PHYSICAL EDUCATION WORKBOOK

TARGET GRADE TIME 45 Minutes

LEVEL
Grade 7 ALLOTMENT Per Session

OVERVIEW OF Where are you How will you get When will you
THE UNIT going? there? know you have
arrived?
This unit will I will become As a physically
enable me to: actively involved in: educated person:

Demonstrate my Our classroom I can define

understanding discussions on physical fitness;
of physical physical fitness. I can enumerate
fitness concepts. the three (3)
major fitness
components;
I can distinguish
the different
parameters that
comprise each
fitness
component.

Conduct fitness Carrying out the I can assess my

assessments; different fitness fitness levels
Interpret fitness test protocols; through fitness
test results. Recording my tests.
fitness test scores.

Exercise and Document my I exercise and

participate in exercise and participate in
physical physical activity physical
activities to habits by making activities
improve my a portfolio that regularly.
fitness levels. will contain my I keep an
written journals accurate record of
and pictures (e.g., my exercise and
photos, drawings physical activity
and cut-outs). habits.
 Perform the Exercising and I am physically
skills necessary engaging in fit.
to become physical activities
physically fit. regularly in class,
school, at home
and in my
community.

Determine if I Clarifying with I can relate

am at risk for my classmates, physical fitness
hypokinetic friends and to health by
diseases. family the explaining the
contributions of risk factors
exercise and associated with a
physical activities sedentary
to a healthy lifestyle.
lifestyle.

PRIOR What do I already What can I already What do I value?

KNOWLEDGE know? do?
AND SKILLS On games, sports, On games, sports, I value responsible
ASSESSMENT rhythms and dance: rhythms and dance: behavior when
participating in
I can adequately I can throw (e.g., games and sports
identify the basketball, by:
critical elements frisbee, baseball),
of throwing, strike (e.g. Respecting a
striking and softball, game officials
kicking. volleyball) and authority (e.g.,
kick (e.g., accepting his
football) a variety decisions
of objects with regarding a
accuracy and force violation of the
(NASPE, 1995; rules such as fouls
p.46); without
Accurately place displaying any
an object (e.g., negative reaction)
table tennis ball, (NASPE, 1995;
shuttlecock) away p.39).
from my Honestly
opponent in a assessing my
racket sport personal
 activity (NASPE, performance
1995; p.46). without putting
any blame on
others (NASPE,
1995; p.39);
Taking seriously
my role in
helping another
classmate get
better at various
skills.
Staying focused
during practice
and willingly
working
independently.
Cooperating with
a partner and a
team (e.g., take
turns, give
supportive
comments,
speaking politely,
resolving conflicts
with patience).
Celebrating my
personal
successes and
achievements as
well as those of
others (NASPE,
1995; p.42).

I can describe Develop and

how a game (e.g., refine a creative
indigenous) and dance sequence
dance relates to into a repeatable
the environment pattern (NASPE,
in which it was 1995; p.32).
practiced (e.g.,
culture,
geography,
historical
tradition).
 I can identify I can execute basic Being the leader
basic offensive offensive and (e.g., team
and defensive defensive captain) or a
game strategies. strategies while follower (e.g.,
playing. player) in giving
or receiving
instructions about
how our team will
perform in a
game.

On physical fitness: On physical fitness: I value a physically

active lifestyle by:
I can recognize if I can correctly Exercising at
my exercise bouts demonstrate home for my
meet the exercises enjoyment and
recommended designed to benefit;
fitness standards improve and Interacting
in terms of maintain my enjoyably with
frequency, health-related my friends and
intensity and fitness family through
duration; parameters; physical activities.
I can accurately I can select
identify what appropriate
fitness component activities to
I need to improve address areas for
and select an improvement in
appropriate way my fitness;
to work on it;
I can establish I can design my
realistic personal own fitness plan
fitness goals in and carry it out.
order to meet the
fitness standards;
I can identify
factors that
inhibit or
promote my
regular
participation in
exercise and
physical activity;
 I can monitor my I can keep an
progress towards accurate record of
fitness goals; my exercise bouts
and participation
in physical
activities;
I can identify the I can perform
exercise proper warm-up
principles and and cool-down
properly explain techniques.
the reasons for
using them.

