PE 11 TG v3 Final Editted

Physical Education and
Health Grade- 11
TABLE OF CONTENTS
LESSON 1: A WAY TO GET FIT................................................................................................................. 1

LESSON 2: ENERGY SYSTEMS.................................................................................................................. 5
LESSON 3: LET’S BE HEALTH AWARE!.................................................................................................... 10
LESSON 4: EAT RIGHT FOR A HEALTHY LIFE...........................................................................................15
LESSON 5: MANAGING STRESS THROUGH PHYSICAL ACTIVITY..............................................................20
LESSON 6: SELF-TESTING ACTIVITY FOR A HEALTHY ME!.......................................................................24
LESSON 7: FITNESS GOALS.................................................................................................................... 34
LESSON 8: EXERCISE FOR FITNESS......................................................................................................... 44
LESSON 9: EXERCISE FOR FITNESS......................................................................................................... 50
LESSON 10: EXERCISE FOR FITNESS....................................................................................................... 57
LESSON 13: VALUE OF PARTICIPATING IN PHYSICAL ACTIVITIES............................................................72
LESSON 14: CAREER OPPORTUNITIES IN HEALTH AND FITNESS.............................................................76
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Lesson 1: A Way to Get Fit
Objectives:
At the end of the lesson, the students are expected to:
1. Understand the benefits of aerobic, muscle strengthening, and bone
strengthening activities
2. Explain how aerobic, muscle strengthening, and bone strengthening activities
work
3. Appreciate the importance of FITT in doing physical activities
Pre-test 1: Multiple Choice

Direction: Read the questions comprehensively and write the letter of your choice in
your answer sheet.
1. It refers to any activities which involves movement of the muscles of our

body and requires exertion of energy.
a. Physical change
b. Physical Body
c. Physical Activities
d. Physical appearance
2. The following are examples of physical activities EXCEPT?

a. Eating and Drinking
b. Running
c. Pilates
d. Aerobics
3. These are Physical activities that were planned and more structured it also
gives us the opportunity to embrace healthy and active lifestyle by doing
so.
a. Physical fitness
b. Exercise
c. Yoga
d. Physical education
4. These type of Physical Activities are also known as “cardio exercise” it

increases our heart and breathing rate. They cause us to sweat profusely
and breathe harder our heart pumps blood more vigorously, causing
oxygen to circulate throughout our body.?
a. Aeronautics activities
b. Aeropostale activities
c. Cardio Vascular Activities
d. Aerobics activities
5. Aeronautic activities help lower risks of cardiovascular disease, diabetes,

and osteoporosis.
a. The statement is true
b. The statement is partially true
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c. The statement is false the right answer is Aerobic activities
d. I don’t know!
6. It is the number of aerobic exercise sessions per week. When doing cardio
exercises, especially to lose weight, frequency is an important factor to
make it more effective.
a. Intensity
b. Agility
c. Precession
d. Frequency
7. It’s the extent to which an aerobic exercise should be done it could vary
from mild moderate and intense.
a. Agility
b. Intensity
c. Impact
d. Time
8. The number of minutes/hours spent during aerobics activity that will also
affect the effectivity of such kind of excercise.
a. Time
b. Contact hours
c. Frequency
d. Impact
9. These are exercises in which groups of muscles work or hold against a

force or some weight. It helps build good muscle strength.
a. Facial Strengthening Exercise

b. Maxillary Strengthening Exercises
c. Vascular Strengthening Exercises
d. Muscular Strengthening Exercises
10. Among the following which is an example of a muscle strengthening exercise?

a. Dancing
b. Running
c. Sleeping
d. Push up
11. This is stimulation and repair process of our muscles after doing a muscle
strengthening exercise.
a. Mental plasticity
b. Body agility
c. Cardiovascular hypertrophy
d. Muscular Hypertrophy
12. When we do a muscular excercises what most likely are being stimulated ?
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a. Brain
b. Bones
c. Lymphatic system
d. Body muscles
13. This physical activity promotes bone growth brought about by physicals stress
that stimulates bone tissues resulting to a healthier and stronger bones.
a. Bone strengthening activities
b. Skeletal stimulation
c. Bone marrow stimulation
d. Bone injury
14.
Activity 1: Let Me Think

Directions: Ask the students to prepare a table with two columns on a sheet of paper like
the one below. Ask them to list down the most frequent activities they did in the past and
the ones they do at present. Let them write as many as they can.
When I was a kid, I used to… Now I’m a young adult, I do…
1. Play “Tumbang Preso” 1. Jog 20 minutes every morning.
2. _________________________ 2._________________________
3. _________________________ 3._________________________
4. _________________________ 4._________________________
5. _________________________ 5. _________________________
Processing Questions
1. What were the physical activities in your childhood that you still do today? Do you
spend more time now in doing these activities as compared to before? Cite an
example.
2. Do you know the benefits of the physical activities that you do? Can you cite
some of these benefits?
Reading:
What is physical activity? It is any movement made by the muscles of the body
that requires exertion of energy such as running, swimming, dancing, etc. Exercising is
considered physical activity but more structured and planned. Regular physical activity
promotes a healthy lifestyle as it improves our health and helps lower risks of illnesses. It
is necessary for us to engage in physical activities to enhance our level of fitness.
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Many of us exercise and do physical activities at home, in school, and at the
gym. Some of these include aerobic, muscle strengthening, and bone strengthening
activities, all of which are good for body composition. It is important to know the nature of
these physical activities for a better understanding of what it does to our body.
Aerobic, Muscle and Bone Strengthening Activities: How Do They Work and
Differ?
Aerobic Activities
Aerobic activities are also called “cardio” exercises. Normally, these activities
increase our heart and breathing rate. They cause us to sweat profusely and breathe
harder. Our heart pumps blood more vigorously, causing oxygen to circulate throughout
our body. This allows us to sustain our aerobic exercise for a few minutes. Such
activities like jogging, running, swimming and dancing are some examples of aerobic
exercises which improve our cardiorespiratory fitness. They also help lower risks of
cardiovascular disease, diabetes, and osteoporosis. Most aerobic activities can be done
on a daily basis. To be physically fit, it is important to engage in aerobic activities.
Guidelines for Aerobic Exercise

• Frequency - Always consider the number of aerobic exercise sessions per week.
When doing cardio exercises, especially to lose weight, frequency is an important
factor to make it more effective. Start cardio exercises for at least 3 days a week for
the first few weeks, with not more than 2 days’ rest between sessions. Afterwards,
we can gradually increase the frequency of exercise to 5 days a week.
• Intensity – To be effective, aerobic exercises should be done in moderate intensity,

that is, our heart rate should be 60 to 80% of our maximum heart rate. First,
determine the target heart rate by getting the maximum heart rate and the
recommended heart rate range. This will then tell how hard we should exercise
during our training.
• Time – More time spent doing aerobic exercises means more calories burned and
an increase in endurance. We can at least do 20 minutes per session at first, then
gradually increase it to 60 minutes.
• Type - Running, jogging, sprinting, swimming, and playing contact sports such as
basketball are some activities that we can do to improve our heart rate. It is also
important to try different exercises and activities to avoid boredom.
Muscle Strengthening Activities
Muscle strengthening activities are exercises in which groups of muscles work or hold
against a force or some weight. Muscle strengthening activities help build good muscle
strength. When muscles do more work, it becomes stronger. Therefore, having strong
and healthy muscles enable us to perform everyday physical tasks. With strong and
capable muscles, we can rearrange the furniture in our living room and carry heavy
grocery bags from the market to our home.
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During muscle strengthening activity, muscle contraction occurs. The repetitive
contractions during exercise can cause damage to the muscle fibers. Our body repairs
these muscle fibers when they get damaged. The repair happens after exercise while
muscles are at rest. New muscle fibers are produced to replace or repair those that
were damaged. The muscles in our body then start to grow larger and stronger. This
stimulation and repair process is called muscle hypertrophy. It is important to note that
these muscle-strengthening activities—short high intensity exercises—should be
alternately scheduled in a week allowing rebuilding of muscles during rest periods.
Ideally, one to two days of rest lets our muscles rest and recover.
Exercises like push-ups, sit-ups, squats, and lifting weights are some examples of
muscle strengthening activities that you can do if you want to have strong and lean
muscles. Remember that before you start doing these activities, be sure to do dynamic
warm-up to avoid injury.
Bone Strengthening Activities
Bone growth is stimulated by physical stress brought about by physical activity.

As skeletal muscles contract, they pull their attachment on bones causing physical
stress. This consequently stimulates bone tissue, making it stronger and thicker. Such
bone strengthening activities can increase bone density throughout our skeletal system.
This is called bone hypertrophy.
Many forms of physical activity like running, skipping rope, and playing basketball
help keep our bones fit. Bones also support groups of muscles to reduce risk of falling. It
is important to understand that bone-strengthening exercises do not only focus on bone
health, it also focuses on improving muscle strength, coordination, and balance.
Each strengthening activity mentioned works differently from the other as each
focuses on different target areas in the body. But each contributes to the ultimate goal of
being fit. Being fit is important and requires a proper plan and much effort and discipline.
If we want to live healthy, we need to optimize our daily physical activities to achieve our
desired level of fitness.
Activity 2: Question Time!

Directions: Answer the following questions below.
1. Differentiate aerobic, muscle strengthening, and bone strengthening activities.
Aerobic Activities Muscle Strengthening Activities Bone Strengthening Activities
During aerobic Muscle contraction occurs during a Bone growth is stimulated by

activity, oxygen is muscle strengthening activity. The physical stress. As skeletal
delivered to the repetitive contractions during exercise muscles contract, they pull their
muscles in our body cause damage to muscle fibers. attachment on bones causing
allowing us to sustain However, these muscle fibers are ready physical stress. This
the physical activity
to be repaired once they get damaged. consequently stimulates bone
for few minutes.
The repair of muscle fibers happens tissue, making it stronger and
after exercise while muscles are at rest. thicker. Such bone
There will be new muscle fibers strengthening activities can
produced to replace and repair those increase bone density
fibers that were damaged. 5The muscles throughout our skeletal system.
in the body then start to grow larger
and stronger.
2. How do these activities contribute to your overall health? Cite at least 5 benefits.
3. Explain the importance of Frequency, Intensity, Time, and Type (FITT) in doing
exercises.
4.
Summary
Short
Answers
Needs Approaching
Good Excellent
improvement standards
3 pts 4 pts
1 pts 2 pts
Ideas and There is no You put thought into What you are What you are
Content clear or specific this, but there is no writing about is writing about is
explanation in real evidence of clear. You clear and
answer to the learning. More answered the wellexpressed,
question. specific information question. Some including specific
is needed or you support may be examples to
need to follow the
lacking, or your demonstrate what
directions more
sentences may be you learned. Well
closely.
a bit awkward. done!
Overall, a decent
job.
Use of No terms from Only one term from Your answer Your answer
terms the lesson are the lesson is used included several included all the
used. in the answer. Try terms from the terms from the
for a few more, next lesson, lesson that applied
time. demonstrating to the question
adequate asked. All terms
understanding of are fully defined
the material. and used in the
proper context.
Sentence Sentences are Some sentences are Sentences are Sentences are
Fluency incomplete or complete and easy complete and able complete and they
too long. It to understand. to be understood. connect to one
makes reading Others require some another easily
them difficult. work. when they are
read out loud.
Your writing
'flows.'
Conventions Few end marks Mistakes using end Use of punctuation No punctuation or
or capital marks or capitals as marks and capitals, structural
letters. Answers well as spelling as well as spelling, mistakes. No
contain mistakes make the is mostly correct. spelling errors.
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numerous writing hard to read. Few errors exist in Your writing
spelling or your answer. shows full
structural awareness of the
errors. rules of English
use.
Lesson 2: Energy Systems
Objectives:
At the end of the lesson, the students should be able to:
1. Enumerate and identify the three energy systems
2. Explain the differences among the three energy systems and how they work
3. Perform physical activities that use three energy systems
Activity 1: Let’s Find Out

Directions: Ask the students if they have ever done push-ups and running. Let them
recite in class what the two activities have in common.
Reading:
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Our body needs specific amount of energy when we do physical activities. When
we exercise, a low or high amount of energy is supplied to muscles depending on the
duration, intensity, and nature of the exercise. Activities like sprinting and jumping
require a large amount of energy used in short a period of time. On the other hand,
marathon running and long-distance swimming require low but steady amount of energy
over a longer period of time. It is important for our body to get the energy it needs to
effectively perform these physical activities.
The food that we eat is a source of energy. Eating before doing exercise can contribute
to performance. There is a complex chemical process called cellular respiration in which
our body takes in food and uses it to convert and produce adenosine triphosphate
(ATP). ATP supplies energy to muscle cells for muscular contraction during physical
activity. Creatine phosphate (CP), like ATP, is stored in muscle cells. When it is broken
down, a large amount of energy is released. Three energy systems work together as we
exercise. However, a specific energy system can dominate depending on the intensity
and of type of activity that is being done.
What Are The Three Energy Systems?
Anaerobic A-Lactic (ATP-CP) Energy System

Anaerobic A-Lactic or ATP-CP is a dominant source of muscle energy for high
intensity physical activities. It provides high bursts of start up energy that lasts
around ten seconds or less. ATP-CP provides immediate energy without requiring
any oxygen (anaerobic) and does not produce lactic acid (a-lactic). Many athletes
who participate in sports competitions require short amounts of acceleration. Athletic
events like the shot put, weight lifting, and 100-meter sprint are examples of physical
activities that utilize the ATP-CP energy system. However, the ATP-CP system will
not supply ATP again until the muscles have rested and have been able to
regenerate.
Anaerobic Lactic (Glycolytic) Energy System

Anaerobic Lactic is also known as the glycolytic energy system, an energy system
that supplies energy for medium to high intensity physical activities. These high
intensity activities usually last from ten seconds to two minutes. When an athlete
sprints for 400 meters, lactic acid builds up in blood and muscle cells. Normally,
there is a shortness of breath, and a burning sensation in the muscles once lactic
acid is produced. Same as with ATP-CP, the anaerobic lactic system does not
require oxygen but is capable of supplying energy for high intensity activities. The
difference between the two systems is amount of time that the system can work.
Thus, if an athlete exceeds ten seconds while sprinting, the anaerobic lactic system
kicks in to provide energy.
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Aerobic Energy System
Most of sports and activities use aerobic energy system. Aerobic energy system
provides energy for low intensity physical activities that last from two minutes to a
few hours. Aerobic energy system, compared to ATP-CP and glycolytic energy
system, requires much longer oxygen in muscles in doing physical activities like long
distance swimming running and playing sports (e.g. basketball, soccer, futsal). If a
person exercises for 8 minutes, aerobic energy system will become a dominant
source of that person’s energy. Aerobic energy system continually produces ATP
energy to muscles as long as oxygen is available to muscles in the body. Unlike
anaerobic lactic system, aerobic energy system does not produce lactic acid since
oxygen is available to the muscles.
Most sports and physical activities use these energy systems. Though there are
times when one energy system dominates during a specific type of physical activity,
it is important to understand that all energy systems are active. Each energy system
changes during the activity depending on its duration and intensity. Therefore, once
we engage in physical activities or sports, all three energy systems may be in use
but in varying degrees.
Activity 2: Let’s Get Energized

Directions: Divide the class into 5 groups. Ask each group to think of and list down
physical activities that use any or all of the three energy systems. Let them do these
activities.
Anaerobic A-Lactic Anaerobic Lactic System Aerobic Energy System

System
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Short Answers
10
Needs Approaching
Good
improvement standards Excellent 4 pts
3 pts
1 pts 2 pts
Ideas and There is no clear You put thought What you are What you are writing
Content or specific into this, but writing about is about is clear and
explanation in there is no real clear. You wellexpressed,
answer to the evidence of answered the including specific
question. learning. More question. Some examples to
specific support may be demonstrate what you
information is lacking, or your learned. Well done!
needed or you sentences may be a
need to follow bit awkward.
the directions Overall, a decent
more closely. job.
Use of terms No terms from the Only one term Your answer
Your answer included
lesson are used. from the lesson included several
all the terms from the
is used in the terms from the
lesson that applied to
answer. Try for lesson,
the question asked. All
a few more, next demonstrating
terms are fully defined
time. adequate
and used in the proper
understanding of the
context.
material.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete and complete and able complete and they
too long. It makes easy to to be understood. connect to one
reading them understand. another easily when
difficult. Others require they are read out loud.
some work. Your writing 'flows.'
Conventions Few end marks or Mistakes using Use of punctuation No punctuation or
capital letters. end marks or marks and structural mistakes.
Answers contain capitals as well capitals, as well No spelling errors.
numerous spelling as spelling as spelling, is Your writing shows full
or structural mistakes make mostly correct. awareness of the rules
errors. the writing hard Few errors exist of
in your answer. English use.
to read.
Activity 3: Let’s Reflect

In this activity, the students should be able to understand how energy system
work and how they differ from one another.
Directions: After doing Activity 2, answer the following questions below.

