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PHYSICAL EDUCATION 7
Quarter 1 : Module 1

EXERCISE PROGRAMS

(Sports)

Name: ____________________________________________________________
Section: ____________________
Date: _________________ 1
 PHYSICAL EDUCATION 7

MODULE 1

EXERCISE PROGRAMS

(Sports)

I- INTRODUCTION

Most adolescents nowadays are becoming fitness conscious, they indulge to

different activities, such as dancing, playing sports, etc., for they discover opportunities to
hone themselves in all aspects. You as an adolescent, might be one of them! This module
will help you discover and analyze how planning out good exercise programs are a great
way to make sure that you are getting the most of your workouts, you are targeting all your
muscle groups as well as getting a good cardio and flexibility workout, and more
importantly, it turns into your lifestyle.

II- OBJECTIVES

The learner.....
• Undertakes physical activity and physical fitness assessment.
• Sets goals based on assessment results.
• Prepares an exercise program.
• Descibes the nature and background of the sport.
• Executes the skills invoved in the sport.
• Monitors periodically one’s progress towards the fitness goals.

III- VOCABULARY LIST

• Badminton – is a net-game played on a rectangular court where opponents volley

shuttleock over a net using a racket.

• Backhand Grip – used to hit the shuttle at the non-dominant side of the body. From
the forehandgrip position the fingers are moved slightly to place the thumb pressing
flat on the flat side of the handle while the rest of the fingers are positioned together.

• Clear – shot done with the stroke above the head, the shuttlecock travelling up
targetting the long service line usually done to give the player time to return to base
position.

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• Doubles Match – a match that requires two players to work together, played by both
male players or both female players

• Drive – shot usaully done with the stroke about the level of the head, the shuttle
travvelling straight or flat over rthe net.

• Drop – shot usually done with the stroke above the head, the shutlle travelling up but
drpping just near the net;usually done for plaicing purposes.

• Forehand grip – the handshake grip positions the thumb and pointing fingers
wrapped around the handle forming a letter V while the rest of the fingers are spread
supporting the bottom part of the handle.

• Frequency – refers to the number of exercise sessions per week; for example, 3-5
times per week.

• Intensity – is the degree of effort of exertion put forth by an individual during

exercise.

• Lob – a shot done with the stroke below the head about waist level, the shuttle
travelling up.

• Mixed Doubles Match - a match that requires two players to work together in each
court, played by one male and one female player.

• Net drop/shot – a shot usually done with the stroke below the head, the shuttle
travelling just barely touching the net and landing near it;usually done for placing
purposes.

• Physical Fitness - as popularly defined, is the capacity to perform one’s daily tasks
without undue fatigue and still has extra energy for recreation and emergency.

• Racket – is a light long-handled racket used by badminton players.

• Receive – it is done to reply to a serve.

• Service – a skill done with contact of the racket with the whole shuttlecock below the
servers’s waist.

• Singles match - a match that requires one or a single player .

• Shuttlecock – it is also called as bird or birdie, it has an open conical shape formed
by feathers embedded into a rounded cork base.

• Smash – a shot done with the stroke above the head. The shuttle travelling down
with power and speed, considered one of the most powerful attack in badminton.

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 • Time – is the duration of the length of the activity, such as 40 minutes of exercise is
how long an exercise must be performed to be effective.
• Type – is the mode of exercise being performed. The selection of the type of
exercise should be guided by the fitness goal to be achieved.

IV- PRE-TEST

Fill in the missing letters in the box to come up with the complete word/phrase. Write
your answers on your notebook.

1. It refers to the capacity to perform one’s daily tasks without undue fatigue and still
has extra energy for recreation and emergency
H I A - I T E S

2. It is considered an individual or dual sport, which is played by means of

volleying the shuttlecock over the net with the use of racket.

B D I N

3. It refers to how often an exercise should be done.

R E U C Y

4. Another term for forehand grip.

A N S E

5. It is the ability of a person to change direction quickly.

A I L T

Evaluate your results. At the end of this module, it is expected that the number of your
☺
checkmarks will be more than your results in this pre-test. Don’t worry this is just your
knowledge on the lesson.

V- LEARNING ACTIVITIES

Welcome to the first part of your lesson! Are you ready to learn? In this phase, you
will be provided with activities that will test your prior knowledge, stimulate your interest and
elevate your understanding and level of excitement in the different activities. This part of
module will help you get started and be mentally and physically ready for the next part.

