Health Optimizing Physical Education

Health
Optimizing
Physical
Education
Health Optimizing
Physical Education
The Healthiest and Fittest ME
Health Optimizing Physical Education
The Healthiest and Fittest ME
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Rey Uriel M. Domalaon

Editors: Aleli C. Nitoral, Roderick Tobias
Reviewers: Raine P. Ramos, Lorelyn P. Arellano, Celeste A. Cortez, John Lester Guerrero
Illustrator: Roderick B. Blando
Layout Artist: Mark John B. Diocado
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Lorna R. Medrano, Edita T. Olan,
Edita M. Malihan
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]
Introductory Message
For the facilitator:
Welcome to the Health Optimizing Physical Education, Grade 11 Alternative Delivery Mode (ADM) Module.
This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist
you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learne rs' progress
while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the learner:
Welcome to the Health Optimizing Physical Education Grade 11 Alternative Delivery Mode (ADM) Module.
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our
hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own
pace and time. You will be enabled to process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to check what you already know about the lesson
to take. If you get all the answers correct (100%), you may decide to skip this module.
What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at
the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to be filled in to process what
you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.
At the end of this module you will also find:
References This is a list of all sources used in developing this module.
1
Weeks
1-2
1 What I Need to Know
This module was designed and made to enlighten you with how you should
maintain and keep a fit body in order to have a healthy mind. At the end of the
quarter, you are going to do physical and recreational activities that are aligned with
health-related fitness and skills related activities. Through this module, you will also
clearly understand proper eating habits. You are also expected to learn ways to
improve your personal eating habit that will lead you to become a physically fit
individual.
Aligned with the curriculum, this module is focused on one lesson, that is:
 Lesson 1 – Exercise, Eat and Excel
After going through this module, you are expected to:

1. Demonstrate understanding of fitness and exercise in optimizing
one’s health as habit as requisite for physical activity performance
and as a career opportunity.
2. Lead fitness events with proficiency and confidence resulting in
independent pursuit and in influencing others positively.
Lesson 1 Exercise, Eat and Excel

This lesson will help you learn and understand the different health related
fitness and skill related fitness components. This is designed to help you clearly
identify the different abilities of the body in order for you to be physically fit. You are
considered physically fit whenever you can do series of physical activities without
being or feeling tired. Through this lesson, you will also deeply learn the value of
eating well and how it affects the entire system of your body.
Come on! Let us start your physical activity trek!
What’s In
Learning Task 1: Let us begin our trek to physical fitness. As you walk along the
trek, leave a print on your every step. The RIGHT steps indicate the Skill Related
Fitness while the LEFT steps indicate the Health Related Fitness. Some prints are
already provided for you to help your journey.
WELCOME TO THE LAND OF THE
PHYSICALLY FIT PEOPLE
SPEED
FLEXIBILITY
BALANCE
BODY COMPOSITION
TREK TO PHYSICAL FITNESS
2
What’s New
Learning Task 2: PAIR IT UP!
Study the table below. Under Column B are the specific components of
physical fitness. Pair each item with its description under Column D. To signify
pairing, draw any sports equipment on Columns A and D opposite the item and the
description matched. An example is provided below.
Column A Column B Column Column D

C
Agility The ability to sustain long continued
contractions where a number of muscle
groups are used; the capacity to bear or
last long in a certain task without
undue fatigue
Balance The ability of the individual to change
direction or position in space with
quickness and lightness of movement
while maintaining dynamic balance
Coordination The ability to make successive
movements of the same kind in the
shortest period
Endurance Refers to the soundness of the heart
and lungs which contributes to the
ability to resist disease
Flexibility Refers to the ability of the muscles to
release maximum force in the shortest
period
Organic Vigor The ability to integrate the body parts
to produce smooth motion
Power The capacity to sustain the application
of force without yielding or breaking;
the ability of the muscles to exert
efforts against resistance
Speed The quality of plasticity, which gives
the ability to do a wide range of
movement
Strength The ability to control organic
equipment neuro-muscularly; a state
of equilibrium
What is It
Physical Fitness as Defined
A person who is free from illnesses and can do physical or sports activities
and still has an extra energy to do more activities is considered to be physically fit.
Physical fitness is a combination of health fitness and body fitness. Health fitness
refers to your body’s ability to fight off diseases. Body fitness, on the other hand, is
refers to the ability to do strenuous physical or sports activities without getting tired
easily. It is not enough for someone to only look good and feel good in order to be
called physically fit. An individual should also take into consideration his kind of
lifestyle including the food he takes every day because it can lead him to better
health.
3
Health Related Fitness
This is primarily associated with disease prevention and functional health.
Participating in regular health-related fitness helps you control your weight, prevents
diseases and illness, improves mood, boosts energy and promotes better sleep.
Health Related Fitness Components
1. Body Composition – The combination of all the tissues that make up the body
such as bones, muscles, organs and body fat.
2. Cardiovascular Endurance – The ability of the heart, lungs, blood vessels, and
blood to work efficiently and to supply the body with oxygen.
3. Flexibility – The ability to use your joints fully through a wide range of motion.
4. Muscular Endurance – The ability to use muscles for a long period of time without
tiring.
5. Muscular Strength – The ability of the muscles to lift a heavy weight or exert a lot
of force one time.
Skills Related Fitness Components
1. Agility – The ability to change body positions quickly and keep the body under
control when moving.
2. Balance – The ability to keep the body in a steady position while standing and
moving.
3. Coordination – The ability of the body parts to work together when you perform an
activity.
4. Power – The ability to combine strength with speed while moving.
5. Reaction Time – The ability to move quickly once a signal to start moving is
received.
6. Speed – The ability to move all or a part of the body quickly.
Specific Components of Physical Fitness
1. Agility –The ability of the individual to change direction or position in space with
quickness and lightness of movement while maintaining dynamic balance.
2. Balance – The ability to control organic equipment neuro-muscularly; a state of
equilibrium.
3. Coordination - The ability to integrate the body parts to produce smooth motion.
4. Endurance – The ability to sustain long continued contractions where a number
of muscle groups are used; the capacity to bear or last long in a certain task
without undue fatigue.
5. Flexibility – The quality of plasticity, which gives the ability to do a wide range of
movement.
6. Organic Vigor – It refers to the soundness of the heart and lungs which contributes
to the ability to resist disease.
7. Power – The ability of the muscles to release maximum force in the shortest period
of time.
8. Speed – The ability to make successive movements of the same kind in the shortest
period of time.
9. Strength – The capacity to sustain the application of force without yielding or
breaking; the ability of the muscles to exert efforts against resistance.
4
Physical Activity and Exercise
Activities done by the skeletal muscles that utilize energy is called Physical
Activity. Activities you are doing at home or in school are considered to be physical
activity. It is classified into 4 domains: occupational, domestic, transportation, and
leisure time.
1. Occupational – These are the activities you do at your work place. Lifting
computers and books, going your friend’s desk or preparing lunch at the pantry.
2. Domestic – These are the activities you do at home. Washing clothes and dishes,
gardening, carpentry, baking or cleaning the house.
3. Transportation – These are the activities that involves travelling. Riding a jeepney,
tricycle, motorcycle, or bikes.
4. Leisure Time – These are the activities you do during recreational activities.
Playing, swimming, hiking or craft making.
Exercise according to a study by Buckworth and Dishman, is the “planned,

structured, repetitive bodily movements that someone engages in for the purpose of
improving or maintaining physical fitness or health.
Aerobic, Muscle-strengthening, and Bone-strengthening Activity
Aerobic
Aerobic activities, also called endurance activities, are physical activities in
which people move their large muscles in a rhythmic manner for a sustained period.
Muscle-Strengthening Activity
This kind of activity, which includes resistance training and lifting weights,
causes the body’s muscles to work or hold against an applied force or weight.
Bone-Strengthening Activity
This kind of activity (sometimes called weight-bearing or weight-loading
activity) produces a force on the bones that promotes bone growth and strength.
Barriers to Physical Activities
We understand the benefits of physical activities to our health specially our

body but there are circumstances when we become lazy in performing physical
activities. Below are some of the barriers that hinder us to do physical activities:
1. Lack of time
2. Social Support
3. Lack of Energy
4. Lack of Motivation
5. Fear of Injury
6. Lack of Skill
7. High Costs and Lack of Facilities
8. Weather Conditions
Eating Habits
The term eating habits (or food habits) refers to why and how people eat, which
foods they eat, and with whom they eat, as well as the ways people obtain, store, use,
and discard food. Individual, social, cultural, religious, economic, environmental,
and political factors all influence people's eating habits.
5
Improving Your Eating Habits
When it comes to eating, we have strong habits. Some are good (“I always eat
breakfast”), and some are not so good (“I always clean my plate”). Although many of
our eating habits were established during childhood, it doesn’t mean it’s too late to
change them.
Making sudden, radical changes to eating habits such as eating nothing but
cabbage soup, can lead to short term weight loss. However, such radical changes are
neither healthy nor a good idea, and won’t be successful in the long run. Permanently
improving your eating habits requires a thoughtful approach in which you Reflect,
Replace, and Reinforce.
 REFLECT on all of your specific eating habits, both bad and good; and, your
common triggers for unhealthy eating.
 REPLACE your unhealthy eating habits with healthier ones.
 REINFORCE your new, healthier eating habits.
What’s More
Learning Task 2: You are now done with the lecture portion. At this point, you will
experience the physical fitness test designed by the Department of Education.
Task 1: Health-Related Fitness Test
Body Composition – is the body’s relative amount of fat

to fat-free mass.
Body Mass Index (BMI)

Formula for Computing Body Mass Index
Weight (in kilogram)
Height (in meters)2
Example: 30 = 30 = 20.83 (Normal)

(1.20)2 1.44
Classification
Below 18.5 Underweight
18.5 – 24.9 Normal
25.0 – 29.9 Overweight
30.0 – Above Obese
1. Weight refers to the the heaviness of a person.
Equipment
Weighing or bathroom scale calibrated properly.
Procedure:
For the Tester:
a. Wear light clothing before weighing
b. On bare feet, stand erect and still with weight
evenly distributed on the center of the scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero
b. Record the score in kilogram
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Scoring – record the body mass to the nearest 0.5 kilogram
2. Height is the distance between the feet on the floor to the top of the head
in standing position.
Equipment:
a. Tape measure laid flat to a concrete wall where zero point starts on the
floor
b. L-square; and
c. An even and firm floor and flat wall
Procedure
For the Tester:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall where tape measure is attached
For the Partner:
a. Place the L-square against the wall with the base at the top of the head
of the person being tested. Make sure that the L-square when placed
on the head of the student, is straight and parallel to the floor.
b. Record the score in meters.
Scoring – record the standing height to the nearest 0.1 centimeter
***1 meter = 100 centimeter
Flexibility – is the ability of the joints and muscles to move through its full range of
motion.
Zipper Test
Purpose to test the flexibility of the shoulder girdle
Equipment
a. Ruler
Procedure
For the Tester
a. Stand erect
b. Raise your right arm, bend your elbow, and reach your back as far as
possible, to test the right shoulder; extend your left arm down and behind
your back, bend your elbow up across your back, and try to reach/across
your fingers over those of your right hand as if to pull a zipper or scratch
between the shoulder blades.
c. To test the left shoulder, repeat the procedures a and b with left hand over
the shoulder.
For the Partner
a. Observe whether the finger touched or overlapped each other, if not,
measure the gap between the middle fingers of both hands.
b. Record distance in centimeter.
Scoring record zipper test to the nearest 0.1 centimeter
Score Standard Interpretation

5 Fingers overlapped by 6 cm. and above Excellent
4 Fingers overlapped by 4 – 5.9 cm Very good
3 Finger overlapped by 2- 3.9 Good
2 Fingers overlapped by 0.1 – 1.9 cm Fair
1 Just touched the fingers Needs
Improvement
0 Gap of 0.1 or wider Poor
7
Cardiovascular Endurance is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those muscles
and tissues to utilize the oxygen. Endurance may also refer to the ability of the
muscles to do repeated work without fatigue.
3-Minute Step Test
Purpose to measure cardiovascular endurance

Equipment
a. Step
Height of step: 12 inches
b. Stopwatch
c. Drum, clapper, clicker, metronome with speaker or any similar device.
Procedure
For the Tester
a. Stand at least one foot away from the step
or bench with trunk erect and eyes looking
straight ahead.
b. The first step of the sequence should be alternate. At the signal “GO”,
step up and down the step/bench for 3 minutes at a rate of 96 beats
per minute. One step consists or 4 beats – up with the left foot (ct.1),
up with the right foot (ct. 2), down with the left foot (ct. 3), down with
the right foot (ct. 4) for the first sequence. Then up with the right foot
(ct. 1), up with the left foot (ct. 2), then down with the right foot (ct. 3),
down with the left foot (ct. 4) for the second sequence. Observe proper
breathing (inhale through the nose, exhale through the mouth).
c. Immediately after the exercise, stand and locate your pulse and in five
(5) seconds, or at a signal, start to get the heart rate.
d. Don’t talk while taking the pulse rate.
e. Count the pulse beat for 10 seconds and multiply it by 6.
For the Partner
a. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, allow performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat
d. Let the performer count his/her pulse beat for 10 seconds and multiple
it by 6.
Scoring – record the 60-second heart rate after the activity.
Strength is the ability of the muscles to generate force against physical objects.
Push Ups
Purpose to measure strength of the upper extremities

Equipment
a. Exercise mats or any clean mat
Procedure
For the Tester
a. Lie down on the mat; face down in standard
push-up position: palms on the mat about shoulder
width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
8
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree at the elbows (upper
arms are parallel to the floor).
FOR GIRLS: With knees in contact with the floor, straightens the arms,
keeping the back straight, then lowers the arms until there is a 90-
degree angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute. (2 seconds going down and 1 sec going up).
d. A maximum of 5o push-ups for boys and 25 push-ups for girls.
For the Partner
a. As the tester assumes the position of push-ups, start counting as the
tester lower his/her body until he/she reaches 90-degree at the elbow.
The partner should stand in front of the tester and his/her eyes should
be close to elbow level to accurately judge the 90 degrees bend.
b. Make sure that the performer executes the push-ups in the correct
form.
c. The test is terminated when the performer can no longer execute the
push-ups in the correct form, is in pain, voluntarily stops, or cadence
is broken.
Scoring – record the number of push-ups made.

