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PE-AND- Health-11- Module-1-1

Secondary Education (Sultan Kudarat State University)

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11
Physical
Education and
Health
Quarter 1 – Module 1:
Health Optimizing P.E (H.O.P.E)1
Exercise for Fitness

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Subject Area – Grade 11 Physical Education and Health

Self-Learning Module (SLM)
Quarter 1 – Module 1: Health Optimizing P.E (H.O.P.E) 1 Exercise for Fitness
First Edition, 2020

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

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

Development Team of the Module

Writers: Melody C. Paba, Ma. Theresa L. Fale Wenna J. Bibanco
Lilebeth A. Yagong Elinor P. Superioridad Johnfil A. Jamolin
Mae Belle F. Montano
Editors: Magdalena S. Legarde, Vincent F. Fagutao, Herlyn A. Martin
Reviewers: Lorelie C. Salinas
Illustrator: Merbin M. Sulit , Tracy Joy D. Palmares
Layout Artist: Glenn L. Valderama
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio, PhD, CESO VI - Schools Division Superintendent
Carlos G. Susarno, PhD. Special Assistant to SDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Magdaleno C. Duhilag - REPS – Subject Area Supervisor
Lalaine SJ. Manuntag, Ph.D. - CID Chief
Nelida A. Castillo, Ph.D EPS In Charge of LRMS
Marichu Jean R. Dela Cruz - ADM Coordinator
Alex F. Floro of EPS – Subject Area Supervisor

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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11

Physical
Education and
Health
Quarter 1 – Module 1:
Health Optimizing P.E (H.O.P.E)1
Exercise for Fitness

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Introductory Message
For the facilitator:

Welcome to the Grade 11 Physical Education Self-Learning Module (SLM) on Health

Optimizing P.E (H.O.P.E) 1 Exercise for Fitness!

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

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

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

Notes to the Teacher

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

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

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For the learner:

Welcome to the Grade 11 Physical Education Self-Learning Module (SLM) Health

Optimizing P.E (H.O.P.E) 1 Exercise for Fitness!

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.

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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.

The following are some reminders in using this module:

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

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Health Optimizing P.E (H.O.P.E) 1 Exercise for 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 divided into three lessons, namely:

 Lesson 1 – HRF Self-assessment and Barriers in Physical Activity

 Lesson 2 – FITT Goals Base on the Training Principles
 Lesson 3 –The Moderate to Vigorous Physical Activities (MVPA)
 Lesson 4 – Physical Fitness Physiological Indicators
 Lesson 5 – Personal Safety Protocol

After going through this module, you are expected to:

1. Self-assesses health-related fitness (HRF). status, barriers to
physical activity assessment participation and one’s diet;

2. Sets Frequency Intensity Time Type (FITT) goals based on training

principles to achieve and/or maintain health related fitness (HRF);

3. Engages in moderate to vigorous physical activities (MVPAs) for at

least 60 minutes most days of the week in a variety of settings in-
and out of school

4. Analyzes physiological indicators such as heart rate, rate of

perceived exertion and pacing associated with MVPAs to monitor
and/or adjust participation or effort;

5. Observes personal safety protocol to avoid dehydration,

overexertion, hypo- and hyperthermia during MVPA participation;

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What I Know

PRE- TEST
General instructions: Encircle the letter of the correct answer.
1. It measures body mass based on height and weight that aids in determining
weight categories.
a. BMI b. Bpm c. RPE d. WHR
2. Peter weighs 45kilograms and1.58meters tall. What is his body mass index?
a. 20kg/m2 b. 18 kg/m2 c. 18.5 kg/m2 d.16.5 kg/m2
3. Anthropometric measurements are used to measure the body measurements.
Choose among the set of equipment used to measure the body mass index.
a. catheter, Stadiometer c. weighing scale, catheter
b. tape measure, weighing scale d. Stadiometer, tape measure
4. It refers to the number of times a physical activity is done within a week.
a. Frequency b. time c. intensity d. Magnitude
5. Which among the statement below tells about the principle of progression
a. washing dishes to eating c. Dancing to sleeping
b. Stretching to jumping rope d. Bending to stretching
6. A basic exercise that evaluates the strength of the arms and abdominal muscles
as well as the flexibility of the shoulder joint.
a. Push-up b. squat c. Lunge d. trunk rotation
7. It refers to any bodily movement produced by skeletal muscles that increase energy
expenditure above basal level.
a. marketing b. physical activity c. stretching d outing
8. Which of the following mention below is a moderate intensity physical activity
a. Eating b. Running c. Heavy Shoveling d. Dancing
9. It is an essential part of workout and can last for 3-10 minutes. It includes
stretches or gentle variations of the movements during work out.
a. Warm-up b. Work out c. Cool down d. none of the above
10. How would you solve your MHR if you are 17 years old ?
a. MHR=220+ 17 b. MHR=220-17 c. MHR=17 +202 d. MHR=202-17
11. It is used to measure the intensity of your exercise that include shortness of
breath as well as how tired you feel in your whole body?
a. Heart Rate b. Pacing c. RPE scale d. Self-Testing Assessment
12 It refers to the number of times your heart beats per minute (BPM).
a. Heart rate(HR) b. RPE scale c. BMI d. Pacing
13. Monitoring heart rate is very important. Which among the following is the best
time to check your resting time pulse rate?
a. after performing a warm up activity c. before taking a heavy meal
b. sometime in the evening after sitting quietly d. anytime of the day
14. If you want to locate and determine your pulse rate, how you do it?
a. By pinching the pulse using your index finger and thumb
b. By pressing the pulse using your index and middle finger
c. By rubbing the pulse using the other hand
d. By tapping the pulse using your ring finger
15. How would the person’s body react when he/she is experiencing hypothermia?
a. Very slow breathing and shivering
b. Intense sweating, catching breaths
c. Jollier and energetic as usual Overexertion
d. Same as normal