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 EXPLORE YOUR UNDERSTANDING

Activity 1: FIT OR NOT?

The following are statements related o Physical Fitness. Write FIT if the statement relates to
the characteristics and indications of a physically fit individual and NOT, if the statement is
the opposite. Write answers in your notebook.

1. Can perform daily activities without undue fatigue.

2. Is sickly and weak.
3. Has reserved energy for emergencies.
4. Maximizes leisure for recreation.
5. Is always stressed and has no leisure.
6. Has awkward posture.
7. Is overweight and can’t efficiently move.
8. Has normal BMI (Body Mass Index)
9. Has pale skin complexion and can’t easily sleep at night.
10. Is confident and cheerful in the performance of physical activities.

Points to ponder:

Read the following questions. Ponder on each question, Then write your answers on
your notebook.

1. How do you describe a physically fit person?

2. When can you say that an individual is not physically fit?
3. Based on your responses, how do you describe yourself?
4. Are you a physically fit individual? Justify your answer.

Activity 2: CONCEPT MAP ANALYSIS

Below is a concept map of physical fitness and its components. Each of the indicated
components contributes to the development of your physical fitness. Your task is to lift a
term from the map and math it with the statement defining the term.

1. Ability to do a wide range of movement.

2. The capacity to change position and direction quickly.
3. The ability to apply a force.
4. The ability to stay in equilibrium.

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5. To respond quickly to a given stimulus.
6. Repetitive or sustained application of force.
7. To move in straightforward direction in the shortest possible time.
8. The combination of speed and strength in one blow of movement.
9. The smooth and accurate execution of movement as conceived in the mind and executed
by the body parts.
10. The capacity to perform your daily tasks without undue fatigue and still has extra energy
for recreation and emergency.

TIME TO READ.

Physical Fitness and Its Components:

Physical Fitness, as popularly defined, is the capacity to perform one’s daily tasks without
undue fatigue and still has extra energy for recreation and emergency. In this definition,
three important aspects that an individual should be able to meet in order to be considered
physically fit.

1. Ability to perform one’s daily tasks without undue fatigue. These daily activities include:

• Preparing for school or work

• Going to school or work
• Doing assignments
• Doing study sessions
• Attending to household chores

2. Enjoying leisure through some recreational activities. Leisure is the amount of time left
after all the daily routine activities are accomplished. It is an unobligated time where one can
enjoy through activities such as sports, academic games and other productive hobbies.
These activities are called recreation. They may be in the form of:

• Watching TV
• Making handicrafts
• Painting and other art activities
• Listening to music
• Playing games and sports

3. Meeting emergencies. Emergencies are foreseen events with which one has to use his
energy and time to meet them. They include:

• Accidents
• Doing important errands
• Performing social obligations
• Attending to unexpected guests
• Attending to household problems

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 The ability to meet these three (3) main aspects of physical fitness is a manifestation
that one is physically fit individual. The ability to meet these three demands of
physical fitness requires you to have the different components which include:

HEALTH-RELATED COMPONENTS:

➢
Strength – refers to the ability of the muscle to exert maximal force in a brief duration. It
may be developed through isotonic, isometric. Or isokinetic contractions. Isotonic
contraction is seen in calisthenics exercises wherein a body segment makes use of the
body resistance during an exercise.
➢
Endurance - refers to the ability of the muscle to exert sub-maximal effort for a prolonged
period of time.
➢
Flexibility – the ability of th muscles and joints to go through a ull range of motion. It
reduces the risks of injuries, enhances muscle performance and prevents muscle
soreness.
➢
Organic Vigor/Body Composition – refers to proportions of lean body mass to fat body
mass. It stresses one’s relative fatness and leanness in relation to height.

SKILL/PERFORMANCE-RELATED FITNESS

➢
Speed – the ability to perform a task or move from one point to another in shortest
possible time. It is influenced by reaction time. It is the time elapsed when the “go”
signal has been made by an official to the first motor response.
➢
Agility – the ability of an individual to quickly shift or change direction o the body
from one point to another.
➢
Power – the ability to perform one maximum effort in the shortest possible time. It is
the product of both strength and speed.
➢
Balance – the ability to stay in equilibrium in relation to changes in body position. It
may be static or dynamic. Static balance is the kind of balance demonstrated in
stationary position. Dynamic is demonstrated while the body is moving.
➢
Coordination – is the harmonious working relationship between the skeletal muscles
and nerves in one aspect of movement. Hand-eye relationship in sports or hand-foot
relationship in walking is an activity where you can see coordination.

