Physical Education and Health 1 (1st Quarter)

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Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.


Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 1 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Critical Thinking, Communication and Cross-Cultural understanding
Core Values Excellence, Discipline and Social Responsibility

MODULE 1: Exercise for Fitness


Activity
Week 1 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Discuss and explain the benefits of Physical
Education;
2. Enumerate and discuss the components of physical
Day 1 fitness;
3. Demonstrate an understanding of safe participation
in fitness activities;
4. Appreciate fitness as part of one’s lifestyle; and
5. Assess individual fitness.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
BMI: https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm
Zipper Test: https://www.youtube.com/watch?v=tAx7prB0LFo
Hexagon Test: https://www.youtube.com/watch?v=OkN5Ht4PjGo
3 minutes Step Test: https://www.youtube.com/watch?v=KbtueHXjCfs
Waste To Hip Ratio: https://www.youtube.com/watch?v=jyL8UfGZMJE
(http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_b_lesson_4.pdf)
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

1
Week 1: UNDERSTANDING PHYSICAL FITNESS

The History of Physical Education


The field of physical education has gone through many cycles over its long history. These cycles
range from a strict authoritarianism to the liberal democracy of today. This transformation to the
democracy has p to opened the field of physical education up to many new sciences, which are creating
many new professions will hopefully pave the way to future discoveries and studies of physical
education.
The Spartans and Athenians were the first to have a type of physical education; though very
different, both systems served the people and their needs. The Spartan system was similar to a
dictatorship. Male children were taken at the age of seven to learn the basic military skills while living
in barracks. When the children reached the age of fourteen, they began learning group fighting tactics
which would allow them to succeed while in the military from the ages of twenty to thirty. Once thirty,
the men could then marry women who had been doing same training of their own, in order to produce
strong off springs. The philosophy of the Spartans was basically to allow them to invade other countries
from invading them.
The philosophy of the Athenians was quite different compared to the Spartans. The Athenian
culture was very democratic, and focused on training the mind and the body. Reading and writing was a
large part of the society as well as physical activity which took place in the center of the city where the
gymnasium was located. The physical education philosophy of the Athenians was the high point of
physical education for many years.
Some other cycles in the physical education that we have evolved from are that of the Romans,
the Dark ages, and the Crusades. The Roman Era is a bit disturbing, but is nonetheless a cycle of
physical education. Physical Education for the Romans was about athletics, which was primarily about
entertainment. People were focused to fight even to the point of death; and, education was a waste of
time and a work of the devil. The dark ages were a very sedimentary time for human civilization.
Following the dark ages in approximately 1096, were the crusades. The Crusades were a time of
muscular Christianity, because of the Muslims conquering Jerusalem.
Muscular Christianity is basically Christians believing that the more one was trained to become
good soldier, the more Christian a person was. In 1270, the crusades ended; and the thought of physical
education, was worthwhile, until approximately 1400, when Renaissance period began. Physical
education, during renaissance period is quite similar to physical education today. It is done to enhance
oneself, not to be doing something for someone else. The development of physical education had
another setback in the 1600’s when it was very important social skills. These people of the 1700’s and
the things they began paving the road to where we are today.
During the 1700’s, there was a big chance in physical education that is largely attributed to three
people: Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education
for the masses and he also thought of a play, as being educational. In 1792, Rousseau invented an
activity that is still used by millions of children every day during recess. Johan Simon was the first
physical education teacher and believed physical education should be taught along with reading and
writing. Simon believed physical education should include a lot of physical labor. Gut Muths developed
a series of gymnastic apparatuses and believed physical education developed very important social
skills. These people of the 1700’s, paved the road to where we are today.
During the 1800’s, physical education programs were finding their way into universities which
contributed to many things we have today. New sports were being invented, intramurals were being
taught in schools, women began exercising, gymnasiums could be found in most colleges, and many
recreational areas and parks were being built in order to decrease the crime rate. This continued on into
the 1990’s which brought on the creation of the National Collegiate Athletic Association (NCAA) to
regulate college athletics, and the golden age of sports, the number of people in sports increased
dramatically, the number of the teachers increased, and the physical education began moving toward the
involvement of sports. In 1941, World War II began which brought a big shock along with it. Of the first
2 million males drafted, 45% failed their physical. With this, physical education began to be very
strongly pushed in schools in order to improve the health of the American people.

2
Physical Fitness
The ability of the body to function effectively and efficiently without undue fatigue in work, leisure
activities, to meet emergency situations and to resist diseases from sedentary life style.

Health-Related Physical Fitness Components

1. Muscular Strength - This is the amount of force your muscles can produce. A fit person can do
work or play that involves exerting force such as lifting or controlling one’s own body weight.
Muscular Strength and Endurance Test – This test measures the strength and endurance of the
abdominal muscle.
Activities:
1. Partial Curl-ups – to measure the strength of abdominal muscles and to maintain good
posture and hip alignment. It also helps prevent lower back pains.