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Health-Related Fitness
Lesson (HRF) Self-Assessment and
Barriers in Physical Activity
1 Participation, Diet and
Nutrition
Objectives
At the end of the session, each learner will be able to:
1. identify the different health-related fitness components and barriers in
physical activity participation and one’s diet;
2. perform the physical fitness test accurately; and
3. appreciate the value of assessing health-related fitness status, diet and
nutrition in achieving health lifestyle.

What’s In

Activity 1: How’s your status?

Physical Exercise Readiness (PAR-Q & YOU) questionnaires will help you
determine your general health status. Answer the questions honestly by checking
the box of your choice. Use the template at the Learner’s Activity Sheets, Lesson 1
Activity 1.

What’s New

It is necessary to assess one’s health status. It will help you to determine your
strength and weaknesses.
Use the template to record your HRF Self Testing Activity. Please refer to
Learner’s activity sheets, Lesson 1 activity 2.

What is It

ACTIVITY 2: Let’s do Physical!

1. Anthropometric measurements the goal is to take body measurement
using weighing scale, tape measure, meter stick

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Formula: BMI = weight in kg.

(Height in meter) x (Height in meter)
Formula: WHR = Waist Circumference (cm)
Hip Circumference (cm)
2. 3-minute Step is a test for Cardiovascular Endurance level
based on how quickly your heart rate will come back down
after a physical activity.

3. Hamstring and Flexor Test is to test flexibility of the

hamstring and hips using protractor, and meter stick. The
goal is to keep both legs straight, lift one leg to the maximum
angle while the other leg remains flat on the floor.

4. Zipper Test is a test for the shoulder flexibility. Record the

length of the overlapped fingers.

5. Curl – up (Dynamic) is a test for abdominal muscle strength

and endurance. The goal is to perform curl-up with proper
pacing (3 seconds per count). Place two tape marks 4 ½
inches apart on the floor.

6. 90 – degree Push-up (Dynamic) is a test for the

strength and endurance of the upper arm
muscles.
Female Male

7. Flexed-Arm Support (Static) is a test for the muscular

strength of the shoulder and upper arm. Record the obtained
holding position.

Barriers to Physical Activity

Barriers refers to the variety of challenges and that hinder you to become
physically active.

1. Personal barriers
Now a days, people’s lives have become convenient and easier as well as less
active due to current trends in technology and development. Some common barriers
that people cite for resistance to exercise are: insufficient time to exercise;
inconvenience of exercise; lack of self – motivation; non-enjoyment, boredom of
exercise; low self-esteem; fear of being injured or having been injured recently; lack
of self-management skills; lack of encouragement, support, or companionship from
family and friends; non-availability of parks, sidewalks, bicycle trails, or safe
pleasant walking paths close to home.

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2. Environmental barriers
The location where people stay has a huge effect on a person 's involvement
in physical activity. List of environmental factors affecting our participation in the
physical activity: Accessibility of walking paths, cycling, and recreation facilities,
availability of public transportation, pollution, crime, spirit, weather, family and
friends.

Barriers to one's diet

A student can be restricted to take part in physical activities for a variety of
reasons. First, there could be previous incidents that impair student activity. Second,
participating in these alternative modes of operation is a little expensive-there are
costs involved, such as the procurement of uniforms and supplies, travel, and the
actual training fee itself. Third, the student's schedule is also a factor to be
considered. Priorities, such as study and family life.

Barriers to a proper diet are the following:

1. Lack of self-discipline (some cannot suppress their desire to eat unsafe food)
2. Insufficient time to prepare (sometimes unhealthful food is cheaper)
3. Few choices (usually you don't have influence over what's regularly sold in the
store)
4. Lack of self-discipline (some cannot control their urge to eat unhealthy food)
5. Insufficient time to prepare (the unhealthy foods are the cheaper priced
options)
6. Limited options (you have no control as to what is regularly sold in the cafeteria)

Diet and Nutrition

Diet refers to the food and drink that a person consumes on a daily basis, and
to the emotional and physical conditions associated with it. A healthy diet is one that
gives the body the nutrients that it requires to work properly.
Nutrition is the method of supplying or receiving the food needed for health
and development. Proper diet is an integral part of a healthy lifestyle. When combined
with physical activity, your diet will help you achieve and sustain a healthier lifestyle.