1. How will you differentiate anaerobic a-lactic and anaerobic lactic system? What
do they have in common? Explain.
2. How does the aerobic energy system work in our body? How does it differ from 2
anaerobic systems? Explain.
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Summary
Energy Lactic Acid Oxygen
System Intensity Duration Production Requirement Examples
Anaerobic High Lasts 10 Does not Does not Shot put,
A Lactic seconds or produce require 100meter sprint
less lactic acid oxygen
Anaerobic Medium to Lasts 10 Produces Does not 400 to 800meter
Lactic High seconds to lactic acid require sprint
2 minutes oxygen
Aerobic Low Lasts 2 Does not Requires 3-km run, long

Energy minutes to produce oxygen distance
System a few hours lactic acid swimming,
playing sports
(e.g. basketball,
football, futsal)
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Lesson 3: Let’s Be Health Aware!
Objectives:
1. Enumerate the effects of bad health habits
2. Enumerate and explain best practices in maintaining good health habits 3.
Write a persuasive essay about maintaining healthy habits
Activity 1: Describe Me in My Picture

Directions: Ask the students to describe the person in the picture below. Use the space
provided for their thoughts. Ask them what may have caused the person to be that way.
Let them do this activity for 10 minutes.
Reading:
Many of us try to live a healthy lifestyle. We do various things to become fit and
to achieve our desired physique — oftentimes without first knowing and understanding
the consequences. Our health becomes at risk and prone to different risks that can affect
our capacity to do daily physical activity. We need to realize that there are some
common health practices — particularly when dealing with stress— that need to be
corrected right away, especially among the young ones. Some stresscoping measures
affect or show in a person’s eating or sleeping habits.
Eating Habits, Sleep, and Stress Management: What Goes Wrong?
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Eating Habits
We can always eat the food that we want. There is nothing wrong with eating. It only
goes wrong if we consume less or more than what our body needs; also when we
eat unhealthy food. This can lead to being underweight, overweight, or even obese.
It is alarming to see that many are suffering from malnutrition, overweight, and
obesity.
Underweight people are often found to suffer from malnutrition due to lack of
adequate nutrients in the body. Many of them do not get the right amount of calories
to fuel their bodies thus, they tend to lack the energy to do regular tasks at home,
school, and work. Their immune system also gets weak and compromised, making
them prone to health risk issues such as anemia and osteoporosis.
Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an

intense fear of gaining, and an abnormal understanding of body weight, often due to coping with
emotional problems stemming from self-worth.
People with anorexia use extreme efforts to prevent weight gain and keep on losing weight by
restricting food intake, exercising excessively, or misusing diet aids, diuretics, and laxatives. These
tend to significantly interfere with activities in their lives.
(http://www.mayoclinic.org/diseases-conditions/anorexia/home/ovc-20179508)
Overeating is also found to be one of the leading causes of overweight and obesity.
Eating too much, especially processed food and sugary drinks, coupled with a
sedentary lifestyle contribute significantly to weight gain. The calories consumed,
particularly from fats and sugars, have to be burned off through physical activity or
exercise. Otherwise, these calories will be just be stored in the body as fat.
Overweight and obese people often encounter a lot of physical and emotional
struggles in their daily lives. They often have a hard time doing simple tasks such as
tying their shoelaces or walking up a short flight of stairs. They also find themselves
the subject of bullying. Furthermore, they are also at risk of developing other health
conditions such as cardiovascular diseases, diabetes, among others.
Sleep Management
Sleep is essential to everyone’s health. Normally, we need about 6 to 8 hours
of night sleep everyday to allow the body to rest and regenerate. When we wake up
in the morning after a good night’s sleep, we feel fresh and energetic. We become
effective and productive in our daily activities. However, a lot of people, in particular
teens, practice bad sleeping habits such as the following:
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1. Staying up all night - This is the most common bad sleeping habit of most
people. In order to submit a project, a paper, or some other work at the last
minute, they cram to finish it, staying up all night until they are done. Some
people just spend the night reading or doing other stuff that they just do not want
to postpone for another time.
2. Internet Addiction - Social media is massively addictive. Many people would

spend a lot of their time browsing social media sites such as Facebook and
YouTube. They are awake all night to converse and play with their friends and
forgo sleeping on time. This results in tiredness and unproductiveness in work, in
school, and even at home.
3. Eating Before Sleeping - Eating could be one of the things we do that give us
comfort—but should be discouraged just before bedtime. Eating before sleeping
can cause discomfort preventing us from falling asleep easily. When we eat too
close to our bedtime, it means that we go to our bed while digesting. This can
cause acid reflux which makes a person lose sleep. It is best to eat 4 hours
before falling asleep so we can be sure that our digestive system has done its
job.
Stress Management
We need to deal with the fact that stress is part of our lives. Stress
happens for many reasons – environmental factors, fatigue, too much work,
illness, and loneliness. It is inevitable; hence, needs to be handled properly.
Handling stress seems to be tough to do but we need to learn how to cope with it
the right way. If not properly dealt with, it can lead to many health concerns—
difficulties in sleeping, poor immunity, hypertension, and even heart disease. One
may also perform poorly in physical activities because of stress. However, while
some may be able to deal with stress, others may not and resort to ineffective—
or worst, unhealthy—means of dealing with stress.
Examples of such means that can be detrimental to health are the following:
1. Smoking
2. Bad Eating Habits – Skipping meals and/or overeating
3. Excessive alcohol intake
4. Excessive sleeping
5. Procrastinating – Trying to hide and escape the problem using delaying
tactics rather than facing the problem
According to the World Health Organization, in 2012, out of 56 million deaths

worldwide, 38 million were due to cardiovascular diseases. Knowing this, making the
decision to be aware of our health and to change to a healthier lifestyle—through
balanced diet, regular physical activity, and enough sleep— would be to our
advantage.
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Activity 2: “Let’s Be Health Aware” Essay
In this activity, the students should understand the effects of various bad health
habits and find ways or solutions towards maintaining good health habits.
Directions: Let the students imagine that they are writers in a Health Magazine. Instruct
them to write a persuasive essay that talks about health awareness. Emphasize that you
want an article that points out bad health habits and ways to change them. Let them also
come up with best practices for maintaining good health. The article should be brief and
easy to read. Use rubric given below. Let the students do this in 20 minutes.
2-
4 - Above 3 - Meets 1 - Below
CATEGORY Approaching Score
Standards Standards Standards
Standards
Position The position The position A position There is
Statement statement provides a statement statement is no position
clear, strong provides a clear present, but statement.
statement of the statement of the does not make
author\'s position on author\'s the author\'s
the topic. position on the position clear.
topic.
Support for Includes 3 or more Includes 3 or Includes 2 Includes 1
Position pieces of evidence more pieces of pieces of or fewer
(facts, statistics, evidence (facts, evidence (facts, pieces of
examples, real-life statistics, statistics, evidence
experiences) that examples, real- examples, (facts,
support the position life reallife statistics,
experiences) examples,
statement. The writer experiences)
that support the real-life
anticipates the that support the
position experience
reader\'s concerns, position
statement. s).
biases or arguments statement.
and has provided at
least 1
counterargument.
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Accuracy All supportive facts Almost all Most supportive Most
and statistics are supportive facts facts and supportive
reported accurately. and statistics statistics are facts and
are reported reported statistics
accurately. accurately. were
inaccuratel
y reported.
Evidence All of the evidence Most of the At least one of Evidence
and and examples are evidence and the pieces of and
Examples specific, relevant and examples are evidence and examples
explanations are specific, examples is are NOT
given that show how relevant and relevant and has relevant
each piece of explanations an explanation AND/OR
are given that are not
evidence supports the that shows how
show how each explained.
author\'s position. that piece of
piece of
evidence
evidence
supports the
supports the
author\'s
author\'s
position.
position.
Summary
Skipping meals, overeating, too much intake of processed food, lack of sleep, staying
up late, and the inability to cope with highly stressful environment are all part of having
an unhealthy lifestyle. This can lead to failure in performing daily tasks as these affect
the physical and even emotional state of a person. Being exposed to a prolonged state
of stress may compromise our immune system and even lead to health conditions such
as cardiovascular diseases, diabetes, and cancer. It is therefore a wise to be aware of
your health and to correct bad health practices as early as now—or suffer the
consequences.
References
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http://www.everydayhealth.com/diet-and-nutrition-pictures/bad-eating-habits-and-how-to-
breakthem.aspx
Martinez, Eliza. What Are The Dangers of Being Underweight?. Retrieved from
http://healthyliving.azcentral.com/dangers-being-underweight-8137.html
What are the Health Risks of Overweight and Obesity?. Retrieved from
https://www.nhlbi.nih.gov/health/health-topics/topics/obe/risks
Obesity and Overweight. (2015. Jan). Retrieved from

http://www.who.int/mediacentre/factsheets/fs311/en/
17
Causes of Obesity. (2016. Jun 15). Retrieved from
http://www.nhs.uk/Conditions/Obesity/Pages/Causes.aspx
Five Bad Sleeping Habits That You Should Stop Doing Right Now. (2014. July 14) Retrieved from
https://salemph.wordpress.com/2014/07/14/five-bad-sleeping-habits-you-should-stop-doingright-
now/
Stress Management: Unhealthy Ways of Coping Stress. (2015). Retrieved from

https://stress.knoji.com/stress-management-unhealthy-ways-of-coping-with-stress/
Healthy Ways To Gain Weight If You’re Underweight. (2011. Sep). Retrieved from
http://familydoctor.org/familydoctor/en/prevention-wellness/food-nutrition/healthy-
foodchoices/healthy-ways-to-gain-weight-if-youre-underweight.html
What is Anorexia Nervosa?. (2016). Retrieved from

http://www.mayoclinic.org/diseases-conditions/anorexia/home/ovc-20179508
Balentine, Jerry R. (DO, FACEP). Obesity. (2015. Dec 9). Retrieved from
http://www.medicinenet.com/obesity_weight_loss/page3.htm
Consequences of Obesity. (2014). Retrieved from https://www.morelife.co.uk/Default.aspx?

PageName=Consequences+of+Obesity
Eikermann, Doug. Twenty Disadvantages to Being Overweight. (2013). Retrieved from

http://slingingthebull.com/twenty-disadvantages-to-being-overweight/
Cline, John D. (Ph.D).Sleep and the Internet Addict. (2011. Sep 11) Retrieved from
https://www.psychologytoday.com/blog/sleepless-in-america/201109/sleep-and-the-internetaddict
Elgan, Mike. Social Media Addiction Is A Bigger Problem Than You Think. (2015. Dec 14). Retrieved from
http://www.computerworld.com/article/3014439/internet/social-media-addiction-is-a-biggerproblem-
than-you-think.html
World Health Organization Fact Sheet (2014, May) retrieved from

http://www.who.int/mediacentre/factsheets/fs310/en/index2.html
Lesson 4: Eat Right for a Healthy Life
Objectives:
At the end of the lesson, the students should be able to
1. Identify and explain different eating habits
2. Assess eating habit through a self-check 3. Create a weekly
meal planner
Activity 1: 4 Pics 2 Words

Directions: Ask the students to what the four pictures have in common by filling in the
missing letters in blanks provided. Let them do this activity in 5 minutes.
18
Answer:
EATING HABIT
1. What are your eating
habits? Do you eat a lot or less? Why?
2. How does food help you in doing your tasks in school?
3. What do you mean by bad eating habit? Explain
Reading:
Eating is part of our daily routine. We eat food to increase our energy, to
replenish our strength, and to power our minds to think more clearly to handle problems.
In our country, it has been tradition to prepare delicious food during celebrations—which
happens several times in a year. During these times, most of us would pile up our plate
with every type of food we see, and will not realize until later that we have already
consumed a large amount of food. This shows that we usually don’t mind the amount of
food that we eat. Some people choose to eat only a certain food group. Vegetarians, for
example, choose to eat only fruits and vegetables. Others vary the food they eat and
how they eat according to factors such as culture, location, age, and/or state of fitness or
health. Each of us has preference in the type of food we chose and the way we eat.
There are four types of eating we should know of and understand.
Four Types of Eating That You Should Know
Fueling for Performance

Before heavy training, an athlete needs the right kind of food that can provide
the proper fuel for his or her energy requirement. There should be a balance among
all food groups: carbohydrates, protein, fats, minerals, vitamins, and water that will
provide the body what it needs for an effective and optimum performance. Athletes
usually practice this sort of structured diet for good body composition, athletic
performance, and recovery. In addition, athletes need to eat a variety of food to
stabilize the condition of the body. They need to eat regular meals and snacks and
get enough calories to fuel the body for training and athletic events. Athletes also
need to drink more fluids as compared to nonathletes. This helps them to avoid
dehydration which can cause dizziness, muscle cramps, and lightheadedness.
19
Emotional Eating
Emotional eating is the practice of consuming large amounts of food in response to
emotions instead of hunger. Many people turn to food as a source of comfort, a
stress reliever, or as a reward. Eating as a coping mechanism is unhealthy because
the problem is not addressed. Eating makes someone feel better for a while but the
emotion (or its cause) remains unaddressed. Overcoming this unhealthy habit means
teaching an emotional eater healthier ways to deal with stress and to develop better
eating habits. If it is not resolved, emotional eating can lead to obesity and weight
gain.
Social Eating
Many times in our lives, we get invited to partake of all the scrumptious food on the
table during celebrations. Oftentimes, we indulge even if we are not hungry for the
sake of being sociable and to not offend the host or the group. This is called Social
Eating. Sometimes, peer pressure is the reason why one feels compelled to
consume more calories than planned. Social eating can directly affect a person’s
health, leading to obesity and other health-related problems. While most of us try to
maintain a good eating habit, attending social events with lots of eating can get in the
way. This only makes a healthy eating habit difficult to maintain.
Distracted Eating
Have you tried eating while watching your favorite show or sports team on TV?
Eating while watching TV for extended periods of time poses a serious risk to your
health. Many do not pay attention to their meal as they are distracted with what they
are watching, thus they tend to eat more. Others spend time eating junk food, sweets
and soft drinks while watching TV. This type of diet leads to overweight, obesity, and
even increased risk to diseases like diabetes and hypertension. Aside from
consuming too much food, it promotes an unhealthy lifestyle—leading a sedentary
lifestyle rather than going out and doing physical activities.
Eating is important but we must learn to manage it properly. Too much or too little
food consumed is unhealthy. It is better to maintain a balanced diet and healthy
lifestyle to prevent illness. No one have control our eating habits except ourselves.
Activity 2: Self-Check
In this activity, the students should know the difference between the four types of
eating through self-check.
Directions: Ask each student to reflect and assess his or her eating habit by writing “Yes”
or “No” on table below. Tell them to do the self-check activity for 5 minutes.
My Eating Habits Yes/No

1. I go to the party and eat a lot with my family or friends.
2. I don’t mind if I eat a lot.
3. I make sure that I don’t eat before doing my exercises.
20
4. Food is my stress reliever.
5. Whenever I’m happy, I love to eat.
6. I eat less when I am depressed.
7. I feel compelled to eat every time we have a celebration.
8. I don’t eat food when I’m watching TV or any sport event.
9. I eat my meals regularly. I make sure that I don’t skip any meal.
10. I eat more than three meals in a day.
Activity 3: I Realize
In this activity, students should be able to understand the effects of bad and good
eating habits.
Directions: Ask the students to answer the following questions. Instruct them to refer to
their answers in the Activity 2 self-check. Tell them to finish the activity in 10 minutes.
1. Do you have a healthy eating habit? Why do you say so?