5 33 and above Excellent
4 25-32 Very Good
3 17-24 Good
2 9-16 Fair
1 1-8 Needs Improvement
0 Cannot Execute Poor
Task 2: Skills-Related Fitness
Speed – is the ability to perform a movement in one direction in the shortest period
of time.
40-Meter Sprint
Purpose – to measure running speed

Equipment
1. Stopwatch
2. Running area with known measurement (40 meters)
Procedure
For the Tester
a. At the signal “Ready”, stand behind the take-off line,
the tips of the shoes should not go beyond the line and assumes a
crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up)
with both hands on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.
For the Partner
1. Set the stopwatch to zero (0) point.
2. At the signal “GO”, start the watch and stop it as the performer crossed
the finish line.
3. Record time in the nearest 0:00:01 seconds
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Scoring – record the time in nearest minutes and seconds.
Standard Norms in Seconds

Boys
Age 9-12 13-14 15-16 17 and above
Excellent <6.0 <5.0 <4.5 <4.0
Very Good 6.1 -7.7 5.1 – 6.9 4..6 – 4.1 – 5.4
5.4
Good 7.8 – 8.5 7.0 – 8.0 5.5 – 7.0 5.5 – 6.5
Fair 9.5 – 8.6 8.1 – 9.1 7.1 – 8.1 6.6 – 7.5
Needs >9.6 >9.2 >8.2 >7.6
Improvement
Standard Norms in Seconds

Girls
Age 9-12 13-14 15-16 17 and above
Excellent <7.0 <6.5 <5.5 <4.5
Very Good 7.1 – 8.4 6.6. – 7.6 5.6 – 6.1 4.6 – 5.9
Good 8.5 – 9.5 7.7 – 8.8 6.2 – 7.2 6.0 – 7.0
Fair 9.6 – 10.5 8.9 – 9.5 7.3 – 8.5 7.1 – 8.1
Needs >10.6 >9.6 >8.6 >8.2
Improvement
Power – is the ability of the muscle to transfer energy and release maximum force at
a fast rate
Standing Long Jump
Purpose – to measure the explosive strength and power of the leg muscles.
Equipment
a. Tape measure/meter stick / any measuring device
Procedure
For the Tester
a. Stand behind the take-off line with feet parallel to
each other, the tips of the shoes should not go
beyond the line
b. Bend knees and swing arms backward once,
then swing arms forward as you jump landing on
both feet. Try to jump as far as you can.
c. Do not control the momentum of the jump (continuously move forward)
d. Must land on both feet.
e. Perform the test twice in succession
For the Partner
1. Place zero (0) point of the tape measure and the take-off line.
2. After the jump, spot the mark where the back of the heel or either feet
of the tester has landed nearest to the take line.
3. Record the distance of the two trials.

5 201 cm and above Excellent
4 151 cm – 200 cm Very Good
3 126 cm-150 cm Good
2 101 cm – 125 cm Fair
1 55 cm – 100 cm Needs Improvement
10
Agility is the ability to move in different directions quickly using a combination of
balance, coordination, speed, strength and endurance.
Hexagon Agility Test
Purpose – to measure the ability of the body to move in different directions

quickly.
Equipment
a. Tape measure
b. Stopwatch
c. Chalk or masking tape
Hexagon Size
a. Length of each side is 18 inches
b. Each angle is 120 degrees
Procedure
For the Tester
a. Stand both feet together inside the hexagon facing the marked side.
b. At the signal “GO”, using the ball of the feet with arms bent in front,
jump clockwise over the line, then back over the same line inside the
hexagon. Continue the pattern with all the sides of the hexagon.
c. Rest for one (1) minute
d. Repeat the test counterclockwise
For the Partner
a. Start the time at the signal go and stop once the performer reached the
side before the side where he/she started.
b. Record the time of each revolution
c. Restart the test if the performer jumps on the wrong side or steps on
the line.
Scoring – Add the time of the two revolutions and divide by 2 to get the
average. Record the time in the nearest minutes and seconds.

5 5 seconds and below Excellent
4 6-10 seconds Very Good
3 11-15 seconds Good
2 16-20 seconds Fair
1 21-25 seconds Needs Improvement
0 Over 25 seconds Poor
Reaction Time – The amount of time it takes to respond to a stimulus.
Stick Drop Test
Purpose – to measure the time to respond to a

stimulus
Equipment
a. 12-inch ruler
b. Arm chair or table and chair
Procedure
For the Tester
a. Sit on the arm chair or chair next to the table so that the elbow and the
lower rests on the desk/table comfortably.
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b. Place the heel of the hand on the desk/table so that the fingers and
thumb extend beyond. Fingers and thumb should at least be one (1)
inch apart.
c. Catch the ruler/stick with the thumb and index finger without lifting
the elbow from the desk/table as the partner drops the stick. Hold the
stick while the partner reads the measurement.
d. Do this thrice.
For the Partner
a. Hold the ruler or stick at the top, allowing it to dangle between the
thumb and fingers of the performer.
b. Hold the ruler/stick so that the 12-inch mark is even between the
thumb and the index finger. No part of the hand of the performer
should touch the ruler/stick.
c. Drop the ruler/stick without warning and let the tester catch it with
his/her thumb and index finger.
d. Record the score on the upper part of the thumb.
Scoring – Record the middles of the three scores (for example: if the scores
are 21, 18 and 19, the middle score is 19). In case that the two (2)
scores are the same (for example 18, 18, 25), the repeated score shall
be recorded.

5 0 – 2.4 cm Excellent
4 5.08 cm – 10.16 cm Very Good
3 12.70 cm – 17.78 cm Good
2 20.32 cm – 25.40 cm Fair
1 27.94 cm – 30.48 cm Needs Improvement
0 Did not catch Poor
Coordination – The ability to use the senses with the body parts to perform motor
tasks smoothly and accurately.
Juggling
Purpose – To measure the coordination of the eye and hand.

Equipment
a. Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled
rubber bands/ any similar local materials weighing 4 gm.
Procedure
For the Tester
a. Hit the sipa/rubber bands/similar local material alternately with the
right and left palm upward. The height of the material being tossed
should be at least above the head.
For the Partner
a. Count how many times the performer has hit the material with the right
and left hand.
b. Stop the test if the material drops or after two (2) minutes.
c. There shall be three (3) trials.
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Scoring – Record the highest number of hits the performer has done.

5 41 and above Excellent
4 31-40 Very Good
3 21-30 Good
2 11-20 Fair
1 1-10 Needs Improvement
Balance – is the maintenance of equilibrium while stationary or while moving.
Stork Balance Stand Test
Purpose – to asses one’s ability to maintain equilibrium.

Equipment
a. Flat, non-slip surface
b. Stopwatch
Procedure
For the Tester
a. Remove the shoes and place hand on the hips
b. Position the right foot on the side of the knee
of the left foot.
c. Raise the hell to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
For the Partner
a. Start the time as the hell of the performer is raised off the floor.
b. Stop the time if any of the following occurs:
 The hand/s come off the hips
 The supporting foot swivels or moves (hops) in any direction
 The non-supporting foot loses contact with the knee
 The heel of the supporting foot touches the floor
c. There shall be three (3) trials.
Scoring – Record the time taken on both feet in nearest seconds and divide
the score to two (2) to get the average percentage score.
Score/ 9-12 13-14 15-16 17 and above Interpretation

Age
5 41-60 81-100 121-150 161-180 sec Excellent
sec sec sec
4 31-40 61-80 sec 91-120 sec 121-160 sec Very Good
sec
3 21-30 41-60 sec 61-90 sec 81-120 sec Good
sec
2 11-20 21-40 sec 31-60 sec 41-80 sec Fair
sec
1 1-10 sec 1 – 20 sec 1-20 sec 1-40 sec Needs
Improvement
13
PHYSICAL FITNESS TEST SCORE CARD
Name: _______________________________________ Sex: _______ Age: _______
Task 1: Health-Related Fitness Test
A. Body Composition: Body Mass Index (BMI)
1. Body Mass Index (BMI)

Height (meters) Weight (Kilograms) BMI Classification
B. Cardiovascular Endurance: 3-Minute Step

Heart Rate per Minute
Before the Activity After the Activity
C. Strength
1. Push up 2. Basic Plank
Number of Push ups Time
D. Flexibility
1. Zipper Test 2. Sit and Reach
Overlap/Gap (centimeters) Score
Right Left First Try Second Try Third Try
Task 2: Skill-Related Fitness Test

A. Coordination: Juggling Score: _____________
B. Agility: Hexagon Agility Test

Clockwise: Time (00:00) Counterclockwise: Time (00:00) Average
C. Speed: 40 Meter Sprint Time: _____________
D. Power: Standing Long E. Balance: Stork Balance Stand Test

Jump
Distance (centimeters) Right Foot: Time (00:00) Left Foot: Time (00:00)
First Trial Second Trial
F. Reaction Time: Stick Drop Test

1st Trial 2nd Trial 3rd Trial Middle Score
14
What I Have Learned
Learning Task 3: My Week Ago
Evaluate your weekly physical activities by filling in the table below.

Identify the physical activity, its type and domain. On the fourth column, give
your reason/s why you did the activity. Lastly, write how long were you able
to do the activities on the last column. Write three activities per day.
Week 1
Day Physical Type of Physical Domain Reason/s of Duration
1 - 7 Activity Activity doing the
Activity
What I Can Do
Learning Task 4: My Week Ahead
Create a Physical Activity Plan for one week. Include the components of
Health Related Fitness and Skills Related Fitness and the food you
prefer to eat in your plan. The table below will serve as your matrix.
Week 1
Day Physical Type of Domain Health Skills Duration Meal Remarks
1-7 Activity Physical Related Related
Activity Fitness Fitness
Components Components
AM
PM
15
Health Optimizing
Physical Education
Set Fitness Goal
Set Fitness Goal
First Edition, 2020
them.

Writer: Avangeline M. Barcena, Christine Joy B. Ancero

Editors: Aleli C. Nitoral, Roderick C. Tobias
Reviewers: Lorelyn P. Arellano, Raine P. Ramos, John Lester F. Guerrero, Celeste A. Cortez
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Mary Ann L. Tatlongmaria, Evelyn P. De Castro,
Joel J. Valenzuela

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
16
Weeks
What I Need to Know 3-4

This module was designed and written to help you understand Health
Optimizing Physical Education 1 specifically about setting your fitness goal. The
scope of this module permits it to be utilized in many various learning situations.
The given activities in this module can be done individually or with the help of a
family members. This module focuses in sets Frequency Intensity Time Type
(FITT) goals based on training principles to achieve and/or maintain health-
related fitness (HRF).
After browsing this module, you're expected to:
1. Discuss the FITT principles and principle of physical activity to help in

developing a private exercise preparation;
2. Create fitness plan based on the FITT principle and principle of physical
activity to reach a fitness goal;
3. Evaluate the potential benefits of FITT principles;
4. Perform moderate to vigorous physical activities based on the programed
fitness plan.
Lesson 2 Health Optimizing Physical

Education 1: Set Fitness Goal
What’s In
Learning Task 1. FITNESS QUEST
Directions: Identify the HRF components the physical activities in column A belongs
to. Then, determine whether they are Cardiovascular Activity, Flexibility Muscular
or Strength Activity and Endurance Activity. Write your answer on a separate
sheet.
A B
1. Jogging
2. Walking
3. Sit-ups
4. Lunges
5. Dynamic Stretching
6. Body-weight Exercises
7. Swimming
8. Yoga
9. Brisk Walking
10. Stretching
11.Squats
12.Planks
17
What’s New
Let’s Start!!!
Improving fitness is a crucial goal for achieving optimum health. If
carefully planned, performed, monitored, and evaluated, positive health -related
outcomes are will be achieved, which reduces risks of acquiring health problems.
Learning Task 2: WORD SHOT

Directions: Give ten (10) words related to health on the grid. Write your answer on
a separate sheet.
What is It
Effective training takes time and patience. If one adheres to the proper
principles of training result will definitely be seen. The performance will be improved
and physiological changes will occur as well. A proper program of exercise considers
three principles of training: the principle of overload, the principle of progressive, and
principle of specificity.
Principles of Physical Activity

Overload Principle
This principle pertains to doing “more than normal” for improvement to happen. It
means to boost our fitness, strength, or endurance. Workload is extended
accordingly. Applying these training principles will cause long-term adaptations,
enable the body to figure more efficiently to deal with higher level of performance.
Overloading will be achieved by following the acronym FITT:
Frequency: Increasing the number of times you train per week

Intensity: Increasing the problem of the exercise, for instance, running at 12 km/h
rather than 10 or increasing the load you're squatting with.
Time: Increasing the length of your training time for every session for instance,
cycling for 45 minutes rather than 30.
Type: Increase the intensity of the training. For instance, progress from walking to
running
Principle of Progression
To ensure that the results will still improve over time, the adapted workload
should be continually increased. A gradual and systematic increase within the
workload over a period of time will lead to improvement in fitness without risk of
injury. If overload occurs and increase rapidly, it may lead to injury or muscle
damage. If increased slowly, improvement is unlikely. For instance, the athlete who
exercises vigorously only on weekends violates the principle of progression and may
not see obvious fitness gains.
The Principle of Progression also stresses the requirement for correct rest and
recovery. Continual stress on the body and constant overload will lead to exhaustion
18
and injury. You ought not to train hard all the time, as you'll risk overtraining and
a decrease in fitness.
Principle of Specificity
We've all heard the phrase, "Practice makes perfect." Well, this is often the
principle of specificity in action. This principle simply states that exercising a specific
piece or component of the body primarily develops that part. The principle of
specificity implies that to become better at a selected exercise or skill, you need to
perform that exercise or skill. For example, a cyclist should be trained in cycling and
a runner should be trained in running. Use the acceptable sort of exercise that
directly improves your target muscles.
Principle of Reversibility
Development of muscles will happen if regular movement and execution are

completed. If activity ceases, it will be reversed. This shows that benefits and changes
achieved from overload will last as long as training is continuous. On the flip side,
this also implies that the detraining effect will be reversed once training is resumed.
Extended rest periods reduce fitness and therefore the physiological effects diminish
over time which throws the body back to its pre-training condition.
Note: The effect of training will be lost if the training is discontinued.
The F.I.T.T Principle of Physical Activity