2. 90° Push-ups – measures the strength and endurance of the arms and upper body muscles. It
also helps us to carry out heavy task.

Muscular Strength and Endurance Fitness

http://triathlete-europe.competitor.com/2013/10/30/get-peloton-strong
https://www.pinterest.com/pin/461196818068640351/

2. Cardiovascular Endurance/Aerobic Capacity - This is the fitness of the heart, lungs and blood
vessels. It refers to one’s ability to exercise the body continuously over long period of time
Cardiovascular Endurance Test - This test measures the ability of the heart, lungs, circulatory
system, and the muscles to transport and utilize oxygen during physical activities. It is excellent
measure of good health and physical fitness.
Activities:
1. 1-Kilometer Run/Walk – Ability to measure the endurance or capacity of our lungs, and heart.
2. 3-minute Step Test – to measure the cardiovascular endurance
https://www.youtube.com/watch?v=KbtueHXjCfs

3
Here are some examples of physical activity 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
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

4
http://slideplayer.com/slide/6826115/
https://www.pinterest.com/pin/461196818068514274/

3. Flexibility - This is the ability to use


your joints fully through a wide range of motion. People who devise good flexibility have few
sore or injured muscles.

Flexibility Fitness

https://www.washington.edu/wholeu/2015/02/09/week-five-dare-to-do/

Flexibility tests - This test measures the flexibility of hamstring muscles (Back of the Thigh)
and to some degree, the lower back.

Activities:
1. Sit-and-reach – measures the flexibility of hamstring muscle and lower back.
2. Trunk lift – measures the strength and flexibility of the back-extensor muscles.
3. Shoulder stretch – measures the flexibility of the shoulder and joints.
4. Zipper Test – tests the upper arm and shoulder girdle flexibility intended to parallel the
strength/endurance assessment of the region

Zipper Test Scoring Matrix


0 – Did not touch the finger
1 – just touched the finger
2 – Finger overlapped by 1-2cm.
3 – Finger overlapped by 2-3cm.
5
4 – Finger overlapped by 3-4cm.
5 – Finger overlapped by 4-5cm

4. Muscular Endurance - This is the ability of muscles or group of muscles to remain contracted
for a long period of time. People with good muscular endurance are likely to have good posture
and few back problems and can resist fatigue well.
Activity:
Basic Plank – to measure strength/stability of the core muscles

Basic Plank Scoring Matrix


0 – cannot hold
1 – 1-15 seconds
2 – 16-30 seconds
3 – 31-45 seconds
4 – 46-50 seconds
5 – 51 seconds and above

5. Body Composition - It is the relative percentage of the different body tissues such as muscle,
fat, bone, etc. people who are in the healthy rage of body fatness are more likely to avoid illness,
and have lower death rate.

Measurements of Body Composition

Body Mass Index (BMI) refers to the measurement of one’s weight relative to one’s height. By
knowing your BMI, you will know whether you are under weight, normal weight, overweight, or obese.

Anthropometric Measurements Purpose:

To measure body composition.


Equipment needed: weighing scale, tape measure
Goal: Take body measurement.
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. BMI- Body Mass Index - measure of body mass based on height and weight that aid in
determining weight categories.

BMI = Weight in kg
(Height in m)

b. Waist to Hip Ratio - measure stored body fats percentage by


the relative measurement of waist and hip
https://www.youtube.com/watch?v=jyL8UfGZMJE

WHR = Waist Circumference (cm)


Hip Circumference (cm)
Standards: Measuring your fitness level is one way to find out your level of physical fitness.
Below are references for interpretation.
Waist to Hip Men Women
BMI Categories:
Ratio
Underweight = <18.5 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 6 Risk
Moderate 0.96 – 0.99 0.81 – 0.84
Rating Scale for Dynamic Muscular Endurance
Age16-26 Male Female
Curl-ups Push-ups Curl–ups Push-ups
High Performance Can do more than 35 Can do more than 29 Can do more than Can do more than
Zone 25 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

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 Hamstring & Hip Shoulder Hamstring & Hip
Flexibility Flexor Flexibility Flexor
(inches) Flexibility (inches) Flexibility
(degrees) (degrees)
High R L 111 & R L 111 &
Performance 5+ 4+ above 6+ 5+ above
Good Fitness 1-4 1-3 80-110 2-5 2-4 80-110
Zone
Marginal 0 0 60-79 1 1 60-79
Zone
Low Zone <0 <0 <60 <1 <1 <60
Classification:
Basic Plank Scoring Matrix Zipper Test Scoring Matrix
0 – cannot hold 0 – Did not touch the finger
1 – 1-15 seconds 1 – just touched the finger
2 – 16-30 seconds 2 – Finger overlapped by 1-2cm.
3 – 31-45 seconds 3 – Finger overlapped by 4-4cm.
4 – 46-50 seconds 4 – Finger overlapped by 5-7cm.
5 – 51 seconds and above 5 – 8cm and above

Example:
Calculate your own BMI: Over the summer, you had fun and ate a lot of food. Your cousin, Ana,
approaches you and wanted to know if she is still healthy with all the food she ate over the summer.
Using your knowledge about BMI, you tried to calculate your cousin’s BMI. If her weight is 68 kg and
height, 4 feet 6 inches tall, what is her BMI?