2. In your self- check, what are some eating habits you think should change?
Why?
3. What eating habits should you continue? Why?
Below is the rubric provided you can use in assessing the answers of your students.
Needs Approaching
Good Excellent
3 pts 4 pts
1 pts 2 pts
Ideas and There is no You put thought What you are writing What you are
Content clear or into this, but there about is clear. You writing about is
specific is no real evidence answered the clear and
explanation in of learning. More question. Some wellexpressed,
answer to the specific support may be including specific
question. information is lacking, or your examples to
needed or you sentences may be a demonstrate
need to follow the bit awkward. Overall, what you
directions more a decent job. learned. Well
closely. done!
Use of No terms from Only one term Your answer included Your answer
terms the lesson are from the lesson is several terms from included all the
used. used in the the lesson, terms from the
answer. Try for a demonstrating lesson that
few more, next adequate applied to the
time. understanding of the question asked.
material. All terms are fully
Needs Approaching
Good Excellent
3 pts 4 pts
1 pts 2 pts
21
defined and used
in the proper
context.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete and complete and able to complete and
too long. It easy to be understood. they connect to
makes understand. one another
reading them Others easily when they
difficult. require some are read out
work. loud. Your
writing 'flows.'
1. Why is it important to have a healthy eating habit?
2. Cite benefits of healthy eating habits. How will that help you in performing a task?
3. How will you promote healthy eating habit in the school? In the community?
Activity 4: My Weekly Meal Planner

In this activity, the students should know how to choose the right food by making
a food guide or a weekly meal planner.
Directions: Ask the students to make a weekly meal planner by filling out the table
below. Ask them to schedule the food that they will eat from Monday to Sunday. Provide
example to start. Let them do this task in 20 minutes.
Meal Monday Tuesday Wednesda Thursday Friday Saturday Sunday

y
Fried Egg
Breakfast
1 cup of
rice
Water
“Sinigang
Lunch
na Baboy”
1 cup of
Rice
Water
Banana
Snacks
Cue,
Water
“Pinakbet”
Dinner
Fried Fish
1 c up of
Rice
Water
22
Summary
Eating is important. We need to eat for us to perform well. In this lesson, we have
learned that people have different eating habits.
• Fueling for Performance - Athletes follow a structured diet for good body
composition, athletic performance, and recovery. They eat a balanced diet of
carbohydrates, protein, fats, minerals, and vitamins to be effective in their
performance.
• Emotional Eating - It is habitually consuming large amount of food in response to
emotions instead of hunger. Food is seen as a source of comfort, stress reliever,
or reward to make one feel better.
• Social Eating - This is eating with peers just for the sake of being sociable. Peer
pressure is the main reason why one feels compelled to consume more calories
than what is planned.
• Distracted Eating – People who spend more time eating while watching TV is
prone to being overweight, obese, and increased risks to diseases like diabetes
and hypertension. Too much TV-watching and making it part of one’s lifestyle is
unhealthy because it makes a person spend less time in doing physical activities.
References
9 Bad Eating Habits and How to Break Them. (2014. Jan 13). Retrieved from
http://www.everydayhealth.com/diet-and-nutrition-pictures/bad-eating-habits-and-how-to-
breakthem.aspx
Berger,Vincent. (2005). Emotional Eating. Retrieved from
http://www.psychologistanywhereanytime.com/weight_and_eating_disorders/psychologist_weig
ht_emotional_eating.htm
Causes of Obesity. (2016. Jun 15). Retrieved from http://www.nhs.uk/Conditions/Obesity/Pages/Causes.aspx
Edwards, Roxanne D. (MD).Emotional Eating. (2016. Apr 1). Retrieved from
http://www.medicinenet.com/emotional_eating/article.htm
Franklin, Lauren. (2013. Sep 29). Social Eating Poses Serious Problems for College Students. Retrieved
from http://www.dailytexanonline.com/opinion/2013/09/29/social-eating-poses-seriousproblems-
for-college- students
LeWine, Howard (M.D). (2013. Mar 29). Distracted Eating May Add To Weight Gain. Retrieved from
http://www.health.harvard.edu/blog/distracted-eating-may-add-to-weight-gain-201303296037
Nordqvist, Christian. (2015. Oct 1). The Eight Most Popular Diets Today. Retrieved from
http://www.medicalnewstoday.com/articles/5847.php#vegetarian_diet
Ovuorie, Tobore. (2014. Sep 5). Watching TV While Eating Bad for Health- Nutritionist. retrieved from
http://www.premiumtimesng.com/arts-entertainment/167760-watching-tv-while-eating-bad-forhealth-
nutritionist.html
Sheehan, Krista. What Does a Vegetarian Diet Consist Of?. Retrieved from
http://healthyeating.sfgate.com/vegetarian-diet-consist-of-2568.html
Smith, M., Segal, J., and Segal R. (2016. Apr). Emotional Eating VS Mindful Eating. Retrieved from
http://www.helpguide.org/articles/diet-weight-loss/emotional-eating.htm
23
Social Eating. (2012. Feb 27). Retrieved from http://www.urbandictionary.com/define.php?
term=social+eating
Sports and Nutrition – Fueling Your Performance. (2015. Jul 13). Retrieved from
http://youngmenshealthsite.org/guides/sports-nutrition/
Study Suggests TV Watching Lowers Physical Activity. (2006. Jul 31). Retrieved from
https://www.sciencedaily.com/releases/2006/07/060731165525.htm
What Are the Health Risks of Overweight and Obesity?. (2012. Jul 13). Retrieved from
https://www.nhlbi.nih.gov/health/health-topics/topics/obe/risks
Lesson 5: Managing Stress through Physical Activity
Objectives:
1. Discuss stress and its symptoms
2. Identify the benefits of physical activity in coping with stress
3. Make an information sheet material in managing stress
Pre-Activity: What bothers you?

Directions: For 5 minutes, let the students list down their experiences from the previous
week that made them feel uncomfortable. Let them describe the way they cope with the
uncomfortable experiences they had using the table below.
Uncomfortable / Actions you took to make

Places
Demanding Situation yourself feel better
Home
School
Community
Reading:
Stress and its Characteristics
In the daily challenges of life, individuals often encounter discomfort—

circumstances and events that disturb one’s physical, mental, and emotional states. The
body’s response to the discomfort it experiences is called stress. Stress is the body’s
way of reacting to an external stimulus such as a discomfort. It activates the sympathetic
nervous system, which brings about a fight or flight response wherein cortisol and
adrenaline is released into the bloodstream. These hormones stimulate your heart to
pump faster, making your blood pressure rise. Your muscles start to contract, your
breathing quickens, and your senses become more sensitive. These changes in your
body caused by stress increases your stamina and strength, makes you react quickly,
and keeps you more focused.
24
Stress affects all—it is part of one’s life. The human body and its system are
equipped to respond to stress. Most of the events that happen to you and around you
contribute stress to your body.
The effects of stress differ for each individual, based on their ability to adjust to
certain changes from the environment and the people around them. Some are able to
cope easily, but others have hard time.
On the one hand, stress can be helpful for it can keep a person alert and set to
avoid vulnerability. On the other hand, it becomes detrimental when a person is
subjected to stress without relief or relaxation between situations. Stress-related tension
may build up and consume the person. A negative stress reaction is referred to as
distress. Distress triggers mental, emotional and physical problems and, even worse,
certain symptoms or diseases.
Symptoms of Stress
Emotional
• Nervousness, gets easily upset, moody
• Overwhelming feeling and sometimes uncontrollable experience in
relaxing the mind
• Low-self esteem, loneliness and the feeling of being worthless
Mental
• Lack of focus
• Disturb mind setting
Physical
• Weak and lesser strength, easily gets cold and infection
• Headache
• Upset stomach, including diarrhea and constipation
• Loss of appetite
• Aches, pains, tense muscles  Sleeplessness
Coping with Stress through Physical Activity
Stress is inevitable and eliminating it entirely from one’s life is impossible.

Changes in daily events are beyond any person’s capacity. However, one’s reaction to
stressful changes can be managed. Regular exercise is sometimes done to cope with
stress. Spending time with friends or family, sleeping, watching movies, as well as
listening to music, also work. These coping techniques are said to be of help but most
health professionals recommend participation and engagement in physical activity and
exercise as preferred strategy.
25
Many of the physical symptoms of stress can be managed through physical
activity. Physical activity is defined as any bodily movement that works your skeletal
muscles and physical skills, that requires strength and energy expenditure. This includes
any motion performed throughout the day. Walking, running, dancing, swimming, yoga,
and gardening are a few examples of physical activity.
Types of Physical Activity
1. Aerobic - light to moderate-intensity physical activity that requires more

oxygen than sedentary behavior, and thus promotes cardiovascular fitness
and other health benefits (e.g., weight bearing exercises like jumping rope,
cycling, swimming, running playing football, basketball, or volleyball).
2. Anaerobic - high-intensity physical activity that is done in a short duration of
time requiring high energy. Anaerobic activities are strength-base activities in
the absence of oxygen (e.g., sprinting during running, swimming, or cycling)
requires maximal performance during the brief period.
3. Lifestyle - physical activities which have been a part of our daily routine (e.g.,
walking, climbing stairs, sweeping or raking the yard), which is usually light to
moderate in intensity.
4. Physical activity play - an intense play activity that requires substantial
energy expenditure (e.g. playing tag, jumping rope).
5. Play - simple and self-reflected activities with flexible rules for the purpose of
enjoyment.
6. Sports - a physical activity requiring skill and physical prowess that is
governed by set of rules and regulations that is often done in a competition.
There are two categories of sports: individual and team.
Physical Activities Mechanism in Coping with Stress
Keeping your body physically active can help improve overall disposition,
increase the release of endorphins and offer meditation-like qualities. Exercise can
also reduce the fight or flight response often triggered by stress.
Mood Booster
Engaging in physical activity can improve moods and make us feel better,
increasing self-confidence, thus reducing stress. Exercise can also improve our quality
and ability to sleep, resulting in a fully rested body which can definitely have a positive
impact on our overall disposition and cognitive function.
Endorphin Release
Participating in physical activity can result in an increase in endorphin levels.

Endorphins are chemicals or neurotransmitter hormones that are secreted from the brain
and nervous system. It activates the body’s opiate receptors thus it has analgesic
properties that can make you feel good. It also gives a person the feeling of achievement
and being in control.
26
Mind Stimulator
Exercise can be a form of meditation. While involved in an engrossing physical

activity, we may find that we are concentrating strictly on the physical work. We tend to
forget the problems and worries you have at present. With this, our mind is somehow
freed and stimulated to work and find solutions to our stress.
Reduction of Fight or Flight Response
Stress, either big or small, activates our flight or fight response and in doing so,
deluges our body with different hormones including cortisol, adrenaline, and
noradrenaline. Over-secretion of these hormones is brought about by stress, thus must
be controlled and returned to normal state. Otherwise it could interfere with body
functions leading to adrenal fatigue. Physical activity or movement metabolizes the
hormones triggered by stress, processing these chemicals and returning them to normal
levels. Once these hormones have been metabolized, the level of homeostasis
improves, regulating the internal conditions of the body, thus bringing in a state of
balance and stability. In this manner, we feel calm and ready to gear up and face the
world once again.
Activity 1: Be a stress manager!

Directions:
1. With a partner, instruct the students to interview 15 other classmates and ask
about their sources of stress, and what they do to cope with it.
2. Ask them to make graphs, tables, and charts to help them interpret their data.
Ask them to present their findings in an oral report and to give recommendations
in managing stress through physical activity.
3. Instruct them to produce their own information sheet on stress management to be
given to their peers to help them manage their stress too.
Activity 2: Checking what’s on your mind.

Directions: Let the student do this in a whole sheet of paper.
1. Participation in physical activity helps in managing stress by ____________.
2. Why is the release of hormones and its processes important to stress response?
3. When I am in a stressful situation, I’ll find time to _____________________
because ___________________________________________________.
Summary
Engaging in physical activity and participating in sports have significant benefits

to our health. It is acknowledged as one of the most effective strategies for managing
stress.
27
Living an active life through physical activity can help in elevating your mood and
activating our body parts resulting to improvement in overall disposition. The body
system functions to increase release of endorphins also known as a ‘natural pain-killer’.
Also, concentrating on the physical activity offers meditation-like qualities where your
focus is on the movement giving you a sense of relief, free from worries and stress.
Physical activity and movement metabolize and process stress-generated

hormones returning it to normal levels reducing further symptoms of stress.
References:
Physical Activity Reduces Stress (April 17,2016) retrieved from

http://www.adaa.org/understandinganxiety/related-illnesses/other-related-conditions/stress/physical-
activity-reduces-st
What is Physical Activity retrieved (April 17,2016) from

https://www.kstate.edu/kines/kineseducation/whatispa.html
Stress Management Health Centre. Retrieved (April18,2016)

http://www.webmd.boots.com/stressmanagement/physical-stress-symptoms
White, Mary Gormandy, M.A., SPHR - Corporate Trainer & Consultant “Physical Activity and Stress
Management” (April 17,2016) retrieved from http://stress.lovetoknow.com/physical-activitystress-
management
What is stress? Retrieved ( April 18,2016) from http://www.helpguide.org/articles/stress/stresssymptoms-

causes-and-effects.htm
Exercise for Stress and Anxiety retrieved (April 18,201) from http://www.adaa.org/living-with-
anxiety/managing-anxiety/exercise-stress-and-anxiety
Lesson 6: Self-testing Activity for a Healthy Me!
Objectives:
1. Discuss the significance of assessing health–related fitness component
2. Administer self–assessment on health–related fitness (HRF), barriers on physical
activity, and on one’s diet
3. Reflect on the test results and suggest future plans for improvement
Processing Question: What is the significance of assessing health-related fitness?

Keeping the body physically active enables the body systems to function properly
with vigor and alertness. Staying in shape allows the individual to perform daily tasks
efficiently and effectively resulting to better output and performance.
28
Pre-activity: Getting ready for Physical Activity
Directions: Prior to any physical activity, it will help to know the students’ general health
status through the Physical Activity Readiness (PAR–Q) & YOU questionnaire. Ask the
students to fill-up the PAR-Q and to answer the questions honestly. This questionnaire,
if given before participation in physical activity, can be of use for legal or administrative
purposes.
Regular physical activity is fun and healthy and increasingly more people are starting to
become more active every day. Being more active is very safe for most people. However,
some people should check with their doctor before they start becoming much more physically
active.
If you are planning to become much more physically active than you are now, start by
answering the seven questions in the box below. If you are between the ages of 15 and 69,
the PAR-Q will tell you if you should check with your doctor before you start.
Common sense is your best guide when you answer these questions. Please read the
questions carefully and answer each one honestly: check YES or NO.
YES NO
1. Has your doctor ever said that you have a heart condition and that
you should only do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not
doing physical activity?
4. Do you lose your balance because of dizziness or do you ever lose
consciousness?
5. Do you have a bone or joint problem (for example, back, knee or
hip) that could be made worse by a change in your physical
activity?
6. Is your doctor currently prescribing drugs (for example, water pills)
for your blood pressure or heart condition?
7. Do you know of any other reason why you should not do physical
activity?
Physical Fitness Testing
Assessing one’s health status will help the person know about one’s strengths
and weaknesses. Awareness of individuals’ health-related fitness and its relevant
interpretations will aid the person to efficiently create an action plan in observing a
healthy lifestyle and selecting appropriate activities for areas that need improvement.
Instruct the students to be in proper attire, prepare needed materials, and get
ready to perform the following activities.
29
Activity 1: Self-testing Activities for Health-related fitness
I. Anthropometric Measurements
Purpose: To measure body
composition
Equipment: weighing scale, tape
measure
Goal: Take body measurements
Preliminary: Prepare needed materials
Procedure:
1. Height. Stand with trunk straight. Measure the distance from the floor to the
top of the forehead. Record the score in centimeters (cm).
2. Weight. Stand on a weighing scale free from any object for weight accuracy.
Record in kilograms (kg).
3. Waistline. Locate your upper hipbone. Find the proper spot by placing your
hands around your waist, squeezing slightly, and then moving your fingers
downward until you feel the top curve of your hips. Place a tape measure
around your bare stomach just above the upper hipbone. Record in
centimeters (cm).
4. Hipline. Place tape measure in the widest part of hip in line with the pubis.
5. Computation/s
a. Body Mass Index (BMI) - measure of body mass based on height and
weight that aid in determining weight categories.
BMI = Weight in kg
(Height in m) x (Height in m)
b. Waist to Hip Ratio (WHP) - measure stored body fats percentage by the
relative measurement of waist and hip
WHR = Waist Circumference (cm)

Hip Circumference (cm)
II. 3-Minute Step Test

Purpose: Test for Cardiovascular Endurance level based on how
quickly your heart rate will come back down after a physical
activity
Equipment: stopwatch, 12-inch bench box, a metronome
Goal: In a constant pace, step on and off the bench for 3 minutes straight
Procedure:
30
1. Stand close to the 12-inch bench box while your partner sets the metronome
in 96 beats per minute (bpm).
2. When ready to begin, start the stopwatch, step one foot at a time to the beat
(up, up, down, down). When 3 minutes is up, stop immediately and get your
pulse rate.
3. Record the Exercise Heart Rate: _______ bpm
III. Hamstring and Hip Flexor Test

Purpose: To test flexibility of the hamstring and hips
Equipment: protractor
Goal: Keeping both legs straight, lift one leg to the
maximum angle while the other leg remain flat on
the floor
Preliminary: Illustrate angles on a poster board and paste it on
the wall.
Procedure:
1. Lie on your back on the floor beside
a wall.
2. Slowly lift one leg off the floor. Keep
the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg
begins to bend or the lower leg
begins to lift off the floor.
5. Place a yardstick against the wall to
mark the spot to where the leg was
lifted. Lower the leg.
6. Using a protractor, measure the
angle created by the floor and the
yardstick. The greater the angle the better your score.
7. Repeat with the other leg.
IV. Zipper Test

Purpose: Test for the shoulder flexibility
Equipment: tape measure
Goal: Raise one arm across your back
with bent elbow and fingers
reaching down
Preliminary: Prepare needed materials
Procedure:
1. In a standing position, raise one arm across your
back, bend the elbow and reach down as far as possible. Simultaneously,
bring the other arm down behind the back trying to cross fingers over
those with the other hand.
31
2. Measure the distance of overlapped fingers in cm. If they fail to meet,
score it as a minus or <0. Write zero if the fingertips just touched with no
overlap.
3. Repeat the procedure with the other hand. Record the score.
V. Curl-up (Dynamic)
Purpose: Test abdominal muscles strength and endurance
Equipment: mat, adhesive tape
Goal: Perform curl-up with proper pacing (3 seconds per
curl)
Preliminary: Prepare the mat. Place two tape marks 4 ½ inches
apart on the floor.
Procedure:
1. Sit on a mat in a long sitting
position. Bend your legs more than
90 degrees with feet remaining flat
on the floor.
2. Lay down with arms extended at
the sides, palm facing down with
fingers extended touching the 1st
tape mark.
3. From that position, curl your trunk Tape marks, 4 ½ inches apart
up with heels in contact with the http://www.mansionathletics.com/us-games-curl-up-
floor until your fingers reach the mat-1388274-exercise-fitness-coaching-
nd
2 marker. assessment.htm 4. Upon reaching the second marker, lower
back to the starting position. Repeat one-curl up every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace.
Record the number of repetitions.
VI. 90-degree Push-up (Dynamic)

Purpose: Test for the strength and endurance of the upper
arm muscles
Equipment: mat
Goal: To perform a proper push-up
Preliminary: Prepare needed material
Procedure:
1. From prone lying position, place the hands just outside the shoulders with
elbows bent.
2. Males: Support the body in a push-up position from the toes with back,
hip and legs align.
Females: Support the body in a push-up position from the knees instead
of toes, with back, hip, and legs aligned.
3. Lower the body until the upper arm is parallel to the floor or a 90 degrees
angle of the bent elbow.
4. Repeat as many times as possible.
32
VII. Flexed-Arm Support (Static)
Purpose: Test the muscular strength of the shoulder and

upper arm
Equipment: mat, stopwatch
Goal: Hold the push-up position not more than 35
seconds
Procedure:
1. Use the Push-up procedure 1 & 2 for preparatory position.

