12 Health Optimizing

Physical Education
Quarter 3 – Module 2

Sets FITT go
als based on training principles
to achieve and/or maintain
HRF.

Learner’s Packet
Health Optimizing Physical Education
Alternative Delivery Mode
Quarter 3 – Module 2: Sets FITT goals based on training principles to achieve and/or
maintain HRF.
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Eliezer A. Discutido

Evaluators: Jose Romel M. Aramil / Maria Monette V. Tonito
Erlinda Pascual / Alma P. Gruba
Illustrator: Julius Burdeos

Schools Division Office Management Team:

Rosemarie C. Blando
August M. Jamora
Merle B. Lopez
Florendo S. Galang

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Division of Rizal

Office Address: DepEd Building Cabrera Road Brgy. Dolores

Kaytikling Taytay, Rizal 1920
Telefax:
E-mail Address:
Introductory Message
For the facilitator:

Welcome to the Health Optimizing Physical Education 12 Alternative Delivery

Mode (ADM) Module on Sets FITT goals based on training principles to
achieve and/ or maintain HRF.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guidin
g the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

For the learner:

ii
Welcome to the Health Optimizing Physical Education 12 Alternative Delivery
Mode (ADM) Module on Sets FITT goals based on training principles to
achieve and/ or maintain HRF.

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and understand new
concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and skills of the topic.
You may check the answers to the exercises using the Answer Key at the end
of the module.

What I Have This includes questions or blank

Learned sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life situations
or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional In this portion, another activity will be

Activities given to you to enrich your knowledge or
skill of the lesson learned. This also
tends retention of learned concepts.

iii
 Answer Key This contains answers to all activities in the
module.

At the end of this module, you will also find:

References

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

iv
 WEEKS 7-8
Lesson Aquatic Activities - Scuba
3 Diving

What’s In

Learning Task 1
In the previous lessons, you have learned about snorkeling, kayaking and canoeing.
Before you learn another activities in aquatic, recall those learnings you had and
take time to answer the following questions:

1. What is snorkeling?

2. What is the difference between kayak and canoes?

3. What are the health related benefits of paddling?

What’s New

When we say underwater world, reaction can be one or the other. What does
this mean? One can react with much excitement or with great hesitation due to fear
of the unknown. Which one are you? Whether one is excited or not, most will still
feel mystified with the life; and the other things found underwater. Relics of the
famous titanic ship, species of marine life; and the beauty of corals, caves, and
even sunken cities were and are being discovered underwater diving is done either
through “breath-holding” diving (free diving) or through scuba diving (with
breathing apparatus).
The development of scuba diving became possible because of people’s interest
and curiosity in deep water, which motivated inventors to create safer means of
going to greater depths.
Scuba diving will require certain certification or c-card for one to be allowed
to dive even to rent the scuba equipment. In order to do so, one must take a course
with a recognized diving organization, after which the c-card may be issued. The
discussion on this lesson therefore will be about providing basic information on
scuba diving, few basic scuba diving skills, and safety measures. This will give you
advance knowledge in case you decide to get into a scuba diving course.

1
How did scuba diving begin?
The beginnings of diving can be traced from using the hollow reeds as a way of
staying longer underwater. From the simple reed, more effective ways of breathing
underwater were invented. The following timeline outlines the evolution of scuba
diving (US Navy Diving Manual, 1993).

1300s. A simple cauldron in the shape of a bell was used where the idea was to
trap the air inside the container where the diver swims out until he or she runs out
of breath then returns to the bell to replenish air.

1690. Edmund Halley developed an improved diving bell. The diving bell with
trapped air was brought down with two people inside. The diver/explorer outside
the diving bell also use a smaller version of the diving bell on his/her head where a
tube is connected from his/her diving bell to the bigger diving bell to get some air.
The air inside the bigger diving bell is in turn replenished from a barrel (with tube
connected to the diving bell) which is brought down from the top. This barrel is
retrieved also by the diver and tugged over the bell.