Fruit and vegetables

This food group provides a wide range of vitamins and minerals and is the
main source of antioxidants and flavonoids for children. They produce essential
vitamins and minerals that help prevent disease, as well as fiber that can lower
cholesterol, keep the intestine healthy and help digestion.

Milk and dairy

The group contains milk, cheese and yoghurt that are high in protein, calcium
and other vitamins and minerals. Be careful not to offer too much cheese because it
is high in salt.

Meat, fish, eggs, nuts and pulses

Foods in this group will provide protein, iron, zinc and other minerals and
vitamins. Purpose of providing 1 or 2 small portions of these foods per day.

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What’s More

Activity 3. Self-Assessment: Health-related Fitness Status

Direction.: You need to fill out the information needed. Your interpretation will be
based on the Rating Scale at the Learner’s Activity Sheets, Lesson 1
activity 3. You are going to complete the column for analysis/
implications in two or three sentences only.

What I Have Learned

Activity 5.
Take time to remember the things that we have discussed earlier and use
them to answer this activity.

In this lesson, I learned that:

1. Physical Fitness is ___________________________________________________
2. It is necessary to assess one’s health status because ___________________
3. The factors affecting our participation in the physical activity are__________________
4. Is it important to have a proper diet and nutrition because ________________

What I Can Do

Activity 6: CLOUD MAP

Use the cloud map to categorize the following exercises/activities according
to its HRF component. Write the letter that corresponds to your answer inside the
cloud map.

a. Swimming b. cycling c. digging d. jogging e. boxing

f. Curl-up g. Lifting weights h. push-ups i. yoga j. shoveling
k. dancing l. Climbing wall m. jumping rope

FLEXIBILITY MUSCULAR
ENDURANCE

MUSCULAR CARDIOVASCULAR
STRENGTH ENDURANCE

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Lesson
FITT Goals Based on
2 Training Principles
Objectives
At the end of the session, each learner will be able to:
1. enumerate the principles of physical activity;
2. give the importance of setting FITT goals on one’s fitness; and
3. compute your target heart rate by following the given procedure.

What’s In?

Activity 1: Listed below are examples of physical activity barriers. Draw a line to
match the following statements in the type of barrier they belong.

Accessibility of walking pathways Unavailability of parks/grounds for activities

Lack of motivation Use of elevators and vehicles

Personal Barrier Environmental

Barrier

What’s New?

Activity 2:
Based on the illustration below, connect the three pictures to create a
sentence or a message associated to fitness

+ =

Essential question:
What do you think is the significance of the illustration in achieving fitness?
___________________________________________________________________________

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What is It?

Principles of exercise are necessary to maximize the outcomes of the physical

fitness program and to modify the FITT – Frequency, Intensity, Type and Time.

The Principles of Physical Activity

Overload Principle. It's the most basic concept that suggests something
"more than average" to make a change happen.
Principle of Progression. It is a gradual increase in everlasting effort or
pressure that is not achieved too slowly or too quickly.
Principle of Specificity. It means that overloading will precisely train the
appropriate body part to benefit.
Principle of Reversibility. Muscle production will take place if normal
movement and execution is carried out, and if the operation ceases, it will be
reversed.

The FITT Principle of Physical Activity

Frequency
The level of exercise refers to the amount of times a week that physical activity
is done.
Intensity
Intensity is the rate at which the activity is carried out.

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

My Target Heart Rate

1. Get the Maximum Heart Rate: MHR = 220 – your age
2. Determine the Heart Rate Reserve: HRR = MHR - Resting Heart Rate
3. Take 60% and 80% of the HRR
a. 60% x HRR = .60 X 123
= 73.80 or 74 bpm
b. 80% x HRR = .80 X 123
= 98.40 or 98 bpm
4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR)
range.
a. 60% HRR 74 + 80 = 154 beats per minute
b. 80% HRR 98 + 80 = 178 beats per minute

Therefore, your target heart rate range is 154 to 178 beats per minute.
(When you do physical activity, your heart is within the usual range, so you need to
choose mild – intense exercises that can make your heart beat within the THR range.)

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Type
The type of activity shall be determined in accordance with the concept of
development and the specificity.

Cardiovascular Fitness Flexibility Muscular Strength and Endurance

Step Aerobics Stretching Squats
Walking Sit and reach Sit - ups
Jogging Lunges Dips

Time
Time is the duration of the physical exercise session. Inversely, the more
intensive the job being conducted, the shorter the time it is completed.