From the starting position, lower the body until the upper
arm is parallel to the floor and elbow flexed at 90 degrees
(see images above).
2. Hold the position as long as possible. 3. Record the
obtained holding position.
Measuring your fitness level is one way to find out your level of physical fitness. Below are
references for interpretation.
BMI Categories: Waist to Hip Men Women

Underweight = <18.5 Ratio
Normal weight = 18.5–24.9 Ideal 0.8 0.7
Overweight = 25–29.9 Low risk <0.95 <0.8
Obesity = BMI of 30 or greater Moderate Risk 0.96 – 0.99 0.81 – 0.84
High Risk >1.0 >0.85
Rating Scale for Dynamic Muscular Endurance

Age16-26 Male Female
Curl-ups Push-ups Curl–ups Push-ups
High Performance Can do more Can do more Can do more Can do more
Zone than 35 than 29 than 25 than 17
Good fitness zone 24-34 20-28 18-24 12-16
Marginal Zone 15-23 16-19 10-17 8-11
Low Zone 14 and below 15 and below 9 and below 7 and below
33
Rating Scale for Static Endurance
Classification Score in seconds
High- performance zone 30 and above
Good fitness zone 20 – 29
Marginal Zone 10 - 19
Low Zone 10
Rating Scale for Flexibility

Classification Men Women
Shoulder Flexibility Hamstring & Hip Shoulder Flexibility Hamstring & Hip
(inches) Flexor Flexibility (inches) Flexor Flexibility
(degrees) (degrees)
High R L5 111 & above R L 111 & above
Performance + 4+ 6+ 5+
Good Fitness 1-4 1-3 80-110 2-5 2-4 80-110
Zone
Marginal Zone 0 0 60-79 1 1 60-79
Low Zone <0 <0 <60 <1 <1 <60
Activity 2: Self-Assessment Card: Health-related fitness status

Directions: Tell the students to fill up necessary information needed. Interpretations will
be based on the chart above. Complete the column for analysis/implications in two or
three sentences only.
1. Body Composition
Test BMI Result Interpretation Analysis
BMI
Waist to hip Ratio
2. Cardiovascular Endurance
Recovery PR &
3- minute Step Test Implications
Interpretation
3. Muscular Strength, Endurance, Flexibility

High My strongest HRF component:
Curl-up: Abdominal strength
Good
My weakest HRF component:
Push – up: Upper arm strength
Marginal
& endurance
Low Realization/Conclusion:
That I have to prioritize
Push-up Curl-up Flexed- Flexibility exercises that can improve my
Arm Support upper arm strength.
34
Mark with a dot the performance description obtained.
Health-related fitness components:

Cardiovascular endurance is the ability of the heart, lungs, and blood vessels to
supply oxygen to your body tissues during sustained physical activity. This allows the
body to endure physical movement for a period of time. Also, efficient delivery of
oxygen to its tissues will take place giving the person a lower breathing rate and the
ability to perform the task longer.
Muscular Strength is the maximum amount of force a muscle can exert in a single
effort. Achievement of muscular strength depends on factors like gender, age, and
inherited physical attributes. Having strong muscles is beneficial to everyday living.
The muscles support the skeleton enabling movement to occur and the strength to
support the body while standing up.
Muscular Endurance is the ability of the muscle to continue to perform without

fatigue.
Flexibility is the ability to bend and move the joints through the full range of motion.
Body Composition is the percentages of fat, bone, water, and muscle in a human
body; it is often the ratio of lean tissue to fat tissue in the body.
Barriers to Physical Activity
Getting involved in physical activities can be attributed to personal and

environmental factors. A person may experience a variety of challenges along the way.
This hinders the person to be physically active, hence, referred to as barriers.
Personal barriers
With the current trends in technology and development, people’s lives have
become convenient and easier as well as less active. They may also have reasons
or own justifications of their inactivity that forms their attitude towards physical
movement, letting them live a sedentary life.
Some common explanations (barriers) that people cite for resistance to

exercise are:
• insufficient time to exercise
• inconvenience of exercise
• lack of self-motivation
• non-enjoyment, boredom of exercise
• lack of confidence in their ability to be physically active (low self-efficacy)
• fear of being injured or having been injured recently
• lack of self-management skills, such as the ability to set personal goals,
monitor progress, or reward progress toward such goals
• lack of encouragement, support, or companionship from family and friends
35
• non-availability of parks, sidewalks, bicycle trails, or safe and pleasant
walking paths close to home or the workplace
Environmental barriers
Some may not notice but the space and the setting where people live greatly
influence a person’s participation to physical activity. The constant exposure and the
daily interaction with the people and things around has a great impact on a person’s
preference towards bodily execution and movement.
The environment in which we live has a great influence on our level of

physical activity. Many factors in our environment affect us. Obvious factors include
the accessibility of walking paths, cycling trails, and recreation facilities. Factors such
as traffic, availability of public transportation, crime, and pollution may also have an
effect. Other environmental factors include our social environment, such as support
from family and friends, and community spirit. It is possible to make changes in our
environment through campaigns to support active transportation, legislation for safer
communities, and the creation of new recreation.
Activity 3: Lead me to where I am!

Directions: Listed below are examples of physical activity barriers. Instruct the students
to draw a line connecting its type whether its a personal or an environmental barrier.
36
e.g. Lack of motivation
Accessibility of walking
pathways
Support from family and

friends
Personal Environmental
Barrier Unavailability of Barrier
parks/grounds for activities
Fear of injury
Health considerations
Gadgets providing leisure
Use of elevators and vehicles
Guide questions:
1. During the pre-activity on Par-Q & You, have you encountered any physical
activity barrier? Is there any personal or environmental barrier? If yes, please list
it down.
2. Cite some ways to overcome situations that hinder you to engage in physical
activity.
Activity 4: Diet and Nutrition Assessment Directions:

1. Surf the net and open the site http://www.takingcharge.csh.umn.edu/enhance-
your-wellbeing/health/dietnutrition/diet-nutrition-assessment?
id=5717f623f2f95&step=0
2. On that site, undergo steps 1-3. Print the downloaded assessment results
reflecting your diet and nutrition.
3. Set at least 5 goals for the items that needs improvement.
(Activity 4 as it appear on the Internet)
37
Diet & Nutrition Assessment Results
April 20, 2016
My Strengths
• I include high-fiber foods such as whole grains in my

diet on a daily basis.
• I avoid eating to relieve stress, unhappiness, or other
emotions.
• I try to resist the temptation of slickly packaged
processed foods, opting instead to look for whole,
fresh ingredients.
My Areas of Improvement
• I don't always eat the correct amount of food to

maintain a healthy body weight.
• I don't always eat the recommended five servings of
fruit and vegetables each day.
• I don't eat enough of a variety of foods.
• I eat foods that are high in saturated fat or trans-fatty
acids (whole milk, fatty meats, snack foods).
• I don't always drink eight glasses of water a day.
• I don't always limit my intake of salt and sugar.
• I drink more than the recommended alcoholic amount.
Summary:
Fitness level assessment determines the current health status of an individual.
Assessing one’s health status will help a person be informed of his or her strengths and
weaknesses leading him/her to observe a healthy lifestyle and to select appropriate
activities for improvement.
To maintain general fitness, develop the health-related physical activities that include
cardiovascular endurance, muscular strength, muscular endurance, flexibility and body
composition.
References:
(http://www.furman.edu/sites/live well/getmoving/pages/par-q.aspx)
(http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_b_lesson_4.pdf)
Benefits of fitness testing. Retrieved from http://www.topendsports.com/testing/guide-benefit.htm

http://www.teachpe.com/fitness/testing.php
Corbin, Charles B. et.al (2006) Concepts of Fitness and Wellness: A Comprehensive Lifestyle Approach Sixth
Edition,Mc-Graw Hill, USA.
Diet and Nutrition Assessment. Retrieved (April20,2016) from

http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/diet-nutrition/diet-
nutritionassessment?id=5717f623f2f95&step=1
38
Dr. Mercola. 3 Fitness Tests to Assess Your General Fitness and Health Risks. February 14, 2014.
Retrieved(April 20,2016) from http://fitness.mercola.com/sites/fitness/archive/2014/02/14/3fitness-
tests.aspx
Fitness Homework What is a Muscular Strength Workout. Retrieved from

www.pecentral.org/.../FitnessHomeworkWhatisa%20MuscularStrengthWor...
Par – Q & You. Retrieved (April 19, 2016) from

http://www.furman.edu/sites/LiveWell/GetMoving/Documents/PAR-Q2.jpg
Smith, Craig. The Recovery Heart Rate Time After Cardio Exercise April 23,2015 retrieved from
http://www.livestrong.com/article/260805-the-recovery-heart-rate-time-after-cardio-exercise/
The 3-minute step test (retrieved April 20, 2016) from

http://www.sparkpeople.com/resource/fitness_articles.asp?id=1115
Lesson 7: Fitness Goals
Objectives:
1. Discuss Principle of Physical Activity and the FITT
2. Make a FITT fitness plan based on training principles to achieve/and or maintain
health-related fitness
3. Perform moderate to vigorous physical activities following the designed fitness
plan
Pre-activity
Teacher will do a review by asking students some questions.
1. What is fitness?
2. Enumerate activities done to improve fitness.
3. What is the significance of improving our fitness?
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.
To maximize the results of a physical fitness program there is a need to be

acquainted with the Principles of Exercise and appropriate modification of the FITT—
Frequency, Intensity, Type, and Time.
The Principles of Physical Activity
Overload Principle. This is the most basic principle that indicates doing “more
than normal” for improvement to happen. In order for the skeletal muscles to get
stronger, additional load must be added and greater load exerted than what was
used to.
39
Principle of Progression. It is a gradual increase in exerting effort or load that
is done not too slowly, nor too rapidly. This principle aids safe and effective results.
Principle of Specificity. This suggests that overloading must specifically train

a desired body part for it to improve. For example, cardiovascular fitness may only
improve flexibility to a small degree, and so jogging and running will not be a part of
the exercise program for developing flexibility. Instead, select exercises with
emphasis on stretching out the muscles and joints. Use the appropriate type of
exercise that directly improves your target muscles.
Principle of Reversibility. Development of muscles will take place if regular

movement and execution is done, and if activity ceases, it will be reversed. This
shows that benefit and changes achieved from overload will last only if training is
continuous. The effect of training is lost if the training is discontinued.
40
The FITT Principle of Physical Activity
Frequency
The frequency of exercise refers to number of times a physical activity is done in each
week. According to the American College of Sports Medicine guidelines, it is
recommended to exercise 3-5 days per week and for more optimal results, exercise can
be done in most days of the week with a combination of lightmoderate-vigorous activity.
Intensity
The rate at which the activity is performed is called Intensity. It is also referred to
as the magnitude of the effort required to perform an activity or exercise. It describes
how easy or how hard a person has to work in a certain activity, and it varies from one
person to another. The determination of intensity depends on some individual factors
such as exercise experience, relative level of fitness, and needs of fitness.
The intensity level target may be determined by computing the target heart rate
(THR) range based on the results of an exercise stress test, considering the resting and
exercise heart rate, with 60% to 80% intensity level.
(Karvonen’s Formula)
Instruct the students to go over the recorded fitness results from the self-testing activity.
These will be used in computing their target heart rate (THR). Let them compute their
THR following the procedure below.
Activity 1: My Target Heart Rate
Directions : Compute your Target Heart Rate Range in 4 steps. Fill in the blanks below.
1. Get the Maximum Heart Rate. . Age : 15 RHR: 60
MHR = 220 - ________ MHR = 220 – 15
(your age) MHR = 205
MHR =____________
2. Determine the Heart Rate Reserve.

HRR = MHR – ________________ HRR = 205 - 60
(Resting Heart Rate)
(*Please refer to Self-testing activities)
HRR= _____________ HRR = 145
3. Take 60% and 80% of the HRR

a. 60% x HRR = _________ 60% x 145 = 87
b. 80% x HRR = _________ 80% x 145 = 116
4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate
(THR) range.
a. 60% HRR 87 + __60___ = __147__ beats per minute
(RHR)
b. 80% HRR 116 + __60__ = __176 __ beats per minute (RHR)

Therefore, your target heart rate range is __147_ to __176 beats per minute.
(4.a) (4.b)
(When performing physical activities, your heart rate is within the normal range
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
therefore you have to select moderate – vigorous activities that will make your heart
pump within the THR range of from 147 to 176 bpm.)
34
Type
The type of activity is determined by following the principle of progression and specificity.
To attain a higher level of fitness, select the type of physical activity that challenges the
body to accept an increase in work and answers your need.
Activity 2:
Instruct the students to get a piece of paper and to perform Activity 2 in 3 minutes. Let
them copy the table and fill-in words from the word pool.
Directions: Identify what HRF component these physical activities belong to. Choose your
answer from the word pool and write your answers on the table provided for.
Cardiovascular Fitness Flexibility Muscular Strength & Endurance
Walking Yoga Squats
Swimming Stretching Body-weight exercises
Jogging Dynamic Stretching Planks
Brisk walking Lunges Sit-ups
Lunges
Walking Jogging Lunges

Dynamic stretching Swimming Yoga
Stretching Squats Sit-ups
Body-weight exercises Brisk walking Planks
Time
Time is the duration or the length of session of a physical activity. It is inversely related
to Intensity since the more intense a work is done, the shorter time it is performed.
Here are some examples of physical activities and exercises that you may integrate in your
own fitness plan. Remember that the intensity of exercise as well as the type of activity to be
done will vary for each person, as it is based on the fitness level results during self-testing.
Cardiovascular Fitness
42
2016.
Aerobic Exercises to improve Cardiovascular Endurance  walking  jogging 
cycling/biking  hiking  skating  rollerblading  step aerobics 
cardio machines e.g. treadmill  sports e.g. football, basketball, volleyball
Flexibility Fitness
https://www.washington.edu/wholeu/2015/02/09/week-five-dare-to-do/
43
2016.
Muscular Strength and Endurance Fitness
http://triathlete-europe.competitor.com/2013/10/30/get-peloton-strong
https://www.pinterest.com/pin/461196818068640351/
Activity 3: How intense are you?

Directions: Perform one activity at a time and supply the information by filling-up the table.
Describe the
Walking around Brisk walking for 3-minute jump
activity based on
for 5 minutes 4 minutes jacks
the following:
How are you Feels somewhat
Feels easy Feels very hard
feeling? hard
Breathing quickens
How is your No noticeable Breathing is deep
but not out of
breathing? changes and rapid
breath
You don’t break
How is your Develop a sweat
out sweat unless Slightly sweating
sweat? after 3 mins
humid
Difficulty, can’t
Carry-out Carry-out say more than a
How is your
conversation or conversation but few words without
talking ability?
even sing cannot sing stopping for
breath
Reflection:
44
2016.
1. Which among the three (walking around, brisk walking, 3-minute jump jacks) is
considered:
a) Light activity: walking around for 5 minutes

Justification: _____________________________________
b) Moderate activity: brisk walking for 4 minutes
Justification: ______________________________________
c) Vigorous Activity: 3 minute jump jacks
Justification: ______________________________________
http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
“MET” is another name for metabolic equivalent, a measure of exercise intensity based on
oxygen consumption. More specifically, a single MET is defined as the amount of oxygen a
person consumes (or the energy expended) per unit of body weight during 1 minute of rest .
It is equal to about 3.5 milliliters (ml) of oxygen consumption per kilogram (kg) of body weight
per minute, or 1 kilocalorie (kcal) per kg of body weight per hour.
Source: www.ideafit.com/fitness-library/using-mets-program-design
Activity 4: My Fitness Plan

Directions: Let the students go over their results for the self-testing activities as bases for
Activity 4.
A. Determine your weakest component and strongest component. Refer to results

obtained during the self-testing activities. Rank them by writing 1- 4, where 1 is the
weakest and thus, should be given top priority in making your fitness plan.
__________ Cardiovascular Endurance (3-min step test)
45
2016.
__________ Muscular strength and endurance of arm (push-up/flexed)
__________ Muscular strength and endurance of abdominal (curl-up)
__________ Flexibility of the hamstring muscles (hamstring & hip flexor test)
__________ Flexibility of the shoulder muscles and joints (zipper test)
B. Following the fitness plan design shown below, select activities guided by the
Principles of Exercise and the FITT goals.
FITT Goals Frequency Intensity Type Time

(Total fitness
(Indicate Light, Form of exercises,
Parts of the plan not less
days of the Moderate to selected physical
Fitness than 60
week) Vigorous activities
Plan minutes)
Warm-up
(Prioritize the weakest
component based on data
in Activity 4A )
Work-out
a._________
Activity/Exercises
b. _________
Activity/Exercises
c.__________
Activity/Exercises
d. __________
Activity/Exercises
e. __________
Cool-down
Activity 5: My Daily Fitness Record!