On movement skills: On movement skills:

I can detect, I can accurately

analyze and assess my
correct errors in performance in
my movements terms of
(NASPE, 1995; consistency.
p.48).
I can suggest I can adapt skills
activities or learned in sports
appropriate and dance to
practice increasingly
procedures to complex
learn and master situations of
skills and selected
movement movement
patterns of the patterns.
activity.
I understand that I persist in
appropriate practicing even
practice improves when I am not
performance. successful in
previous
performances.
MODULE Fitness TIME 8 SESSIONS
ONE ALLOTMENT

This learning module will allow me to understand

OVERVIEW
what fitness is all about and use what I know to achieve a

OF THE desirable level of fitness. It presents the lessons in the

order that they will be taken up in class so that I will be
MODULE able to follow closely and participate actively in all the
activities.
I will learn about the three (3) major components of
fitness and the different parameters that make up each
component. This will make me understand why fitness is
defined as a set of abilities that allow me to perform
physical activities.
I will also learn how to test myself and know what
each fitness test score means. This information will help
me identify which areas of fitness I need to improve on.
The module will guide me in formulating my own fitness
plan that consists of activities which I can carry out with
the proper frequency (how many times), intensity (how
much effort) and duration (how long).
Finally, I will learn about how physical fitness
relates to my health and how I could develop habits in
physical activities and exercise. By keeping a record of
these habits, I will be able to track my progress towards
my fitness goals.
 At the end of this module, I will be able to:
LEARNING
1. Define physical fitness and the three (3)

COMPETENCIES major components that constitute it.

2. Enumerate and define the different
parameters that constitute each component.
3. Relate each fitness parameter:
cardiorespiratory endurance, muscle
strength and endurance, flexibility and
body composition, to health risks
associated with a sedentary lifestyle.
4. Test myself to know the degree to which I
possess each of these health-related fitness
parameters and identify which areas I need
to improve on.
5. Using this information, write my own
fitness plan that contains activities in the
proper frequency, intensity and duration so
I may achieve my fitness goals.
6. Keep an accurate record of my fitness
activities so I can track my progress
towards my fitness goals.
7. Make a portfolio that contains my written
journals and pictures of my physical
activity and exercise habits.
 The lessons and activities in every session are
PROCEDURES
presented using the following format:

INTRODUCTORY ACTIVITY: This contains a review

of the previous lesson/activity and a preview of the
lessons and activities that will be taken up in the
current session.

SKILL DEVELOPMENT: This presents the fitness

concepts to be learned and the corresponding activity
that will reinforce it.

APPLICATION: This explains the activity in detail so

that I may be able to follow closely and participate
actively in it.

ASSESSMENT: This contains guides that will help

me monitor myself before, during and after the lessons
and the activities so I may know how well I am able to
participate in class.
 INTRODUCTORY ACTIVITY 10 MINUTES
SESSION 1 REVIEW:
Defining Physical Fitness

Physical fitness is a set of abilities that one

possesses in order to perform physical activities. A
physical activity is any bodily movement produced by
the contraction of skeletal muscles that results in a
substantial increase in energy expenditure (Centers for
Disease Control and Prevention or CDC, 1985).

I can become physically fit (e.g., improve or maintain

it) through exercise, which is a type of physical activity
consisting of planned, structured and repetitive bodily
movement (CDC, 1985). This means that physical
fitness is a measurable set of characteristics that is
determined by my exercise habits (American College of
Sports Medicine or ACSM, 2010).

Fitness Components

Physical fitness is made up of three major

components: (1) health-related, (2) skill-related, and (3)
physiological fitness.

Health-related physical fitness (HRPF) consists of

those specific components that have a relationship with
good health, or a lower risk of illness, particularly
hypokinetic diseases and conditions.

Skill-related physical fitness (SRPF) consists of

components that have a relationship with learning
motor skills quickly and the ability to achieve a high
level of performance in sports. I know of others who
were able to improve their motor skills with practice so
they are able shoot a basketball or kick a football well.
Since they are fit (or possess SRF), they are more likely
 to engage in regular physical activities; and because of
this, they too will have enhanced HRF.

Physiological fitness relates to biological systems

that are influenced by ones level of habitual physical
activity (Bouchard et al., 1990). Unlike HRF and SRF
which can be measured through performance tests using
hand-held or portable devices (like the sit-and-reach box
and the weighing scale) that can be conducted in the
field or classrooms, physiological fitness is different
because its components can be measured using more
expensive equipment and in a laboratory or medically-
supervised facility. Its components include metabolic
fitness (MetF), morphological fitness (MorF) and bone
integrity (BI).

Fitness Parameters

HRF consists of cardiorespiratory endurance (CRE),

muscular endurance and strength, flexibility and body
composition.

SRF consists of agility, balance, coordination, power,

reaction time and speed.

Physiological fitness consists of MetF, MorF and BI.

PREVIEW:
Todays lesson consists of tasks that relate to the concept
of cardiorespiratory endurance (CRE).

These tasks are:

Finding my pulse while at rest.
Participating in activities that raise my heart rate.
Monitoring my heart rate during activities.
 SKILL DEVELOPMENT 20 MINUTES
SESSION 1
FINDING MY PULSE

I will need a stopwatch or a digital watch with a second

hand. My partner takes the time while I take my pulse. My
pulse can be located at several places on my body. The 2
most common locations are the carotid pulse and the radial
pulse.