What’s More?

Activity 3: Problem solving

Direction: Compute the target heart rate

John is a Grade 11 student. He is 17 years old and he loves to play basketball.

How would you solve John’s Target Heart Rate?

What I Have Learned?

Activity 4:
In this lesson, I have learned that:

Setting FITT goal must__________________________________________________________

FITT principle helps____________________________________________________________
Principles of physical activity are _______________________________________________

What I Can Do?

Activity 5: Reflection

Assuming you are an athlete, do you think setting FITT goals in a certain
training principle is helpful or a great factor for your skill improvement? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Lesson
Moderate to Vigorous
3 Physical Activities (MVPAs)
Objectives
At the end of the session, each learner will be able to:
1. define the term physical activity;
2. classify different physical activities according to its intensity;
3. perform moderate to vigorous physical activities based on the designed
fitness plan; and
4. enjoy performing different physical activities.

Good day learner! Today is the start of your very perspiring week. How would
you spend your week to make your body fit and ready to do daily tasks? Do you
exercise? Some of your friends did that and some of them do not. You know what?
Selection of appropriate activities will help you achieve your desired results by
specifying the target muscles for development.

In this lesson, you will learn healthy activities that will engage you to have at
least 60-minute workout routine most days of the week in a variety of settings in-
and out-of-school. You are also expected to classify some of the activities according
to the level of intensity. Before we start the lesson, did you do warm-up exercise?

What’s In?

Activity 1. Let’s have recapitulation!

Identify the HRF component of the following physical activities. Choose your
answer from the word pool and write it on the table provided below.

Muscular Strength &

Cardiovascular Fitness Flexibility
Endurance

Walking Jogging Squats

Swimming Sit-ups Brisk Walking
Body-weight exercises Planks Lunges
Stretching

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What’s New?

Activity 2. Put me in check!

Identify the following activities if it’s moderate or vigorous activity. Check ( /)

the corresponding column for each number.
Physical Activities Moderate Vigorous
Walking Slowly
Jumping rope
Playing Chess
Shoveling
Gardening
Running for 30 minutes

Essential Questions:
1. Have you tried performing some of the activities mentioned above?
How does it feel?
2. Did you find those activities engaging and interesting? Why?

What is It?

Let’s Talk About Some Important Points!

Physical activity refers to any body movement produced by skeletal muscles

that increases above basal energy expenditure. It can improve your health and
reduce the risk of developing several diseases like type 2 diabetes, cancer, and
cardio-vascular disease.
It has also an immediate and long-term health benefits. Most importantly,
regular activity can improve your quality of life. A minimum of 30 minutes a day can
allow you to enjoy this benefit.

Benefits Of Physical Activity Or Exercise:

-Reduce your risk of a heart attack -Have a lower blood cholesterol level
-Manage your weight better -Have lower blood pressure
-Lower your risk of falls -Lower the risk of type 2 diabetes and some
cancers

It can be divided into two main categories: First, it is an exercise involving

structured, repetitive movements of the body. Second, non-exercising is physical
activity, such as standing, commuting to and from school or work, or taking part in
household or occupational chores. Both exercise and non-exercise physical activity
can further be classified by the level of intensity: light, moderate and vigorous.

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Light intensity exercises, compared to moderate and vigorous activities, require

the least effort. It is an activity classified as < 3 METS.

Some examples of light physical activities include:

 walking slowly
 making the bed
 eating

Moderate Intensity exercises requires moderate amount of effort and noticeably

accelerates the heart rate. It is an activity that is approximately 3-6 METS.

Example:

Hamstring stretch Calf stretch Chest stretch Triceps stretch

Arm Crossover Swing Shoulder stretch Jumping rope

Arm Circles Back Turns

Vigorous intensity exercises require a great deal of effort that caused rapid
respiration and a significant increase in heart rate. It is an activity of around > 6
METS.

Example:

Push Ups Running in Place Hamstring Stretch

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Ski Hops High Knee Twist

Phases of Exercise
Each of the phases plays an important role in helping you reach your fitness
goals while maintaining your health and safety.
A warm-up will warm your body and get you ready to work out. It raises the
temperature of your body, loosens your muscles and warms up your joints to get you
ready for work.
Workout is an exercise or practice session aimed at improving fitness, as in
athletic competition.
A cool down is a vital part of your workout. It may last 3-10 minutes,
including stretches or gentle variations of the movement you've made during your
workout.

What’s More?

Activity 3. My Fitness Plan!

Using the sample table below, make your own Workout Session Plan for at
least 30 minutes in 5 sessions a week. Fill out the table with appropriate activities.