Directions: To keep track of their engagement in physical activity, after they make their
fitness plan, instruct them to perform it and record on the table shown in Activity 5.
Schedule Resting Exercise Recovery Remarks
Week 1 Heart Rate Heart Rate Heart Rate
Day
1_______
Day
2_______
Day 3
______
46
2016.
Day 4
_______
Day 5
_______
Summary:
The Principles of Training suggest that overloading is the key to muscle development and
that it entails doing more than the body is used to. The benefit brought about by overloading
will only last if the overloading is continuous, otherwise, the muscle development will go back
to its original state.
It is important to take in consideration the FITT principle in achieving the optimum fitness
development. FITT stands for frequency, intensity, time, and type. FITT sets the guidelines in
your physical activity program and used as basis for your fitness routine for better results.
The more frequent an activity is done, the greater chances of fitness development. Exercise
execution is also relative to Intensity.
How hard or how easy the task is accomplished defines the magnitude of work, referred to
as intensity. The intensity of your activity is determined by the body’s response characterized
by the number of times the heart pumps measured in beats per minute. Computing the target
heart rate (THR) range will give you an idea on your workable heart rate according to your
capacity.
Selection of appropriate activities will help you achieve the desired results by being able to
specify the target muscles for development.
Engaging in moderate to vigorous physical activity in different settings can help avoid
boredom, thus making activities more exciting and interesting.
References
Anspaugh, David J. et.al.Wellness; Concepts and Applications (1997), USA,Mc-Graw-Hill Companies.
http://www.health.com/health/gallery/0,,20629237_6,00.html
http://www.topendsports.com/fitness/karvonen-formula.htm
Powers, Scott K. et.al.. Exercise Physiology Fourth Edition (2001), New York, USA, Mc Graw-Hill Companies,Inc.
Salyer,Jessica The Top 5 Muscular Endurance Exercises November 15,2015.

http://www.healthline.com/health/fitness-exercise/muscular-endurance-exercises
47
2016.
Smith,Jessica, ME. Using METs in making a program design. February 1,2006.
www.ideafit.com/fitnesslibrary/using-mets-program-design
The F.I.T.T. Principle - Here's What You Need to Know for Great Workouts retrieved (April23, 2016) from
https://www.verywell.com/f-i-t-t-principle-what-you-need-for-great-workouts-1231593
What is Moderate-intensity and Vigorous-intensity Physical Activity?

http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
Lesson 8: Exercise for Fitness
Warm-up Activity: Rank ‘Em!

Directions: Let them rank the following physical activities according to the level of effort they
would have to exert to accomplish them. Rank first (1st) the physical activity that requires the
most level of effort to accomplish and 10 th the physical activity least requiring level of effort.
Let them explain their rankings.
_____ competitive badminton for _____ volleyball spiking and blocking drills
30 minutes for 10 minutes
_____ running uphill for 5 minutes _____ 3-on-3 basketball for 30 minutes
_____ sprinting for 20 seconds _____ swimming 10 laps continuously
_____ climbing 1 flight of stairs _____ 3k fun run in 1 hour
_____ leisurely biking _____ walking in the mall
Explain the differences in the level of effort needed to accomplish various physical
activities. Emphasize that the rankings of each student may differ from others because of
the differences in fitness levels.
Ask how the students gauged the level of effort necessary to accomplish the different
physical activities. Use their answers to connect to the topic of discussion.
Reading:
When you engage in physical activities for health and fitness improvements, you
need to monitor the effort you are giving. This is because the effort given in doing physical
activities contributes to the achievement of your fitness goals. By monitoring your effort, you
will be able to know if you are reaching at least a moderate intensity level and at most a
vigorous one.
Remember, it is important that your body is challenged to do more than what it is

used to for changes to occur. If the physical activity you do is too easy for your body,
changes (if any) would be minimal. Hence, your body should be challenged. You need to
sustain moderate to vigorous intensity of physical activity for your body to be challenged.
You will be able to monitor your effort through physiological indicators. Physiological
indicators are those signs that are physiologic in nature or have to do with bodily processes.
48
2016.
These include heart rate, rate of perceived exertion (RPE), and pacing. Each of these
physiological indicators is important. However, depending on your fitness goal and personal
preference, each indicator has its own advantages.
Heart Rate. Also known as pulse rate, this is the

number of times a person’s heart beats per minute. It
indicates the effort your heart is doing based on the
demands you place on your body. The more
demanding your physical activity is, the faster the
heart rate.
Each time your heart beats, it pumps blood into

the arteries of your body. The surge of blood causes a
pulse, which is what you feel by holding your fingers
against an artery. The major arteries that are easy to
locate and frequently used for pulse counts are the radial artery (just below the base of the
thumb) and the carotid artery (just below the sides of jaw). Some people find it easier to
locate the carotid artery but locating the radial artery is easier for others.
To determine your pulse rate, locate your pulse

using your index and middle fingers. Press gently to feel
the pulse. Count the number of beats in 10 seconds and
multiply by 6 to get your number of beats per minute. The
15-second count is also used by multiplying by 4 to get
the number of beats per minute.
The heart rate provides a good indicator of the

relative challenge experienced during physical activity.
Using the heart rate as a physiological indicator, Image taken from
maximal heart rate (max HR) is typically used. http://mindly.org/tutorial/howto/lower_rest

Recommendations for physical
Optimal
level
Amount
of Activity
Threshold of training
Not
enough
activity indicate that ing_heart_rate
physical activities used as

High Too much
exercises should be between
60 to 85 percent of your max HR to maintain or improve cardiovascular fitness. This
means that for each exerciser, getting the max HR and the heart rates equivalent to 60 to
85 percent of the max HR are important in achieving your fitness goals. Think of it as 60%
heart rate is your moderate intensity and 85% Low Inactivity heart is the limit of your
vigorous intensity.
Figure 2: Physical activity target zone
49
2016.
Take note of the concepts of threshold of training and target zone. The threshold of training
is the minimum amount of physical activity (frequency, intensity, and time) necessary to
produce benefits. The target zone, on the other hand, begins at the threshold of training and
stops at the point where the physical activity becomes counterproductive.
You can think of threshold of training as American College of Sports Medicine’s (ACSM)
minimum recommendation of training intensity (60%) and the target zone ranging from 65 to
85 percent training intensities. Hence, you need to reach these training intensities to produce
health, wellness, or fitness benefits. You can compute your target heart rate for these training
intensities by following several steps.
According to Hoeger and Hoeger (2011), research indicates a more favorable prediction
using the computation below than the equation 220 - age. Here are the steps to get your
target heart rate.
1. Estimate your maximal heart rate (max HR/MHR) according to the following formula:
maxHR/MHR = 207 – (0.7 x age)
2. Check your resting heart rate (RHR) sometime in the evening after sitting quietly for 15
to 20 minutes. You may take your pulse for 30 seconds and multiply by 2, or take it for
a full minute.
3. Determine heart rate reserve (HRR) using this formula:
HRR = MHR – RHR
4. Calculate the training intensity at 30, 40, 60, and 85 percent. Multiply HRR by the
respective 0.30, 0.40, 0.60, and 0.85, and then add the HRR to all four training
intensities. Example:
60% Training Intensity = HRR x 0.60 + RHR
Activity 1: My Target
Directions: Ask the students to compute their threshold of training and target zones. Ask
them to identify physical activities that they could do to reach these.
Emphasize accurate computations so that students will be guided accordingly. Once they
already know their respective computations, they should keep these in mind whenever they
engage in physical activities so that they can reap the benefits of engaging in physical
activity.
Although counting the heart rate during exercise is quite difficult, it is still one of the best
ways to accurately count exercise heart rate values. To do this, while exercising, continue
moving while quickly locating the pulse, then stop and take a 10second count. Multiply the
number by 6 to convert the heart rate to beats per minute. This measurement can be used to
make necessary adjustments to reach your target zone.
50
2016.
Heart rate monitors can also be used to
get your heart rate during physical activity.
These monitors, which are strapped on
your chest, work along with wristwatches that
register the heart rate. Since the wristwatch will
show your heart rate as you move, you can adjust
the level of effort accordingly. Most models of
heart rate monitors show the heart rate along with
calories burnt, target zone, and time or Figure 3 Heart
Rate Monitor duration of exercise. However,
more http://zenergysv.com/blog/detail/using_a_heart_rate_monitor
sophisticated models may feature other information.
Rate of Perceived Exertion (RPE)

This is an assessment of the intensity of exercise based on how you feel. It is
basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very,
very hard) with 1 point increments in between. The target zone for aerobic activity is from 12
to 16.
If you are engaged in physical activity, you rate your effort level based on how light or
how hard you perceive it. A rating of 6 means that your effort level is “very, very light” while a
rating of 18 means that your effort is more or less “very, very hard.” Think of each rating in
the RPE as a reflection of your heart rate during the physical activity, that is, when multiplied
by 10. This means that an RPE of 6 is
about a heart rate of 60 while an RPE of Ratings of Perceived Exertion (RPE)
Rating Description
18 is about 180 beats per minute. Since an
6
RPE of 6 means your heart rate is only at 7
Very, very light
60 beats per minute, your physical 8
Very light
exertion is very minimal, while an RPE of 9
18 means that your heart is doing 180 10
Fairly light
beats per minute, pushing yourself to the 11
limit. 12
Somewhat hard
13
14
Hard
Activity 2: Rate it this time 15
16
Very hard
Directions: Ask the students to look at their 17
answers in the warm-up activity. Now 18
Very, very hard
knowing about RPE, ask them to rate the 19
20
different physical activities
according to their perceived exertion if Source: Data from Borg from Corbin et al (2008) they were to
accomplish those physical activities. Let them explain their answers.
Ask the students to compare their rankings with the RPE they gave for each
physical activity. Let them analyze if the physical activities they ranked high (1st to
3rd) were also rated high in perceived exertion.
Let the students compare their answers and emphasize that RPE is relative and is
dependent on several factors such as a person’s fitness level.
A practical way to know your level of effort is to try singing or talking while
engaged in physical activity. If you are still able to sing during physical exertion, then
51
2016.
the RPE is probably just between 6 to 8. However, if you cannot hold a conversation,
then the level of effort is high and the RPE is probably between 14 to 17.
If you are jogging and are still able to sing, you could jog a bit faster to
increase RPE. However, if you cannot talk anymore, you could lower the effort level by
jogging slower or inserting brisk walks between jogs. Remember, the recommended
target level of effort is from 12 to 16 (120 to 160 beats per minute) for your health to
improve. So rate your physical exertion to be able to maximize the effects of your
participation in physical activity.
Using the RPE also avoids the need to stop and count the heart rate during
exercise. With practice, most people can recognize when they are in the target zone
using RPE. It now becomes easier to make necessary adjustments in the effort
exerted since you have perceived the physical exertion accordingly.
Pace and Pacing. These refer to the rate or speed of doing physical activities. This
means that a person can take it slow when engaged in physical activities or do them
quickly depending on the FITT Principle.
Pacing allows you to change the way you perform or complete an exercise or
physical activity so that you can successfully see changes. It regulates your
participation in physical activities through gradual and careful introduction of changes
in the physical activity, whether an increase in intensity, frequency, or participation.
Depending on the fitness level of an individual, pacing may be through

frequency, intensity, and time of doing physical activities. The normal frequency could
be 3 to 4 times a week which can be increased or decreased depending on the
changes done in intensity and time. If intensity is increased, frequency and time could
be decreased, or vice versa.
You must be able to pace your participation in physical activities well so that you will
benefit more and not get injured. Remember to listen to your body, so pace yourself if
needed.
Activity 3: Pace Yourself

Directions: Ask the students to look at their answers in Activity 3 and write them on the table
below. If they were to do the different physical activities, how will they pace themselves? Ask
them to complete the table.
Physical Activity Frequency Intensity Time
Emphasize that pacing is relative to the fitness level of a person and that is will also
depend on the body’s response to physical activity participation and other factors.
When you make modifications or adjustments in your exercise program, you have to
take note of the principles of progression and adaptation. Increase elements in your exercise
program gradually so that your body can adapt accordingly. Take serious note of the principle
of overload as well. Too easy a load will not be beneficial to your body in the long run.
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2016.
If you have just started having a more active lifestyle, you may want to start with
physical activities of relatively moderate intensity. Performing this type of activity at about 40
percent of your max HR or an RPE of 12 (somewhat hard) for several weeks would be
recommended for gradual adaptation. Time spent on physical activity may be shorter than the
recommended 30 minutes. However, as fitness improves, accumulated minutes should at
least account for 30 minutes a day, and the FITT principle can be increased as well. The
table below shows recommended progression.
Progression of Activity Frequency, Intensity, and Time Based on Fitness Level

(Corbin et al,2008)
Low Fitness Marginal Fitness Good Fitness
Frequency 3 days a week 3 to 5 days a week 3 to 6 days a week
Intensity
Heart rate reserve (HRR) 40-50% 50-60% 60-85%
Maximum heart rate (maxHR) 55-65% 65-75% 75-90%
Relative perceived exertion 12-13 13-14 14-16
(RPE)
Time 10-30 min 20-40 min 30-60 min
It is important that you monitor your fitness improvements since these will eventually
dictate your progression. If your body has adapted to the demands you place on it, then it
would be best to progress to another level until you reach your optimum level of overload.
This is the principle of progression. Following this principle, the load you place on your body
should occur in gradual succession rather than in major bursts for safe and effective results.
The new challenge now posed on your body is how to advance to another level.
However, as you become more fit, the rate of improvement levels off. As the principle
of diminishing returns indicates, once you get more and more fit, the benefit you get for each
additional amount of activity may not be the same as before. When your physical activity level
is high, you can expect to have lesser improvements despite additional amounts of physical
activity. When this happens, the challenge is on how to maintain that level of physical activity.
References
Corbin, C. B., Corbin, W. R., Welk, G. J., & Welk, Karen A. (2008). Concepts of physical fitness: Active lifestyles for
wellness (14th ed.). New York: McGraw-Hill.
Hoeger, W. W. K. & Hoeger, S. A. (2011). Fitness & wellness (9th ed.). Australia: Wadsworth.
Images on how to get pulse rate retrieved from http://mindly.org/tutorial/howto/lower_resting_heart_rate
Image of heart rate monitor retrieved from http://zenergysv.com/blog/detail/using_a_heart_rate_monitor
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Warm-up Activity: Exercise Checklist

Directions: Divide the class into groups of 5-6 students and ask them to make a checklist of
the important things needed by an exerciser during the following:
a. Summer time in Cebu

b. Christmas season in Baguio
c. Rainy season in Davao
Ask them to present their checklists in class.
Make the warm-up activity interesting for the learners. You can show different pictures of
exercisers which they can use as guide in making their checklists. When the students present
their checklists, they can tick the things off using the pictures.
Introduce the discussion by using their answers from the warm-up activity. Use them to
jumpstart the topic on personal safety protocols or precautions that an exerciser needs to
observe and follow to avoid certain exercise- and weather-related conditions.
Reading:
As you engage in moderate to vigorous physical activity, you need to observe some
personal safety precautions to avoid certain conditions related to physical activity
participation. These conditions include dehydration, overexertion, hypothermia, and
hyperthermia.
Each of these conditions should be taken seriously because each poses health risks to an
exerciser. These conditions are usually associated with exercising in different types of
environment, like a hot or cold environment. However, dehydration and overexertion may be
experienced even when exercising in environments that do not have extreme temperatures.
Each condition will be discussed with ample safety precautions to guide you as you engage
in moderate to vigorous physical activities.
Dehydration
This refers to excessive loss of water from the body, usually through perspiration or
sweating, urination, or evaporation.
During participation in physical activities, the body regulates its temperature depending
on the intensity of the activity. During moderate to vigorous physical activities, the body
perspires or sweats and you get thirsty.
Sweating. On a normal day, the body loses about 2.5 liters of water from the lungs and
skin, from urine and feces, and from perspiration. The body must replace this through
proper hydration. To offset fluid losses, it is suggested that 150 to 250ml of fluid should
be taken every 15 minutes.
Thirst. Thirst is a sensation of dryness in the mouth and throat associated with a desire
for liquids. Maintaining water balance is an important consideration during exercise.
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Physical activity results in increased heat production, and evaporation of sweat from the
skin allows the body to dissipate this heat and maintain a normal body temperature. The
amount of fluid lost as sweat varies according to factors such as the intensity and
duration of activity and the air temperature or humidity.
Most of the time, an individual waits for thirst to kick in before replenishing lost water.
However, it is advisable to replenish lost fluids even before feeling thirsty. This is
especially important when an individual exercises in the heat or does so for an extended
period of time.
Activity 1: Analyzing fluid replenishment advertisement