Understanding the F.I.T.T. principle helps you create a workout
plan which will be beneficial in reaching your fitness goals. F.I.T.T. stands for
frequency, intensity, time, and type of exercise. These are the four elements you
would like to believe to make workouts that suit your goals and fitness level.
Learn how the F.I.T.T. principle works.
Table 1. F.I.T.T Principles
Factor Definition
Frequency Number of meeting in a week
Intensity Effort level of the exercise
Time Period covered in an exercise session
Type Kind of activity
Frequency
The first thing to identify in the workout plan is frequency—how often you
exercise. Your frequency often depends on a spread of things including the sort of
workout you're doing, how hard you're working, your fitness level, and your exercise
goals. Three to five times a week is a safe frequency for each component of health-
related physical fitness.
American College of Sports Medicine sets exercise guidelines to provide a place to

start figuring out how often to work-out:
19
For cardio: Include your goal, guidelines recommend moderate exercise five or more
days every week or intense cardio three days every week to improve your health.
If your goal is to lose weight, you'll need to work often up to six or more days a week.
For strength training: The suggested frequency is two to three non-consecutive days
a week, it should be one to two days between sessions. If you are doing a split routine,
like upper body at some point and lower body subsequent, your workouts are going
to be more frequent than total body workouts.
Intensity
Intensity refers to how hard you work during the physical activity period.
Intensity is often measured in several ways, counting on the health-related
component. For instance, monitoring pulse rate is a technique to measure intensity
during aerobic endurance activities but gives no indication of intensity during
flexibility activities.
For cardio: For cardio, you will usually monitor intensity by heart rate or pulse
rate. The recommendation for steady-state workouts is at a moderate intensity
and for interval training it should be done at a high intensity for a shorter period
of time.
For strength training: Monitoring the intensity of strength training involves a
special set of parameters. The intensity depends on the workload you are doing,
the amount of weight you lift, and the number of repetitions and sets. You can
change the intensity based on your goals. For a beginner use a lighter weight and
do fewer sets with high repetitions (two or three sets of 12 to 20 repetitions). If
your goal is to develop muscle, do a higher number of sets with a moderate
amount of repetitions (four sets of 10 to 12 reps each). If you want to create
strength, use heavyweights to try to do more sets with fewer repetitions for
example, five sets of three repetitions each.
How to get your Target Heart Rate

1. Get the Maximum Heart Rate.
MHR = 220 - ________ (your age) MHR =____________
2. Determine the Heart Rate Reserve.
HRR = MHR – ______________ (Resting Heart Rate) HRR= _____________
3. Take 60% and 80% of the HRR

a. 60% x HRR = _________ b. 80% x HRR = _________
4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR)
range.
a. 60% HRR ___ + ______ = ______ beats per minute (RHR)
b. 80% HRR ___ + ______ = ______ beats per minute (RHR)
Note: Your resting pulse rate is the number of times your heart beats per minute
after you are at rest
20
Time
Time is the length of the physical activity. Considering the other aspects of the
F.I.T.T principle, time differs depending on the health-related fitness component
targeted.
For cardio: The suggested cardio exercise is 30 to 60 minutes but the duration of
your workout depends on the type of exercise. For a beginner, you might start with
a workout of 15 to 20 minutes. If you're doing steady-state cardio, like going for a
run, you may exercise for 30 minutes to an hour. If you're doing interval training and
working at a high intensity, your workout should be shorter, around 20 minutes to
half-hour.
For strength training: How long you lift weights depends on the type of workout
you're doing and on your schedule. For total body workout, you may take up to an
hour, but a split routine may take less time because you're working for fewer muscle
groups
Type
Type refers to the definite physical activity selected to improve a component
of health-related fitness. For example, a person who wants to improve the arm
strength should exercise the triceps and biceps, while an individual who wants to
improve aerobic endurance needs to execute some other aerobically challenging
activities such as jogging, running, swimming.
For Cardio: Cardio is changeable since any activity that makes your heart rate up
counts. Dancing, running, walking, jogging, and cycling are some of the wide variety
of activities you may choose. Having more than one cardio activity helps reduce
boredom.
For strength training: Strength training workouts can also offer a variety of
exercises. It includes any exercise using resistance like dumbbells, barbells,
machines, and many others to work your muscles. You may also use your body as
resistance tool. You may change the type of your strength workout depending on
your goal.
How to Use the F.I.T.T Principle in Your Workout

The F.I.T.T. principle provide guides on how to control your program and get
favorable results. To avoid boredom, injuries, and weight loss plateaus, this principle
will help you figure out how to alter workout types, time, intensity and activities.
For example, walking three times a week for 30 minutes at a moderate pace
might be a great help for a beginner. Your body adjusts to these workouts and several
things may happen after a few weeks such as:
 Burn fewer calories

 Weight loss
 Boredom sets in
21
Part of an Exercise Program
An exercise workout has three components: warm-up, exercise load and
cool-down. The exercise load or workout load is the program activity that would
stimulate beneficial adaptation when performed regularly. A warm-up is essential
prior to actual workload as it prepares the body for more strenuous activity. It
increases the blood flow to the working muscles without an abrupt increase in lactic
acid accumulation. According to research, the warmer the body and muscle, the
higher the muscular output. A good warm-up also prepares the heart, muscles, and
joints for the next activity by decreasing joint stiffness and increasing the nerve
impulses. Cool-down is essential after a workout as it permits the pre-exercise heart
rate and blood pressure for a gradual recovery. Cooling down may be most vital for
competitive endurance athletes, like marathoners, because it helps regulate blood
flow.
Warm-up - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or

resistance exercise with lighter weights.
Conditioning -15 to 60 minutes of aerobic, resistance, neuromuscular, and/or sport
activities
Cool-down - At least 5 to 10 minutes of low to moderate intensity aerobic exercise or

resistance exercise with lighter weights
Stretching - At least 10 minutes of stretching exercises performed after the warm-

up or cool-down phase
Note: For a beginner at least 15 to 30-minute exercise load
Methods for Assessing Aerobic Intensity

Metabolic equivalents (METs) express aerobic intensity as mL per kg per min of
oxygen being consumed.
 The energy expenditure while sitting at rest is equal to 1MET. It is taken by
convention to be an oxygen uptake of 3.5 mL per kg of body weight per min.
 Light-intensity aerobic activity is an activity done at 1.1 to 2.9 METs,

moderate-intensity activity is an activity done at 3 to 5.9 METs while vigorous
activity is an activity done at ≥ 6 METs.
The intensity of aerobic activities is sometimes measured as the speed of the activity
(for example, walking at 5 km/h, jogging at 10 km/h).
Table 2. MET Equivalents of Common Aerobic Activities
Types of Light <3METS Moderate 3 to Vigorous ≥ 6

Activity <6METS METs
Walking Walking slowly • Walking ~5 km/h = • Walking at very
around home, store or 3.3 brisk pace (~7 km/h)
office = 2.0 • Brisk walking at ~6 = 6.3
km/h = 5.0 • Jogging at 8 km/h =
8.0
• Jogging at 10 km/h
= 10.0
22
• Running at 11
km/h = 11.5
Household • Sitting — using • Cleaning — heavy: Shoveling, digging
Chore and computer work at washing windows or ditches = 8.5
Occupation desk using light hand car = 3.0 • Carrying heavy
tools = 1.5 • Sweeping floors or loads such as bricks =
• Standing performing carpet, vacuuming, 7.5
light work such as mopping = 3.0–3.5
making bed, washing
dishes or preparing
food = 2.0–2.5
Leisure and • Arts & crafts, playing
• Badminton — • Basketball game =
Sports cards = 1.5 recreational = 4.5 8.0
• Playing most musical
• Cycling — on flat: • Cycling — on flat:
instruments = 2.0–2.5
light effort (16–19 moderate effort (20–
km/h) = 6.0 22 mph) = 8.0; fast
• Golf — walking (23–26 mph) = 10
pulling clubs = 4.3 • Football — casual =
• Table tennis = 4.0 7.0; competitive =
• Tennis doubles = 5.0 10.0
• Volleyball — non- • Swimming —
competitive = 3.0–4.0 • moderate/hard = 8–
Swimming leisurely = 11
6.0 • Tennis singles = 8.0
https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf
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.
FLEXIBILITY EXERCISES
23
MUSCULAR STRENGTH and ENDURANCE
What’s More
Learning Task 3: LET’S DO THIS
Directions: Perform each activity at a time and fill out the table below with the
required information.
Describe the 5-minute walking 4- minute 3- minute

activity based on around home sweeping floors jumping jacks
the following:
How did you feel?
How was your
breathing?
How much did you
sweat?
Did you have
difficulty
speaking?
Reflection:
1. Which among the three (walking around, sweeping floor, 3-minute jumping jacks)
is considered:
a) Light activity:
b) Moderate activity:
c) Vigorous Activity:
24
What I Have Learned
Learning Task 4: SUM IT UP!!

Directions: In this activity, summarize the learnings that you had about FITT. Use
graphic organizer on your answer sheet.
What I Can Do
Learning Task 5: MY FITNESS PROGRAM
Directions: Create your own fitness program using the F.I.T.T principle. Ask your
family members to participate in performing the exercise. Before you start, make sure
that your cellular phone is ready to record your video.
FITT Goals Frequency Intensity Type Time
Parts of the (Indicate Light, Kind of exercises, (Total fitness

Fitness Plan days of the Moderate – selected physical plan not less
week) Vigorous activities than 60
minutes)
Warm-up
Workout
1 to 5
Cool down
25
Health Optimizing
Physical Education
Engaging in moderate to
vigorous physical activity
Title- Engaging in moderate to vigorous physical activities
First Edition, 2020
them.

Writers: Maria Hayde P. Martinez, Neil Lloyd A. Pulan

Editors: Aleli C. Nitoral, Roderick Tobias
Reviewers: Celeste A. Cortez, John Lester Guerrero, Raine P. Ramos, Lorelyn P. Arellano
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Rosemarie C. Blando,
August M. Jamora, Meliton A. Berin Jr.

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
26
Week
What I Need to Know 5

This module was designed and written with you in mind. Exercising is a physical
activity consisting of movements that one follows in order to help him maintain a
healthy body. The scope of this module permits it to be used in many different
learning situations. The language used recognizes different principles relative to
improving one’s health. Exercising regularly helps enhance one’s health and well-
being. The lessons are arranged in a certain sequence that allows the student to
gradually learn the lesson.
The module is divided into three lessons, namely:

 Lesson 1 – Engaging in Moderate to Vigorous Physical Activities Following
Personalized Fitness Plan

 explain the importance of muscle, bone and aerobic exercise
 learn the techniques in getting the heart rate
 differentiate moderate intensity and vigorous intensity
 identify exercises that are essential for boosting fitness
 enumerate the principles of exercise
 proficiently perform fitness activity
 show creativity and enjoyment while doing personalized fitness plan
Lesson 3 Engaging in Moderate to Vigorous

Physical Activities Following
Personalized Fitness Plan
Understanding the importance of engaging in moderate to vigorous physical
activity is considerably a great habit in achieving good health and fitness, but it does
not end there. As you engage in physical activity you will meet and mingle with other
people, making you more sociable hence, resulting for your better social well- being.
What’s In
Getting To Know
Name: Age: BMI:
Resting Heart Rate: Gender: Height:
Maximal Heart Rate: #of Heart beat/min: Weight:
You are supposed to design a personalized fitness plan. Arrange the following goals
according to level of importance. Use numbers 1-11, 1 being the most important and
11 being the least important.
____Improve cardiovascular fitness

____Body-fat weight loss
____Reshape or tone my body
____Build more muscle
27
____Increase energy level
____Improve flexibility
____Improve performance for a specific sport
____Increase strength
____Improve mood and ability to cope with stress
____Feel better/improved health
____Enjoyment
What’s New
Learning Task 1: The following sentences are common beliefs about exercise. Write
F if you think it is a Fact; write M if it is a Myth. Write your answer on the space
provided.
1. Working out on an empty stomach is often considered a good weight-loss
method.
2. If you're not sweating, you will never lose weight and there is no use to exercise.
3. Stretch before you exercise because it will condition your muscle.
4. Aerobic exercise boosts your metabolism.
5. Running burns calories.
What is It
Aerobic Exercise
Aerobic Exercise is any physical activity that makes you sweat, causes you
to breathe harder, and gets your heart beating faster compared to when you are at
rest. Doing aerobic exercises regularly strengthens your heart and lungs and trains
your cardiovascular system to manage and deliver oxygen more quickly and
efficiently throughout your body. Aerobic exercise uses your large muscle groups, is
rhythmic in nature, and can be maintained continuously for at least 10 minutes.
Accurate measurement of exercise heart rate is crucial in monitoring exercise
intensity. In order to measure the heartbeat per minute, one must be
knowledgeable of the specific points in the body where the heartbeat can be
felt. There are four techniques in getting the heart beat per minute, and they
are as follows.
Apical site – is taken at the apex of the heart and can sometimes be felt
very clearly by placing the heel of the hand over the left side of the chest
• Carotid pulse site – is taken from the carotid artery just beside the
larynx using light pressure from the tips of the pointer and middle
fingers. Remember; never check both carotid arteries at the same time.
Radial pulse site – is taken from the radial artery at the wrist, in line
with the thumb, using tips of the pointer and middle fingers.
Temporal pulse site – can be obtained from the left or right temple with
light pressure from the tips of the pointer and middle fingers
28
Aerobic fitness
Aerobic fitness is the ability of the body’s cardiovascular system to
supply energy during continuous physical activities such as biking and
running. Studies show that this type of exercise provides many health benefits
such as decreasing risk for heart disease, stroke, high blood pressure, type II
diabetes and some cancers. Examples of aerobic activities include walking at
a brisk pace, swimming, jogging, dancing, etc.
Muscular strength
Muscular strength is the ability of the muscles to exert a force during
an activity such as lifting weights. Muscle strengthening exercises involve
using your muscles to work against a resistance such as your body weight,
elastic bands or weights.
Bone strengthening exercise, or any weight-bearing activity that

produces a force on the bone, is also important to overall health for children
and adults. This force is usually produced by impact with the ground and
results in bone growth in children and healthy maintenance of bone density
in adults. Examples of bone strengthening activities include jumping, walking,
jogging, and weight lifting exercises. As you can see, some exercises such as
walking or jogging serve a dual purpose of strengthening our bones and our
aerobic system.
Muscular endurance, on the other hand, is how many times you can
lift a certain amount of weight. Resistance training (also referred to as weight
training or strength training) helps increase muscular strength and
endurance.
Resistance Training
Resistance Training. Strength exercises, such as weight lifting, push-
ups and crunches, work your muscles by using resistance (like a dumbbell or
your own body weight.) This type of exercise increases lean muscle mass,
which is particularly important for weight loss, because lean muscle burns
more calories than other types of tissue.
Circuit training
Circuit training.
It is when you alternate between several exercises (usually five to 10) that
target different muscle groups.
Flexibility exercises
Flexibility exercises stretch your muscles and may improve your range of
motion at your joints. They can improve your flexibility and reduce your risk
of injury during sports and other activities. It is usually done in warm-up
29
exercise to condition the muscle and in the Cooling down exercise to allow the
body to gradual transition in a resting or near-resting state.
Static stretching
 Static stretching is most often recommended for general fitness. With this
type, you slowly ease into the position and hold for 10 to 30 seconds before slowly
releasing the stretch. Static stretching should be performed with warm muscles,
such as after a warm-up or at the end of a workout. There are two forms of static
stretching.
Active Static Stretching
 Active Static: This form of stretching is used in yoga and martial arts. The
stretch is held by the strength of agonist muscles (muscles responsible for the
movement). Think of the stretch across the upper body during the Warrior II pose
in yoga. Your arms are extended as your back, chest, and shoulders are stretched.
The muscles of the arms and shoulders are the agonist muscles that allow you to
hold this stretch.
Passive Static Stretching