Name:____________________________________________________ Date:__________________
Resting HR:____________ Working HR:_____________ Recovery HR:_________________
Type
Part of the Time
(Form of exercises, selected
Fitness Plan
Physical activities)
Warm-up Head bend, Shoulder stretcher,
5 minutes
(3-5 min.) Trunk bending, Hamstring stretch
Arm Circle, Arm crossover swing,
Workout
Back tuns, 3-minute step ups, 20 minutes
(15-20 min.)
Jumping rope, Ski hops, Jog in place
30-Second Rest (Recovery)
Cool down Hamstring stretch, calf stretch, triceps 5 minutes
(3-5 min.) stretch
breathing exercises
Note: You may vary your exercise routine according to your level of capacity, as long
as the physical activities/exercises are classified as moderate to vigorous intensity.

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Essential questions:
1. What have you observed to the level of intensity of the activity?
2. Why do we need to have these activities daily or most days of the week?
3. Does the workout session beneficial in achieving fitness? How do you say so?

What I Have Learned?

Activity 4. Self-evaluation.

Take time to review the things that we have discussed earlier and use them
to answer the next activity. In this lesson, I have learned that:

Light intensity physical activity is _____________________________________________

Examples of moderate exercises are _____________________________________________
Examples of vigorous exercises are ______________________________________________
The importance of physical activities are __________________________________________

What I Can Do?

Activity 5: My TThS Routine!

For the whole week: Using the template below, Record your MVPA on Tuesday,
Thursday and Saturday in different settings in- and out of school. The result of this
activity will serve as a basis for assessment.

Date:_______ Date:_______ Date:_______ Date:_______

Monday (sample only) Tuesday Thursday Saturday
Total Total Total Total
MVPA time MVPA time MVPA time MVPA time
spent spent spent spent
Walking from
home to 10 min
school
Morning
exercise in 10 min
school
Work-out 30 min.
Playing
1 hour
volley-ball
Walking going
10 min
home
Pitching of
10 min.
water

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Lesson
The Physical Fitness
4 Physiological Indicators
Objectives
At the end of the session, each learner will be able to:
1. Determine the training intensity using rate of perceived exertion;
2. Perform the burpee challenge properly; and
3. Appreciate the value of monitoring exercise intensity.

What’s In

Activity 1: How well you know?

In your previous lesson, you have differentiated Physical activities at moderate

intensity and Vigorous intensity.

Let’s see, if you can really identify the following activities below if it is MIPA
(Moderate Intensity Physical Activity) and the VIPA (Vigorous Intensity Physical
Activity). Write on your answer on the space provided.

Tennis Doubles Dancing Shoveling Mowing Lawn

Tennis Singles Vacuuming Carrying Heavy Loads Hiking
Basketball Game Badminton Recreational
MIPA VIPA
1. 1.
2. 2.
3 3
4 4
5 5

What’s New

Activity 2: My Heart Went Oops!

On the blank provided before the number, draw a when the activity is done while
your heart is at rest and draw a (( )) if heart is working hard.

____1. Jumping ____6. Step-Ups

____2. Running ____7. Eating
____3. Sleeping ____8. Dancing
____4. Reading Books ____9. Lifting 50kgs. barbel for 5 seconds
____5. In-Love ____10. Boxing

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Activity 3: What’s the connection?

Refer your answer/s in Activity 2.

1. Compare how the heart works, if you will perform activity 3,4,5,6,7,8
and the activity 1,2,4,9, & 10? Is there a difference as to the level of
intensity? Why?
2. What activities can make your muscles work hard?

What is It

Checking your Heart Rate (HR) at rest

Monitoring heart rate is important for two things; safety and success. When
you keep track of your heart during exercise, you will be able to ensure the safety of
your fitness program. Before engaging from any physical activity and while sitting
down, count your heart rate at rest. How to monitor you heart rate? There are two
ways on how to monitor your heart rate, by means of radial pulse and by means of
your carotid pulse.

A. Radial Pulse B. Carotid pulse

But I rather recommend you to do the radial pulse. Put your timer up to six
(6) seconds, as the time started, count your heart beats within that span of time.
Then multiply the result by 10 to get the full 60 seconds total heart rate.

Total no. of heart beats within 6 seconds x 10 = your total HR

Table 1. Resting Heart Rate ratings
Heart Rate (bpm) Rating Heart Rate (bpm) Rating
59 Excellent 80–89 Fair
60–69 Good 90 Poor
70–79 Average
Using the heart as physiological indicators, maximal heart rate (max HR) is
typically used. Exercise should be between 60-85% of your max HR to maintain or
improve cardiovascular fitness (60% HR is your moderate intense and 85% is the
limit of your vigorous intensity).

(please do the activity 4 located at the learner’s activity sheet)

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Rate of Perceived Exertion (RPE).