A. Carotid pulse
Turn my head to one side.
Feel the point at my neck where the large
muscle and tendon stick out when my head is
turned.
Slide the fleshy part of your index and middle
fingers along this tendon until you are on a
level equal with your Adams apple.
Feel for the pulse. Readjust the fingers if
necessary.
Do not press too hard because this might alter
the pulse (e.g. slow it down).
Count the number of pulses felt for 60
seconds. This number represents your heart
rate in beats per minute while you are at rest.
If you are pressed for time, you may count the
pulses for only 15 seconds. Multiply this by 4.
Remember however, that it is more accurate to
take a full 60-second count if possible.
 B. Radial pulse
Hold my left forearm out in front with my
palm facing me.
At the top portion of my forearm (nearest the
thumb) where my wrist is, slide the fleshy
part of my index and middle fingers along
until they are 1 inch from my wrist.
Feel for the pulse. Readjust the fingers if
necessary.
Do not press too hard because this might alter
the pulse (e.g. slow it down).
Count the number of pulses felt for 60
seconds. This number represents your heart
rate in beats per minute while you are at rest.
If you are pressed for time, you may count the
pulses for only 15 seconds. Multiply this by 4.
Remember however, that it is more accurate to
take a full 60-second count if possible.

My heart rate while at rest (e.g. seated) is _____ beats per

minute (bpm).

APPLICATION 15 MINUTES
RAISING MY HEART RATE

Exercise raises my heart. The intensity of my exercise

can be moderate or vigorous depending on my heart rate.

A. I will now perform several tasks and record my

heart rate after each task. My partner will either
count the number of times or time me as I perform
 each task.

After each task, I will remain standing as I count my

pulses while my partner times it for 15 seconds.

I and my partner alternate in performing the tasks.

This allows me to rest and for my heart rate to
return to the normal resting rate.

Heart rate
1. Jogging in place (20 sec.) _________ bpm
2. Jumping jacks (20 times) _________ bpm
3. Step-ups (20 sec.) _________ bpm

This can be done on the stairs, a bench or a chair. The

stepping goes: right foot up-left foot up-right foot
down-left foot down.

4. Partner tag (1 min.) __________ bpm

My partner and I stay inside a circle that is drawn by

our teacher on the ground. Facing my partner, I will
try to tap his knee while trying to avoid his effort to
tap my knee. I keep score of the number of times I am
able to tap his knee.
 5. Crab walk (5 meters) __________ bpm

Seating on the ground, I rest my hands with my

fingers pointed away from me on the ground behind.
Raising my buttocks off the ground, I walk with my
hands leading. I walk for 5 meters and turn around
before walking back to where I started.

ASSESSMENT 10 MINUTES
MONITORING MY HEART RATE

The table below shows the different tasks that I

performed arranged from the highest to lowest heart rate:

TASK HEART RATE

 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 2 REVIEW:
In our previous session, I learned how to locate my
pulse in order to monitor my heart rate.

After performing the different tasks, I arranged these

from highest to lowest heart rate.

PREVIEW:
Todays lesson consists of determining the appropriate
exercise intensity in terms of moderate and vigorous
levels.

The different tasks include:

Calculating the appropriate levels of exercise
intensity.
Identifying which among the tasks that I
performed represent a moderate or vigorous level
of intensity.

SKILL DEVELOPMENT 15 MINUTES

A. What should be my heart rate when I am engaged in a
moderately intense exercise?

STEP 1. Use the equation 208 0.7 (age)

a. 0.7 X __________y/o = __________

b. 208 - __________ (answer to a.) = _________

STEP 2. Subtract your resting heart rate (beats per

minute or bpm) from your answer to Step 1.

Step 1 _______ - resting heart rate _______bpm = _________

 STEP 3A. (For minimum heart rate): Multiply your
answer to Step 2 by 40%.
Step 2 _______ x 0.40 = _______

STEP 4A. Add your resting heart rate to your answer

from Step 3. This represents the MINIMUM heart rate you
should try to achieve when exercising at a MODERATE
intensity.

Resting heart rate _______ + Step 3.A _______ = __________

STEP 3B. (For maximum heart rate): Multiply your

answer to STEP 2 by 55%.

Step 2 _______ x 0.55 = _______

STEP 4B. Add your resting heart rate to your answer

from Step 3. This represents the MAXIMUM heart rate you
should try to achieve when exercising at a MODERATE
intensity.

Resting heart rate _______ + Step 4 _______ = __________

For moderately intense exercise, my exercise heart

rate should be:

_____ bpm to _____ bpm

B. What should be my heart rate when I am engaged in a

vigorously intense exercise?

STEP 1. Use the equation 208 0.7 (age)

a. 0.7 X __________y/o = __________

b. 208 - __________ (answer to a.) = _________
 STEP 2. Subtract your resting heart rate (beats per
minute or bpm) from your answer to Step 1.
Step 1 _______ - resting heart rate _______bpm = _________

STEP 3A. (For minimum heart rate): Multiply your

answer to Step 2 by 50%.