WEIGHT (IN Kilograms)


BMI = HEIGHT (IN METERS)
²
68 KG
= 36.2299 kg/ m²
68KG 1.8769 m²
BMI =
4FT.6 INCHES

7
To compute:
1 foot = 12 inches
48 + 6 = 54 inches
1 inch = 2.54cm.
2.54 x 54 = 137.16 cm.
1.37 x 1.37 = 1.8769m²
The weight status of Ana is 36.23 kg/ m².
The result of her BMI, classified her to OBESE.

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
 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.
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
Activity No. 1: Solve the BMI of the following athletes: (Summative)
Note: Use separate sheet of paper for your COMPLETE SOLUTION (25 Points)
Name Height Weight BMI Classification

8
1. Miya 5’8.5” 86klg.

2. Lyla 5’10” 75klg.

3. Zilong 1.68m 82klg.

4. Tamus 1.90 m² 80klg.

5. Eudora 5’3” 132 lbs.

Self – Assessment Card: Health – related fitness status

Test BMI Result Analysis

Interpretation

BMI

Waist to hip Ratio

https://www.youtube.com/watch?v=jyL8UfGZMJE

Rubrics for 5 4 3
Assessment
Accuracy 90-100% of the steps 85-89% of the steps 75-84% of the steps
has no error has 1-3 errors has 4 or more errors
Organization of Ideas All content and ideas Most of the content and Some of the content
are very organized and ideas are organized and and ideas are organized
logically presented logically presented and logically presented

Diocese of Bayombong Educational System (DBES)


Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health III
Teacher:

FIRST QUARTER

9
Name of Student: ____________________________ Year and Section: _________________
Week No.: 2 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 1: Exercise for Fitness


Activity
Week 2 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Discuss and explain the benefits of Physical Education;
2. Enumerate and discuss the components of physical
fitness;
Day 1
3. Demonstrate an understanding of safe participation in
fitness activities;
4. Appreciate fitness as part of one’s lifestyle; and
5. Assess individual fitness.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
Hexagon Test: https://www.youtube.com/watch?v=OkN5Ht4PjGo
Stork Balance Stand Test: https://www.youtube.com/watch?v=EA_C2wgRuug
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

Skill-Related Physical Fitness Components

1. Agility - This test measures one’s agility. It is the ability to move and change direction
quickly. Basketball players, boxers and football players possess good agility.
Activity: Hexagon Agility Test - A simple test of agility performed, with limited equipment
and space. This ability to move fast while maintaining balance
2. Balance - measures one’s balance. It is the ability to keep an upright posture while one is
standing still or moving. People with good balance will most likely become good in activities
such as gymnastics and ice skating.
Activities: Stork Balance Stand Test – A test to assess the ability to balance on the ball of the
foot.

3. Coordination - This test measure one’s coordination. It is the ability to use senses together
with the body parts, or to use two or more body parts at the same time. People with good eye-
hand or eye-foot coordination are good at hitting or kicking games such as baseball, soccer,
and golf.

10
Activities: Paper Juggling Test – A test for physical human skill involving the movement skill
involving the movement of an object through the air. This aims to measure the performance of
motor tasks.

4. Power - This test measures the strength and power of the leg muscles. It is the ability to
release maximum force very quickly. Throwing events like shot put, javelin throw, and
discuss throw, are good examples of activities which develop power.
Activities: Standing Long Jump – a test to measure the explosive strength and power of the
leg muscles

5. Reaction Time - measure one’s reaction time. It is the time it takes to perform an action once
a person realizes the need to act. People with good reaction time can make fast start in track or
swimming, or to dodge a fast attack in fencing or karate. Good reaction time is also necessary
for one’s own safety while one is driving or walking.
Activities: Stick Drop Test – A test to measure reaction time as to show how fast a person can
respond to stimulus. The higher your score is, the faster your reaction time would be.

6. Speed - This test measures your running speed. If you run very fast, you can be an asset in
most sporting events in individual sports as well as in team sports that involved sprinting. It is
the ability to perform movement or covers a distance in a short period of time. It refers to the
rate of movement as in running or walking.
Activities: 50-Meter Sprint - Ability to act or move in a short period of time

Activity #2: Skill-Related Fitness Component.