 Passive Static: During this type of stretching, you hold the limb to perform the
stretch without any assistance such as a bar or bands. Think of a standing
quadriceps stretch in which you bend your leg behind you and hold the foot,
pulling the heel in close to your bottom, which stretches the front of the upper
thigh.
Dynamic Stretching
 Dynamic Stretching is stretching with movement. The body transitions
gradually into a position and this movement is repeated as you increase your
reach and range of motion. Research has found that dynamic stretching is less
beneficial than static stretching for increasing range of motion, but unlike static
stretching, it is ideal during the pre-workout phase because it gently warms
muscles while also stretching them.
Intensity of physical activity
glycoleap.com/
30
Intensity refers to the rate at which the activity is being performed or the
magnitude of the effort required to perform an activity or exercise. It can be
thought of as how hard a person works to perform the activity. The intensity
of different forms of physical activity varies between people. The intensity of
physical activity depends on an individual’s previous exercise experience and
their relative level of fitness. Consequently, the examples given below are
provided as a guide only and will vary between individuals.
How Do I Assess My Fitness Level

You probably have some idea of how fit you are but assessing and recording
baseline fitness scores can give you benchmarks against which to measure your
progress. To assess your aerobic and muscular fitness, flexibility, and body
composition, consider recording:
 Start recording your pulse rate.
First Things First: Resting Heart Rate

Your resting heart rate is the number of times your heart beats per minute when
you’re at rest. A good time to check it is in the morning after you’ve had a good night’s
sleep, before you get out of bed.
For most of us, between 60 to 100 beats per minute (bpm) is normal. The rate
can be affected by factors like stress, anxiety, hormones, medication, and how
physically active you are. An athlete or a more active person may have a resting heart
rate as low as 40 beats per minute.
When it comes to resting heart rate, lower is better. It usually means your heart
muscle is in better condition and doesn’t have to work as hard to maintain a steady
beat. Studies have found that a higher resting heart rate is linked with lower physical
fitness and higher blood pressure and body weight.
For moderate-intensity physical activity, your target heart rate should be between
64% and 76% of your maximum heart rate. You can estimate your maximum heart
rate based on your age. To estimate your maximum age-related heart rate, subtract
your age from 220. For example, for a 50-year-old person, the estimated maximum
age-related heart rate would be calculated as 220 – 50 years = 170 beats per minute
(bpm). The 64% and 76% levels would be:
 64% level: 170 x 0.64 = 109 bpm, and

 76% level: 170 x 0.76 = 129 bpm
This shows that moderate-intensity physical activity for a 50-year-old person will
require that the heart rate remains between 109 and 129 bpm during physical
activity.
For vigorous-intensity physical activity, your target heart rate should be between
77% and 93% of your maximum heart rate. To figure out this range, follow the same
formula used above, except change “64 and 76%” to “77 and 93%”. For example, for
a 35-year-old person, the estimated maximum age-related heart rate would be
calculated as 220 – 35 years = 185 beats per minute (bpm). The 77% and 93% levels
would be:
 77% level: 185 x 0.77 = 142 bpm  93% level: 185 x 0.93 = 172 bpm
31
This shows that vigorous-intensity physical activity for a 35-year-old person will
require that the heart rate remains between 142 and 172 bpm during physical
activity.
 Record how many standard or modified pushups you can do at a time

 How far you can reach forward while seated on the floor with your legs in front
of you
 Your waist circumference, just above your hipbones
 Your body mass index to obtain your BMI
F.I.T.T. Principle
Frequency = How often you exercise
Intensity = How hard you exercise
Time = How long you exercise
Type = What kind of exercise
The F.I.T.T. Principle is one of the foundations of exercise, a set of guidelines
that help you set up a workout routine for maximum benefit.
What’s More
Learning Task 2: Classifying Exercises
Directions: Categorize the words in the box below as to aerobic fitness, muscular
strength and bone strengthening activities. Write each in the appropriate column on
your answer sheet.
AEROBIC FITNESS MUSCULAR STRENGTH BONE STRENGTHENING
weightlifting watching TV playing Mobile brisk walking

exercise legends
dancing swimming push up using treadmill
stretching using elastic running Jogging
band
What I Have Learned

Learning Task 3: Do I look Familiar?
Directions: Below are the lists of different exercises. Identify which body parts are
developed by each exercise and write it in the corresponding column. Each exercise
may be written in more than one column.
1. Planking 2. Squats 3.Push up 4.high knees jog 5.Lunge

6. Jumping jack 7.arm circling 8.leg raise 9.sit-up 10.jogging
Leg and glute

Arm Muscle Cardiorespiratory Abdominal Muscle
muscle
32
Learning Task 4: Complete the statements below.
1. I discovered that exercise_______________________.

2. I discovered that the four techniques in getting the heart beat per minute
are________________________________________________________________________.
3. I believed that muscular strength and bone strengthening exercise are_______.
4. I learned that moderate and vigorous physical activity_______________________.
5. Being physically fit can be ___________________________________________.
What I Can Do
Learning Task 5: I am now ready!
Directions: Look at the FITT formula on how to make a Fitness Plan. It will serve as
a guide for you in creating your own Fitness Plan.
My Fitness Plan
MUSCULAR MUSCULAR
AEROBIC FLEXIBILITY BALANCE
ENDURANCE STRENGTH
 Daily  Daily for  3 times a
3-5 times a 3-5times a
F week


Warm-up
Cool down
some muscle
group 
week
Different
week
Frequency  3-4 / week muscle
groups
 Hold for 15-  15 reps  70-90 % of  Hold for
60-90 %
30 sec.  Body weight 1 rep max. 30 sec.
of maximum  1-3 reps.  1-3 sets  3-4 sets  3 reps
I heart rate  8-12
exercises


8-12 reps
8- 12
alternat
ely
Intensity
exercises Left and
Right
foot
 15-60  30- 60 min.  15- 60  5min.
min.  Progressive min.  60 sec.
T continuo
us
15 - 20
minutes
 Progressiv
e
rest
after
activity each
Time  Progressi interval
ve
 Zumba  Static stretch  Resistance  Resistance  one leg
T 
Dancing
Running
 Dynamic
Stretch 
training
Body Weight
Training

stand
filler
Type of  Cycling  Circuit exercise
Exercise Training
This Fitness Plan is for you:
Learning Task 6: My Daily Physical Activity Log
Directions: Record your activity log for the whole week and put it under MODERATE
INTENSITY if it requires moderate amount of effort or VIGOROUS INTENSITY if it
requires large amount of effort and causes rapid breathing. You may add another
column for your answer.
33
MODERATE INTENSITY VIGOROUS INTENSITY
1. 1.
2. 2.
3. 3.
4. 4.
Questions:
1. What did you notice about the data recorded in your Daily Physical
Activity Log?
______________________________________________________________
______________________________________________________________
2. Do you consider yourself as a physically fit person? Why?
______________________________________________________________
____________________________________________________________________
34
Health Optimizing
Physical Education
Skill Related Fitness
Skill Related Fitness
First Edition, 2020
them.

Writer: Emil I. Loteyro

Editors: Aleli C. Nitoral , Roderick C. Tobias
Layout Artist: Katherine O. Cordora
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Rosemarie C. Blando
August M. Jamora, Meliton Berin Jr.

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
35
Week
5 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master skill related fitness. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is namely:

 Lesson 1 – Physical Fitness: Skill Related Activity

1. identify the components of skill-related fitness;
2. perform the six components of Skill-related fitness activity; and
3. appreciate the importance of skill related fitness through your well- being
Lesson 4 Skill Related Fitness

Skill-related physical fitness consists of those components of fitness that have
a relationship with enhanced performance in athletic activities. Skill-related fitness
increases one’s ability to perform in various activities and only have an indirect
connection with health.
The skill-related components of fitness are considered to be agility, balance,

coordination, power, speed, and reaction time though some people feel that other
abilities such as spatial awareness should be included. It is assumed that children
who possess high skill-related fitness will be more likely to participate in a variety of
activities and for this reason will also exemplify a high standard of health-related
fitness.
Skill-related fitness components are assessed with several different tests.

Such components as reaction time and speed are considered by some to be more
related to heredity than healthy lifestyles, especially in young people.
What’s In
Minute to Recall it. Let us review your lesson about Fitness Plan
Recall your FITT Plan by doing some of the activities for one minute.
36
What’s New
Learning Task 2: Directions: Classify the following activities according to skill
related fitness. Choose your answer from the text box. Write your answer on a
separate sheet.
A. Agility C. Balance E. Coordination

B. Speed D. Power F. Reaction Time
1. Walking in the hanging bridge 6. Shooting the ball
2. Ironing the clothes 1. Sweeping the floor
3. Throwing the ball 2. Catching a falling fruit
4. Running 3. Chasing the dog
5. Avoid fast approaching car 10. Kicking your opponent
What is It
Fitness is a condition in which an individual has sufficient energy to
avoid fatigue and enjoy life.
Skill- or performance-related fitness involves skills that will enhance one’s

performance in athletic or sports events.
There are six skill-related fitness components: agility, balance, coordination, speed,
power, and reaction time. Skilled athletes typically excel in all six areas.
1. Agility is the ability to change and control the direction and position of the body
while maintaining a constant, rapid motion.
For example: changing directions to hit a tennis ball
2. Balance is the ability to control or stabilize the body when a person is standing
still or moving.
For example: skateboarding
3. Coordination is the ability to use the senses together with body parts
during movement.
For example: dribbling a basketball
Using hands and eyes together is called hand-eye coordination.
4. Speed is the ability to move your body or parts of your body swiftly.
In sports, players rely on speed to gain advantage over your opponents.
For example: a basketball player making a fast break to perform a lay- up, a tennis
player moving forward to get to a drop shot, a football player out running the defense
to receive a pass
5. Power is the ability to move the body parts swiftly while applying the
maximum force of the muscles.
Power is a combination of both speed and muscular strength.
For example: punching in boxing and kicking for taekwondo
6. Reaction Time is the ability to reach or respond quickly to what

you hear, see, or feel.
For example: an athlete quickly runs when he hears the starting gun, or stealing a
base in baseball
37
What’s More
Learning Task 3: Perform the 6 Components of Skill-Related Fitness Activity
The purpose of this activity is to help you gain understanding of what happens
to your heart rate when you perform activities to develop the six components of skill-
related fitness. Perform each activity as fast and as many times as you can for 30
seconds. Use your heart rate monitor and record your heart rate before and
immediately after the activity.
Also, take note if you were breathless or panting at the end of an activity.
Between each exercise, walk slowly and allow your heart rate to go below 125 if
possible.
In case your heart rate is over 125 at the end of an exercise, record how long
it takes to get below 125.
Use the Legend below to provide the expected answers per column.
A. Component of Skill-Related Fitness
B. Heart Rate Before
C. Heart Rate After
D. Breathing Notes
E. Time to Get Heart Rate Below 120 BPM
Activity Time A B C D E
Obstacle Drill 30
(Run through tires plastic bottles or chairs) seconds
Time
Activity
(seconds)
1.Weave Through Chairs
Run as fast as you can weave through chairs. 30
seconds
2. Balance at Three Levels
Use blocks or stairs.
Balance with one leg
Move to a low level and balance (10 seconds). 30
Move to a medium level and balance (10 seconds
seconds). Move to a high level and balance (10
seconds).
3. Pick Me Up
Place an object in front with 12 inches apart from
your feet then stand in one leg and pick up the 30
object. seconds
4. Catch the Ball
Throw a ball against the wall and move to
catch the ball. If possible, use specially made 30
ball that causes irregular bounce. seconds
5. Tap Me Please
Place any kind of ball on the ground in front of 30
you. seconds
Tap right toe, then left toe on top of the ball.
Do alternate taps and go as fast as you can.
6. Sprints like Bolt
Perform short sprints (about 10 meters). As soon
as you finish one sprint, sprint back to the 30
starting line. Repeat for the time period. seconds
7. Running to the Side
Perform shuttle run between two lines with the 30
distance of 6 meters. seconds
38
8. Skip with High Knee
Perform skipping motion with high knee lifts. 30
seconds
9. Jump Up to the Top
Perform jumps to an elevated surface or stair
(Approximately 1–2 feet). Step down and jump 30
again. Repeat for time period. seconds
10.Catch Me I’m Falling
Hold a ball in one hand and drop. Attempt to
catch the ball with the same hand just before it 30
hits the ground. seconds
11.Grab Me First
Work with a partner. Both in push-up position
facing each other with a cap placed between the
two of you. See who can grab the cap the fastest. 30
seconds
What I Have Learned

1. In what activities did your heart rate reach above 180? Why do you
think it occurred?
2. In what activities did your heart rate reach from 150 to 180? Why do
you think that occurred?
3. In which activities did you feel winded or out of breath? Why do you
think it happened?
4. In what activities did your heart rate remain below 125? Why do you
think it occurred?
What I Can Do
1. Why do athletes or athletic individuals need skill-related fitness?
2. Can others, besides athletes, benefit from skill-related fitness? Why?
3. Do you think that skill-related fitness could also be a health-related fitness
component? Explain
4. How will you benefit from having a strong or healthy skill-related fitness?
Explain
5. How might developing a strong or healthy skill-related fitness, affect the way you
perform household chores and other physical activities? Explain
39
Health Optimizing
Physical Education
Observes Personal Safety Protocol
to Avoid Dehydration,
Overexertion, Hypothermia and
Hyperthermia During MVPA
Participation
Observes Personal Safety Protocol to Avoid Dehydration, Overexertion, Hypothermia and Hyperthermia During MVPA
Participation.
First Edition, 2020
them.