Step 2 _______ x 0.50 = _______

STEP 4A. Add your resting heart rate to your answer

from Step 3. This represents the MINIMUM heart rate you
should try to achieve when exercising at a VIGOROUS
intensity.

Resting heart rate _______ + Step 3.A _______ = __________

STEP 3B. (For maximum heart rate): Multiply your

answer to STEP 2 by 85%.

Step 2 _______ x 0.85 = _______

STEP 4B. Add your resting heart rate to your answer

from Step 3. This represents the MAXIMUM heart rate you
should try to achieve when exercising at a VIGOROUS
intensity.

Resting heart rate _______ + Step 4 _______ = __________

For vigorously intense exercise, my exercise heart

rate should be:

_____bpm to_____ bpm

APPLICATION 5 MINUTES
Remembering the tasks that I performed in the previous
session, I can classify the following tasks as MODERATE
or VIGOROUS in intensity based on my heart rate:
 TASKS HEART RATE INTENSITY
(HR)

ASSESSMENT 15 MINUTES
1. With your group, think of 2 exercises that are of
moderate intensity, and 2 other exercises that are of
vigorous intensity.
2. Each exercise must be carried out for 15 seconds.
3. Arrange the exercises to alternate between moderate
and vigorous intensities.
4. List down these exercises and label each as M for
moderate and V for vigorous.
5. Choose another group in your class and show them
your exercises. There should be no duplication of
exercises.
6. Learn how to perform their exercises.
7. Teach them how to perform your own groups
exercises.
8. There will be a combined total of 8 exercises. Each
exercise is to be performed for 15 seconds.
Performing all 8 exercises shall take 2 minutes.
9. Monitor your heart rate immediately after
performing all of the exercises:

My heart rate is _____ bpm, which reflects a

__________ level of intensity.

ASSIGNMENT

Record the EXERCISES that I engaged in which raised

my heart rate to AT LEAST moderate intensity levels and
the TIME spent performing these exercises.
 EXERCISE LOG
HR TIME
DAYS EXERCISES (bpm) (hours:min)
Mon Morning

Afternoon

Tue Morning

Afternoon

Wed Morning

Afternoon

Thu Morning

Afternoon

Fri Morning

Afternoon

Sat Morning

Afternoon

Sun Morning

Afternoon
 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 3 REVIEW:
In our previous session, I learned how to calculate my
exercise heart rates that represent both moderate and
vigorous intensities.

I also performed exercises of varying intensities in

class.

As an assignment, I have kept an exercise log that

shows exercises I have engaged in for at least a moderate
intensity level and the time spent performing each of these
exercises.

PREVIEW:
Todays lessons consist of:
Calculating my physical activity index,
Understanding why muscle strength is important to
ones health, and
Performing exercises that develop muscle strength
and endurance.

SKILL DEVELOPMENT 15 MINUTES

CALCULATING MY PHYSICAL ACTIVITY (PA) INDEX*

1. Calculate my PA index by encircling the score in

each area:
a. Frequency: How often do I exercise?
Less than 1 time per week 0
1 time per week 1
2 times per week 2
3 times per week 3
4 times per week 4
5 times per week 5
 b. Intensity: How hard do I exercise?
No change in my pulse from resting level 0
Little change in my pulse 1
Slight change in my pulse 2
Moderate increase in my pulse 3
Vigorous increase but NOT sustained 4
Vigorous increase but SUSTAINED 5

c. Time or Duration: How long do I exercise?

Less than 5 minutes 0
5-14 minutes 1
15-29 minutes 2
30-44 minutes 3
45-49 minutes 4
60 minutes or more 5

2. To assess your PA index, multiply your 3 scores:

Frequency _____ X Intensity _____ X Time _____ = _____

3. If your PA index is _____, then your estimated level

of activity is __________.

PA Index Activity Level

Less than 15 Sedentary
15-24 Low active
25-40 Moderate active
41-60 Active
More than 60 High active

*Source: B. Mayfield (2006). Personal nutrition profile, 2 nd ed. Sudbury, MA: Jones and
Bartlett Publishers, 45.

ASSIGNMENT

There are health risks associated with a sedentary or

physically inactive lifestyle. Individuals who do not
exercise regularly and those who are sedentary or low
active are at risk for:

1. Cardiovascular diseases
a. Coronary heart diseases
b. Hypertension
c. Stroke
2. Hyperlipidemia,
3. Obesity, and
4. Diabetes

Explain how each of these medical conditions affects

your health.

MUSCULAR SYSTEM

There are 3 types of muscles: cardiac, smooth and

skeletal muscles.

Source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/19917.jpg

These muscles share 4 common characteristics:

excitability, contractility, extensibility and elasticity.