Directions: Show different sports-related advertisements on fluid replenishment. Ask the
students to take note of the claims presented in the advertisements like replenishment
information, effects of drinking the product, etc. Ask the students to explain their answers.
Make sure to present clear videos or pictures of the different advertisements. Show these
videos one after another before asking the students to explain their answers. After these,
present to the class the nutritional facts of each sports drink by bringing actual bottles of each
drink. Compare the drinks and discuss the advantages of using them as fluid replenishments.
 What are the recommendations for fluid replacement during prolonged aerobic
exercise?
Adequate water replacement is the most important factor in preventing heat

disorders. Drinking about 6 to 8 ounces of cool water every 15 to 20 minutes during
exercise is ideal to prevent dehydration. Cold fluids are absorbed more rapidly in the
stomach.
Commercial fluid replacement solutions or sports drinks that contain 6 to 8 percent

glucose are optimal for fluid absorption and performance in most cases. These are
recommended especially when exercise is strenuous and is carried out for more than
an hour. However, water is sufficient for exercise lasting less than an hour.
Palatability ensures greater fluid intake so choose a drink that suits your taste as well.
Another condition that you need to be aware of is overexertion or overtraining. This condition
is actually independent of weather conditions, but you need to be aware of the signs and
symptoms.
Overexertion or Overtraining
This refers to the detrimental cause of excessive training.
Some individuals engage in too much physical activity. Some exercisers and
athletes often push themselves too hard in their pursuit of high-level performance. Thus,
they are susceptible to a variety of hyperkinetic conditions known as overload syndrome.
This condition is characterized by fatigue, irritability, and sleep problems, as well as
increased risks for injuries.
In an over-trained status, performance is known to decline sharply and this can cause
individuals to train even harder. This dip in performance may be mistaken for dip in
physical effort so the exerciser or athlete increases the effort to pull up the performance.
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A useful physical indicator of overtraining is a slightly elevated morning heart rate (4 or 5
beats more than normal values). Essentially, an elevated morning heart rate reveals that
the body has to work too hard to recover from the exercise and is not in its normal resting
mode.
When doing resistance training, an individual is likely overtraining and may not reap the
full benefits of the program if the body is not allowed to recover completely in 2 or 3 days
after maximal effort. Decrease in total number of sets or exercises, or both, is
recommended.
You also need to pace your workout properly to avoid staleness. Staleness, or getting
bored or uninterested, is usually a consequence of overtraining.
Activity 2: Identifying symptoms of overtraining

Directions: Ask the students to identify symptoms of overtraining by placing a check () mark
on the blanks. Ask them to share their answers with their seatmate.
_____ 1. Has your performance decreased dramatically in the last week or two?
_____ 2. Do you notice signs of unusual anxiety or anger?
_____ 3. Do you feel depressed?
_____ 4. Do you feel unusual fatigue?
_____ 5. Are you less energetic than usual?
_____ 6. Do you have trouble sleeping?
_____ 7. Do your arms and/or legs feel heavy?
_____ 8. Do you experience loss of appetite?
_____ 9. Do you lack interest in training?
You may want to read aloud each question and explain statements that need emphasis.
Elaborate on the answers of students. Emphasize that identifying symptoms of overtraining is
important. Remind the students to analyze their experiences so that they will be able to
identify these symptoms.
Introduce the next topic by asking the students about their feelings and experiences about
the weather in the Philippines. You may want to mention students playing directly under the
sun during lunchtime in your school, if there are any, and ask the students their opinions on
this.
Reading:
Because the weather here in the Philippines is normally hot most of the year, exercisers
should be conscious about it when engaging in physical activity whether indoors or outdoors.
Since indoor conditions can easily be adjusted with cooling mechanisms such as air
conditioners and electric fans, outdoor conditions pose more challenges to you as an
exerciser. One of the things that one needs to be aware of is hyperthermia.
Hyperthermia
This is an alarming rise in body temperature, which is an effect of exercising in a
very humid environment. It sets the stage for heat stress and even heat stroke, the
potentially fatal collapse of the temperature-regulating mechanism.
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In hot environments, the body is able to maintain temporary thermal balance during
exercise through circulatory adjustments and evaporation of sweat. However, the body
responds differently in a hot, dry environment. The body actually gains heat when the air
temperature exceeds the temperature of the skin. Under these conditions, the
evaporation of sweat allows the maintenance of thermal equilibrium. When humidity is
also high and evaporation cannot take place, the body temperature continues to rise, and
performance is severely impaired.
 Is it safe to exercise in hot weather?

Prolonged, vigorous exercise can be dangerous in hot and humid weather. Heat
from exercise is released in the form of sweat, which cools the skin and the blood
circulating near the body surface as it evaporates. The hotter the weather, the more
water the body loses through sweat; the more humid the weather, the less efficient
the sweating mechanism is at lowering body temperature.
If you lose too much water or if your body temperature rises too high, you may suffer
from heat disorder such as heat exhaustion or heat stroke. Use caution when
exercising if the temperature is above 80F or if the humidity is above 60%. To
exercise safely, watch for the signals of heat disorder, regardless of the weather.
Activity 3: Donaire in Cebu

Directions: Present the case of Nonito Donaire, Jr.’s April 23, 2016 title defense fight against
Zolk Bedak in Cebu. Around that time, the Philippines was experiencing one of the hottest
temperatures. Ask the students what the two boxers needed to do to be able to give out their
best in such hot temperature.
You can show video reports on Donaire’s training regimen to prepare for his fight in Cebu or
present newspaper clippings instead. Emphasize that athletes like the two boxers need to
adjust their training regimens and nutrition to suit the event venue conditions and weather
temperatures.
You can also add here other athletes’ adjustments in similar conditions such as Manny
Pacquiao fighting in the US, Philippine Azkals playing in Europe, etc to emphasize the next
topic.
Heat Acclimatization. On the first day of vigorous exercise in hot weather, one may
experience near maximal heart rate, elevated skin and core temperatures, and severe
fatigue. But after a few days of similar exposure, the same task can be accomplished with
a reduced heart rate, made possible by improved blood distribution and increased blood
volume. Skin and core temperatures are lower, since sweating begins at a lower
temperature.
Highly fit individuals become acclimatized in 4 days while sedentary ones take about 8
days. The best way to get acclimatized is to work in the actual conditions (temperature
and humidity) one has to endure.
Tips when Exercising in the Heat/Hot Weather
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• Slow down exercise and add rest breaks to maintain prescribed target heart rate. As you
become acclimatized, you can gradually increase intensity and duration.
• Drink 2 cups of fluids 2 hours before you begin exercising and drink 4-8 ounces of fluid
every 10-15 minutes during exercise (more frequently during high intensity activities). 
Wear clothing that “breathes,” allowing air to circulate and cool the body. Wearing white or
light colors will help by reflecting rather than absorbing heat. A hat can keep direct sun off
your face. Do not wear rubber, plastic, or nonporous clothing.
• Rest frequently in the shade.
• Slow down or stop if you begin to feel uncomfortable. Watch for the signs of heat
disorders. If they occur, act appropriately.
When you exercise in hot environments, you need to be aware of heat disorders.
Heat Disorders
Problem Signs and Symptoms Treatment
Heat cramps – when • Stop exercising, drink fluids, and
considerable salt is lost History of exertion; muscle massage or stretch cramped
in sweat. Take lightly cramps, usually in the muscles.
salted foods and muscles used during • Cool the body. Stop exercising,
massage to relieve exercise get out of the heat, remove
cramps. excess clothing, drink cold
fluids, and apply cool and/or
damp towels to
Heat exhaustion – when Fast, shallow breathing; the body.
heat stress exceeds the weakness; dizziness; • Get immediate medical
capacity of the headache; moist or cool skin attention, and try to lower body
temperatureregulating or profuse sweating; pale temperature.
mechanism. face; normal or slightly • Get out of the heat, remove
elevated temperature; weak excess clothing, drink cold
pulse fluids, and apply cool and/or
damp towels to the body or
immerse in cold water, but not
Noisy breathing; hot, flushed to induce shivering.
skin (may be dry or sweaty); • Person should be placed in
red face; chills or shivering; shock or recovery position. If
disorientation; erratic conscious, person may sip
Heat stroke – the water. Raise the legs.
behavior; high body
temperatureregulatin temperature; no • Fan person and use wrapped
g mechanism has perspiration; cold packs in the armpits and
given up full, rapid pulse; altered groin.
consciousness or
unconsciousness;
convulsions
Cold temperatures do not pose a threat similar to that posed by hot, humid condition
because of the metabolic heat generated through exercise. In the Philippines, there are
only a number of places where cold temperatures can be experienced. Even so,
exercisers should be aware that severe exposure to low temperatures and high winds can
lead to frostbite, hypothermia, and even death.
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Hypothermia
Excessively low body temperature, characterized by uncontrollable shivering, loss of
coordination, and mental confusion
This occurs when the body begins to lose heat faster than it can be produced. Prolonged
exertion leads to progressive muscular fatigue. As exposure continues and additional
body heat is lost, the cold reaches the brain. One loses judgment and the ability to
reason. Speech becomes slow and slurred and control of the hands is lost.
Signs, Symptoms, and Treatment of Hypothermia

Signs and Symptoms Treatment
Early signs • If the victim is unconscious, open airway
• Shivering and check for breathing.
• Pale, cold skin • If the victim is conscious, bring to shelter
• Cold environment or keep in warm room.
• Replace wet clothes with dry ones.
As the condition worsens • Give high energy foods and warm drinks.
• No shivering, even though the person is • Cover the head, hands, and feet because
cold heat is lost through the extremities.
• Increasing drowsiness • Do not let the victim lie down and rest
• Irrational behavior and confusion since the core temperature is dropping.
Without treatment, one might lose
• Slow, shallow breathing
consciousness and die.
• Slow, weak pulse
• Transport the victim to a medical facility
• Walking becomes clumsy and tendency of
as quickly as possible
wanting to lie down and rest escalates
Constricting blood vessels (vasoconstriction) increases the stimulating capacity of the

skin, but it also results in a marked reduction in the temperature of the extremities.
Protective vasoconstriction often leads to discomfort in the fingers and toes. Blood is
rerouted to the deeper, more vital body organs.
To relieve pain, it is necessary to warm the affected area or raise the core temperature.
While shivering may cause some increase in temperature, gross muscular activity is far
more effective in restoring heat to the troubled area. Shivering is the defense mechanism
of the body against cold.
Core temperature is the temperature of the deep organs. The temperature of the body is
normally at 37 degrees Celsius or 98.6 degrees Fahrenheit. It adjusts to enzyme activity
within the muscles. Changes in core temperature can be reflected in the skin.
Activity 4: Sports clothing modeling

Directions: Group the students and assign the each of the following topics per group:
basketball clothing, running clothing, sports-appropriate cold weather clothing. Identify
characteristics or features of your assigned sports clothing. What features are common in the
sports clothing that make them suited in Philippine weather? Assign 23 members of the
group as sportswear models and present these types of clothing in class.
Emphasize that the students do not need to buy clothes for this presentation. Borrow from
family members or bring their own for the modeling part. Ask each group to make a write-up
for each piece of apparel as the models walk in class.
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Ask each group to pay attention to the types of materials used in each clothing as well as
the color palette. Have them answer this question: Are these helpful for exercisers?
 Is it safe to exercise in cold weather?
If you dress warmly in layers and do not stay out in very cold temperatures for too
long, exercise can be safe even in subfreezing temperatures. Take both the
temperature and wind-chill factor into account when choosing clothing. Cold weather
clothing provides an insulating barrier to air and can be removed as temperature rises
and put back on as it falls. Wool may be used as well as windproof or rainproof ones.
Dress in layers so you can remove them as you warm-up and put them back on if you
get cold. A substantial amount of heat loss comes from the head and neck, so keep
these areas covered. In subfreezing temperatures, protect the areas of the body most
susceptible to frostbite such as the fingers, toes, ears, nose, and cheeks with warm
socks, gloves, cap, or hood. Wear clothing that “breathes” and will absorb or drain
moisture away from your body to avoid being overheated by trapped perspiration.
Warm up thoroughly and drink plenty of fluids.
Cold Acclimatization. This refers to metabolic adjustments are done as well as improved
tissue insulation. Large body mass, short extremities, and increased levels of body fat
help to get acclimatized to cold weather.
Others Concerns:
Heat Rash – also called prickly heat, is a benign condition associated with a red, raised
rash accompanied by sensations of prickling and tingling during sweating. It usually
occurs when the skin is continuously wet with un-evaporated sweat. It is generally
localized to areas covered by clothing.
Heat Syncope – heat collapse, is associated with rapid physical fatigue during
overexposure to heat. This results in dizziness or fainting. It is quickly relieved placing the
individual in a cool environment and replacing fluids.
Sun protection factor (SPF). Sunscreen applied to the skin can help prevent many of
the damaging effects of ultraviolet radiation. A sunscreen’s effectiveness in absorbing the
sunburn-inducing radiation is expressed as the sun protection factor (SPF). An SPF of 6
indicates that an individual can be exposed to ultraviolet light 6x longer than without a
sunscreen.
Activity 5: Safety features in school

Directions: Group the students into 3-4 members per group and assign each group to visit a
specific area in your school (e.g. playground, gym, canteen, etc). Ask each group to identify
safety features in each area related to the exercise- and weatherrelated conditions discussed
in class. Examples of safety features like water fountains, wash areas like sinks and faucets,
exhaust fans, etc can be identified. Ask each group to make recommendations on how to
improve each area of the school they identified.
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2016.
You can give each group a ready-made checklist on the best safety features from other
schools or facilities or you can make your own checklist. You can also let the students make
their own list.
Each group may take pictures of the areas assigned to them to support their presentation
and recommendations. If possible, with your help, the students can present this information
to the school administration so that improvements can be made.
References:
Clark, M. A., Lucett, S., & Corn, R. J. (2008). NASM Essentials of Personal Fitness Training (3rd ed.). Philadelphia:
Lippincott Williams & Wilkins.
Corbin, C. B., Corbin, W. R., Welk, G. J., & Welk, Karen A. (2008). Concepts of physical fitness: Active lifestyles for
wellness (14th ed.). New York: McGraw-Hill.
Hoeger, W. W. K. & Hoeger, S. A. (2011). Fitness & wellness (9th ed.). Australia: Wadsworth.
Kerwin-Nye, A. (2004). First aid handbook: A complete guide to emergency procedures in the home, the workplace
and outdoors. Manila: WS Pacific Publications, Inc.
Marieb, E. N. (2002). Essentials of Human Anatomy & Physiology (6th ed.). Singapore: Pearson Education Are Pte
Ltd
As you participate in physical activities, whether in school or in the community, it is good

practice to know your school and community’s resources in case of injury or emergency.
Being familiar with it makes response to injuries or emergencies more immediate and
efficient, thus lessening the severity of the injury or emergency.
Resources refer to the supplies, equipment, facilities, and services that can be utilized in
case of a sports- or fitness-related injury or emergency. They include both material and
human resources such as safety supplies, equipment, facilities, qualified and trained
emergency personnel, as well as standard protocols set for such situations. Emergency
response begins with the preparation of both equipment and personnel. When these have
been prepared adequately, the school and community are deemed ready for an injury or
emergency.
It is important that you are able to identify these resources so that injuries or emergencies
will be addressed immediately and efficiently. These resources are discussed here.
First Aid Kit
First aid is the immediate care given to a person who has

been injured or suddenly become ill. First aid deals with self- help
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2016.
and proper home care, especially if medical assistance is not immediately available. The goal
of first aid is to alleviate suffering, prevent added/further injury or danger, and prolong life.
The first aid kit is a set of supplies and equipment used to administer first aid. In your
school and community, first aid kits should be available, visible, and readily accessible in
case of injuries or emergencies. It should also be regularly checked for completeness and
freshness of
supplies. Image taken from www.emedco.com
The usual supplies found in a first aid kit include the following:
• triangular bandage  rubbing alcohol  gloves  iodine
• tongue depressor  swabs  gauze  scissors
• wound dressings  athletic tape  cotton  penlight
• adhesive bandage  forceps
Other equipment that should be included to aid in first aid are the following:
• spine board  blankets
• sets of splints  short board/Kendrick’s extrication device

• wheelchair  poles
The first aid kit is usually located in strategic places in school like the clinic, gym,
playground, and security stations. In the community, first aid kits should be located in the
community centers like community hall or office and recreation centers.
It is advisable that a signage be placed where the first aid kit and equipment are located. This
can either be attached to a wall or post or suspended.
Activity 1: Search for it!