1715. Englishman John Lethbridge built the "diving engine," which was an
underwater oak cylinder supplied with compressed air from the surface.

1823. Charles Anthony Deane invented the "smoke helmet" originally for fire
fighters. The helmet fits over a man's head with an attached hose for supply of air
which comes from the surface.

1825. William James invented the first workable, full-time SCUBA. It had a
cylindrical belt around the diver's trunk that served as an air reservoir at 450 psi.

1837. German-born inventor Augustus Siebe innovated a closed diving suit to

complete the diving helmet of Deane. The suit was connected to an air pump on the
surface and became the first standard diving dress.

1843. The first diving school was established by the Royal Navy.

1866. Frenchmen Benoit Rouquayrol and Auguste Denayrouze patented the

“Aerophore," where the diver carries a steel tank of compressed air and is
connected through a valve which goes to the mouthpiece. The tank also has a hose
where fresh air is pumped from the surface. This became the forerunner of the
modern-day scuba gadget.

1876. Henry A. Fleuss, an English merchant seaman, developed the first

selfcontained diving gear that used compressed oxygen and not compressed air. In
his prototype of closed circuit scuba, carbon dioxide was absorbed by a rope soaked
in sodium hydroxide so that the exhaled air can be recycled or re-breathed.

1943. Jacques Cousteau and Emile Gagnan redesign a car regulator which
provided compressed air to divers in the slightest breath and later on called as the
aqualung. This design has change the landscape of diving and remains to be what
we know as the SCUBA of modern day

2
 What is It

What is scuba Diving?

Scuba is an acronym for Self-Contained Underwater Breathing Apparatus or
SCUBA. Scuba diving is a diving method where a diver uses a regulator as the
breathing apparatus and a tank with compressed air which enables the diver to
breathe normally underwater. With these equipment, a diver can explore the water
for a longer period of time and at greater depths.
What are the basic scuba diving equipment?
The diving equipment is what makes
scuba diving different. It is what the divers use
and carry that allows them to be underwater
for a longer time. The following are the
essential needs every diver (Davis, 2007) and
for discussion refer to figure 8.6:

1. Dive mask creates the air pocket to

have a clearer view of the underwater
life.
2. Snorkel is a breathing tube allowing you
to inhale and exhale through your
mouth when swimming face down on
water surface. https://startmakingwaves.com/beyond-
the-basics-scuba-diving/
3. Regulator let you breathe underwater. It connects to your tank and delivers
air to you inhale.
4. BCD or Buoyancy Control Device helps control the position in the water
column. If air is added in an internal bladder, then one rises toward the
surface. By removing air from it, one sinks.
5. Regulator delivers the steady supply of air from the cylinder with the right
pressure.
6. Octopus is the backup regulator. It usually has a longer hose and a bright
yellow body so it is easy to find and can be used by others in an emergency.
7. Weight Belt is used to counteract buoyancy.
8. SPG or Submersible Pressure Gauge shows how much of the air is left.
9. Scuba Tank contains the pressurized air which allows one to breathe and to
stay longer underwater.
10.Fins provide the propulsion that makes it possible to swim with lesser effort.
11.Scuba or Wet Suit provides protection from the coldness of the water and
from other elements.
Other Accessories

1. Dive Computer monitors the diver’s depth, time of being underwater, and
the remaining time for one is safety down in the water.
2. Dive Lights provides the needed light as it can be dark underwater.
3. Dive Knife is used for cutting ropes, lines, and monofilament.
4. Dive Case is used for protecting the gears while travelling.