All of these components are already present within us. It’s just that, each individual has a
different level of fitness from the other. Individuals with low level of fitness need to determine
their weaknesses and do some activities which may help elevate their fitness while those
with a high level of fitness need not take for granted their condition. Enhancement activities
are suggested for them to maintain if not improve their present level of fitness.

Activity 3: THE THINGS THAT DO COUNT

Accomplish the following table by writing at least 5 physical activities, including those
that you do, that fall under each component of physical fitness. Do this on your activity
notebook.

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 STRENGTH ENDURANCE FLEXIBILITY SPEED AGILITY POWER BALANCE COORDINATION

❖
PRACTICE TASK 1: PHYSICAL FITNESS TESTS

1. Do the following to prepare for the tests.

• Review the procedures in conducting the PFT.

• Wear the appropriate attire.
• Do the warm-up exercises on your own or with your partner.
• Re-orient yourself on the proper execution of the tests and recording of test results.
• Go through the test without exerting maximum effort.
• Observe safety

2. Perform the tests with someone assist you.

3. Record your test results.

HEALTH-RELATED FITNESS TESTS:

A. BODY MASS INDEX (BMI)

The following formula is used to get the BMI

BMI = Weight (kg)

Height (m)2
Example: BMI = 48 kg
(1.50 m) 2
BMI= 21.33 - NORMAL
Classification:

Below 18.5 – Underweight

18.6 – 24.9 – Normal
25 – 29.9 – Overweight
3.0 – Above - Obese

A.1 Weight – the heaviness or lightness of a person.

Equipment: Weighing Scale

Procedure: For the test taker:

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 1. Wear light clothing.
2. On bare feet, stand erect and still while evenly distributing your weight on the center of
the scale.

Reminders:

1. Before you start weighing, adjust the scale to zero point.

2. Record the score in kilograms.

Scoring: Record body mass to the nearest 0.5 kilograms.

A.2 Height – the distance between the floor to the top of the head when a person is in
standing position.

Equipment: an even and firm floor and flat well, L-Square, tape measure laid flat on a
concrete wall with the zero point starting at the floor.

Procedure for the test taker:

1. Stand erect on bare feet with heels, buttocks, and shoulders pressed against the
wall with the tape measure.

For your partner:

1. Place erect the L-Square against the wall with the base at the top of the head of
the person being tested.

2. Record the score in meters.

Scoring: record Standing Height

*1 meter=100 centimeters

STRENGTH:

C. PUSH-UP

Purpose: to measure strength of the upper extremities.

Equipment: exercise mat or any clean mat

Procedure: For the test taker:

1. Lie face down on the mat, in standard push-up position: palms on the mat under
the shoulders, fingers pointing forward, and legs straight, parallel and slightly
apart with the toes supporting the feet.

For Boys: Straighten arms, keeping the back and knees straight. Lower the arms until there
is a 90 degree angle at the elbows (upper arms are parallel to the floor).

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For Girls: With knees touching the mat, straighten the arms, keeping the back straight.
Lower the arms until there is a 90 degree angle at the elbows (upper arms are parallel to the
floor).

2. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups

per minute (2 seconds going down, 1 second going up)

For your partner:

1. As the student assumes the push-up position, start counting as the student lowers
his/her body on the ground until s/he reaches a 90 degree angle at the elbow.

2. Make sure that the student performs the push-ups in the correct form.

3. The test is terminated when the subject can no longer perform the push-ups in the
correct form (3 corrections are allowed), is in pain, voluntarily stops, or when
cadence is broken.

Scoring: record the number of push-ups made.

C. BASIC PLANK

Purpose: to measure strength of abdominal muscles.

Equipment: exercise mat or any clean mat, stopwatch

Scoring : record the how long basic plank was made..

FLEXIBLITY TEST

D. Sit and Reach is a test of flexibility of the lower extremities particularly the hamstring.

Purpose: to reach forward as far as possible without bending the hamstring.

Equipment: tape measure

Procedure: For the test taker

1. Sit on the floor with back flat on the wall and feet approximately 12 inches apart.
2. Without bending your back your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
3. After the tester has positioned the zero point of the tape measure, start the test by
slowly reaching the farthest point possible without bending the knees.
For your partner:

1. As the student assumes position (b) in the procedure, position the zero point of the
tape measure at the tip of the finger farthest from the body.
2. Make sure that the knees are not bent as the test taker reaches the farthest that
he/she could.
3. Measure the farthest distance reached.
4. Record the score in centimeters.