Directions: Review the Health and Skill-related Fitness Components. Complete the chart by providing
the necessary information.
Physical Fitness Test Performed Parts of the Body Developed Components of the Physical
Fitness
Example: Standing Long Jump Strengthen the legs Balance, Leg Strength, Power
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health III
Teacher:

FIRST QUARTER

12
Name of Student: ____________________________ Year and Section: _________________
Week No.: 3 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 1: Exercise for Fitness


Activity
Week 3 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Discuss and explain the benefits of Physical Education;
2. Enumerate and discuss the components of physical
fitness;
Day 1
3. Demonstrate an understanding of safe participation in
fitness activities;
4. Appreciate fitness as part of one’s lifestyle; and
5. Assess individual fitness.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
3 minutes Step Test: https://www.youtube.com/watch?v=KbtueHXjCfs
Zipper Test: https://www.youtube.com/watch?v=tAx7prB0LFo
Hexagon Test: https://www.youtube.com/watch?v=OkN5Ht4PjGo

C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

I. 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 needed: stopwatch, 12-inch bench box, a metronome
Goal: In a constant pace, step on and off the bench for 3 minutes straight
Procedure:
Stand close to the 12-inch bench box while partner will set the metronome in 96 beats per
minute (bpm).
1. 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 get your pulse rate.
2. Record the Exercise Heart Rate: bpm

II. Hamstring and Hip Flexor Test

13
Purpose: To test flexibility of the Hamstring and hips
Equipment needed: protractor
Goal: Keeping both legs straight, lift one leg to the maximum angle with 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 be.
7. Repeat with other leg.

III. Zipper Test

Purpose: Test for the shoulder flexibility


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

V. 90-degree Push–up (Dynamic)


Purpose: Test for the muscles of the upper arm strength and endurance
Equipment needed: mat
Goal: To perform a proper push–up Preliminary: Prepare needed material Procedure:
a. From prone lying position, place the hands just outside the shoulders with elbows bent.

14
b. Men: Support the body in a push-up position from the toes with back, hip and legs
align.
Women: Support the body in a push–up position from the knees instead of toes, with
back, hip, and legs aligned.
c. Lower the body until the upper arm is parallel to the floor or a 90 degrees angle of the
bent elbow.
d. Repeat as many times as possible.

VI. Flexed-Arm Support (Static)


Purpose: Test the muscular strength of the shoulder and upper arm.
Equipment needed: mat, stopwatch

Goal: Hold the push-up position not more than 35 seconds


Procedure:

a. 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
illustration above).
b. Hold the position as long as possible.
c. 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.
Activity no. 3: Physical Fitness Test. (a)
Directions: Review and analyze the different activities of Physical Fitness Test. Perform the following
activities using the table given below.
I. Health-Related Fitness (HRF)
A. Cardiorespiratory Endurance Classification Remarks Score
1. 3 min. step-test Before: After:
__________ ________
B. Cardiovascular Endurance (Show your complete
solution)
2. PMHR: __________ LTHR: _____________
3. HTHR:__________ RHR: _____________
C. Muscular Strength
4. Basic Plank: Time: ____________
D. Muscular Endurance
5. Curl-up: _________ Push-up: ________

E. Flexibility
Right:_______ Left:______
6. Zipper Test
___ __
1st 2nd
7. Sit and Reach
Trial:________ Trial:____
F. Body Composition (Show your complete solution)
8. BMI Before:_____ After:___

15
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I

16
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 4 Inclusive Dates: _________________

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 1: Exercise for Fitness


Activity
Week 4 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Discuss and explain the benefits of Physical Education;
2. Enumerate and discuss the components of physical
fitness;
Day 1
3. Demonstrate an understanding of safe participation in
fitness activities;
4. Appreciate fitness as part of one’s lifestyle; and
5. Assess individual fitness.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online: Email Address: edwardmenneses02211990@gmail.com
Facebook Account: Prince Eadweard
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

Directions: Review and analyze the different activities of Physical Fitness Test. Perform the following
activities using the table given below.

Activity no. 4: Physical Fitness Test.


II. Skill-Related Fitness (SRF)
A. Agility
Hexagon Clockwise: ________ Counter:
Test __________
B. Balance

17
Stork Right foot: _________ Left Foot:
balance test __________
C. Power
Standing
Long Jump
D. Reaction Time
1st 2nd trial___________ 3rd trial
trial__________ ____________
E. Speed
50-meter Time: (00:00) _______________
sprint:
Shuttle Time: (00:00) _______________
Run:
1000- Time: (00:00) _______________
meter Run:
Note: for activity no. 3 and 4, each activity should be documented through video and send it via digital
means.

Diocese of Bayombong Educational System (DBES)


Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:
18
FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 5 Inclusive Dates:___________________

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 2: Principles of Exercise Training


Activity
Week 5 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Explain the Principles of Exercise Training;
Day 1
2. Identify their current fitness level; and
3. Describe the guidelines in setting fitness goals.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

Activity no. 5: Physical Fitness Test.


COMPONENTS FITNESS
FITNESS TEST SCORE
MEASURED CATEGORY
3 min. Step Test
Push-up/Curl-Up Test
50 Meter Sprint
Sit and Reach
BMI Test
Shuttle Run
Zipper Test
Resting Heart Rate
1-kilometer run/walk
Standing Long Jump
Hexagon Test

19
Health and Skill Related Components
Explain: In the boxes, indicate the physical fitness components of physical activities you have done for
the past two weeks. In the summary, write what you have discovered regarding your own fitness.