Writer: Tyson S. Ramos

Reviewers: Lorelyn P. Arellano, Raine P. Ramos, John Lester F. Guerrero, Celeste A. Cortez,
Layout Artist: Katherine Obrero Cordora
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Rosemarie C. Blando,
August M. Jamora, Meliton Berin Jr.

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
40
Week

This module was designed and written with you in mind. As a Grade 11
student, it is part of your learning journey to understand different kinds of sports
and the types of injuries that come with each.
Sports injuries are injuries that occur when engaging in sports or exercise.
However, participation in different sports sets high standards on athletes’ physical
skills as it may result to developing an injury. This problem may almost be completely
solved if action is taken before injuries occur. This learning module permits you to
understand how one can reduce the risk of sports injuries related to different sports.
The language used recognizes the different types of injuries related to sports and how
it may be prevented. The activities include learning concepts about the most common
sports related injuries as well as the different safety protocol about the Moderate to
Vigorous Physical Activities. (MVPA)
The module consists of one lesson:
 Lesson 1 – Sports-related injuries
1. Characterize sports related injury.
2. Differentiate acute from chronic injuries.
3. Identify ways to prevent Sports-related injuries.
4. Determine the safety protocols during MVPA participation
Lesson 5 Sports-related injuries

While participation in sports and physical activity has a lot of positive aspects
such as improving fitness levels and being involved in a social group with common
interest, it also has negative aspect in the form of incurring physical injury. This unit
will identify different types of sports injuries and how they can occur. It will discuss
physiological responses to injury and will suggest methods of prevention and
treatment of sports injuries.
What’s In
Learning Task 1: Directions: Answer the following questions on your answer sheet.
1. Do you have a favorite sport?
2. Why do you like it?
3. What are the skill-related fitness is manifested in your favorite sport?
41
What’s New
Learning Task 2: KWL time
a. K-W-L: Fill in the table with what you Know, what you Want to Know, and what
you Learned about injuries. (Answer K-W only)
Know Want Learned
What is It
Let’s Talk about it
Sports injuries
Injuries may occur when a person engages in Moderate to Vigorous Physical
Activity (MVPA). This includes physical activities which span from moderate
progressing to vigorous intensity. Brisk walking or cycling and jogging are examples
of moderate activities while aerobic dance or cycling uphill are vigorous activities
On the other hand, sports injuries are those that happen when playing sports
or performing exercises.
Some are from accidents. Others can result from poor training practices or
improper gear. Some people get injured when they are not in proper condition. No
proper warm-up and stretching before you play or exercise can also lead to injuries.
The most common sports injuries are:
 Sprain is a tear of ligament fibers, muscles or tendons supporting a joint. This
can occur when a joint is extended beyond its normal range of movement. A
sprain may involve a small number of fibers through to a complete rupture. In
extreme circumstances, the fibers of the ligament, muscle or tendon may remain
intact and rip from the bone.
 Contusion or bruise is bleeding into the soft tissue. It is caused by a direct blow
from another person, an implement or an object. A bruise can occur to any soft
tissue of the body.
 Concussion is caused by a direct blow to the head. Depending on the severity of
the concussion, injury can cause varying levels of impairment of brain function.
Concussions are categorized as mild (grade 1), moderate (grade 2), or severe
(grade 3) depending upon symptoms.
 Dislocation occurs when the ball of a joint is forced out of its socket (i.e. arm
forced out of the shoulder joint). A dislocation must be reset by proper medical
professionals
 Fracture is a break, crack, or shattering of a bone. In closed fractures, the broken
bone does not pierce the skin, while in open fractures, the broken bone breaks
the skin's surface
42
 Strains are injuries that involve the stretching, partial tearing, or complete
tearing of a tendon. Strains are categorized as first, second, or third degree.
Chronic strains are injuries that gradually build up from overuse or repetitive
stress.
Kinds of Injury
Acute injuries occur suddenly when playing or exercising. Sprained ankles,
strained backs, and fractured hands are acute injuries. Signs of an acute injury
include:
 Sudden, severe pain.

 Swelling.
 Not being able to place weight on a leg, knee, ankle, or foot.
 An arm, elbow, wrist, hand, or finger that is very tender.
 Not being able to move a joint as normal.
 Extreme leg or arm weakness.
 A bone or joint that is visibly out of place.
Chronic injuries happen after you play a sport or exercise for a long time. Signs
of a chronic injury include:
 Pain when you play.
 Pain when you exercise.
 A dull ache when you rest.
 Swelling
Preventing Sports Injuries

Exercise is good for the body and with proper precautions, sports injuries may
be prevented. The quality of protective equipment - padding, helmets, shoes, mouth
guards – may contribute to safety in sports. But, you can still be susceptible to injury
in certain situations. Always contact your healthcare provider before starting any
type of physical activity, especially when performing vigorous types of exercises or
sports.
Causes of sport injuries may include:

 improper or poor training practices
 wearing improper sporting gear
 being in poor health condition
 improper warm-up or stretching practices before a sporting event or exercise
How can I prevent a sports injury?

The following are some basic steps to prevent a sports injury:
 Develop a fitness plan that includes cardiovascular exercise, strength training,
and flexibility. This will help decrease your chance of injury
 Alternate exercising different muscle groups and exercise every other day.
 Cool down properly after exercise or sports. It should take two times as long
as your warm up.
43
 Stay hydrated. Drink water to prevent dehydration, heat exhaustion, and heat
stroke.
 Stretching exercises can improve the ability of muscles to contract and
perform, reducing the risk for injury. Each stretch should start slowly until
you reach a point of muscle tension. Stretching should not be painful. Aim to
hold each stretch for up to 20 seconds.
 Use the right equipment or gear and wear shoes that provide support and that
may correct certain foot problems that can lead to injury.
 Learn the right techniques to play your sport.
 Rest when tired. Avoid exercise when you are tired or in pain.
 Always take your time during strength training and go through the full range
of motion with each repetition.
 If you do sustain a sports injury, make sure you participate in adequate
rehabilitation before resuming strenuous activity.
How can I treat Injuries?

When it comes to sport and exercise, the possibility of injury is always present.
Inflammation and pain often occur after injuries to the ankle, knee, or joint.
And the well-known R.I.C.E treatment method can help reduce this swelling, relieve
pain, and promote flexibility and healing. In fact, R.I.C.E treatment is a mainstay for
sports trainers and other athletic health experts.
The benefits of the RICE method can be explained by stage:
Rest: Immobilization prevents further injury and gives the body time to recover.
Ice: Cold reduces pain by numbing the affected area.
Compression: Pressure keeps swelling under control.
Elevation: Keeping the injured body part above the heart reduces swelling and the
associated pain and discomfort.
Aside from the injury prevention techniques mentioned above, there are also some
personal safety protocols that we need to consider before and after playing a sport or
doing moderate to vigorous physical activities. Some of the personal safety protocols
are as follows:
What to bring?
 Water
 Extra clothes
 Towels and caps
What to do?
 Prepare yourself. Know your limits so as not to overwork your body.
Overworking your body might put your life to a threat.
 Drink a lot of water. Do not wait to feel thirsty. If you know have sweat a
lot already drink water immediately.
 Change clothes. Do not let the wet cloth dry up in your body.
 Use towel. Use towel to wipe out excessive sweating.
44
Remember this:
When the body does not have enough fluid needed to function normally, it is
dehydrated. This happens when lost body fluid are not replaced. Dehydration causes
a person to have a dry thirsty mouth, become fatigued, have less urine yield with
dark color, and in severe case, unconsciousness. The usual causes of dehydration
are hot weather condition, too much perspiration, high fever, diarrhea, vomiting, and
excessive exercise without taking in enough fluid. To nurse dehydration, the body
will need to replenish lost fluids and electrolytes. Drink at least eight glasses of water
a day and up to 12 glasses during summer months.
Hydration is also the soundest way to prevent dehydration. Prevention is
better than cure, and the ways to prevent dehydration include the intake of adequate
fluids, watery fruits and vegetables and avoiding hot environment.
The following are terminologies that you might experience if we opt to observe
personal safety protocols during Moderate to vigorous physical activities.
 Dehydration- Dehydration happens when the fluid in your body is used or
lost more than the fluid you drink or intake. If your body does not have enough
water or fluid to do its normal functions, hence, you get dehydrated. Anyone
may become dehydrated, as to the people who are more at risk, young ones or
children and the older adults are more at risk.
 Overexertion- This refers to the pressure one puts in himself or herself, too
much pressure that leads to a simple discomfort that might extend to a more
serious injury.
 Hypothermia- It usually happens when the body easily loses temperature. A
person suffers hypothermia when his or her body temperature drops
below 35 degrees Celsius.
Hyperthermia-the opposite of hypothermia. It happens when the body temperature
rises up significantly beyond the normal temperature which is 37 degrees Celsius.
Hyperthermia like hypothermia can threaten life too.
What’s More
Learning Task 3: Let’s try….
1. Complete the table with the type and causes of the injuries given.
Injury Type Causes of injury
Sprain
Strain
Fracture
Dislocation
Stress Fracture
Tendinopathy
Osteoarthritis
Bursitis
45
2. Make your personal safety protocol to avoid dehydration, overexertion,
hypothermia and hyperthermia during MVPA participation by filling out the table
below.
My Personal Safety Protocol
Before During After
Dehydration
Overexertion
Hypothermia
Hyperthermia
What I Have Learned

Learning Task 4: What you’ve got
1. List some sports injuries that you and your classmates have experienced.
2. List famous athletes who have been injured while playing their sports.
3. List some common injuries that teenagers like you may be at risk of when
playing the following sports.
What I Can Do
Learning Task 5: Let’s do this!
1. Provide examples of acute sports injuries from the upper and lower
extremities.
Acute injury Upper Extremities Lower Extremities
Fracture
Dislocation
Sprain
Strain
2. Choose one injury from the table and list specific ways to prevent it.
3. Provide example of chronic sports injuries from the upper and lower
extremities.
4. Choose one injury from the Chronic injury table and list specific ways to
prevent it.
Chronic injury Upper Extremities Lower Extremities
Osteoarthritis
Tendinopathy
Bursitis
Fasciitis
46
Health Optimizing
Physical Education
Proper Etiquette and Safety in
the Use of Facilities and
Equipment
Proper Etiquette and Safety in the Use of Facilities and Equipment
First Edition, 2020
them.

Writers: Ruel T. Borjal, Verda Gemma A. Alejo

Illustrator: Rubylyn T. Gludo
Layout Artist: Katherine O. Cordora
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Mary Ann L. Tatlongmaria,
Evelyn P. De Castro, Joel J. Valenzuela

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
47
Week
What I Need to Know
6 This module was designed and written with you in mind. It is here to help you
master the proper etiquette and the safe use of facilities and equipment. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module is divided into three lessons, namely:

 Lesson 1 – Etiquette in Physical Education
 Lesson 2 – Facilities and Equipment used in Physical Fitness and Exercise

1. Define etiquette;
2. Identify different rules and protocols before / while and after doing a physical
fitness activity and exercise;
3. Familiarize with the different facilities and equipment used in Physical Fitness
and Exercise
4. Observe safety precautions in facilities;
5. Perform proper way on how to handle equipment;
Lesson 6 Etiquette in Physical Education

In physical education, it is important to have a governing rule that is
implemented for everyone so that a harmonious relationship is built with one
another. Without it, society would show impatience and lack of respect for one
another which may lead to disobedience, cheating, dishonesty and insult.
This lesson will give you the importance of etiquette in physical education in
order to establish a safe, fun and healthy environment.
What’s In
Learning Task 1: Agree or Disagree
Put a positive sign (+) if you agree with the statement and a negative sign (-) if you
disagree.
_______1. Treat others the way you would like to be treated.
_______2. Try to win by cheating.
_______3. Play by the rules and be honest.
_______4. Shake hands with the opponent before and after regardless of the
outcome of the game.
_______5. If you disagree with what your opponent has done, raise hand and shout.
_______6. Stay hydrated whenever doing an activity.
_______7. If you are experiencing pain in an activity or exercise, continue because it
is part of an exercise.
_______8. People expect players to behave responsibly as it promotes social values.
_______9. Do an exercise immediately after a full meal.
_______10. Participants must follow the rules and etiquette of the sport.
48
Sportsmanship
There are written and unwritten rules in sports that require people to follow
to make it fair. To ensure respect, fairness and safety in sports, it is expected for the
people engaged to take personal responsibility and behave in a certain way compliant
with the rules to promote social values.
As defined by Merriam dictionary, sportsmanship is a conduct (such as

fairness, respect and graciousness in winning or losing) becoming to one
participating in sport. Sportsmanship is playing by the rules and principles and
using sports etiquette. A real sportsman observes and do all the rules in right way.
Importance of Etiquette in Physical Education
 It enhances the social aspects of every individual