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E. Zipper Test is a test of upper arm and shoulder girdle flexibility intended to parallel the
strength/endurance assessment of the region.

Purpose: to touch the finger tips together behind the back by reaching over the shoulder
and under the elbow.

Equipment: ruler
Procedure: For the test taker
1. Stand erect.
2. To test the right shoulder, raise your right arm, bend your below, and reach
down across your back as far as possible.
3. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those of
your right hand.
4. Reach with the right hand over the right shoulder and down the back as if to
pull a zipper or scratch between the shoulder blades.
5. To test the left shoulder, repeat steps a to d with the left hand over the left
shoulder.

1. Observe whether the fingers touched or overlapped each other.

2. Measure the distance in which the fingers overlapped.
3. Record the score in centimeters using the following standard.

Scoring: record zipper test to the nearest 0.1 centimeter.

Standard:
0- did not touch fingers
1- touched only tip of fingers
2-fingers overlapped by 1 to 2 cm
3- fingers overlapped by 3 to 4 cm
4-fingers overlapped by 5 to 7 cm
5- fingers overlapped by 8 and more.

F. 3 Minute Step Test

Purpose: to measure cardiovascular endurance.

Equipment: step with a height of 12 inches, stopwatch
Procedure: For the test taker
1. Position in front of the step.
2. At the signal “Go,” step up and down for 3 minutes at a rate of 24 steps per
minute. One step consists of 4 beats – that is, “up” with the left foot, up with
the right foot, down with the left foot, down with the right foot.”
3. Immediately after the exercise, stand, and relax. Don’t talk.
4. Locate your pulse. (The first beat is zero.)
5. Count the pulse for 0 seconds. Multiply by 6.

For your partner:

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 1. As the student assumes the position in front of the step, signal “Ready” and
“Go”. Start the stopwatch for the 3-minute step test.
2. After the test, let the student count his/her pulse for 10 seconds and multiply
it by 6.

Scoring: record the 60-second heart rate for the activity.

SKILL-RELATED FITNESS

COORDINATION - Juggling
Equipment: sipa (washer weighing 4 gms. with straw)/20 pcs. bundled rubber
bands/any similar local materials weighing 4 gms

AGILITY – Hexagon Agility Test

Equipment: tape measure, masking tape/chalk, stop watch

SPEED- 40 meter Sprint

Equipment: stop watch

POWER - Standing Long Jump

Equipment: meter stick/tape measure,

BALANCE-Stork Balance Stand Test

Equipment: stop watch

REACTION TIME- Stick Drop Test

Equipment: ruler (24 inches)/meter stick, table or arm chair

Note: The test can be administered in 3-5 days depending upon the ability of the learners,
availability of testing area and resources.

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 PHYSICAL FITNESS SCORE CARD
Name:____________________________________ SEX: ________ AGE:______

PART 1: HEALTH-RELATED FITNESS

A. BODY COMPOSITION: Body Mass Index(BMI)
HEIGHT (meters) WEIGHT (kilograms) BMI CLASSIFICATION

B. CARDIOVASCULAR ENDURANCE: 3-MINUTE STEP TEST

Heart Rate Per Minute
Before the Activity After the Activity

C. STRENGTH
PUSH-UP BASIC PLANK
Number of Push-Ups Time

D. FLEXIBILITY
ZIPPER TEST SIT AND REACH
Overlap/Gap (cm) Score in centimeters
Right Arm Left Arm 1ST 2ND 3RD

PART 2: SKILL-RELATED FITNESS

A. COORDINATION: Juggling Score:
B. AGILITY: HEXAGON AGILITY TEST

CLOCKWISE TIME COUNTER CLOCKWISE

AVERAGE
(00:00) TIME (00:00)

C. SPEED: 40 METER SPRINT Score:

D. POWER: STANDING LONG JUMP

Distance (Centimeters)
First Trial Second Trial

E. BALANCE: STORK BALANCE STAND TEST

RIGHT FOOT TIME LEFT FOOT TIME

F. REACTION TIME: STICK DROP TEST

1ST TRIAL 2ND TRIAL 3RD TRIAL MIDDLE SCORE

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 READ TO UNDERSTAND

Exercise Program

It is a planned activity detailing a range of physical exercises and the amount of time
each exercise should be performed when it is typically tailored to individual needs.