  Health-related fitness My Activities


1
 
 
2  
 
3  
 
  My activities reveal that…
________________________________________________________________________________
  ____
________________________________________________________________________________
  ____
________________________________________________________________________________
  ____
  Skill-related Fitness My Activities

  1  

  2  

   

  My activities reveal that…


________________________________________________________________________________

  _____
________________________________________________________________________________

  ____

  Rubrics:
Criteria 5 4 3
Organization of All information about the Most information about Some information is
ideas topic is logically the topic is logically not logically organized
organized and central idea organized and central idea and central idea may
is well developed. is well developed. be vague or too broad.
Content Information about the Information about the Lack of information
graph is sufficient. graph is few. about the graph.
Relevance Information about the Information about the Information about the
graph is relevant. graph is quite relevant. graph is irrelevant.

20
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher: Edward C. Meneses

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 6 Inclusive Dates: Sept 28-
Oct.2, 2020

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 2: Principles of Exercise Training


Activity
Week 6 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Explain the principles of Exercise Training;
Day 1
2. Identify their current fitness level; and
3. Describe the guidelines in setting fitness goals.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

21
Performance Task No. 1
Advertising Poster: You are a reporter of a local radio station. Your task is to inspire the community on
how to keep fit and well. Your goal is to persuade the community on how important it is to maintain a
personal fitness plan through a persuasive advertisement poster. This ad will be judged by community
residents through a scoring rubric.

Rubric for 5 4 3 2
assessment
Craftmanship The slogan is The slogan is The slogan is The slogan is
exceptionally attractive attractive in terms of acceptably distractingly
in terms of neatness. neatness. Good attractive though it messy.
Well-constructed and construction and not may be a bit
not messy. very messy. messy.
Creativity Slogan is exceptionally Slogan is creative and Slogan is creative The slogan does
creative. A lot of a good amount of and some thought not reflect any
thought and effort was thought was put into was put into degree of
used to make the decorating it. decorating it. creativity.
banner.
Originality Exceptional use of newGood use of new Average use of No use of new
ideas and originality to
ideas and originality new ideas and ideas and
create slogan. to create slogan. originality to create originality to
slogan. create slogan.
Grammar There are no There is 1 There are 2 There are more
grammatical mistakes grammatical mistake grammatical than 2
on the poster. on the poster. mistakes on the grammatical
poster. mistakes on the
poster.
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya

22
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 7 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 3: FITT PRINCIPLES


Activity
Week 7 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Describe the importance of screening muscles
imbalance;
Day 1 2. Explain the FITT Principle as a guide in designing
exercise programs; and
Design a simple aerobics exercise program using the
FITT Principle.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin
Dajime Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online: Source: www.ideafit.com/fitness-library/using-mets-program-design
http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

EXERCISE PROGRAM DESIGN


The basic training principles are rules to follow which describe how the body responds to the
physiological stress of physical activity. These principles provide the conceptual foundation for safe and
effective physical program design. In order to get the most out of training, you must follow these simple
training principles.

Principles of Fitness Training

23
1. Principle of Overload is the most basic of all fitness training principles. It specifies that you
must perform physical exercise than normal amounts (overload) to get an improvement in
physical fitness and health benefits.
2. Principle of Specificity indicates that you must train a specific energy system and specific
muscle groups in order for them to improve.
3. Principle of Progression indicates that load could be increased gradually overtime to remain
effective and safe for best result.
4. Principle of Variation it maintains individual’s interest and provides a change of pace while
still making progress toward desire goals.
5. Principle of Recovery the body needs time to adapt to the demands placed on it. Incorporating
time to rest into the fitness program aids the body in this effort.

IMPORTANCE OF ACTIVE LIFESTYLE


Regular, moderate to high intensity of physical activity, and exercise was proven to improve overall
health and fitness. Such as, it:
1. Improves bone, joint and muscles
2. Develops motor control and coordination;
3. Helps maintain a healthy body composition;
4. Improves the psychological functioning of an individual;
5. Increases the efficiency of the lungs and heart;
6. Increases the muscle strength and endurance;
7. Protects from musculoskeletal problems such as low back pain;
8. Possibly delays the aging process;
9. Reduces the cardiovascular diseases such as coronary artery disease and stroke;
10. Promotes healthy cholesterol level;
11. Helps regulate blood pressure;
12. Decreases risk of Type 2 diabetes;
13. Reduces the risk of breast and colon cancer;
14. Improves the control over anxiety and depression; and
15. Builds self-esteem and social interaction.
What type of exercise can be performed to derive these health benefits?
1. Aerobic Exercise – involves large group (e.g thighs) rhythmic and continuous movement for a
prolonged period of time in order to improve aerobic capacity. Example Swimming, biking,
running, and dancing.
*running is one of the best aerobic exercises that require minimal training and equipment.

2. Resistance Exercise – required the muscle to contract against an external load (e.g barbell) in
order to improve muscular strength, muscular endurance, and bone strength. Example TRX
(total Resistance Exercise), Thera-Band, and resistance machine.
*Resistance training is highly recommended to women to improve bone and muscle
strength.