3
What are the skills needed in scuba diving?
There are different skills and procedures employed from pre-diving,
descending, swimming deep under, and surfacing back.
Pre-dive
Diving is really a new adventure as one seems to enter an entirely new world,
with species that can only be finding in water. But this becomes a nightmare if
certain safety procedures are not followed. The pre-dive entails procedures that
divers adhere to. There is the detailed safety check of equipment and readiness on
the diver as well. The procedures are standardized and observing it step-by-step is
a must.
Pre-Dive Safety Check
A pre-dive safety check must be done before going to the water. This is
performed once a diver is wearing his/her gear and is done with a dive buddy. This
is a last-minute review done on the boat just before one enters the water. This is to
ensure that all gears are properly functioning. The pre-dive safety check is done
with the dive buddy. Each one checks each other’s gear and at the same time gets
familiarized with his/her dive buddy’s gear. This way, each one knows how each
can assist one another in an emergency underwater.
The five steps of the pre-dive safety check (Gibb, n.d.) are as follows:

1. Check the buoyancy compensator making sure that the inflator and deflator
buttons work and that the pull string is unencumbered.
2. Check the Weights
✓ Quick-release system for the weights should be visible and
unencumbered
✓ Weight belt should be oriented as a right-hand release
✓ Free the end of the visible belt and it must be cleared of other gear so
that it can fall away easily when opened
✓ If using integrated weight system, weight pockets should be inserted
securely into the BCD.
✓ Both divers should know how to release weights in an emergency.
3. Check the Release
✓ Check the BCD’s clips making sure that they are secured and that the
straps are tightened.
✓ Tank band connecting the BCD to the scuba tank should be snapped
closed. It should be tight enough suck that the tank will not slide
once they enter the water.
4. Check the Air Regulator
✓ Regulator is functioning well
✓ Check tank valve by breathing from your buddy’s tank valve regulator
several times, while your buddy watches the pressure gauge needle.
As long as the pressure gauge needle does not drop significantly, then
the tank valve is open.
✓ Scuba tanks are full (close to 3000 psi or 200 bars).
✓ Confirm that the regulator breathes comfortably and easily.

4
 ✓ Explain to buddy where the alternate air source is located and test it
by breathing a few times.

5. Final Okay
✓ Check to see if all the gears are in their proper places.
After all the equipment has been checked, the diver should also be prepared
before going underwater. This is done through the five-point descent. The
procedure is as follows:

1. Signal (thumbs down) to descend and wait for acknowledgment from buddy.
2. Orient to some surface object for reference. The most exact way for a diver to
orient himself is by using a compass.
3. Remove the snorkel and replace it with the regulator mouthpiece.
4. Time-check: the timing device must be set. If using a diver’s watch, then set
the watch bezel or record start of dive. If a computer is used, divers should
make sure that the computer is turned on and ready to record.
5. Deflate the BCD just enough so that one slowly begins to sink and exhale to
help self in descending. Equalize the ears (pinch-blow nose technique). This
will help in the subsequent equalization. Keep BCD inflator at hand in order
to add air to BCD as you descend.
6. Feet first in descent or at least the head is above the feet to remain oriented.

Descending
Descending to water should be done in slow and controlled way; is what they
call the controlled descent. It is using the lungs to descend and the BCD for making
oneself neutrally buoyant. Why is this important? It serves as preventive measure
to stay safe. Specifically, it is for the following reasons:

1. If ear equalization problem arises and cannot stop descent, there is the risk
of an ear barotrauma or an injury in the ears.
2. A diver must be able to descend slowly so as not land on the bottom. We
have to remember that a gentle fin kick can injure corals or other aquatic
life, destroy some delicate historical information on a shipwreck, or can stir
up sediment that will cause visibility reduction.
3. A diver should be able to stay close with his buddy during descent. A diver
who goes ahead of his/her buddy will not be able to assist a buddy who is
making a slower descent.
4. Slower descent makes the dive more enjoyable and not stressful.
The following steps will ensure a completed descent:
Step 1: Understand the Use of the buoyancy Compensator Device (BCD)
The BCD is used for buoyancy control, not a means for one to ascend or
descend; otherwise, it will further lead to loss of buoyancy control. Adjust the BCD
to achieve neutral buoyancy. Deflate BCD to compensate excessively positive
buoyancy and inflate to compensate excessively negative buoyancy. Positive
buoyancy is when the person moves up while negative buoyancy is when the
person moves down. Neutral buoyancy is achieved when the person does not go up
or down.