The RPE scale is used to measure the intensity of your exercise. The RPE
ratings runs from 6 – 20. The numbers below relate to phrases used to rate how easy
or difficult you find an activity. Think of each rating in the RPE as a reflection of your
heart rate during the physical activity, that is, when multiplied by 10. This means
that an RPE of 6 is about a heart rate of 60 bpm (beats per minute) while RPE of 18
is about 180 bpm.
Rate of perceived Exertion (RPE) Rate of perceived Exertion (RPE)
Rating Description Rating Description
6 14
Very, very light Hard
7 15
8 16
Very light Very hard
9 17
10 18
Fairly light Very, very hard
11 19
12 20
Somewhat hard
13
When using this rating scale, remember to include feelings of shortness of
breath, as well as how tired you feel in your legs and overall.

A typical way to determine your RPE

Try singing or talking while engaged in a physical activity you wanted to rate.
If you are still able to sing during physical exertion, then the RPE is probably just
between 6-8, however, if you cannot hold a conversation, then the level of effort is
high and the RPE is probably between 14-17. Remember that the recommended
target level of effort is from 12-16 (120 to 160 bpm) for your health to improve.
(Please do the activity 5 located at the learner’s activity sheet)

Why use RPE?

It is useful to track workout strength with the RPE scale because:
• It provides double-checking of heart rate, particularly if the target heart rate zone
is estimated from age.
• Measurement of RPE can be carried out without stopping to "test" it, as is
appropriate with monitoring of heart rate.
• They are free!
PACE AND PACING
Sometimes refers to the rate or speed of doing physical activities. The purpose
of pacing and goal setting (based on FITT principle) is to regulate daily activities and
to structure an increase in tolerance through gradually increased activity.
Many people forget to pace themselves during certain ‘danger' times. Some
examples include:
 Days when you feel good and you become over-confident in your physical abilities
 While performing a physical activity that you enjoy
 When trying to please other people
 When you are feeling rushed, pressured, or emotionally upset

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Progression of Activity Frequency, Intensity, and Time Based on Fitness Level

(Corbin et al, 2008)
Low Fitness Marginal Fitness Good Fitness
Frequency 3 days a week 3-5 days a week 3-6 days a week
Intensity
Heart Rate Reserve (HRR) 40-50% 50-60% 60-85%
Maximum Heart Rate (max HR) 55-65% 65-75% 75-90%
Rate of Perceived Exertion (RPE) 12-13 13-14 14-16
Time 10-30 minutes 20-40 minutes 30-60 minutes

(Please do the activity 6 located at the learner’s activity sheet)

What’s More

Activity 4: The Burpee Challenge

Let the illustration below guide you on what to do in this activity. In
two minutes, do the burpees and count how many repetitions you did.
Then rate this activity based on the RPE principle. Please execute this
activity with all honesty.

Here’s how;
The Burpee (actions from a to e is
equivalent to set or count as 1)

What I Have Learned

Activity 5: How well you know?

Define the following physiological indicators.
Heart Rate Rate of perceived Exertion Pace and Pacing

Give the importance or benefits of the following physiological indicators.

Heart Rate Rate of perceived Exertion Pace and Pacing

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Lesson
Personal Safety Protocol
5
Objectives
At the end of the session, each learner will be able to:
1. Identify different conditions associated with workout;
2. Enumerate preventive measures to avoid negative conditions during
moderate to vigorous physical activity participation; and
3. Appreciate the importance of observing personal safety protocol.

What’s In

Activity 1: let us review our past lesson

In our previous lessons, you were able to identify your heart rate at rest and
the two ways on how to check your pulse rate; by means of radial pulse and carotid
pulse.
1. Can you differentiate radial pulse from carotid pulse?
2. How are you going to determine your target heart rate in a
moderate-intense physical activity? Can you give me the exact
formula?

What’s New

Activity 2. “4 Pics”:
Try to guess the word using the four pictures shown as your clue.

A. __________________ B. ___________________ 3. __________________

Essential Questions:
1. Do you think your answers in Activity 2 are relevant to each other? How?
2. Are these activities contribute to a healthy lifestyle? Why?

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What is It?

Let’s Talk About Personal Safety Protocol

Doing physical activity may sometimes cause injury or illness. In that case,
you need to know, and Observe Personal Safety Protocol. The following are some
conditions associated with physical activity participation/workout;

Dehydration – is a disorder in which fluid depletion happens in blood, intake, and

urine exercise. You'll need to drink water to absorb or replenish it. Note a person
should drink 8 to 10 glasses of water a day to prevent dehydration or 150-250 ml of
water every 15 minutes to reduce the lack of fluid while sweating.

Overexertion – to grow, the body needs rest so don't over-train. Overdoing, or

prolonged physical exercise, delays muscle recovery.

An adult need to have 5 hours of moderate exercises per week and 2,5 hours
of intense activity. Over exercising may lead to the following diseases that may cause
sudden death (heart damage, heart rhythm disorder and enlarged arteries. Some of
the female athletes may suffer from loss of menstruation, osteoporosis and eating
disorder. While for male it decreases libido.
Some can have upper respiratory tract disorders, some suffer from the
immune system, and others can suffer from tendonitis and stress injuries that may
lead to repeated trauma.