When you design your exrcise program, points to keep in mind include:

1. a goal or aim

2. have a Maximum Heart Rate and Target Heart Rate

3. apply the princciples of training

4. plan a training session

5. an exercise log to monitor your progress

Health Benefits of Exercise and Exercise Program

An exercise progam that is designed specifically for you is a great way to stay physically and
mentally fit.

It also provides many other benefits, including:

• Improved condition of the heart and lungs

• Increased muscular strength, endurance and motor fitness
• Improved muscle tone and strength
• Weight management
• Better coordination, agility, and flexibility
• Improved balance and spatial awareness
• Increased energy levels
• Reduced risk of chronic diseases (such as type 2 diabetes and heart disease)
• Improved sleep and brain health
• Improved general and psychological well-being

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Read to Understand

A SMART Guide to Goal Setting

When taking on any challenge, it’s a good idea to define your goals. You should
identify what you want to accomplish and how you will carry out your plan. This is
important when making positive change and will help you succeed.

The short-term goal should be developed with a finite amount of time in mind.

Ex. A 15 year old boy is aiming to improve his road running time over three
kilometres by five seconds each week.

A long-term goal is something you want to do further in the future. Long term
goals require time and planning.

Ex. A girl is aiming to be running a total distance of eight kilometres by the end of
the school year.

Before starting an exercise program. Set a short-term and long-term goals.

This goals should be:

S-M-A-R-T

S (Specific) Write down what you want to achieve.

M (Measurable) Write down amounts, times, days and other measure factors.
A (Achievable) Your goals should be realistic.
R (Relevant) Your goal should be important to you.
T (Trackable) Recording your progress helps you see what you have achieved.

PRACTICE TASK 2: READY SET GOALS !

By this time you, it is affirmed that physical fitness plays a very important role in
personal wellness. Design an Exercise Program.

Remember setting your goals is crucial in developing your Fitness Plan. Goodluck!

Your PF Plan must be simple, enjoyable, and suitable to your needs to attain maximum level
of physical wellness.

Here’s how:

1. You will work individually.

2. Based on the results of your fitness test, choose three components that you consider as
your weakness.
3. Follow the chart below by filling in all the necessary information needed.

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 COMPONENT GOAL ACTIVITIES TO DO TO
ACHIEVE YOUR GOALS
Example: Increase my vascular Jogging, Step Ups
Cardiovascular Endurance endurance

TIME TO READ

Understanding the Principles of Fitness Training

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

Principles of Fitness Training:

Principle of Overload – is the most basic of all fitness training principles. It specifies that
you must perform physical exercise than normal amounts (overload) to get an improvement
in physical fitness and health benefits. For example, if improvement in muscular strength is
the goal the muscle must be exercised with a greater weight than normal.

Principle of Specificity – indicates that you must train a specific energy system and a
specific muscle groups in order for them to improve. Example, if you want to develop the
cardiovascular endurance,you must design a training program that primarily utilizes a
particular energy system.

Principle of Progression – indicates that load could be increased gradually overtime to

remain effective and safe for best results. An individual training to gain cardiorespiratory
endurance may begin in an exercise program by jogging 2 kilometers at a moderate
intensity. The next week the individual could increase distance to 2 ½ kilometres while still
working at the same level of intensity. Week after week, the overload could be adjusted until
the desired level of fitness is attained.

Principle of Variation – There are many different ways to achieve desired fitness goals.
Including variation into a training program maintains individual’s interests and provides a
change of pace while still making progress toward desired goals. Variation lessens boredom
and overcome periods where there seem to be little progress. Alternating hard workouts with
easier workouts and running in different locations within the community are some ways to
introduce variability into one’s fitness program.

Principle of Recovery – The body needs time to adapt to the demands placed on it.
Incorporating time to rest into the fitness program aids the body in this effort. For example,
an individual may work one day on improving upper body strength and devote the next day’s

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training to working lower body strength. Researchers have also found that working out seven
days of the week increases the risk of injury.