Directions: Ask the students to do an ocular visit of your school gym,
community hall, and recreation center. Ask them to look for emergency
response equipment and supplies including first aid kit, spine board, etc.
Emphasize noting down if there are signage for these and if these are
accessible in case of injury or emergency. Make them complete the
checklist and write their observations.
First Aid kit sign (www.seton.ca)
Recreation
School Gym Community Hall
Center
First aid kit
Emergency
numbers and
phone
(List them here.)
Emergency
equipment
Visibility
Accessibility
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2016.
Observations
Emphasize that it is important that emergency response supplies and equipment are
easy to spot and retrieve. Signage should be strategically placed and supplies and equipment
should be easy to retrieve.
Encourage the students to be detailed in their observations because, with your

guidance, they can use these to suggest improvements to your school and their respective
communities.
Emergency Numbers and Phone/Two-way Radio

Emergency numbers include
police department, fire department, Philippine Red
Cross (PRC), and other pertinent numbers. These
numbers are usually compiled per area (i.e.
locality, municipality, city) and written on a calling card
or bookmark or even larger. In schools,
emergency numbers could include the clinic,
security, and other offices. Image taken from www.smartsign.com
Emergency numbers should also be posted near phones and inside offices. It is
advisable that in the gym and recreation centers, phones are visible so that school personnel
or other individuals can notify pertinent offices or departments in case of injury or emergency.
Emergency Response Procedure/Emergency Action Plan (EAP)

For schools and the community
(and in any other institution), the
presence of first aid kits, emergency
numbers and phones, and equipment
should not be the end of their
emergency response. They should set
procedures on how to respond to
injuries or emergencies.
These procedures are standard ways of
responding to emergencies.
These procedures make up what is called an Emergency Action Plan (EAP). It is a plan
developed for immediate implementation whenever the need arises, providing appropriate
standards of emergency care to all present. The EAP usually include the following:
1. Emergency Personnel – detailed First Aid arrangements for on-site emergencies; may
consist of teachers, physicians and nurses, athletic coaches, security and
maintenance personnel (for schools), or community leaders, and homeowners’
association president, (for community)
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2016.
2. Emergency Communication – emergency numbers, phones/two-way radio, public
announcement (PA) system
3. Emergency Equipment – first aid kit, wheelchair, spine board, stretcher, blankets,
poles, etc
4. Medical Transportation – confirmation of local ambulance (c/o PRC), Basic Life
Support, etc
5. Non-medical Transportation – wheelchairs, stretcher, etc
6. Emergency Contact List – clinic, local hospital, etc
7. Venue Information – transportations, identified entrance, exits, and access routes
School personnel (e.g. teachers, security and maintenance personnel) and

community leaders know, understand, and follow these procedures every time an emergency
happens because it has been standardized. These procedures are usually laid out in writing
so that personnel crucial in the emergency response are notified and that immediate attention
is given.
In the community, it is advisable to form a community emergency response team

which will be the emergency personnel in your EAP. It is advisable that the members of the
community know who forms this emergency response team.
You may not know all the procedures of your school and community in responding to
emergencies. However, what is important is you know who to notify in case an emergency
happens. The most immediate personnel you need to notify in case you are in your school
especially in the gym are the PE teachers or any teacher present, maintenance personnel, or
security personnel.
Activity 2: And the procedures are…?

Directions: Ask students to interview school personnel and community leaders regarding the
emergency response procedures they follow. When interviewing school personnel, remind
students to try to target those who they think are unlikely to experience injuries or
emergencies to know what procedures these school personnel know and follow.
In class, ask students to compare their answers with their classmates who interviewed
school personnel within the same office or nature of work (e.g. librarians, Math teachers,
office staff) and share these with the class. For those belonging to the same community, ask
students to compare their answers and present commonalities with the class as well.
Emphasize to the students to choose random school personnel to know if emergency

response procedures in school are known and followed by all. Ask them as well to find out if
emergency response procedures already exist in the community. This is crucial since
awareness, presence of mind, and adherence of individuals to the emergency response
procedures are factors in the effectiveness of emergency response.
Part of the services that the school and community should offer is training their
personnel and community leaders in emergency responses. This is expected since the
effectiveness of emergency response greatly relies on the knowledge and skills of school
personnel and community leaders in first aid and other emergency responses.
The Philippine Red Cross (PRC) is the national branch of the International
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Red Cross that cares for the
wounded, sick, and
homeless and now, providing help
during and following natural
disasters. PRC gives training on basic
life support, cardiopulmonary
resuscitation (CPR), first aid, and many
more. The school and community
should set a schedule with PRC
volunteers who can impart the
necessary knowledge, training, and
certifications to equip them in times
of emergency and
disasters. Red Cross volunteers during a Basic Training course
(taken from http://carmonagov.net/home/home/latest-
Once certified, school news/303-carmona-forms-municipal-red-cross-143.html)
personnel and community leaders
should be able to respond to injuries and emergencies. However, certification should be
renewed yearly or every two years, depending on the type of certification.
Entrance, Exit, and Access Routes

Adequate entry and exit points should be available in all areas. Access routes (paths
of travel) going to the clinic, emergency exits, main gate, and others should also be known.
Visible and strategically located signages are important so that these can easily be seen
even from a distance. They should always be accessible and free from obstructions. Wide
passageways are a must. A good estimate of the right width of the passageway is to check if
a wheelchair, spine board, or stretcher can be easily transported and still have room for first
aiders or rescuers to maneuver.
Ramps and elevators make access easier and are necessary especially for structures
that are higher than three storeys. They also make transport quicker.
Wheelchair ramp (Image taken from http://stlouis.101mobility.com/wheelchair-ramps-

stlouis.php)
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Activity 3: Real life injury situation
Directions: Ask the students to
analyze a real life injury situation
involving an athlete. Ask them what
emergency response procedures they
think were followed?
Ara Galang, De La Salle

University volleyball player, got
injured in a match versus National
University in March 7, 2015. She was
grimacing in pain and crying,
and was later reported to have
suffered serious injuries to her knees. What do you think were the emergency response
procedures followed by the emergency personnel who attended to her?
Activity 4: Safety features in school

Directions: Ask the students to review their answers to Activity 5 on “Safety features in
school” from the previous lesson. Based on the current lesson, let the students analyze their
answers if it reflects your school as being equipped with necessary resources in case of
injury or emergency. Give special attention to entrances, exits, and access routes. Once
identified, ask each group to make recommendations to improve each area of the school to
make it emergency-ready.
Activity 5: Safety features in the community

Directions: Instruct the students to do the same activity as in Activity 3 in their community.
Ask them to identify safety features that are visible in the community and those that only
community leaders have access to. Ask them to make a short portfolio about your findings
and make recommendations.
Activity 6: First Aid Certification and Basic Life Saving Course

Directions: Ask the students to identify local Red Cross office near your school or community.
Inquire regarding necessary procedures to be able to have a first aid and basic life saving
course in your school and/or community. Help them coordinate with the school administration
and/or community leaders to have this arranged, if possible.
Emphasize that knowing first aid and basic life saving is not only in the hands of PE
teachers. Personal knowledge is an advantage in case emergencies happen when
participating in physical activity without the presence of teachers or when emergencies
happen.
Make sure to refer to proper protocol and guidelines in conducting trainings to

students. Coordinate properly with your school administrators for this.
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2016.
References:
Kerwin-Nye, A. (2004). First aid handbook: A complete guide to emergency procedures in the home, the workplace
and outdoors. Manila: WS Pacific Publications, Inc.
Image of first aid kit retrieved from http://shop.emedco.com/search?w=first%20aid%20kit

%20sign&af=cat1:workplacesafety
Image of hanging first aid kit sign retrieved from http://www.seton.ca/3-sided-hanging-first-aid-signs-firstaid-kit-

ac0499.html
Image of emergency sign retrieved from http://www.smartsign.com/custom-sign/custom-emergency-andfire-

sign/sku-s-3484.aspx
Image of wheelchair ramp retrieved from http://stlouis.101mobility.com/wheelchair-ramps-stlouis.php
Warm-up Activity:
Directions: Ask students to identify the different types of equipment and facilities that are
usually found in a gym. How are these usually set up in the gym? Ask them to draw it and
share their work with the class.
Emphasize that different types of equipment come in different sizes and shapes, and
are also made of different materials. Strategic placement of equipment is observed to
maximize space and ensure convenience of working out and safety of gym users.
Show pictures of actual gyms (both small-scale and full-scale) to compare and
contrast gym features.
Reading:
When you engage in aerobic, muscle-, and bone-strengthening activities, you are likely to
make use of different equipment and facilities. These resources help in your enjoyment and
participation so you have to care for them. As a courtesy to other individuals who also make
use of these equipment and facilities, you always need to observe the proper manners or
etiquette inside a gym.
Depending on the venue or facility, there is a specific decorum expected from those who
use them. The following are the different venues with its commonly expected etiquette.
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2016.
Playing court or field
A playing court or field may be found indoors or outdoors, depending on the sport.
Venues and facilities are usually ready-to-use where minimal setup is needed since these
are specifically catered to a certain sport (e.g. basketball, football). However, some venues
need to set up some equipment first, like volleyball, tennis, badminton, table tennis,
taekwondo, judo, etc.
Depending on the venue arrangements (i.e., rented or otherwise), those who utilize
and set up equipment are expected to properly fix, return, or store the equipment after use.
It is common manners to keep the venue clean and as orderly as possible after use. Here
are some examples:
 Wipe off wet spots caused by drinks and sweat
 Throw away used supplies and equipment like empty water bottles, athletic tapes,
shuttlecock feathers in badminton, etc.
Activity 1: Your Own Design

Directions: Ask the students to make a signage about appropriate etiquette in the court. Tell
them to make sure to think about the size, color, and contents of the signage. Ask them to
think of strategic locations where they can post it in school or in the community recreation
center.
Emphasize to the students that the visibility of a signage is important when thinking
about its design. The font size and font color as well as the size and color of the actual
signage are also important.
Make sure to check the wording the students will use on their signages especially if
they push forth in posting these in their respective communities.
Dance areas or studios

These are
either open or
enclosed spaces
with full-sized
mirrors on one or
more sides. They
usually cater to
different types of
dancers, which is
why most have
wooden or metal
railings called
barres. Speakers
and music players
are usually
available for use and are set up in strategic locations (i.e., at the corners or center).
Like in playing courts and fields, depending on the venue arrangements, users of dance
area or studios are expected to keep music players after use, turn off lights and ventilation
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2016.
when not in use, and maintain the venue orderly for the next users. Below are other
expectations when using dance areas or studios:
 Keep footwear and other belongings on the sides or designated spots (i.e.
lockers, benches, tables)
 Wipe off wet spots caused by drinks and sweat on the floor.
 If it is an open area, keep music at accepted volume so as not to disturb other users.
 Know the studio schedule every time so that you will not be rushed to move out for
the next users.
Gym or weights area

These are usually indoor facilities with different types of equipment such as machine
weights, free weights, balls, exercise machines (e.g. treadmill, stationary bike, rower, stair
climber), mats, etc. They are strategically
positioned to allow maneuverability and
easy access for all those who work out.
The different equipment are also accessible to all because the gym or weights area is
accessible to everyone who works out. Hence, it is expected that you observe proper
behavior during and after working out. Here are some of them:
 Avoid monopolizing use of the equipment. Share it with others by taking turns using
them.
 Return equipment to its proper place.
 Do not slam or drop weights.
 Wipe off drinks and sweat off equipment and floor.
 Lower volume of music or wear earphones.
 Minimize grunting, refrain from yelling and using profanity.
 Wear appropriate clothes including footwear. Do not take them off to look at your body
in the mirror.
Some gyms or
weights areas have some
reminders posted
on strategic locations so
that users will
always be
reminded. Read them and
make sure to follow them to
have a worry-free time
working out.
Image taken
from
https://www.fitneass.com/wpcontent/uploads/2014/07/Gym-
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2016.
Rules-Gym-Etiquette.png
Activity 2: Are There Any?

Directions: Ask students to visit gyms or weights areas in their community. Tell them to look
for signages about appropriate etiquette in the gym. Have them observe gym users if they
follow these etiquette. Ask the students to pretend they were the gym manager; what actions
would they take for gym users to observe proper gym etiquette? Let them share their
answers with the class.
Emphasize to the students to ask permission from the gym owners first when they do
the activity. If they take pictures of individuals, make sure that they ask consent from gym
users as well.
You may provide a letter for the students to use when they visit gyms or weights area.
Make sure that this is duly noted by school authorities.
References:
http://dancewithmeusa.com/locations-2/dance-studio-glen-rock-nj/
https://www.fitneass.com/wp-content/uploads/2014/07/Gym-Rules-Gym-Etiquette.png
Warm-up Activity: Name ‘Em!

Directions: Ask students to list as many categories of health- and fitness-related events as
they can and name local and national events that fall under these categories. Have them
share their answers with the class.
Emphasize that events are categorized differently so they have to think about their
answers thoroughly. Guide them as they share their answers.
You can also show them pictures of different events and ask them to categorize
them accordingly.
Reading:
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2016.
As you become more involved in physical activities, you can elevate your
participation by joining events that promote health and fitness as well as address health
issues like diabetes, obesity, nutrition, smoking, and many more. By joining these events,
you can learn more about these health concerns, what is being done to handle them—and
at the same time, you also get to increase your physical activity.
The usual objective of the organizers of these events is to raise funds for awareness
about these health issues. Depending on their advocacy, events may range from fun-filled
activities that can engage entire families, to more physically demanding ones. Participation
in these events not only increases your activity but also gives you an advocacy to work on.
Your choice would depend on your interests and preferences. Here are some viable options
for you.
Fun runs
These are usually
1day events that focus on
running various
distances (i.e., 3k, 5k, 10k,
or longer). They cater to a wide
variety of participants—
competitive or recreational
runners, and even families.
Whether you are a
recreational or
competitive runner, fun runs are good ways to elevate participation in physical activities
since some fun runs are held in different surfaces (e.g. concrete, off-road, beach) and with
different challenges posed on runners like an uphill run.
Other than the fitness benefits you would get from joining fun runs, you also get to
help out certain causes. Some organizations, associations, and companies organize fun
runs as one of their cause-oriented events.
Other benefits of joining fun runs include meeting new friends, enjoying the outdoors,
and bringing home participant race kits. Race kits, which usually include a race bib or shirt
and other items from sponsors, are good incentives for your effort. You can even get
additional giveaways depending on the event sponsors.
You can also use your

participation in fun runs as a
gauge of your physical fitness
by trying to beat your own
time, setting new records, or
even aiming to finish among
the top participants. If you do
so, it is best that you prepare
properly and scout for more opportunities to race.
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2016.
Dance events, competitions, or marathons
These events focus on
dance as the main activity,
whether as competition (e.g.
streetdance, dancesport) or as
recreation (e.g. aerobic dance
marathons, ZumbaTM events).
These may last for hours
depending on the event and
variety of dances, intensity
levels, and music usually used, thus,
elevating participation.
Other than fitness

benefits, you can get a lot out from
joining dance competitions
and marathons. If events are competition-based, usually cash prizes, trophies, and freebies
are the main incentives, along with bragging rights. However, if the events are recreation-
type, participant kits (e.g. event shirt, sponsor freebies) are the usual takeaway. However, the
enjoyment and fun of dancing are the main attraction in these types of events.
Many people are getting

into exercising because of the
popularity of some aerobic forms of
exercises particularly ZumbaTM,.
The attractiveness of
physical activities like ZumbaTM
comes from the lively music and
instructors, colorful vibe, and relatively
easy to follow dance routines.
However, the most crucial effect that
popular exercises like ZumbaTM
have is the encouragement and
support to participate in exercise,
which in effect, makes people more aware of their health and fitness. That is why some
groups and organizations choose ZumbaTM at their event to promote awareness for their
various causes. However, you can also engage in other aerobic exercises in the form of
dances such social dance, streetdance, etc.
Sports tournaments
These are the most common type
of health- and fitness-related
organized events. They mainly focus on
sports in a tournament type of play
where individual players and/or teams
compete. They are usually organized for
school teams [(e.g. University Athletic Association of the Philippines (UAAP)]. However,
sports associations, cause-oriented groups, organizations, brands, and companies also hold
sports tournaments for various purposes, levels, and sports.
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It may not be explicit that health and fitness are the main
highlights when joining such events because the nature of such
events is usually competitive. Athletes and competitors treat their
health and fitness seriously because of this same nature. That is
why they train not only for their sports skills but also for their
conditioning. Through sport tournaments, athletes and
competitors are actually good role models of health and fitness.
You can join sports tournaments of varying levels of

competition and different
sports. During summer, local government units (LGUs) hold
sports leagues especially for basketball and volleyball.
Several categories are open for basketball based on age
groups. For both basketball and volleyball, teams usually
represent different barangays, sitios, puroks, or
subdivisions. Some LGUs also hold sports programs or
sports clinics for the youth and other individuals. The
Sangguniang Kabataan (SK) or the youth leaders of the community commonly organize
events like these.
In school, intramurals are the common sports competitions for students.

Different grade or year levels compete against each other in different sports. Games are
usually played after classes where

semi-finals and championship
games are usually the
highlights. Year levels are represented
by team colors and are called by their
common year level labels (i.e., green
for 1st year/freshmen, yellow for 2nd
year/sophomores, red for 3rd
year/juniors, blue for 4th year/seniors).
You can also try out for your school’s

varsity teams. They represent
your school in different sports competitions
which usually include district level
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2016.
competitions. When successful, teams move to higher level competitions that could
eventually lead to Palarong
Pambansa. This is organized by the Department of Education (DepEd) which is the national
competition for
students. Here, student-athletes from all over the Philippines compete in different sports
representing their respective regions. This is held in one particular region where events are
held in different venues or locations.
You can also join sports

tournaments organized by other
institutions. Sports outlets, product
brands, and companies organize
sports tournaments. They usually
advertise to invite participants so you
might want to look for tournaments in
sports that you like.
Summer sports clinics

These are short-course sports programs catering to school children. Sports clinics are
offered by schools and product brands when school is over and students have their summer
break. The usual sports offered include basketball, taekwondo, swimming, gymnastics,
football, volleyball, and others. These last for several sessions spanning days or weeks, and
usually culminate with an exhibition tournament.
Outdoor recreation events like cycling events, triathlon, marathons, and football
These are specialized events that
target sports enthusiasts and athletes.
These are held in specialized venues and
locations, and usually have different
categories for different levels of
participants. Depending on the event,
categories such as beginner,
intermediate, and advanced are formed or
opened.
When you join such events, you get to

experience recreation-level of
participation to a higher level
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2016.
of competition. You also get to experience a different atmosphere because of the ambiance in
such events. Sponsors’ booths and stalls are usually set up along with other related set ups.
Talks, seminars, or conferences

These are usually lecturebased
events that cover topics discussed with
an audience. Some events are held for
different lengths (i.e., half-day, 1-day,
2-day, 3-day, weeklong) and some
include workshops or hands on
training. Some also are held with
different formats like classroom-type
lecture, panel discussions, parallel
sessions, and the like. Credible
resource persons and speakers are
invited to speak so that reliable information are shared and learned.
Cause-oriented associations, product brands, companies, professional organizations,

among others hold such events for various purposes, some to increase awareness, promote
various causes, and to inform.
It would be beneficial for you to attend such events so you could learn more things about
health and fitness, become more aware of related
issues and concerns, and have a clearer
understanding of these things.
School, club, community, or company events

These are events that are organized by schools,
clubs, communities, and companies for specific
purposes. These cover a wide range of activities like the
ones mentioned above. Schools and companies
commonly hold events to coincide with special dates and
occasions. Events are usually dependent on themes and
duration is also relative to the celebration.
Aside from summer sports clinics, some communities also offer recreation programs within
the year to encourage an active lifestyle.
Activity 1: What’s Going On?