 It is essential in maintaining friendly relationship between people.
 It helps us show respect for other people and vice versa.
 It enhances communication by breaking down barriers.
 It protects the feelings of others.
 It helps you feel good about others and yourself.
 While doing your best, it encourages others to also do their best.
Protocols/ Etiquette Before-During-After a Physical Activity
Here are some tips to stay safe during and after an exercise:
 Wear comfortable clothing. Choose your shoes and equipment properly and
remember if this is right for the activity.
 Use an appropriate gear for the activity. It will help you to be safe in doing the
activity.
 Taking warm-up and cool down before and after an activity will lower the risk
of strains and sprains;
 Take appropriate breaks during the activity. A recovery once a week of activity
is good to rest your muscle pain;
 To give you some stamina, eat light food. But exercising immediately after a
full meal will affect your digestion.
 Be hydrated. Replenish extra fluids before, during and after physical activity,
especially for prolonged exercise;
 Beware of the weather and environmental conditions. Take it easier when
doing an activity especially when it’s hot;
 Listen to your body. Stop the activity and seek medical advice as soon as
possible when you are feeling unwell.
Proper Etiquette and Safety Standards in Facilities

1. Read the rules and regulations of the place. We must be knowledgeable in
various rules inside the premises. If you have any questions, you must ask
the information desk personnel or the person in-charge.
2. Maintain cleanliness and orderliness. Cleanliness is one basic etiquette we
must observe at all time.
3. Be mindful to others. Always consider other people’s time and space.
Do not distract their activity.
49
Proper Handling of Equipment.
1. Read the manual carefully. Before using any equipment, you must read the
manual guide to know its proper use.
2. Be alert and aware on how to use the equipment. You must be alert in
using certain equipment and if you encountered certain problems. You must
report it immediately.
3. Take good care of the equipment. You must maintain its standard and
must be clean after usage.
What’s More
Learning Task 2: DIY! Yes You Can!
Directions: Put yourself in a situation that you own a fitness gym. How will you
implement the Proper Etiquette and Safety in the Use of Facilities and Equipment?
Create your house rules. Write your answers on your answer sheet.
What I Have Learned

Directions: In this activity, you will summarize all your learnings.
1. Cite a generalization. Fill in the blank to complete the sentence:
a. Etiquette is ______________________________________________________.
b. Sportsmanship is ________________________________________________.
2. Give the importance of proper etiquette in physical education.
What I Can Do
Learning Task 3: Signage Project
Directions: With the use of recyclable materials in your home, create a signage
showing a list of appropriate etiquette that you can post in any part of your house.
Make it creative so that it will give attention to your family members. You can also
take a picture of it and share it to any of your social media accounts for everyone to
see it and bring idea to them that etiquettes must start in every house.
Lesson 6.1 Facilities and Equipment used in

Physical Fitness and Exercises
Physical Fitness is the ability to carry out daily tasks with vigor and alertness,
without undue fatigue and with ample energy to enjoy leisure-time pursuits and
respond to emergencies, according to Center for Disease Control and Prevention. As
a student, you must know how to take care of yourself. Some said, health is wealth.
So, the best thing that you can do to your health is a regular exercise. To stay healthy,
you must familiarize yourself with the different facilities and equipment used to help
you stay fit and strong.
50
What’s In
Learning Task 1: Pose It Activity:
Directions: Act the following situation. Document it by using your mobile phone.
Paste your pictures on your answer sheet. If you don’t have a camera phone, you
may draw a sample pose.
1. Jogging at Park
2. Doing push-up at the living room
3. Favorite swimming stroke
4. Doing a jumping jack
5. Favorite Zumba Moves
What’s New
Mykiel Albert is the Student In-Charge in BCSHS – Timbao Campus for Sports.
He wanted to promote regular exercise to his classmate. Can you help Reuel fill-out
the worksheet plan regarding the facilities and equipment to be used in his project?
Promoting Regular Exercise to BCSHS – Timbao Campus
Students
Exercise Facilities Equipment to be used
Example: Jogging Open Court, Covered Court Timer (Cellphone)
What is It
Common Facilities and Equipment Used in Physical
Activities and Exercise
Physical Activity is beneficial to our health. It can help you keep a healthy
body, maintain ideal weight and reduce the risk of illnesses.
In doing a physical activities and exercise, we need to be familiarized with the

common facilities and equipment used.
Facilities Used in Physical Activities and Exercise

1. Parks – it contributes to the health and well-being of the communities that
surround them. Usually you visit a park to jog, playing dual sports like badminton,
biking and other physical activities / exercise. Because it is free, many Filipinos were
conducting their activities here examples are Zumba, jogging, walking, running, and
other activities.
2. Recreation Center – a building that is open to the public where meetings are
held, sports are played, and there are activities for young and old people. In this
place you can do many things and conduct activities like sports and exercises.
51
3. Home – a place wherein you can do your physical activities and exercise whenever
you want. Even we are busy and our days are hectic but we need to be physically fit
even on our four corners of our home.
4. Gym – a facility that is usually covered and is found in athletic and fitness centers
and are caters to purposes of physical fitness, body shaping, muscle strengthening
and discipline. The place also provides programs which depends on the needs of the
person.
5. Covered Court – one of the common facilities or places where physical activities
or exercises can be done. It is a playing surface with basket in the end.
Equipment used in Physical Activities and Exercise
 Beanbags - Small bags filled with any of several materials are often used for
games. One form uses a box with several holes in it. Tossing the bean bag in
the large holes is worth a few points while the smaller holes can earn players
high points. Also, a bean bag can be used as a Hacky Sack, or foot-bag, for
several games reminiscent of football.
 Balls (various sizes, weights, hardness, bounce-ability, shape)
o Tennis ball
o Plastic ball
o Sponge balls
o Paper balls
o Foam footballs, soccer balls
 Balloons – commonly used with a physical activity named Balloon Toss. It
practices the skills of throwing or tossing a balloon straight up into the air
and the catching the balloon.
 Pylons (buckets, rocks, chalk) – it helps to develop movement skills.
 Hula Hoops – It helps coordination balance, mobility, kicking, hand/eye
coordination, running, jumping and balance usually made of plastic.
 Skipping ropes - It strengthens the upper and lower body and can
burn a lot of calories. It is made of strings, wool and rope.
 Measuring object (stick, rope, measuring tape, paper)
 Scarves– It can be a tissue, handkerchief, paper towel and socks if you don’t
have scarf. It develops motor skills.
 Plastic hockey stick – It helps develop hand-eye coordination and
timing in using this in physical activity.
 Chairs – a common equipment in our house. We can use this in many
physical activities and exercises. Some benefits of using a chair are
better flexibility, range of motion increased blood circulation and
increased muscles strength.
 Dumbbell – commonly used in gyms or even at home, it works on the
shoulders, chest, biceps and triceps. Usually made of metal with cast iron.
What’s More
Learning Task 2: Understanding Facilities and Equipment
There are two ways you can understand facilities and equipment better. Make a
research about the following topics below and answer the following questions.
52
1. Common Equipment used at Home
URL link / Websites Visited:
Significant Learning found in your research.
2. The most common facility where people visited in your area
URL link / Websites Visited:
Significant Learning found in your research.
Learning Task 3: How to be safe?

Directions: Make a signage about the proper handling of equipment and etiquette
while in the facilities.
What I Have Learned

Learning Task 4: Directions: List down two (2) facilities and three (3) equipment
based on your research and discuss their uses.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Directions: Complete the statement:
In this lesson, I learned about ___________________________________________________
I must observe the _______________________________________________________________
As a student, it is important for me to be _________________________________________
What I Can Do
Learning Task 5: Directions: Interview five persons about their experiences in doing
physical activities or exercises. Use the guided questions below.
1. Basic profile of the person (Name, Age, Gender)
2. Physical activities you usually performed
3. Places where physical activities are performed
4. Time consumed for each activity
5. Equipment used in doing physical activities / exercises
53
Health Optimizing
Physical Education
Participates in an Organized
Event that Addresses Health /
Fitness Issues and Concerns
Participates in an Organized Event that Addresses Health/Fitness Issues and Concerns
First Edition, 2020
them.

Writers: Jay Ariel A. Cinco, Michael F. Famatigan

Illustrator: Rubylyn Tiña Gludo
Layout Artist: Anabelle V. Placido
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Lorna R. Medrano,
Edita T. Olan, Edita M. Malihan
Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
54
Week
What I Need to Know

7
This module was designed and written with you in mind. It is here to help you
participate in an organized event that addresses health/fitness issues and concerns.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

 Lesson 1 – Developing Home Based Family Workout and Evaluation
 Lesson 2 –Self-Organized Home Based Fitness Activity

1. Identify the methods on developing individual/group physical activity
2. Distinguish the factors as basis in developing home based physical activity
3. Participate in a self-organized home based fitness activity.
Note: All outputs from this module will be compiled in a portfolio which may be
submitted either in print or non-print form.
Lesson 7 Developing Home Based Family
Workout and Evaluation
Exercise is a physical activity that is planned, structured and repetitive for the
purpose of conditioning any part of the body used to improve health and maintain
fitness. Generally, you work up a sweat, breath heavy and increase your heart rate
during exercise.
Gym is a usual place where people exercise. But there are many reasons you
may want to avoid the gym. With the recent coronavirus pandemic, many people are
concerned about going to the gym, while others simply want to maintain an exercise
regime while they may have limited ability to travel outside their homes.
What’s In
It appears that in the new normal, we will be staying at home as much as
possible to avoid public places and contact with too many people. This is already a
change for people who are used to attending events and socializing. For anyone who
is trying to stay calm and boost their immune systems, staying at home poses
another challenge: staying active may require some new routines.
Stopping the spread of COVID-19 may take unprecedented changes to daily

routines, but staying healthy through it all is still a priority. Physical activity is
essential to optimal health, so it is a good idea to prepare for working out on your
own.
55
What’s New
Creating your Own Home-Based Workout
In the past modules, you have tackled different fitness-related principles
involving physical activities as well as the different fitness components relevant to
improving one’s health. Specific physical movements and their targets are no longer
new to you. You can now create your own home-based workout for your family with
your earned knowledge.
Gather Your Participants
It is very important to encourage your family members and/or anyone with you
staying at home to actively participate in this workout as it will benefit one’s health
enormously.
List down the persons who will participate in the exercise and have their marks
beside.
Example: Juan Dela Cruz - Juan Dela Cruz (Thumb mark will do in case signature is not
possible.)
This answers the question “who will be involved in the work out”.
__________________________________________________________________________________
__________________________________________________________________________________
Know your Target
You probably know already that setting workout goals is important, but did you
realize that there are both short-term and long-term fitness goals that you need to
set?
Short-term goals: Start with small goals that you can reach pretty easily. It's easier
to stay with something when you have success early and often.
Long-term goals: These are large goals that you want to reach in 6 to 12 months. It
will help you stay motivated if you track your progress and update your goals as you
move forward.
On this part, your target should only include the short-term as the long-term goals
may not be applicable to this module yet. But you might want to consider it on the
reflection part of this module.
Example: Short term – In the next few weeks I will work out three times a week.
This states the Frequency and Time of the workout plan.
__________________________________________________________________________________
__________________________________________________________________________________
56
Choose Your Muscular and Cardiovascular Strengthening Exercises
List down the activities you think will best suite your physical exercise. At least, three
(3) for muscle strengthening exercise and one (1) for cardiovascular.
If you do not have an equipment available at home, you can still reap the benefits of
strength training from bodyweight exercise programs. By doing bodyweight exercises,
you utilize your own weight for strengthening specific muscle groups. You can also
use bottled waters and many more.
Example: Muscle Strengthening – Push Up

Cardiovascular Strengthening – Aerobics
This will identify the specific type of exercise you will include to your plan.
__________________________________________________________________________________
__________________________________________________________________________________
Following the FITT Principle of Physical Activity, you have now created your home-
based workout.
If you have noticed, you were not asked to include Intensity in your plan. Since
you are considered a beginner, you should be using the intensity level of moderate
to vigorous.
Lesson 7.1 Self-organized Home-based Fitness

Activity
No one can deny the importance of practice in learning or reinforcing the
concepts we learn – whether it is school, college, sports, extracurricular or general
life lessons.
And, that is precisely why, we love what Anton Chekhov, had to say:
“Knowledge is of no value unless you put it into practice”.
What is It
Performing Your Self-Organized Home-Based Fitness Activity
On this part, you will perform your own created home-based fitness activity with
your family members or with anyone staying with you at home. Be reminded to
document your performance and take pictures to serve as your mode of verification.
Please read the directions and the rubrics for the activity.
Learning Task 1: Directions: Do the following tasks. Consider the rubrics in grading
your performance.
 Performance must include the exercises chosen in Lesson 1.

 Performance shall not be more than 30 minutes as you and your performers
are considered beginners.
 The more the performers, the better but social distancing and other safety
measures must be observed in accordance with the Covid-19 safety protocol.
 Cardiovascular exercise must cover at least 50% of the performance.
57
Performance Rubrics
4 3 2 1
Criteria %
Excellent Good Fair Poor
Exercises: Presented 3 Lack 1 Lack 2 Performed
3 Muscular muscular muscular muscular muscular or 25
1 Cardio and 1 cardio exercise exercise cardio only
7 or more 5-6 3-4 1-2

No. of Performers 25
performers performers performers performers
Covid19 Security
Always Often Sometimes
Protocol Not observed 25
observed Observed observed
Adherence
Portfolio:
Presentation
Excellent Good Fair Poor 25
Documentation
Creativity
Total 100
What’s More
Activity (Family Fitness at Home)

During “New Normal” Policy, one of the recommendations to minimize the
spreading of infection is to stay at home as long as vaccines and cure are not yet
ready. Typically, this focuses on self-isolation to reduce social contact, and
scrupulous hand hygiene. However, it is strongly advisable to still engage in physical
activities in order for us to be more fit, healthy and stronger to fight this kind of virus.
Since Filipinos culturally have strong family ties, It is more fun to try to have exercise
activities together with the family members like Zumba, dancing, circuit training, or
the likes, as long as you follow the “New Normal” Policies.
Do the home physical activities with your family. You may record the
performance using your gadget. Please be guided with the guidelines used in social
distancing.
Scoring rubric for this activity.
Excellent Good Fair Poor

Criteria Remarks
4 3 2 1
Established attainable goal related
to bone and muscle activity
Provide improvised exercise
equipment in a creative way or
innovative way
Provides attainable time schedule
Clearly address physical fitness
needs
Total
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Fill the table with some of the physical activities that you have encountered
in your life and categorize them into three types by putting them in the appropriate
column. Put a check mark ( ) on the activities that may be done at home and mark
“X” the activities that may not.
Light Activities Moderate Activities Vigorous Activities
1. 4. 7.
2. 5. 8.
3. 6. 9.
What I Have Learned

Dear learner, are you ready to wrap up what you have learned from the tasks you
have done? Well, then find out what you have learned!
Learning Task 2: Complete the following statement

1. About my own health choices and involvement in physical activity in this
pandemic time.
I discovered that…
2. With the new discoveries about myself in facing the Covid19 pandemic.
I learned that…
3. To keep myself and my family members fit and healthy in this pandemic
time of Covid19.
I will…
What I Can Do
Learning Task 3: Check the items that best describe your activities and
practices.
________1. I play different sports regularly.