When your finger touches a hot lid, the stimulus causes

you to respond by withdrawing your hand. Excitability is
the muscles property to respond to a stimulus.
Contractility refers to the generation of force that produces
movement. Thus, the muscles contract resulting in the
action of withdrawing ones hand away from the stimulus.
Extensibility is the property of the muscle to stretch. Since
most muscles work in pairs, one muscle contracts while the
other stretches to accommodate the movement. For
example, when I curl-up my trunk my abdominal muscles
contract. This causes my trunk to bend forward while my
back muscles extend or are stretched. Going back to a lying
position reverses the action of the muscles. Thus, the back
muscles shorten while the abdominal muscles are
stretched. Finally, elasticity is the property of a muscle to
resume its original length after being stretched. A rubber
band can be stretched when pulled on opposite ends; in the
absence of the pulling force, the rubber band resumes its
original length. Thus, muscles when stretched resume
their original length. (So, forget about stretching in order to
grow taller!)

HEALTH BENEFITS OF MUSCLE STRENGTH

Having adequate levels of muscular strength helps

with my balance by decreasing the risk for falls and the
resulting injuries. It also makes lifting and reaching easier.
More importantly, performing strength exercises stresses
my bones and preserves my done density thus decreasing
the risk for osteoporosis.

Loss of muscle tissue is the main reason for the

decrease in metabolism as we grow older. If we continue to
eat at the same rate, body fat increases. It is therefore
necessary to engage in strengthening exercises that result in
an increase in muscle mass or hypertrophy. Muscle tissue
uses energy even at rest thus, an increase in muscle mass or
size increases resting metabolism. This can translate into
preventing and reducing excess body fat.

APPLICATION 20 MINUTES
MUSCLE CONTRACTIONS

There are two types of muscular contraction: dynamic

and static. Dynamic contraction refers to a change in the
length of the muscle when it applies force. When the
muscle applies force as it shortens, the contraction is
referred to as concentric. When it lengthens, it is referred to
as an eccentric contraction.
Static or isometric contraction produces significant
force WITHOUT any considerable change in the length of
the muscle.

DYNAMIC versus STATIC CONTRACTIONS

Perform the following exercises and identify whether

the muscle contraction is static or dynamic (concentric and
eccentric):

Push-ups Curl-ups Front plank

1. ___________ 2. ___________ 3. ___________

Side plank Squats Bird dog-Arm up

4. ___________ 5. ___________ 6. ___________

Bird dog
Bird dog-Leg up Lunges Knee to Elbow
 7. ___________ 8. ___________ 9. ___________

ASSESSMENT 5 MINUTES
1. Which of the exercises were EASY to perform?
ANSWER: ___________________________________________
___________________________________________
2. Did I persevere in performing those exercises which
I found to be difficult? Why or why not?
ANSWER: ___________________________________________
___________________________________________
___________________________________________
3. Am I confident in doing these exercises on my own?
Why or why not?
ANSWER: ___________________________________________
___________________________________________
___________________________________________
 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 4 REVIEW:
In our previous lesson, I have determined my PA index
and performed strengthening exercises.

We were also assigned to read about the risk factors

associated with a physically inactive or sedentary lifestyle.

PREVIEW:
Todays lessons consist of:
Learning about hypokinetic diseases, and
Planning an exercise program for CRE and
muscular endurance.

SKILL DEVELOPMENT 15 MINUTES

I. Cardiovascular diseases

When does a heart attack occur?

ANSWER: _____________________________________
_____________________________________
_____________________________________

Draw a normal artery (left box) and another artery

(right box) that is susceptible to a heart attack.

What is the difference between a heart attack and a

stroke?

ANSWER: _____________________________________
_____________________________________
_____________________________________
 Blood exerts _________ pressure against the walls of the
arteries when the heart is in a contracted state. On the
other hand, __________ pressure describes the force
exerted against the walls of the arteries when the heart
is in a relaxed state.

II. Hyperlipidemia

Lipids or fats are transported in our bloodstream by

molecules of protein called lipoproteins.
_______________ is known as the bad cholesterol,
because they are large molecules that precipitate in the
plasma while _______________ is the good cholesterol.

III. Obesity

How can cardiorespiratory endurance exercises prevent

obesity?

ANSWER: _____________________________________
_____________________________________
_____________________________________

How can strengthening exercises prevent obesity?

ANSWER: _____________________________________
_____________________________________
_____________________________________

IV. Diabetes

How do you know if it is a type 1 or type 2 diabetes?

ANSWER: _____________________________________
_____________________________________
_____________________________________
_____________________________________
 APPLICATION 20 MINUTES
DESIGNING YOUR OWN EXERCISE PROGRAM

A. List down 5 exercises that are aimed at developing

cardiorespiratory endurance (CRE).
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
B. List down 5 exercises that are aimed at developing
muscular endurance.
1. _________________________
2. _________________________
3. _________________________
4. _________________________
5. _________________________
C. Combine all 10 exercises and arrange them by
alternating exercises for CRE and muscular endurance.
Specify the number of repetitions (Reps) and the time
(in seconds).
Exercise Reps Time

ASSESSMENT 5 MINUTES
Did I monitor my heart rate during the exercise?
1. My exercise heart rate was _____bpm.
2. This reflects a __________ level of intensity.
 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 5 REVIEW:
In our previous lesson, I have learned about hypokinetic
diseases which I may be at risk for if I choose to live a
sedentary lifestyle. I was also able to design an exercise
program that consists of CRE and strengthening exercises.