3. Stretching Exercise – increase the elasticity of muscles and tendons surrounding the joint in
order to improve flexibility. Examples: Static stretching, Ballistic stretching, dynamic stretching.
*Static exercise is the safest form of flexibility exercise.
Common barriers to adopting an active life style:
1. I do not have the time.
2. I’m always tired.
3. I do not know how.
4. I do not have enough money.
5. I do not feel support.
6. I am not motivated.
7. I lack willpower.
8. I easily get discouraged.

24
Activity 6a:
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 Jogging Lunges


Dynamic stretching Swimming Yoga
Stretching Squats Sit – ups
Body – weight exercises Brisk walking Planks

Activity 6b: How intense are you?


Directions: Perform one activity at a time and supply the information by filling-up
the table.

Describe the activity


Walking around Brisk walking for 4 3-minute jump
based on the following: for 5 minutes minutes jacks
How are you
feeling?

How is your
breathing?

How is your sweat?

How is your talking


ability?

Reflection:
1. Which among the three (walking around, brisk walking, 3-minute jump
jacks) is considered:
a) Light activity:
Justification:
b) Moderate activity:
Justification:
c) Vigorous Activity:

25
Justification:

Diocese of Bayombong Educational System (DBES)


Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458

26
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 8 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 3: FITT PRINCIPLES


Activity
Week 8 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Describe the importance of screening muscles
imbalance;
Day 1 2. Explain the FITT Principle as a guide in designing
exercise programs; and
Design a simple aerobics exercise program using the
FITT Principle.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online: Source: www.ideafit.com/fitness-library/using-mets-program-design
http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
Resting Heart Rate: https://www.youtube.com/watch?v=oAjnlDZH9H8
Karvonen Formula: https://www.youtube.com/watch?v=_UCwY8Oi95o
C. Offline: 09975-691-729

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

The FITT Principle of Physical Activity


Applying the Basic Training Principles
(The FITT Principles)
 Frequency (how often) refers to the number of exercise session per week
 Intensity (how hard) is the degree of effort or exertion put by an individual during exercise
 Time (how long) is the duration of the length of the activity.
 Type (what kind of exercise) is the mode of exercise being performed.
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

27
but more structured and planned. Regular physical activity promotes a healthy lifestyle as it improves
our health and helps lower risks to illnesses like cancer, hypertension, cardiovascular disease, and
diabetes. It is necessary for us to engage in physical activities to enhance our level of fitness.

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 Strengthening, 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. These activities 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. It also helps us to prevent
disease like 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
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 light- moderate-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)
Finding the Right Intensity

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 be
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. 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.

28
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, means that the heart rate is faster.
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.

Image taken from http://mindly.org/tutorial/howto/lower_re sting_heart_rate

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 multiplied by 4 to get the number of beats per minute.

exercises, getting the max HR


HighToo much and the heart rates equivalent to
60 to 85 percent of the max HR
are important in achieving your
Optimal fitness goals. Think of it as 60%
level heart rate is your moderate
Amount intensity and 85% heart is the
of limit of your vigorous intensity
Activity Threshold of training
Corbin et al (2008).

Not
enough

Figure 2: Physical activity target zone

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
The heart rate provides a good indicator of the relative challenge experienced during physical
activity. Using the heart rate as a physiological indicator, maximal heart rate (max HR) is typically used.
Recommendations for physical activity indicate that physical activities used as exercises should be
between 60 to 85 percent of your max HR to maintain or improve cardiovascular fitness. This means
that for each

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.
Heart Rate is counted by putting slight pressure on any artery in the body where pulsations can be felt.
Pulse Rate/Heart Rate is the number of times the heart beats per minute. This rate changes with
activity levels. When you are calm and relaxed, your pulse is slower; and this is that is your Resting
Heart Rate.

29
A. Maximum Heart Rate (Hrmax) is the fastest and hardest your heart can, or the fastest that your
heart can beat when doing activity. Formula: Hrmax = 220 – age
= 220 – 12 208 bpm.
B. Target Heart Rate or Training Heart Rate (THR) is a desire range of heart rate reached
during aerobic exercise which enables one’s heart and lungs to receive the most benefit from a
workout. In this method, there is an element called “intensity” which is expressed as a
percentage. The THR can be calculated as range 70-85% intensity.
Target heart rate Calculation: Using Karvonen Formula
https://www.youtube.com/watch?v=_UCwY8Oi95o
1. 220 – your age = _______
2. ____* .70 = Target Heart Rate
Ex. 220 – 18 = 202bpm
202* .70 = 141.4 bpm
Example: Compute for the maximum heart rate of a 17-year-old student. Using the following Karnoven
formula.
To Compute:
Hrmax= 220 – age (no activities)
Ex. 220-17= 203 (Hrmax of a 17-year-old ind.)