5
Step 2: DO NOT deflate All the Air from the BCD to Begin the Descent
To control descent, establish first neutral buoyancy at the surface. This is
done by deflating the BCD little by little until one floats at the mask-level (with
lungs full of air) and sink a little when one breathes out. Do not deflate the BCD
hastily as this will make one plunge downward like an anchor with practice, one
will learn to deflate the BCD exactly to a point in one shot.
Step 3: Exhale Fully to Begin Your Descent
Fully exhale to begin descent. This take practice. Exhale all the air out of the
lungs slowly and then hold the air out of the lungs for a few seconds. The exhaling
should take around 10 seconds. Expect to slowly sink near the end of the ten
seconds. If one finds himself back at the surface, then deflate the BCD a little more
and do the process again.
Step 4: Re-Establish Neutral Buoyancy
Allow oneself to descend downward until one feels he/she no longer control
buoyancy and lungs. It means that even when inhaling, he/she still continues to
sink, indicating that he/she is no longer neutrally buoyant. Remember, the goal is
neutral buoyancy. Thus when one continues to inflate BCD just a little or inhale to
rise slightly. Take some time to find this point of neutral buoyancy.
Step 5: Regroup
After a few feet of descent, re-establish neutral buoyancy. Then, check ears
and properly equalize. Check depth gauge and orient oneself if one is approaching
or has reached the intendment depth. Also, check the dive buddy.
Step 6: Reaching the Destination
Descend by exhaling once again until one has reached the intended depth.
Ascending
When one is ready to end a dive, do the following:

1. Signal buddy and begin the ascent together.

2. Begin ascent while there is still sufficient air remaining in the tank.
(Never wait until a supply is exhausted.)
3. Go slowly. Check watch and depth gauge or dive computer and ascend
with the rate of 30 feet per minute rate, although US Navy Dive Tables
allow a maximum ascent of 20 feet or 18 meters per minute.
4. Breathe continuously when ascending; do not hold breath
5. Make a safety stop when one reaches 15 feet for 3 to 5 minutes. A safety
stop allows time to eliminate nitrogen from the body, thus decreasing the
risk of decompression sickness.
6. Extend one hand over head, look up at the surface and slowly rotate 360
degrees as one ascends.
7. Drift slowly to the surface. When on surface, inflate BCD and make the
signal. Re-enter the boat.

6
What are the health related benefits of scuba diving?
Diving on a regular basis improves and maintains the general fitness and
stamina level. Exercising in water is very effective because of the water’s natural
resistance against our bodies. It improves cardio-vascular performance and is
translated into reduced risk of heart attacks, strokes and circulatory problems and
ailments in general.
Muscle tone and strength are also improved due to the movement through
the water and the physical effort of carrying equipment such as the weight belt and
diving gear.

F.I.T.T Principles
Improving fitness is an important goal for achieving optimum health. If
carefully planned, performed, monitored, and evaluated, positive health–related
outcomes will be achieved and that reduces their risks to acquiring health
problems.
Understanding the F.I.T.T helps you create a work out plan which will be
beneficial in reaching your fitness goal. F.I.T.T stands for frequency, intensity, time
and type of exercise. These are the four elements you would like to believe to make
workout that suit your goals and fitness level. Learn how the F.I.T.T principle
works.
Factor Definition

Frequency Number of meeting in a week

Intensity Effort level of the exercise

Time Period covered in an exercise session

Type Kind of activity

What’s More

Learning task 2
A. Direction: Analyze the illustration below. Label each item with the correct
Basic Equipment in Scuba Diving.

7
 B. Direction: Modified True or False. Read the following basic equipment in scuba
diving with understanding. Write TRUE if the statement is correct, and FALSE
if not, then change the underlined words that makes it wrong by writing the
right answer on a separate sheet of paper.

______1. Dive Mask creates the air pocket to have a clearer view of the
underwater life
______2. Snorkel is used to counteract buoyancy.
______3. Octopus provides the propulsion that makes it possible to swim with
lesser effort
______4. Scuba Tank contains the pressurized air which allows one to breathe
and to stay longer underwater
______5. Weight Belt is a breathing tube allowing you to inhale and exhale
through your mouth when swimming face down on water surface.