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2016.
Directions: Ask the students to conduct an interview with their community leaders. Have
them ask about the community activities provided for members of the community during the
year. Let them probe on the successes of these activities in the previous years.
Emphasize that interviews should not be conducted stiffly. Advice them to be

conversational. You can formulate guide questions for the students to use. Discuss as well
how to conduct interviews in your class.
Activity 2: Join Now!

Directions: Ask the students to scout organized events that interest them. Have them join
these events to maintain an active and healthy lifestyle. Let them complete the table below
and show proof of participation (e.g., picture during the event, race bib, event giveaways,
registration form, etc).
Type of
Date Event Name Organizers Proof of Participation
Event
Tell the students that the events they want to join can be of the same type. However,
for the purposes of variation, encourage them to join other types of events. Proof of
participation can be pictures during the event, shirt, or other items from the event.
Encourage them to spread out these events within the year so that they get to
participate regularly. It will also enable them to have ample rest between events especially for
those who participate to compete.
References:
http://definitelylibrarian.blogspot.com/2013/09/mahlap-forum-fit-or-fat-how-to-have.html
digostoday.com donboscocanlubang.edu.ph www.doh.gov.ph www.girodepilipinas.com
www.iligan.gov.ph www.milo.com.ph www.philstar.com
www.upm.edu.ph
www.valenzuela.gov.ph
Lesson 13: Value of Participating in Physical Activities
Objectives:
At the end of the lesson, students should be able to:
1. Identify the value of participating in physical activities
2. Understand the health benefits of participating in physical activities
3. Describe the characteristics of a responsible leader in fitness activities
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2016.
Activity 1: Assess your PA….
Directions: Instruct the students to close their eyes and think of all the activities that they do
for the whole day. Ask them to list it all in the table below and tell whether the activity is
healthy or not by putting the corresponding emoticon on the provided table beside the
activities. Tell them to follow the given example.
DAILY ACTIVITY UNHEALTHY

HEALTHY
Scrubbing the floor
Processing questions:
1. How many healthy activities have you done the whole day? Do you think they are
enough for you to be considered an active teenager?
2. What do you think should you do with your leisure hours to maximize your physical
activities?
3. Do you think that the activities you have for the day can improve your health and
make you physically active?
Reading:
In recent years, there has been a decline in physical activity among teenagers. There
are lots of demands on their time, so they find it hard to be physically active. Yet physical
activity keeps teenage bodies and minds fit and healthy. During adolescence, they need at
least 60 minutes of activity every day.
With the rise of modern technology and proliferation of personal entertainment

gadgets, peoples’ life has become more sedentary. Their physical activities, whether
recreational or regular, became limited. This has been most evident with teenagers
nowadays. Few teenagers engage in physical activities and outdoor sports. Instead, they
spend their leisure hours inside the house playing computer games or games on gadgets and
watching television and movies. This sedentary lifestyle leads to poor health and limited
activities.
Motivation is a great factor to influence them to an active lifestyle. They have to see
and understand the reason for engaging in regular physical activity instead of playing with
gadgets or watching TV.
Activity 2: Where do I Belong?

At the end of this activity, students are expected to identify and understand the
difference between the physical activities that they do every day.
Directions: In the box below is a list of different physical activities. Instruct the students to
classify the activities whether it is moderate activity or vigorous activity. Tell them to rewrite
the activities in the appropriate column on the table.
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2016.
walking dancing playing football cycling swimming
playing basketball jogging gardening climbing doing aerobics
MODERATE ACTIVITY V IGOROUS ACTIVITY

walking dancing
dancing playing football cycling
swimming jogging swimming
gardening playing basketball jogging
climbing doing
aerobics
Physical activity simply means movement of the body that uses up energy. Walking,
gardening, sweeping and mopping, mopping the floor, climbing the stairs, playing football, or
dancing are all good examples of being active. However, for it to be beneficial for one’s body,
there are various factors to be considered such as the intensity, duration, and frequency of
the physical activity performed.
Here are some points to consider:

1. Physical activity done at a moderate or vigorous intensity level is good for a
teenager’s health.
2. Moderate physical activities generally make you move. These could include brisk
walking, dancing, biking, swimming and jogging. Even helping out with some of the
more active chores inside and outside your home like gardening can be good.
3. Vigorous activities increase the heart rate and make you sweat and may let you enjoy
being active even more. You may play games with lots of running involved, say,
basketball. You may also be take up running or jogging, or other sports like football,
tennis, and swimming.
Being physically active is an important part of a teenager’s growth and development,

especially if done regularly. Let them realize that it is a great way to spend time with friends,
meet new people, feel good, and break up long stretches of playing online games and
watching movies. It is invigorating to move the entire body, even by just cheering, or running
after the ball. Being active every day can help teenagers achieve the following:
• improve heart health and fitness

• develop strong muscles
• develop strong bones
• develop good posture
• maintain a healthy weight
• improve concentration and memory
• learn new skills
• increase self-confidence
• reduce stress
• make and keep friendships
• improve sleep
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• develop leadership skills and initiative
• awaken a sense of responsibility
According to the World Health Organization, in 2010, physical inactivity or the lack of
physical activity has been identified as the fourth leading risk factor for global mortality (6% of
deaths globally). Moreover, physical inactivity is estimated to be the main cause of
approximately 21–25% of breast and colon cancer cases, 27% of diabetes cases, and
approximately 30% of ischemic heart disease cases. The following are the common results of
physical inactivity.
• increased risk of being overweight and obese

• hypertension/high blood pressure
• anxiety
• depression
• type 2 diabetes mellitus
It is alarming to see that these conditions, which were seen before to only affect
adults are now affecting teenagers due to an improper diet and the lack of physical activities.
The sedentary lifestyle that most of them practice leads to the deterioration of their health as
well as their bodies.
Getting enough physical activity does not just happen. There should be conscious
effort and the decision to engage in it. Not all teenagers are keen on doing physical activities.
Others need motivation and encouragement to start an active lifestyle. Sometimes teens
need to explore a range of different organized and recreational activities to find one that they
like and enjoy. Simple, non-competitive activities will allow them to socialize in a positive way.
These can help them feel good about doing physical activities rather than just sitting down
playing video games. Getting teenagers involved in lots of fun physical activities keeps them
active and healthy. It’s easy when you help them find activities that they enjoy and that they
can do as part of everyday family life.
Teenagers may also join groups like community youth clubs, such as scouting, which
will keep them physically active while getting new knowledge or learning new skills. These
groups often do lots of physical activities be it indoor or outdoor. They are good training
grounds for future leaders, particularly in developing responsible young adults as they
motivate them to have the initiative to do and finish tasks.
When teenagers get involved in groups like these, they may also feel a sense of
achievement. They can be elected as leaders of the groups and could somehow get more
involved in activities that could open doors for them to learn how to lead more efficiently.
Cooperation and camaraderie will also become natural to them, building self-confidence and
boosting their self-esteem.
Exposure to competition in groups such as in a basketball league could improve their

leadership skills, give them a sense of responsibility, and inculcate values on fair play. With
these activities, teenagers will enjoy physical activities more and will make their leisure hours
more productive and competitive leading them not only to a healthy lifestyle but to become
responsible individuals.
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Activity 3: P.A. Benefits
At the end of this activity, students should know and understand the different
benefits that they can get from physical activities and the conditions that they are at risk
of when they are physically inactive.
Directions: Below are jumbled letters/words of the different values they can get from
getting enough physical activity and the conditions that they are at risk of when they
have an inactive lifestyle. Ask the students to rearrange the letters to form the correct
word and tell them to put them on the corresponding table where they belong.
trongs nobes odog turesop neyitax thyealh ightwe bisetoy

duceer serests betisdia romdpive peels ehtlhay reath
gihh dolob srespure lopedev edarlipesh likls presniodes
Conditions from not doing physical

Benefits from doing physical activities
activities
good posture depression
strong bones anxiety
healthy weight obesity
reduce stress diabetes
healthy heart high blood pressure
develop leadership skills
improved sleep
Summary
The term "physical activity" should not be mistaken with "exercise". Exercise, is a
subcategory of physical activity that is planned, structured, repetitive, and purposeful in
the sense that the improvement or maintenance of one or more components of
physical fitness is the objective. Physical activity includes exercise as well as other
activities which involve bodily movement and are done as part of playing, working,
active transportation, house chores and recreational activities. Due to the rising
technological advancement in our country, the physical activities of teenagers have
become limited and are often neglected. Motivation and involvement is needed for
them to be active. Once they are motivated they will open doors for physical activities
that they will surely enjoy.
Motivation and parental guidance is needed to encourage teenagers to engage in

physical activity so that they could enhance their skills as well as improve their body
conditions and health, leading to a physically fit individual. It is also important to help
them manage their time and lead them to use their leisure hours wisely.
Inspire and motivate them to join youth groups that could help them enjoy the
physical activities and allow them to be competitive. These healthy competitions will
develop their initiative and sense of leadership and responsibility. While competing,
camaraderie, patience and cooperation will also be learned. We can have not only
physically active and healthy teenagers but we will also develop well-mannered
teenagers who can become future responsible leaders as well.
Lesson 14: Career Opportunities In Health And Fitness
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Objectives:
At the end of the lesson, the learners should be able to:
1. Identify the potential career for health and fitness
2. Realize ones potential in health and fitness career
3. Create a fitness event for a particular health issue
Activity 1: Find Me!!!

Directions: In the box below are the ten different career opportunities in health and fitness.
They are written horizontally and vertically. Let the students find the words and write them on
their paper.
P R O F E S S I O N A L A T H L E T E
E Q U I X U I N U U T T T H E M E A F
I N G T P R E S R T H U H R A F I R I
N T M N N V P I S R L O L O R R U N T
S O A E S I F D B I E Y E U T N U T N
T M G S I Q I E L T T F T G O L N B E
R Y P S V O A A V I I O I H F W L U S
U E O I E R M N O O C G C T M O I R S
C A U N B N A D S N C N T H I R K G T
T O S T U O Z O Y I O I R E N N E E R
O T H R Y W I U P S A K A R E P L R A
R I O U L T N T O T C N I A U V Y F I
O H X C G H G U M O H I N I S E G R N
M S E T T K S S S O I H E N E R N I E
A E R O B I C S I N S T R U C T O R R
S P O R T S T R A I N E R C U W X P S
P H Y S I C A L T H E R A P I S T E Y
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The health and fitness field offers many career opportunities. Individuals interested in helping
others maintain their physical well-being may pursue degree and certification programs in this
field of interest.
If you're interested in your physical well-being as well as that of others, you may consider an
education in health and fitness. If you want to be of help in improving public nutrition
standards, helping people recover their fitness after an injury, or just improving a person's
overall wellness, a career in health and fitness may be right for you. Degree and certification
programs are available in fields such as the following:
• nutrition
• athletic training
• physical therapy
• fitness trainers
These trainings can lead to careers as:

• nutritionists
• fitness trainers
• personal trainers
• aerobics instructors or coaches
In this field, one must be outgoing, in good health, organized, have good
communication skills and able to motivate others. Meanwhile, other career opportunities
await students inclined in health and fitness. They can pursue a career in the following fields:
• Professional athlete
• Physical education instructor
• Sports trainer
• Athletic coach
Activity 2: Pick and Match

Directions: Below are images of the different careers in health and fitness. Ask the students
to name them and describe each.
___________________ 1.
82
2016.
___________________________________________________________
_______________________ 2.
______________________________________________________________
_______________________ 3.
______________________________________________________________
______________________ 4.
______________________________________________________________
______________________ 5.
______________________________________________________________
83
2016.
Activity 3: Think and Match!
Directions: List down at least ten things that interest you. Think of the different career
opportunities suited for those interests and write it on the table below. Answer the questions
that follow.
Interest Career
Processing Questions:
1. Which among those interests takes most of your time? Why?
2. Does it fascinate you? How?
3. Do you think it will be your stepping stone for your future career? Why?
Activity 4: Event for the Issue

Directions: Due to the rise of modern technology, the lifestyle of many teenagers has
become sedentary increasing their risk of being overweight and obese. The activity below will
improve their awareness and motivate them to change their lifestyle for the better.
1. Divide the class into four (4) groups.

2. Instruct them to create a 4-minute Zumba exercise fitted for teenagers.
3. Let them practice the exercise and present it in class.
4. Let them lead the morning exercise during flag ceremony.
5. The Zumba exercise will be graded by the teacher using to the rubrics below.
Timing 5
Coordination 5
Music 5
Attitude 5
TOTAL 20
Summary
Oftentimes we ask other people about what their interest are because somehow we want to
know what track they want to take. It is true that what interests us now will be the stepping
stone for our future career. In choosing a career, it should be something that really fascinates
and interests us. Though you may face challenges along the way, it would be easier for you
to succeed knowing that you want what you are doing.
There are many career opportunities in health and fitness. Depending on their interest, one
may pursue a career in professional athletics, nutrition, or fitness.
So for now, prepare yourself for what career you would like to take. Choose what really
interests you and pursue it.
84
2016.

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Physical Education and

LESSON 1: A WAY TO GET FIT................................................................................................................. 1

Pre-test 1: Multiple Choice

1. It refers to any activities which involves movement of the muscles of our

2. The following are examples of physical activities EXCEPT?

4. These type of Physical Activities are also known as “cardio exercise” it

5. Aeronautic activities help lower risks of cardiovascular disease, diabetes,

9. These are exercises in which groups of muscles work or hold against a

a. Facial Strengthening Exercise

10. Among the following which is an example of a muscle strengthening exercise?

Activity 1: Let Me Think

Guidelines for Aerobic Exercise

• Intensity – To be effective, aerobic exercises should be done in moderate intensity,

Muscle Strengthening Activities

Bone Strengthening Activities

Bone growth is stimulated by physical stress brought about by physical activity.

Activity 2: Question Time!

Aerobic Activities Muscle Strengthening Activities Bone Strengthening Activities

During aerobic Muscle contraction occurs during a Bone growth is stimulated by

Lesson 2: Energy Systems

Activity 1: Let’s Find Out

What Are The Three Energy Systems?

Anaerobic A-Lactic (ATP-CP) Energy System

Anaerobic Lactic (Glycolytic) Energy System

Activity 2: Let’s Get Energized

Anaerobic A-Lactic Anaerobic Lactic System Aerobic Energy System

Activity 3: Let’s Reflect

Directions: After doing Activity 2, answer the following questions below.

Aerobic Low Lasts 2 Does not Requires 3-km run, long

Activity 1: Describe Me in My Picture

Eating Habits, Sleep, and Stress Management: What Goes Wrong?

Anorexia nervosa is an eating disorder wherein a person is abnormally underweight, has an

2. Internet Addiction - Social media is massively addictive. Many people would

According to the World Health Organization, in 2012, out of 56 million deaths

Obesity and Overweight. (2015. Jan). Retrieved from

Stress Management: Unhealthy Ways of Coping Stress. (2015). Retrieved from

What is Anorexia Nervosa?. (2016). Retrieved from

Consequences of Obesity. (2014). Retrieved from https://www.morelife.co.uk/Default.aspx?

Eikermann, Doug. Twenty Disadvantages to Being Overweight. (2013). Retrieved from

World Health Organization Fact Sheet (2014, May) retrieved from

Activity 1: 4 Pics 2 Words

Fueling for Performance

My Eating Habits Yes/No

1. Do you have a healthy eating habit? Why do you say so?

Activity 4: My Weekly Meal Planner

Meal Monday Tuesday Wednesda Thursday Friday Saturday Sunday

Pre-Activity: What bothers you?

Uncomfortable / Actions you took to make

In the daily challenges of life, individuals often encounter discomfort—

Coping with Stress through Physical Activity

Stress is inevitable and eliminating it entirely from one’s life is impossible.

Types of Physical Activity

1. Aerobic - light to moderate-intensity physical activity that requires more

Physical Activities Mechanism in Coping with Stress

Participating in physical activity can result in an increase in endorphin levels.

Exercise can be a form of meditation. While involved in an engrossing physical

Reduction of Fight or Flight Response

Activity 1: Be a stress manager!

Activity 2: Checking what’s on your mind.

b. 80% HRR 116 + 60 = 176 beats per minute (RHR)