________2. I enjoy participating in recreational activities.
________3. I eat a balanced diet everyday.
________4. I express my emotions in healthy ways.
________5. I sleep early at night and get up early in the morning.
59
Health Optimizing
Physical Education
Optimizing your Health Through
Physical Activities
Optimizing your Health Through Physical Activities
First Edition, 2020
them.

Writers: Anna Leah P. Lagman, Maria Rosario A. Botacion

Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Violeta L. Francisco,
Marissa O. Aguirre,Ednel A. Almoradie

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
60
Week

This module was designed and written with you in mind. It is here to help you master
the Value of Participating in physical activities. The scope of this module permits it
to be used in many different vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you need them
can be changed to correspond with the textbook you are now.
The module has one lesson:
Lesson 1–Value of Participating in Physical Activities

1. Recognize the value of optimizing health through participation in physical
activities;
2. Differentiate what are moderate activities and vigorous activities;
3. Identify the physical activities that falls under each category;
4. Explain the importance of physical activity;
Lesson 8 Value of Participating in Physical

Activities
Physical fitness is a condition that allows the body to effectively cope with the
demands of daily activities and still has the energy to enjoy other leisure activities.
That’s why engaging in different physical activities is very effective way to improve
our body. According to WHO, having sedentary or inactive lifestyle is considered a
high risk factor in the development of many non-communicable diseases.
What’s In
Physical activity involves any bodily movement caused by muscular contractions that
result in the expenditure of energy. To participate with physical activities, you should
consider the principle of progression that starts with being moderate before going to
vigorous activities.
Learning Task 1: How often?

Directions: Read the following questions. Answers the questions on your paper.
1. How active were you in doing household chores?

2. How many hours in a day do you spend watching TV?
3. What do you do during your vacant time?
4. How many days do you engage in moderate physical activities?
5. How many minutes do you spend doing vigorous physical activities?
61
What’s New
Physical Activity is any movement of your body that uses energy.
Walking, dancing, playing sports are some good activities for you to
become active. Applying the FITT principle such as
frequency, intensity, types and time can improve your
performance.
Moderate Physical Activity

This includes brisk walking, dancing, biking, swimming and jogging.
Some household chores may also be considered as moderate activities.
VIGOROUS Physical Activity
These are activities that makes your heart pump faster than moderate activities and
releases more sweat such as sports that needs lots of running like playing soccer or
even swimming and jogging.
Learning Task 2: Directions: Study the different activities and distinguish whether
the following physical activities are MODERATE or VIGOROUS activity
Physical Activity Moderate Vigorous
aerobic dancing
biking
dancing
jogging
playing basketball
What is It
No one wants to become sick that’s why the strategies to become healthy is to
move more. In 2008, the Food and Nutrition Research Institute (FNRI) reported that
86% of Filipino high school in Manila fail to achieve the recommended physical
activity. Same study form WHO says majority of adolescents worldwide are not
sufficiently physical active and putting their current and future at risk. In the study,
published in The Lancet Child & Adolescent Health journal and produced by
researchers from the World Health Organization (WHO), finds that more than 80% of
school going adolescents globally did not meet current recommendations of at least
one hour of physical activity per day- including 85% of girls and 78 of boys.
The immerging of different online games, life of adolescents became inactive.

Their time for physical activities decreases and spending more in gadgets, TV or even
movies. 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). Inactive in physical activities cause approximately
21-25% breast cancer and colon cancer, 27% of diabetes cases and approximately
30% of ischemic heart disease case.
62
Common results of Inactive in physical activity
* increased risk of overweight and *anxiety

obesity *type 2 diabetes mellitus
*hypertension/highblood *depression
Part of the development of the adolescent is to engage in physical activities at
least 60 minutes a day. There are different exercises that you can do such as aerobic
exercises, muscle strengthening and bone strengthening exercises. Aside of these
various exercises, you should include the principle of progression or even principle
of overload to effectively achieve your fitness goal.
Regular exercises and frequent participation in physical activities can leads

you to a healthy body and can cope for more demands of effort likewise to become
stronger and more efficient in everyday life. For example, a regular aerobic exercises
will stimulate changes in the various organs and tissues of the body but is more
emphasized in the cardiovascular system. In engaging in muscle strengthening
exercises can increase the size of your muscles. The increase in muscle fiber size or
hyperthrophy are common starts after two months. Lastly, doing stretching exercises
or bone strengthening can improve your range of motion around the joints. It helps
you to do daily task efficient.
Common Results from Active in Physical Activities
*improve bone, joint and muscle strength

*develops motor control and coordination
*helps maintain a healthy body composition
*increases the efficiency of the lungs and the heart
*protects from musculoskeletal problems such as low back pain
*possibly delays aging process
*promotes healthy cholesterol level
*helps regulate blood pressure
*decrease risk of Type 2 diabetes
*reduces the risk of cardiovascular diseases such as coronary artery disease and
stroke
*improves the psychological functioning
*improves control over anxiety and depression
*build self-esteem and social inter-action
What’s More
Learning Task 3: Directions: Based on the picture below, make a concept map
related to physical activities
63
What I Have Learned
The DOH and WHO have strong advocates in promoting active lifestyle. They
implemented strategies in the past decade such as Hataw, E-di Excersise, Mag-HL
Tayo and Go4Health which aims to decrease the sedentary lifestyle.
Learning Task 4: Directions: Read the following situation and rank it honestly how
much you agree, with “5’ being the best answer that describe you, and “1” that does
not describe you. Put a check to your answer and you can write any remarks.
Situation 1 2 3 4 5 Remarks
Engaging in regular exercise

is a waste of time
I rather watch TV or play

online games all the time
I feel tired easily while

running
Exercise is best for my health
Reading books is more

productive
Helping in household chores

makes me active also
Jogging 3x a day makes my

body light
I rather lessen my food intake

instead of regular exercises
Learning Task 5: Directions: List down below your common activities every day.
Write the Healthy Physical Activity you will continue to do and Unhealthy Physical
Activity will not do anymore.
Healthy Physical Activity Unhealthy Physical Activity
64
What I Can Do
Learning Task 6: In this activity you are going to create infographics to
promote the importance of Physical Activity, may it be moderate activity or a vigorous
activity. Create your infographics manually or in digital. Seek the instructions of your
teacher regarding the submission.
Infographics – are a visual representation of data. In creating infographics,
you are going to use information, visual and technology literacies.
INFOGRAPHICS RUBRIC
CRITERIA 4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Topic was not

Topic was completely
Topic was Topic was addressed.
Content- addressed.
addressed. Most addressed. Some Statements
Amount of Statements were
statements were statements were were not
Information: clearly supported by
supported by facts supported by facts supported by
Topic and length many facts and
and examples. and examples. facts or
detailed examples.
examples.
Design- Used only

Made a few changes
Creativity and Design was unique Design was original. design
to background or
Originality: and interesting. Used Used three to five templates.
layout. Used one or
Creative design more than five original media Media and
two original media
and original original media items. items. ideas were not
items.
artwork original.
Content was well Project was

Project was
organized with Most of the project hard to read.
Design-Layout organized with
headings and was organized. The There is no
and headings and
subheadings. Text placement of text clear structure.
Organization: subheadings. Text
and graphics were and graphics Text and
Organized and and graphics were
neatly organized and sometimes made the graphics were
easy to read placed to make the
made the project easy project hard to read. randomly
project easy to read.
to read. placed.
65
Health Optimizing
Physical Education
Organizing a Fitness Event for A
Target Health Issue or Concern
Title- Organizing a Fitness Event for A Target Health Issue or Concern
First Edition, 2020
them.

Writers: Lowiesito Oller Erni

Reviewers: Lorelyn P. Arellano, Rain P. Ramos, John Lester F. Guerrero, Celeste A. Cortez
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Elpidia B. Bergado, Noel S. Ortega,
Josephine M. Monzaga,

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
66
Week
What I Need to Know

This module was designed and written with you in mind. The activities to be
18
undertaken here are all self-initiated. Try to be honest as much as possible. In the
application, you will be asked to prepare a proposal of a fitness program that can be
adopted by others.
● Participate in an organized event that addresses health / fitness issue and
concern.
● Display initiative, responsibility and leadership in fitness activities.
● Organize fitness event for a target health issue or concern.
● Prepare own fitness program.
What’s In
Learning Task 1:. Let’s Do This
Give two hobbies or sports that you are doing especially during free time.
Explain how the benefits of the chosen activities help you physically, socially and
mentally. DO this on your answer sheet.
What is it
LETS TALK ABOUT THIS
Why do we have to organize Fitness Event?
Building healthy relationships and spending time with your family, friends,
and others in your community can help improve your mental well-being.
Strengthening relationships both at home and within your community ultimately
shapes your life. Mental health and physical health are fundamentally linked, with
positive mental well-being contributing to physical conditions. Those at risk for
serious mental health conditions are at increased risk for chronic physical
conditions, which makes having community support very important.
Community-wide events bring people from all walks of life together,

strengthening the bonds between them. Those bonds act to improve mental well-
being, while helping to alleviate personal struggles. Being physically active offers
benefits far beyond the obvious.
Fitness Facts Benefits

1. Exercise Boosts Brainpower. Not only does exercise improve your body, it helps
your mental function, says certified trainer David Atkinson. "Exercise increases
energy levels and increases serotonin in the brain, which leads to improved mental
clarity".
2. Movement Melts Away Stress. As much as it may stress you out just to think about
exercising, once you actually start working out, you will experience less stress in
67
every part of your life. "Exercise produces a relaxation response that serves as a
positive distraction," It also helps elevate your mood and keep depression at bay.
3. Exercise Gives You Energy. You might be surprised at how, say, popping in a
workout tape for 30 minutes in the morning can change your whole day. When
endorphins are released into your bloodstream during exercise, you feel much more
energized the rest of the day.
4. It's Not That Hard to Find Time for Fitness. Use your time more wisely. Think
about killing two birds with one stone.
5. Fitness Can Help Build Relationships. Think of what exercising with a partner can
do for a relationship.
6. Exercise Helps Ward-Off Diseases. With a spouse, a sibling, or a friend, you used
to go to lunch with once a week. Research has shown that exercise can slow or help
prevent heart disease, stroke, high blood pressure, high cholesterol, type 2 diabetes,
arthritis, osteoporosis (bone loss), and loss of muscle mass, says Astorino. It also
helps ease some aspects of the aging process.
7. Fitness Pumps Up Your Heart. Not only does exercise help fight disease, says
Bryant, it also creates a stronger heart -- the most important muscle in the body.
That helps make exercise -- and the activities of daily life -- feel easier.
8. Exercise Lets You Eat More. Pound for pound, muscle burns more calories at rest
than body fat. So the more muscle you have, the higher your resting metabolic rate
will be. And, of course, you also burn calories while you're actually exercising.
9. Exercise Boosts Performance. After a few weeks of consistent exercise, you may
feel your clothes fitting differently and see that your muscle tone has improved.
10. Weight Loss Is Not the Most Important Goal. Weight loss is the reason many
people exercise in the first place. But it's certainly not the sole benefit of an exercise
program.
How to Develop a Fitness Event?

Organizing a fitness event to meet the target health issue or concern is not an
easy task. You, as a leader of an event or activity, should always think of the best
possible way to be able to administer the event smoothly. Considering of the aspects
to be included in the planning and organizing should always be at the top.
A well organized and planned event or activity is the key to achieve the target
and attain the best result. Collaboration with the group and spirit of openness will
be important components to having a good result. Remember that you cannot
organize an event alone. Involving the whole team or group would be much better in
gathering information and ideas that will serve as the ingredients of the best output.
Organize - is making arrangements or preparations for an event or activity

which are often arranged in a systematic way, especially on a large scale. Organizing
an event or an activity is always associated with a plan.
68
Planning - the process of making plans for something. It is the most
important part of the success of every activity. The planning process provides the
information. Top management needs to make effective decisions about how to
allocate the resources in a way that will enable the organization to reach its
objectives. Productivity is maximized and resources are not wasted on projects with
little chance of success. Planning is essential to the success of any activities or
project. When a leader or manager has a plan to follow, he will be better and equipped
to prepare for the future. A project plan creates a focus for the activity, uniting groups
toward common goals. When everyone works together, it’s easier to manage time and
resources.
Key Elements of Effective Event Planning:

1. Understand the purpose of the event.
2. Know your audience.
3. Selection of right venue is vital.
4. Suitable timing.
5. Draft a plan and follow the timeline.
6. Create content that attracts your target audience.
7. Design the message you want to share through the event.
8. Lead capture mechanism.
Fitness event - an event in your day where the activity is considered "fitness level"
because it was performed at a higher intensity than your normal, routine activity.
Participation - the action of taking part in something. The greatest and widely
accepted benefit of participation is the increased work ownership of an individual.
An individual is better able to relate himself/herself with his or her work and this
improves performance and efficiency at work.
Initiative - the power or opportunity to act or take charge before others do.
Initiative - the ability to be resourceful and work without always being told what to
do. It requires resilience and determination. People who show initiative demonstrate
they can think for themselves and take action when necessary. It means using your
head, and having the drive to achieve.
You can initiate any fitness activity that will benefit not only you as an individual,
also for everyone, as well.
What’s More
Prior to this activity, you were given the ideas about different physical
activities that greatly contribute to health and fitness. You should engage in different
activities that promote health and fitness, for promoting health and fitness is a
worldwide concern. As a concerned individual, you can also initiate different physical
health and fitness activities that others can participate in. Here are some of the
suggested health and fitness activities that you can initiate:
1. Fun Run for a Cause - This is possible through partnership with LGUs, and
private organizations.
69
2. Zumba for a Cause - This is a Zumba dance exercise that can be held in an
open area of your community to encourage more participants. (e.g. plaza, gymnasium
or basketball court)
3. Anti-Smoking Campaign - There are laws prohibiting smoking in public places,

but the implementation of these laws sometimes is considerably weak. With that,
you can initiate campaign in order to strengthen or strictly implement the anti-
smoking law.
4. Sports Competition - This can be possible in cooperation with the Sangguniang