LTHR= Hrmax by 70% or .7:


______(Hrmax) x 70% (or .7) = Lowest Target Heart Rate
Ex. 203 x .7 = 142 beats/minute (LTHR of 17-year-old ind.)

HTHR= Hrmax by 85% or .85:


_______(PMHR) x 85% (or.85) = (Highest Target Heart Rate)
Ex. 203 x .85 = 173 beats/minute (Highest THR of 17-year-old ind.)

THR = 142 – 173 beats/minute

Go over your recorded fitness results from the self-testing activity. Compute for your THR following
the procedure below.

Sample: My Target Heart Rate Karvonen Formula


Directions: Compute your Target Heart Rate Range in 4 steps. Fill in the blanks below.
1. Get the Maximum Heart Rate.
MHR = 220 -
(your age) MHR =
2. Determine the Heart Rate Reserve.
HRR = MHR –
(Resting Heart Rate) (*Please refer to Self-
testing activities)
HRR=
3. Take 70% and 85% of the HRR
a. 70% x HRR =
b. 85% x HRR =

4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR) range.
a. 70% HRR + = beats per minute
(RHR)
b. 85% HRR + = beats per minute
(RHR)
Therefore, your target heart rate range is __ _ to ___ beats per minute.
(4.a) (4.b)
(When performing physical activities, your heart rate is within the normal range therefore you have to
select moderate – vigorous activities that will make you heart pump within the THR range.)
30
Try these at home:
Directions: Compute your threshold of training and target zones. Identify physical activities that you
could do to reach these zones.

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 10- second 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.

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
duration of exercise. However, more 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.

Ratings of Perceived Exertion (RPE)


Rating Description
6
7 Very, very light
8
9 Very light
10
11 Fairly light
12
13 Somewhat hard
14
15 Hard
16
17 Very hard
18
19 Very, very hard
20

Figure 3 Heart Rate Monitor


http://zenergysv.com/blog/detail/using_a_heart_rate_monitor
Source: Data from Borg from Corbin et al (2008)

If you are engaged in physical activity, you rate your effort level based on how light or how hard you
perceived 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 18 is about
180 beats per minute. Since an RPE of 6 means your heart rate is only at 60 beats per minute, your
physical exertion is very minimal, while an RPE of 18 means that your heart is doing 180 beats per
minute, pushing yourself to the limit.
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 of work and that answers your need.
31
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.

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, but, it also focuses on
improving muscle strength, coordination, and balance.
Each strengthening activity mentioned works differently from the other as each focus 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.

Time is the duration or the length of session of a physical activity. It is inversely related to Intensity for
the more intense a work is done, the shorter time it is performed.
Here are some examples of physical activity 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.

32
“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.
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.

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
3 to 5 days a week 3 to 6 days a week
Frequency 3 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.

Summary
Bone Strengthening
Aerobic Activities Muscle Strengthening Activities 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 for to be repaired once they get damaged. consequently stimulates bone
few minutes. The repair of muscle fibers happens after tissue, making it stronger and
exercise while muscles are at rest. There thicker. Such bone strengthening
will be new muscle fibers produced to activities can increase bone
replace and repair those fibers that were density throughout our skeletal
damaged. The muscles system.
in the body then start to grow larger
and stronger.

The Principle of Training suggests 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.

33
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 becomes.
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.

Activity 7: Question Time!


Directions: Answer the following questions below.
1. Differentiate aerobic, muscle strengthening from bone strengthening activities.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________

2. How do these activities contribute to your overall health? Cite at least 5 benefits.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

34
3. Explain the importance of Frequency, Intensity, Time, and Type (FITT) in doing exercise.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Description 3 2 1
Accuracy of All information and ideas Almost all the Some information and
Content are very comprehensive information and ideas are ideas are comprehensive
and accurate. very comprehensive and and accurate.
accurate.
Organized of All statements are well Almost all statements are Few ideas are organized
Ideas organized. The flow of well organized. The flow not logically presented.
ideas is logically of ideas is logically
presented presented.
Impact/ The message shows clear The message shows some The message shows no
Relevance of connection to real life connection to real life connection to life
Message situation. It has great situation. It has good situation. Not so much
impact to life. impact to life. impact to life.

Diocese of Bayombong Educational System (DBES)


Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 9 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 3: FITT Principles

35
Activity
Week 9 Learning Targets/ Specific Objectives Remarks
Score
At the end of the lesson, the students should be able to:
1. Describe the importance of screening muscles
imbalance;
Day 1 2. Explain the FITT Principles as a guide in designing
exercise programs; and
3. Design a simple aerobics exercise program using the
FITT Principle.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online: Source: www.ideafit.com/fitness-library/using-mets-program-design
http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
Email Address: edwardmenneses02211990@gmail.com
Facebook Account: Prince Eadweard
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

Activity no. 8: Review the Lesson on how to get the target heart rate and calculate the THR of each
athlete.
Note: Show your COMPLETE SOLUTION below (25 Points)

Name Age (yrs./old) Target Heart Rate (bpm)