PREVIEW:
Todays lessons consist of:
Performing stretching exercises aimed at
improving my flexibility, and
Differentiating between warm-up and cool-down
routines or procedures.

SKILL DEVELOPMENT 20 MINUTES

I. Assess my exercise habits in terms of warm-up,
stretching and cool-down exercise routines. (Refer to
questionnaire at the end of the lesson)

II. Why should I warm-up before any sports or exercise?

Warm-up enables me to increase my ability to perform

more intensely by:

1. Increasing my body temperature which allows me to

increase the rate and force of my muscular
contractions;
2. Increasing my heart rate and the blood flowing to
my muscles; and
3. Increasing the activation of my central nervous
system (CNS) resulting in improved coordination,
skill accuracy and reaction time.

General warm-up exercises aim to achieve these effects

and takes only 2-4 minutes. It is expected that you are
breathing quite heavily at the end of this short routine:
1. Jog forward, backwards, sideways
2. Skipping and crossovers
3. High knee and butt flicks
4. Progressive sprints (jog for 5 meters then sprint the
next 10 meters)

Dynamic stretching exercises specifically prepare the

muscles for active contraction. They also incorporate
balance. However, they do not cause long-term
improvement in flexibility because of the short
stretching time unlike the static stretching exercises
which are performed after the sports or exercise proper.

Dynamic stretching exercises:

1. Knee hug and calf-raise

2. Single leg deadlift

3. Lunge and twist

4. Inch worm
Specific warm-up exercises refer to skills that the sport
requires such as lay-up for basketball, dig passes for
volleyball or forehand rally for table tennis. These
skills enable you to perform more effectively in the
training or game situation.

APPLICATION 15 MINUTES
I. Perform the general warm-up and dynamic stretching
exercises.
II. Perform static stretching exercises
Static stretching is performed after the exercise or
training session as a cool-down routine. These
exercises require you to hold or sustain your final
stretched position in order to improve your flexibility.
Cool-down returns the body to resting state and
promotes effective recovery. It serves the following
functions:

1. Slowly decreases the heart rate and overall

metabolism, both of which have been elevated
during the workout,
2. Reduces tendency toward fainting and dizziness by
preventing the sudden pooling of blood in the legs
and ensures adequate circulation to the skeletal
muscles, heart and the brain; and
3. Aids in preventing or relieving spasms or cramps in
fatigued muscles through static stretching that also
contributes to optimal flexibility improvements.

Static stretching exercises:

Hamstring stretch Quadriceps stretch

Groin stretch Adductor stretch

 Calf stretch Trunk stretch

Shoulder stretches

ASSIGNMENT

Design a complete exercise program that consists of the

different phases: warm-up, dynamic stretching, workout or
activity proper (strengthening exercises) and cool-down.
Specify all the exercises that you are going to perform
in each phase, the corresponding repetitions and/or time as
well as the intensity (specify your target heart rate) of each
exercise.

PHASE EXERCISES REPS TIME INTENSITY

Warm-up

Dynamic
stretching

Workout
proper

Cool-down
 ASSESSMENT 5 MINUTES
Encircle the letter that corresponds to your choice:
1. I warm-up before exercising or participating in sports.
A M S N
Always Most of the time Sometimes Never

2. I do dynamic stretching exercises as part of my warm-

up.
A M S N
Always Most of the time Sometimes Never

3. I do cool-down exercises after exercising or participating

in sports.
A M S N
Always Most of the time Sometimes Never
 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 6 REVIEW:
In our previous lesson, I have learned about warm-up,
stretching and cool-down procedures.

PREVIEW:
Todays lessons consist of:
Assessing my muscle endurance through push-
ups and curl-ups.
Assessing my flexibility through sit-and-reach
test and the zipper test.

SKILL DEVELOPMENT and 30 MINUTES

APPLICATION
I. Warm-up
II. Dynamic stretching
III. Push-ups test*
1. If you are a male, assume the standard down
position by pointing your hands forward and
keeping them under your shoulder; back
straight; stay on your toes).
If you are a female, assume the modified
position by keeping your knees on the mat,
legs together; ankles plantar-flexed; hands
shoulder-width apart.

2. Raise your body by straightening the elbows

and return to the down position until the
chin touches the mat. The stomach SHOULD
NOT touch the mat.
 3. Keep your back straight at ALL times.

4. Push up to a straight arm position every time.

5. The most number of push-ups performed

consecutively without rest is counted as your
score.