What I Have Learned

Learning Task 3
Direction: Complete the statement to summarize all your learnings.

In this lesson, I learned about

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Can Do

Learning Task 4: Scuba Diving Adventure

Let us pretend that today you are going to scuba dive. It is an activity that you and
your friends have long been planning. Write a shorty story of what it might be like
scuba dive. How was it like wearing the scuba gear? How did you feel before the
dive or while you were descending. What marine animals did you see? What colours
were they? Was there a problem along the way? Dray dream and run your
imagination. Let your creativity run.

8
 Assessment

MULTIPLE CHOICE. Directions: Read the following questions/or descriptions

comprehensively. Write the letter that corresponds to your correct choice on your
answer sheet.

1. It is described as peeking through life underneath water by swimming with

the aid of a snorkel and mask. What aquatic activity is it?
A. Canoeing C. Scuba diving
B. Mountaineering D. Snorkeling

2. It helps prevent the mask from fogging up. Be sure to choose one that is
non-toxic, biodegradable, and alcohol free for one’s protection and for the
protection of marine life.
A. Mask Defogger C. Skin Protection
B. Snorkel Vests D. Swimming Cap

3. _________ is a big help in keeping hair out of the snorkel and the face as
well.
It will also help in preventing the scalp from burning on a sunny day.
A. Mask Defogger C. Skin Protection
B. Snorkel Vests D. Swimming Cap

4. _________ is a piece of equipment that makes it possible to breathe at the

surface while the face is submerged in water.
A. Mask C. Snorkel
B. Mask Defogger D. Swimming cap

5. ________ are small and inflatable, which provide more buoyancy while
floating on water. This will help in consuming less energy in moving around
underwater.
A. Mask Defogger C. Skin Protection
B. Snorkel Vests D. Swimming Cap

6. It prevents splashed water and spray from easily entering the tube.
A. Dry Valve C. Snorkel Vests
B. Snorkeling Fins D. Splashed Guard

7. _________ is a special valve on top of the tube that completely stops water
(and air) from entering the tube when a wave comes or when diving under
water.
A. Dry Valve C. Purge Valve
B. Light Valve D. Snorkel with a flexible tube

8. _________ is the soft flexible material that seals the mask around the face.

9
 A. Goggles C. Nose Pocket
B. Mask Skirt D. Strap

9. It serves as the viewing device in appreciating the world beneath the water.
Without this basic gear, everything viewed underwater will be blurred or
distorted.
A. Mask C. Snorkeling fins
B. Mask Defogger D. Tank

10. The word “canoe” originated from the Carib word “kenu” which means
___________.
A. dugout B. one moon C. kayak D. boat riding

11. __________ meaning “man’s boat” or “hunter’s boat” originated from the Inuit
and Aleut tribes of Arctic North America.
A. dugout B. one moon C. kayak D. boat riding

12. A beam in the center of a canoe that allows the canoe to rest on a person’s
shoulder when portaging.
A. Yoke B. Thwart C. Seat D. Gunwale

13. A basic part of a canoe in which it acts as structural support and it defines
the shape of a boat.
A. Yoke B. Thwart C. Seat D. Gunwale

14. It is described as covering on the deck where food and gears can be stored.
A. Cockpit B. Hatch C. Hull D. Bow

15. A basic part of a kayak in which it is labeled as the “bottom half” of the
kayak.
A. Cockpit B. Hatch C. Hull D. Bow

Additional Activities

Learning Task 5: Diving spots in the Philippines

We have the top diving spots in the world. Research at least five diving spots in the
Philippines. You can even ask friends who have experienced diving . Get the
following information

A. Location
B. Diving centers present in the area
C. Marine species that can be seen in a particular diving spot.

After going to several diving spots, given a chance, which among the five places that
you research would you want to go to? Why?

10
11