the heart and lungs

Just think about it. Exercise is the one thing you can do every day that you'll always feel good
about. Even if it's just a 5-minute walk, you'll improve your health and do something good for
your body and mind.

Exercise Philosophies

There are different schools of thought when it comes to exercise. Here's a look at some of the
varying principles behind different workout routines.

VI. Summary:

• Physical Fitness and You

• Physical Fitness and Physical Activity: Relation to Academic Performance

• Exercise Can Improve Students' Mental Health

• Basics of an Exercise Workout

VII. Review Questions:

1. What is a good basic workout routine?

2. How should a beginner start working out?

3. How does physical fitness relate to health?

4. How does exercise affect learning?

5. What are the five purposes of physical education?

Answers in Review Question.

1. ________________________________________________________________________
________________________________________________________________________

Page 9 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Page 10 of 13 Prepared by : Mr. Rafael M. Pechay MAED

 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VIII. Assessments :

1. What are the 4 main objectives of physical education?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What are the 11 components of fitness?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 11 of 13 Prepared by : Mr. Rafael M. Pechay MAED

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What are the 5 main components of fitness?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What are the 4 main components of fitness?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Design your Fitness Program

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 12 of 13 Prepared by : Mr. Rafael M. Pechay MAED

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page 13 of 13 Prepared by : Mr. Rafael M. Pechay MAED