*Source: Canadian Physical Activity, Fitness & Lifestyle Approach: CSEP- Health 7
Fitness Programs Health-Related Appraisal and Counseling Strategy, 3rd ed.

IV. Curl-ups test*

1. Assume a supine position on a mat with the
knees at 90 degrees.

2. Place the hands on the thighs and curl up until

the hands reach the knee cap.

3. Feet must remain on the ground.

4. Perform as many curl-ups as possible without

pausing to a maximum of 25.
*Source: Canadian Physical Activity, Fitness & Lifestyle Approach: CSEP- Health 7
Fitness Programs Health-Related Appraisal and Counseling Strategy, 3rd ed.

V. Sit-and-reach test*
1. A yardstick is placed on the floor and a 10-12
inch long tape is placed across it at right angle
on the 15-inch mark.

2. Sit with the yardstick between your legs, with

legs extended at right angles to the taped line
on the floor.

3. Heels of the feet are placed on the taped line.

4. Overlap the hands and slowly reach forward

as far as possible.

5. Exhale and drop the head between the arms

when reaching.
 6. Keep the hands together making sure that one
hand does not lead. Hold this position for at
least 2 seconds.

7. Make sure the knees remain extended. DO

NOT press the knees down.

8. Your score is the most distant point (in inches)

reached with the fingertips. The best of 2
trials should be recorded.

*Source: YMCA Fitness Testing and Assessment Manual, 4th edition (2000). Champaign,
Illinois: Human Kinetics.

VI. Zipper test

1. Raise your right arm, bend your elbow, and
reach down across your back as far as possible.

2. At the same time, extend your left arm down

and behind your back, bend your elbow up
across your back, and try to cross your fingers
over those of your right hand.

3. Measure the distance to the nearest half-inch.

If your fingers overlap, score as a plus; if they
fail to meet, score as a minus; use a zero if
your fingertips just touch.
 4. Repeat with your arms crossed in the opposite
direction (left arm up). Most people will find
that they are more flexible on one side than
the other.

ASSESSMENT 5 MINUTES
On which of the tests did you score the lowest?
ANSWER: ________________________________

On which of the tests did you score the best?

ANSWER: ________________________________

In your class, how many students:

a. Scored higher than you
Push-ups ANSWER: __________
Curl-ups ANSWER: __________
Sit-and-reach test ANSWER: __________
Zipper test ANSWER: __________
b. Scored lower than you
Push-ups ANSWER: __________
Curl-ups ANSWER: __________
Sit-and-reach test ANSWER: __________
Zipper test ANSWER: __________
c. Have the same score as yours
Push-ups ANSWER: __________
Curl-ups ANSWER: __________
Sit-and-reach test ANSWER: __________
Zipper test ANSWER: __________
 INTRODUCTORY ACTIVITY 5 MINUTES
SESSION 7 REVIEW:
In our previous lesson, I have assessed my muscle
endurance and flexibility.

PREVIEW:
Todays lesson consists of:
Assessing my skill-related fitness parameters:
1. Agility
2. Balance
3. Coordination
4. Power
5. Reaction time
6. Speed

SKILL DEVELOPMENT and 30 MINUTES

APPLICATION
AGILITY
1. From a center point, mark 4 spots (north-east-west-
south) 5 meters away.
2. Stand in the center.
3. Upon signal, run to each spot and touch it with one
hand. North spot first.
4. Return to the center point and touch it.
5. Run to the next spot (east) and return to the center.
6. Run to the south spot and return to the center.
7. Run to the west spot and return to the center to
complete the task.
8. Ask your partner to record your time.

MY SCORE: _____ seconds

BALANCE
1. Stand on your right leg with knee slightly bent.
2. Point your left foot in the direction of the hour clock
starting with 12 oclock, then bring your foot back to
the center.
 3. Keep this pointing foot off the ground throughout
the task.
4. Proceed from 12 oclock to 11 oclock, then 10 oclock
and so on.
5. If you fail to complete the task, record the hour at
which you lost your balance (example, both feet on
the ground).
6. Shift to the other leg and do the same task. Start
with 12 oclock, bring your foot back to the center,
then on to 1 oclock, and so on. Proceed in a
clockwise direction.

MY SCORE:
A. Right leg support: _______ oclock
OR task completed, please check [ ]
B. Left leg support: _______oclock OR completed
OR task completed, please check [ ]

COORDINATION
1. Your partner has a deck of cards.
2. He tosses one card in your direction.
3. You are to catch it.
4. Do this with 10 cards and record the number of cards
you are able to successfully catch.

MY SCORE: _____ out of 10 cards

POWER
1. Stand beside a wall with chalk on one hand.
2. Extend your hand over your head and mark the wall
to indicate your farthest reach.
3. Jump upwards and mark the wall with the chalk to
record the height of your jump.
4. Measure the distance between the two marks.
 5. Record the best of 2 trials.