Hypothermia – a medical emergency occurs when your body loses heat faster than
it can generate heat, causing a dangerously low body temperature that drops below
95 F (35 C). There are things that will help you avoid hyperthermia if you note early
symptoms of hypothermia, these are:
 Should not work out in a cold climate
 Stir in warm clothing layers
 Shift your body to help your heart warm up
 Eat rich in carbohydrate foods
 Overexertion makes you sweaty
 Always have your towel for immediate drying of your sweat

Hyperthermia-sometimes referred to as "heat disease." It features a high body

temperature.

Some short facts are as follows about hyperthermia.

 Body temperature in excess of 104 ° F (40 ° C)
 One severe level of hyperthermia is heat exhaustion and
 In dry, humid environments, long exposure can increase the risk of this
condition.

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Further guidelines for the treatment of mild to moderate hyperthermia include:

 Sip fresh water or an electrolyte drink
 Loosen or remove excess clothes
 Lie down and try to relax
 Taking a cool shower or bath
 Place cool, wet tissue on your forehand
 Execute the wrists 60 seconds under cool water
 Placing or compressing ice packs

What’s More?

Activity 3: Observing Personal Safety Protocol

Instruction: Choose only one among the task which you can perform.(Activity
5:Reflections for this activity is located at the Learners Activity Sheet)

Note: Before having a Moderate to Vigorous Physical Activities (MVPA’s), always

follow the proper safety protocol.

A. Try to choose a music that you can use to perform a 60 minutes dance exercise,
including warming up and cooling down. Make sure that you are doing this
outdoors, under the heat of the sun.
B. If in case you do not have equipment like DVD player, speaker, or sound link
that you can used in activity 4-A, you can perform the following athlete
exercises shown below as an alternative. Do this in outdoor.

Example
5 minutes jogging 10 push-ups 10 minutes skipping rope
3 minutes step-ups 10 curl-ups

What I Have Learned?

Activity 4: How well you know?

Take time to review the things that we have discussed earlier and use them to
answer the next Activity.

In this lesson, I have learned that:

Overexertion _____________________________________________________________
The difference between Hypothermia from Hyperthermia are _______________
Sleep is rest. Getting enough sleep will ____________________________________
Dehydration is________________________________________________________

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Assessment

POST- TEST
General Instructions: Encircle the letter of the correct answer.
1. It measures body mass based on height and weight that aids in determining weight
categories.
a. BMI b. Bpm c. RPE d. WHR
2. Peter weighs 45kilograms and1.58meters tall. What is his body mass index?
a. 20kg/m2 b. 18 kg/m2 c. 18.5 kg/m2 d.16.5 kg/m2
3. Anthropometric measurements are used to measure the body measurements.
Choose among the set of equipment used to measure the body mass index.
a. catheter, Stadiometer c. weighing scale, catheter
b. tape measure, weighing scale d. Stadiometer, tape measure
4. It refers to the number of times a physical activity is done within a week.
a. Frequency b. time c. intensity d. Magnitude
5. Which among the statement below tells about the principle of progression
a. washing dishes to eating c. Dancing to sleeping
b. Stretching to jumping rope d. Bending to stretching
6. A basic exercise that evaluates the strength of the arms and abdominal muscles
as well as the flexibility of the shoulder joint.
a. Push-up b. squat c. Lunge d. trunk rotation
7. It refers to any bodily movement produced by skeletal muscles that increase
energy expenditure above basal level.
a. marketing b. physical activity c. stretching d .outing
8. . Which of the following mention below is a moderate intensity physical activity
a. Eating b. Running c. Heavy Shoveling d. Dancing
9. It is an essential part of workout and can last for 3-10 minutes. It includes
stretches or gentle variations of the movements during work out.
a. Warm- up b. Work out c. Cool down d. none of the above
10. How would you solve your MHR if you are 17 years old ?
a. MHR=220+ 17 b. MHR=220-17 c. MHR=17 +202 d. MHR=202-17
11. . It is used to measure the intensity of your exercise that include shortness of
breath as well as how tired you feel in your whole body?
a. Heart Rate b. Pacing c. RPE scale d. Self-Testing Assessment
12. It refers to the number of times your heart beats per minute (BPM).
a. Heart rate (HR) b. RPE scale c. BMI d. Pacing
13. Monitoring heart rate is very important. Which among the following is the best
time to check your resting time pulse rate?
a. after performing a warm up activity c. before taking a heavy meal
b. sometime in the evening after sitting quietly d. anytime of the day
14. If you want to locate and determine your pulse rate, how you do it?
a. By pinching the pulse using your index finger and thumb
b. By pressing the pulse using your index and middle finger
c. By rubbing the pulse using the other hand
d. By tapping the pulse using your ring finger
15. How would the person’s body react when he/she is experiencing hypothermia?
a. Very slow breathing and shivering c. Jollier and energetic as usual Overexertion
b. Intense sweating, catching breaths d. Same as normal

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Additional Activities

Culminating Activity: (30 pts.)