1. Alena 19
2. Danaya 22
3. Aminhan 32
4. Pirena 36
5. Cassiopea 39

36
Rubrics for 5 4 3
Assessment
Accuracy 90-100% of the steps 85-89% of the steps 75-84% of the steps
has no error has 1-3 errors has 4 or more errors
Organization of Ideas All content and ideas Most of the content and Some of the content
are very organized and ideas are organized and and ideas are organized
logically presented logically presented and logically presented

Diocese of Bayombong Educational System (DBES)


Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 10 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 4: Parts of Exercise Program

37
Week Activity
Learning Targets/ Specific Objectives Remarks
10 Score
At the end of the lesson, the students should be able to:
1. Identify the different parts of an exercise program;
Day 1 2. Demonstrate proper etiquette when using exercise
program; and
3. Describe the importance of warm-up and cool down.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online:
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)

Activity 9a: My Fitness Plan

Directions:
A. Determine your weakest component and strongest component. Refer to your 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)
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 Principle of Exercise and
the FITT goals.

FITT Goals Frequency Intensity Type Time


(Total fitness
(Indicate Light,
Parts of the Form of exercises, selected plan not less
days of the Moderate –
Fitness Plan physical activities than 60
week) Vigorous
minutes)
Warm – up

Work-out

Cool-down

Activity 9b: My Daily Fitness Record!


Directions: Fill in your data.
Schedule Resting Heart Exercise Heart Recovery Heart Remarks
Week 1 Rate Rate Rate

38
Day 1

Day 2

Day 3

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 becomes.
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.
Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.
Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com

SELF-PACED LEARNING MODULE


Subject : Physical Education and Health I
Teacher:

FIRST QUARTER

Name of Student: ____________________________ Year and Section: _________________


Week No.: 11 Inclusive Dates:

The learner demonstrates understanding of sports in optimizing one’s


Content Standard health as a habit; as requisite for physical activity assessment
performance, and as a career opportunity
The learner leads sports events with proficiency and confidence
Performance Standard
resulting in independent pursuit and in influencing others positively
Most Essential Learning Self-assesses health-related fitness (HRF). status, barriers to physical
Competencies (MELCs) activity assessment participation and one’s diet
21st Century Learning Skills Communication and Cross-Cultural understanding
Core Values Discipline and Social Responsibility

MODULE 5: Aerobic Training


Week Activity
Learning Targets/ Specific Objectives Remarks
11 Score

39
At the end of the lesson, the students should be able to:
1. Explain the energy system used during aerobic
exercise;
Day 1
2. Determine the proper exercise intensity to develop
aerobic fitness; and
3. Enumerate various forms of aerobic training.
TOTAL

REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed: Physical Education and health Volume 1, Lualhati Fernando-Callo, Peter Fermin Dajime
Health Optimizing Physical Education, Mercy D.Pineda et al.
B. Online: Kilocalories Explained: https://www.youtube.com/watch?v=VEQaH4LruUo
C. Offline:

CONTENT DISCUSSION: (For Self-Paced Learning) If you have queries or questions regarding
the content provided, please feel free to consult or message the subject teacher through messenger,
text, call, or video chat)
Activity No. 10a: Prepare an activity log for each day of the week. The activities listed on the table are
performed from the time you wake up to the time you sleep. Record the number of the minutes or hours
you spent sitting down, standing, walking leisurely, and exercising/playing in moderate to vigorous
intensity. Compute the estimated total energy expenditure from physical activities using the formula
below.
Activity Mon Tue Wed Thurs Fri Sat Sun
Sitting
Standing
Walking
Moderate
Activity
Vigorous
Activity

Estimated Kilocalories Per Minute (https://www.youtube.com/watch?v=VEQaH4LruUo)


Sitting: Calories Burned = 0.0175 x Weight in Kilograms
Standing: Calories Burned = 0.0210 x Weight in Kilograms
Walking: Calories Burned = 0.0525 x Weight in Kilograms
Moderate: Calories Burned = 0.1400 x Weight in Kilograms
Vigorous: Calories Burned = 0.2100 x Weight in Kilograms

Suggested of Activities:
Sitting:
- Sit and Reach
- Curl Ups
Standing:
- Squat
- Jumping jumpWalking:
- Walking at the street with flat surface.
Moderate:
- Weight Lifting (Triceps and Biceps)
- Running
- Sprinting
Vigorous:
- Any Gym activities

40
Activity No. 10b: Synthesis
1. Based on the previous activity, were you able to achieve the recommended daily physical activity
requirement?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. What changes can you make in your schedule to increase daily energy expenditure?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Why is it important to achieve the recommended daily physical activity?


_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Criteria 5 4 3
Organization of All information about the Most information about the Some information is not
ideas topic is logically organized topic is logically organized logically organized and
and central idea is well and central idea is well central idea may be
developed. developed. vague or too broad.
Content Information about the graph Information about the graph Lack of information
is sufficient. is few. about the graph.
Relevance Information about the graph Information about the graph Information about the
is relevant. is quite relevant. graph is irrelevant.

41

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