MY SCORE: __________ inches

REACTION TIME
1. You and your partner sit side to side. Extend your
arms and legs in front of you.
2. You are both facing a third member of the group who
is holding a ball (example: volleyball). He gently
tosses it behind you.
3. You and your partner quickly turn around and run
after the ball.
4. First person to grab the ball has a faster reaction
time.
5. Choose 4 other partners and record the number of
times you were able to grab the ball first.

1 2

3 4
MY SCORE: _________ out of 5 balls

SPEED
1. Assume a starters stance: hands on the ground and
under your shoulders, feet staggered.
2. Upon signal, sprint a distance of 10 meters.
3. Your partner records your time.
4. Record the best of 2 trials.

MY SCORE: _________ seconds

 ASSESSMENT 5 MINUTES
Which 2 tasks did you score the lowest?
ANSWER: ________________________________

Which 2 tasks did you score the best?

ANSWER: __________________________________

Which 2 tasks do you think you could have scored better

given another chance?
ANSWER: __________________________________

ASSIGNMENT

Identify specific situations in any sport that require each of

the skill-related fitness parameters (example: Speed-fast
break in basketball).

FITNESS SPORT
PARAMETER SITUATION

Agility

Balance

Coordination

Reaction time

Power

Speed
 INTRODUCTORY ACTIVITY 10 MINUTES
SESSION 8 REVIEW:
In our previous lesson, I have assessed my skill-related
fitness.

Compared to my classmates scores, my performance in

(Place an X along the line to locate your position in the class)

Agility test is at the

Top Upper 50% Lower Bottom
25% 25%
Balance test is at the
Top Upper 50% Lower Bottom
25% 25%
Coordination test
Top Upper 50% Lower Bottom
25% 25%
Power test
Top Upper 50% Lower Bottom
25% 25%
Reaction time test
Top Upper 50% Lower Bottom
25% 25%
Speed test
Top Upper 50% Lower Bottom
25% 25%

Based on my scores, I can describe my fitness level as:

ANSWER: ___________________________________________
___________________________________________

PREVIEW:
Todays lesson consists of a complete exercise routine
which includes warm-up, dynamic stretching, the
fitness activity proper and cool-down exercises to
conclude the workout.

SKILL DEVELOPMENT 10 MINUTES

I. Warm-up exercises
II. Dynamic stretching exercises
 APPLICATION 20 MINUTES
III. Activity: Fitness dodgeball

Venue & Equipment:

The game is played in a basketball court using any
ball the size of a volleyball. The ball could be made
up of foam and lined with either plastic or rubber.

Groups:
The class is divided into two teams.

Objective:
To hit players (below the waist) in the opposing team
while trying to avoid being hit. If a player is hit or a
player catches a ball that is thrown by the opposing
team, the whole team performs a task that represents
the HRF components:
a. 10 push-ups or 20 curl-ups for muscle
endurance;
b. 20 second front or side planks for muscle
strength; and
c. 10 repetitions of lunge with twist or inchworm
for flexibility.

IV. Cool-down/Stretching exercises

ASSESSMENT 5 MINUTES
1. Was I ever hit during the game? _____
2. If yes, how many times? _____
3. Did I ever hit anyone during the game? _____
4. If yes, how many players was I able to hit? _____
5. Did I ever catch the ball? _____
6. If yes, how many times? _____
7. Which team performed more HRF exercises,
your team or the opposing team? _____
 Bibliography
American College of Sports Medicine (2010). ACSMs health-related physical fitness
assessment manual, 3rd edition. Philadelphia: Wolters-Kluwer/Lippincott Williams
& Wilkins.

B. Mayfield (2006). Personal nutrition profile, 2nd edtion. Sudbury, MA: Jones and Bartlett
Publishers.

Canadian Society for Exercise Physiology (2003). Canadian Physical Activity, Fitness &
Lifestyle Approach: CSEP- Health 7 Fitness Programs Health-Related Appraisal and
Counseling Strategy, 3rd ed.

U.S. Department of Health and Human Services and Centers for Disease Control and
Prevention (1985). Physical activity and health: A report of the surgeon general.
Atlanta: National Center for Chronic Disease Prevention and Health Promotion.

National Association for Sport and Physical Education (1995). Moving into the future:
National standard for physical education. Boston, Virginia: WCB/McGraw-Hill.

YMCA USA (2000). YMCA fitness testing and assessment manual, 4th edition. Champaign,
Illinois: Human Kinetics.

http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/19917.jpg

All photos of PE faculty members of the University of Asia and the Pacific were taken
in April 2012 by Mr. Joshua Ben R. Villareal. These photos are his and the module
authors (Stella Marie M. Urbiztondo and Anamaria Laudet S. Mangubat) sole
property. Use of these photos outside of this module is allowed provided that the
owners are properly acknowledged.