Kabataan officials. You, as member of your Barangay, may ask the Sangguniang
Kabataan to hold different sports activities.
5. On the Spot Poster Making Contest – This can be possible in cooperation with
the Sangguniang Kabataan officials.
Learning Task 2: SELF CHECK
1. You are chosen by the Municipal Government to organize an event like “Run
for A Casue”, a 5 km. Fun Run to be attended by all government employees and
students of the locality. How are you going to plan the activities? Present yor plan of
the program. (Use you answer sheet.)
__________________________________________________________________________________
2. As you go to your Rural Health Unit, you learned that many of your townmates
are suffering from cardio-vascular disease and diabetes. Being a student of P.E.
class, how can you help them in addressing their health problems.
__________________________________________________________________________________
What I Have Learned

Learning Task 3: Complete the following unfinished statements below.
1. I discovered that organizing an event is …

2. I discovered that in planning an event …
3. I can say that if an event or activity is well organized …
4. I learned that initiating an activity will help me to …
5. Being the leader or organizer, my responsibility is …
70
What I Can Do
Activity 4: LET’S DO THIS
1. You were assigned by the Barangay Captain to organize a Summer Sports Fest
and Zumba Dance Clinic in your Barangay. The said sports fest will include Chess,
Badminton, Basketball and Volleyball for both men and women. And the Zumba
Dance Clinic to be participated in by the parents and the elderlies. Being the
chairman of the activity, prepare the following:
a. Letter of request addressed to the Barangay Chairman,
b. Your own plans and programs of the said Sports Fest,
c. List of Committees. (Use the table on the next page)
Barangay Sports Fest

Committees
Assignment
Name Duty Remarks
description
_________________________
Chairman
71
Answer Key
Lesson 1
Answers in the learning tasks may vary.
Lesson 2
Lesson 3
Lesson 4
1. B 2. C 3. E 4. F 5. C 6. C 7. A 8. F 9. D 10. E
What's New
Lesson 5
Marc Pingris, Paul Lee, Eugene Tejada, Jayjay Helterbrand
2. Possible answers
4. Dislocation, 5. Contusion, 6. Concussion
1. Possible answers: 1. Sprain, 2. Strain, 3. Fracture,
What I have learned
Third Column - Answers may vary, My Personal Safety Protocol Answers may vary
5. Chronic Injury, 6. Chronic Injury, 7. Chronic Injury, 8. Chronic Injury
Second column: 1. Acute Injury, 2. Acute Injury, 3. Acute Injury, 4. Acute Injury,
What's More
Lesson 6
1. + 2. – 3. + 4. + 5. – 6. + 7. – 8. + 9. – 10. +
What’s In (Lesson 6)
Lesson 7
Lesson 8
Lesson 9
References
Lesson 1
DepEd ORDER No. 034, s. 2019 REVISED PHYSICAL FITNESS TEST MANUAL
https://sites.google.com/site/bensonpehealth/health-and-skill-related-fitness-components
https://study.com/academy/lesson/health-related-skill-related-physical-fitness.html
https://sites.google.com/a/stoningtonschools.org/shspe/home/health-related-fitness-tests
https://courses.lumenlearning.com/suny-diseaseprevention/chapter/aerobic-muscle-
strengthening-and-bone-strengthening-activity/
https://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html
https://www.cdc.gov/healthyweight/losing_weight/eating_habits.html
https://www.encyclopedia.com/food/news-wires-white-papers-and-books/eating-habits
72
Lesson 2
Gialogo, R., Gialogo, R.C. Fit for life. The Phoenix Publishing House Inc., 2016
Callo, L. Dajime, P. Physical Education and Health Volume I. REX Book Store., 2016
Paige Waener. The F.I.T.T. Principle for an Effective Workout. (2020, February 20).
https://www.verywellfit.com/f-i-t-t-principle-what-you-need-for-great-workouts-
1231593/. Retrieve May 23, 2020
Ausin. Benefits of planking everyday with plank exercise variations. (2018, February 23).
https://ausin61.com/fitness/benefits-of-planking-everyday-with-plank-exercise-
variations/. Retrieved May 25, 2020
Mayo Clinic. Aerobic exercise: How to warm up and cool down. (2019, July 9).
https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/exercise/art-
20045517. Retrieved May 24, 2020
Doctors Handbook. 4 General principle of Exercise Prescription
https://www.chp.gov.hk/archive/epp/files/DoctorsHanbook_ch4.pdf. Retrieved May 25,
2020
American Heart Association. Know Your Target Heart Rates for Exercise, Losing Weight and
Health. https://www.heart.org/en/healthy-living/fitness/fitness-basics/target-
heart-rates. Retrieved May 24, 2020.
Nicole McDermott. How to Do the Perfect Plank. (2019, July, 19).
https://greatist.com/fitness/perfect-plank. Retrieved May 25, 2020
Michael Walden. Principles of Training. https://www.teachpe.com/training-
fitness/principles-of-training. Retrieved May 24, 2020
Elizabeth Quinn. Scientific Rules That Lead to Fitness. (2020, March 12).
https://www.verywellfit.com/the-6-scientific-rules-you-must-follow-to-get-fit-
3120111. Retrieved May 24, 2020
JaMila. The 5 principles of training: Why we do what we do. (2017, August 17).
https://business.fit/5-principles-training. Retrieved May 24, 2020
Lesson 3
BOOKS
Lualhati Fernando C and Peter Fermin D. 2016.Physical Education and Health. 1st Ed. Rex
Book store
Tolitol, Mangubat, Urbiztondo, Vergara. 2016. Health Optimizing Physical Education
H.O.P.E. Vibal Group
INTERNET SOURCES
https://i.pinimg.com/236x/b9/90/bc/b990bc006cf0d578174b7fe35604db74
http://slideplayer.com/slide/6391645/22/images/50/Carotid+P
http://slideplayer.com/slide/4156943/13/images/38/Pulse+Site+Brachial+(not+shown)+R
adial.j
73
https://image1.slideserve.com/3078800/slide4-n.jpg
https://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
https://cdn.onlinewebfonts.com/svg/img_362964.png
http://images.all-free
Lesson 4
Department of Education (DEPED). K to 12 Curriculum Guide:PE and Health Education,
Pasig City Philippines, 2012 (n.d.). module. Retrieved from
http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_z
one/pdf/heart_rate_monitor_activities/health_skill_related_itness/health_skill_relat
ed_fitness_activity_4.pdf
Lesson 5
https://www.bartleby.com/topics/Sports-Injury-Essay
https://ercare24.com/minimizing-sports-injuries-children/
http://sports-injury.yolasite.com/
https://www.nytimes.com/2017/09/29/health/sports-injuries-football-yale.html
https://www.webmd.com/fitness-exercise/rm-quiz-sports-injury-savvy
https://heidenortho.com/types-ankle-sprains/
https://www.fairview.org/patient-education/89345
2000-2020 The StayWell Company, LLC. 800 Township Line Road, Yardley, PA 19067
https://medlineplus.gov/ency/article/000799.htm
https://maxremedial.com/blog/httpsmaxremedialcom/blog-page-blogs-1
Posted February 24, 2020 Author Peter Furne
https://www.epainassist.com/muscles-and-tendons/muscle-tear-types-treatment
Written, Edited or Reviewed By: Pramod Kerkar, M.D., FFARCSI, DA Pain Assist Inc. Last
Modified On: August 5, 2019
www.niams.nih.govWhat
U.S. Department of Health and Human Services Public Health Service
National Institute of Arthritis and Musculoskeletal and Skin Diseases National Institutes of
Health
PE and HEALTH Vol. 1 by Lualhati Fernando-Callo and Peter Fermin Dajime
https://www.medicalnewstoday.com/articles/321469#scientific-evidence
Medically reviewed by Gregory Minnis, DPT, specialty in physical therapy, on April 11, 2018
— Written by Danielle Dresden
https://share.upmc.com/2014/08/rice-method-for-treating-injury/
Reviewed by Sports Medicine August 27, 2014
Read more on Brainly.ph - https://brainly.ph/question/1241660#readmore
Report by Sofiakim2058 18.01.2018
74
https://www.elastoplast.com.au/~/media/Hansaplast/local/au/meta-pages/lesson-1-
students-worksheet.pdf
https://d3jc3ahdjad7x7.cloudfront.net/NVx8DkrDeilbglLX2MT7W9rSltmY8Pxc8KVDqjMm
LRKNOarS.pdf
Lesson 6
https://www.merriam-webster.com/dictionary
https://www.collinsdictionary.com/amp/english/etiquette
https://www.bbc.co.uk/bitesize/guides/zxwkqty/r
https://www.universalclass.com/articles/self-helpetiquette//the-importance-of-etique
https://www.change4health.gov.hk/en/physical_activity/facts/safety_tips/index_t.html
https://www.betterhealth.vic.gov.au/health/ten-tips/10-tips-to-ex
https://study.com/academy/lesson/physical-education-class-inclusion-etiquette
https://www.dictionary.com/browse/facilities
https://www.who.int/dietphysicalactivity/pa/en/
https://www.dictionary.com/browse/etiquette
https://www.dictionary.com/browse/safety
https://commons.wikimedia.org/wiki/File:Rizal_Park_(17292535871).jpg.
https://commons.wikimedia.org/wiki/File:Cedar_Hills_Recreation_Center.jpg
https://www.scribd.com/document/423504927/Proper-Etiquette-and-Safety-in-the-Use-
of-Facilities-and -Equipment
Lesson 7
Natalie Stein. COVID-19 and Exercise: Staying Active while Socially Distancing. March 24,
2020. Accessed May 25, 2020. https://www.lark.com/blog/covid-19-and-exercise/
The K12 blogger. The Importance of Practice in Learning. October 4, 2018.Accessed May 25,
2020. https://playablo.com/Blog/the-importance-of-practice-in-learning
Healthwise, Incorporated. Exercise: Setting Goals to Get Active. 2015. Accessed May 25,
2020. https: //www.cardiosmart.org /~/media/Documents / Fact %20Sheets
/en/abk5619.ashx
Ralph Roberts Training. Short-Term Fitness Goals vs. Long-Term Fitness Goals. April
2014.AccessedMay 25, 2020.https://ralphrobertspersonaltrainer.com/short-term-
fitness-goals-vs-long-term-fitness-goals
Lesson 8
Physical Education and Health volume l, Lualhati Fernando-Callo/Peter Fermin
Dajime(2016)
75
Lesson 9
https://help.healthspective.com/customer/en/portal/articles/2285552-what-is-a-fitness-
event-
https://www.lexico.com/en/definition/organize
https://www.lexico.com/en/definition/planning
https://www.lexico.com/en/definition/participation
https://www.lexico.com/en/definition/initiative
https://www.webmd.com/men/features/exercise-benefits#1
https://blog.perfectmind.com/the-importance-of-organizing-community-wide-events
76
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: [email protected] * [email protected]
77

Health Optimizing Physical Education

Uploaded by

Health Optimizing Physical Education

Uploaded by

Health

Published by the Department of Education

Development Team of the Module

Writers: Rey Uriel M. Domalaon

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

For the learner:

This module has the following parts and corresponding icons:

What I Need to Know

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

 Lesson 1 – Exercise, Eat and Excel

After going through this module, you are expected to:

Lesson 1 Exercise, Eat and Excel

TREK TO PHYSICAL FITNESS

Column A Column B Column Column D

Health Related Fitness Components

Skills Related Fitness Components

Specific Components of Physical Fitness

Exercise according to a study by Buckworth and Dishman, is the “planned,

Aerobic, Muscle-strengthening, and Bone-strengthening Activity

We understand the benefits of physical activities to our health specially our

Task 1: Health-Related Fitness Test

Body Composition – is the body’s relative amount of fat

Body Mass Index (BMI)

Example: 30 = 30 = 20.83 (Normal)

1. Weight refers to the the heaviness of a person.

Score Standard Interpretation

3-Minute Step Test

Purpose to measure cardiovascular endurance

Purpose to measure strength of the upper extremities

Score Standard Interpretation

Task 2: Skills-Related Fitness

Purpose – to measure running speed

Standard Norms in Seconds

Standard Norms in Seconds

Score Standard Interpretation

Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions

Score Standard Interpretation

Reaction Time – The amount of time it takes to respond to a stimulus.

Stick Drop Test

Purpose – to measure the time to respond to a

Score Standard Interpretation

Purpose – To measure the coordination of the eye and hand.

Score Standard Interpretation

Balance – is the maintenance of equilibrium while stationary or while moving.

Stork Balance Stand Test

Purpose – to asses one’s ability to maintain equilibrium.

Score/ 9-12 13-14 15-16 17 and above Interpretation

Task 1: Health-Related Fitness Test

A. Body Composition: Body Mass Index (BMI)

1. Body Mass Index (BMI)

B. Cardiovascular Endurance: 3-Minute Step

Task 2: Skill-Related Fitness Test

B. Agility: Hexagon Agility Test

C. Speed: 40 Meter Sprint Time: _____________

D. Power: Standing Long E. Balance: Stork Balance Stand Test

F. Reaction Time: Stick Drop Test

Evaluate your weekly physical activities by filling in the table below.

Published by the Department of Education

Development Team of the Module

Writer: Avangeline M. Barcena, Christine Joy B. Ancero

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

What I Need to Know 3-4

After browsing this module, you're expected to:

1. Discuss the FITT principles and principle of physical activity to help in

Lesson 2 Health Optimizing Physical

Learning Task 2: WORD SHOT

Principles of Physical Activity

Overloading will be achieved by following the acronym FITT:

Frequency: Increasing the number of times you train per week

Development of muscles will happen if regular movement and execution are

The F.I.T.T Principle of Physical Activity

American College of Sports Medicine sets exercise guidelines to provide a place to

HRR = MHR – __ (Resting Heart Rate) HRR= _

b. 80% HRR _ + = __ beats per minute (RHR)