To determine your learning of the first quarter of Health Optimizing P.E

(H.O.P.E) 1 Fitness exercise, take a video of yourself doing the 60 minutes dance
exercise. Your 60-minute workout must be your own FITT-based exercise program,
while observing personal safety protocol. See the above rubrics to serve as your guide.

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Lesson 5 – Activity 2 Lesson 4 – Activity 2
a. EXERCISE 1.(( ))
b. REST
2. (( ))
c. DEHYDRATION
3.
4.
5.
6. (( ))
7.
8. (( ))
9. (( ))
10. (( ))
Lesson 4-Activity 1 Lesson 3-Activity 2 Lesson 3-Activity 1
MIPA: Moderate: Cardiovascular Fitness:
-Dancing -Walking slowly -Walking
-Vacuuming -Playing chess -Swimming
-Mowing Lawn -Gardening -Jogging
-Badminton recreational -Brisk Walking
Vigorous: Flexibility:
VIPA: -Jumping rope -Stretching
-Tennis Single -Shoveling -Lunges
-Shoveling -Running for 30 minutes Muscular Strength & Endurance:
-Hiking -Squats
-Carrying heavy loads -Sit-ups
-Basketball Games -Plunks
-Tennis doubles -Body-weight Exercises
Post-test Pre-test
1. a 1. A
Lesson 2-Activity 2 2. b 2. b
Exercise + Healthy Diet = Physically Fit 3. b 3. b
4. a 4. a
5. a 5. a
6. a 6. a
Lesson 1 – Activity 5 Cloud Map 7. b 7. b
8. d 8. d
Flexibility 9. c
i 9. c
10. b 10. b
Muscular Endurance 11. c
f, l, j, h 11. c
12. a
Muscular Strenght 12. a
13. b
f, g, l, c, e, j, h 13. b
14. b
Cardiovascular Endurance 14. b
15. a
a, b, d, k, I, e, m 15. a
Lesson 2-Activity 2
Answer Key
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References

&ldquo;workout&rdquo;, D., A, M., Kashyap, S. and Vandayar, R., 2020. Difference Between
"Exercise" And "Workout". [online] English Language & Usage Stack Exchange. Available at:
<https://english.stackexchange.com/questions/193322/difference-between-exercise-and-
workout> [Accessed 19 June 2020].
Buenavistanhs.weebly.com. 2020. [online] Available at:
<https://buenavistanhs.weebly.com/uploads/7/2/2/8/7228051/10_physical_education_and_health
.pdf> [Accessed 22 June 2020].
Callo, L. and Dajime, P., 2016. Physical Education And Health. 1st ed. Rex Bookstore, pp.32-42.
Change4health.gov.hk. 2020. Change4health - Classification Of Physical Activity And Level Of
Intensity. [online] Available at:
<https://www.change4health.gov.hk/en/physical_activity/facts/classification/index.html>
[Accessed 19 June 2020].
Csba.org. 2020. [online] Available at:
<https://www.csba.org/GovernanceAndPolicyResources/DistrictPolicyServices/~/media/CSBA/
Files/GovernanceResources/PolicyNews_Briefs/StudentHealth/PhysEd_Actviity/2009_11_FactS
heet_ModerateToVigorous.ashx> [Accessed 19 June 2020].
Department of Education Republic of the Philippines, 2020. Physical Education And Health. DepEd
Central Office: Department of Education, pp.32-34.
Nerd Fitness. 2020. How To Build Your Own Workout Routine (Plans & Exercises) | Nerd Fitness.
[online] Available at: <https://www.nerdfitness.com/blog/how-to-build-your-own-workout-
routine/> [Accessed 19 June 2020].
Obesity Prevention Source. 2020. Examples Of Moderate And Vigorous Physical Activity. [online]
Available at: <https://www.hsph.harvard.edu/obesity-prevention-source/moderate-and-vigorous-
physical-activity/> [Accessed 19 June 2020].
SDSU Extension. 2020. Light, Moderate, And Vigorous Activity. [online] Available at:
<https://extension.sdstate.edu/light-moderate-and-vigorous-activity> [Accessed 19 June 2020].
STATOPERATOR. 2020. Washington Daily News – 2019-04-13. [online] Available at:
<https://statoperator.com/research/washington-daily-news-2019-04-13/> [Accessed 22 June
2020].
Www1.health.gov.au. 2020. Department Of Health | Australia's Physical Activity And Sedentary
Behaviour Guidelines And The Australian 24-Hour Movement Guidelines. [online] Available at:
<https://www1.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-
act-guidelines> [Accessed 19 June 2020].

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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary
objective of preparing for and addressing the new normal. Contents of this module where based
on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material
to be used by all learners of region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module. This is version 1.0.
we highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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