Source: Wuest, D. A., &F Fissete J.L, (2012). Foundations of Physical Education, Exercise
Science, and Sport. 17th Edition. New York. Mc. Graw-Hill Companies. Inc.
REMEMBER THIS

A well-designed personal physical activityplan will outline how often (frequency), how
long (time), and how hard (intensity) a person exercises, and what kinds of exercises (type)
are selected. FITT Principle is a formula in which each letter represents a factor important
for determining the correct amount of physical activity. The exercise frequency, intensity,
time, and type (FITT Principle) are key components of any fitness plan or routine. An
individual’s goals present fitness level, age, health, skills, interests, and availability of time
are among the factors to consider in developing a personal physical activity plan.

Applying the Basic Training Principles

Frequency – refers to the number of exercise sessions per week; for example, 3-5 times per
week.

Intensity – is the degree of effort of exertion put forth by an individual during exercise.

Time – is the duration of the length of the activity, such as 40 minutes of exercise is how
long an exercise must be performed to be effective.

Type – is the mode of exercise being performed. The selection of the type of exercise
should be guided by the fitness goal to be achieved.

Source: Wuest, D. A., &F Fissete J.L, (2012). Foundations of Physical Education, Exercise
Science, and Sport. 17th Edition. New York. Mc. Graw-Hill Companies. Inc.

READ TO UNDERSTAND:

Finding the Right Intensity

In general, the higher your resting heart rate, the less physically fit you are, and the
lower your heart rate, the more physically fit you are. One way to see if your new workout is
succeeding is to check your resting heart rate over a few months. See if it has increased,
decreased or remained the same. If your workouts are effective, your resting heart rate will
slowly decrease, or at least remain constant.

There are several ways in which you can monitor your cardiovascular response to physical
activity. The most common way is by measuring your heart rate response. Heart rate is
counted by putting slight pressure on any artery in the body where pulsations can be felt.
The pulse rate or heart rate is the number of times the heart beats per minute. This rate

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changes depending on activity levels. When you are calm and relaxed, your pulse is slower;
and that is your resting heart rate.

RESTING HEART RATE CHART

Age of Fitness Level Beats per minute
Children ages 11 to 17 60-100

Source: https://www.mayoclinic.com.ph/search?q=resting+heart+rate+chart

How to measure resting Heart Rate?

Resting heart rate should be measured first thing in the morning with your index and middle
finger and a stopwatch. Put your middle and index finger to either your radial artery on your
wrist or your carotid artery in your neck. Once you find your pulse, count how many beats
occur in 10 seconds, and multiply this number by 6. That is your resting pulse.

RESTING HEART RATE

Example: 11(beats in 10 seconds) x 6 = 66 bpm

Maximum Heart Rate (Hrmax) is the fastest and hardest your heart can, or the fastest that
your heart can beat when doing activity.
Formula: Hrmax = 220- age

Ex: 220-12 = 208 bpm

Target Heart Rate or Training Heart Rate (THR) is a desired range of heart rate reached
during aerobic exercise which enables one’s heart and lungs to receive the most benefit from
a workout. In this method, there is an element called “intensity” which is expressed as a
percentage. The THR can be calculated as a range of 65-85% intensity.

Target Heart Rate Calculation:

1. 220- your age =

2. _______ x .70 = TARGET HEART

RATE Ex. 220-18 = 202 bpm

PRACTICE TASK 3: HEART HEART!

In this part you need to obtain your heart rate and then calculate your maximum
heart rate, and your target.

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 You will need: Stop watch, notebook, ball pen

Daily Routine:

1. Obtain your Resting Heart Rate

General Warm Up:

Do a 10 minute slow

jog Dynamic Warm up:

A. Lunge

B. High Knees

c. Carioca

Here’s how:

1. Calculate your maximum heart, and your target heart rate.

2. Follow the table and write your answers on your notebook.

MAXIMUM HEART RATE TARGET HEART RATE

Processing Questions:

Answer the following questions and write your answers on your notebook.

1. Did you find difficulty calculating your Maximum Heart Rate and Target Heart
Rate? If yes, why?
2. Why is it necessary to obtain your target heart rate?
3. If you are not able to reach your target, what does it mean?

THREE THINGS EVERY EXERCISE PROGRAM SHOULD HAVE

• WARM UP EXERCISES
• MAJOR EXERCISE FOCUS
(Flexibility Exercises, Strength Exercises, Endurance Exercises)
• COOL DOWN EXERCISE

Static stretching exercises (Suggested Activities):

Head Bending Quadriceps stretch

Shoulder Stretches

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Arm Across Chest Triceps Stretch Trunk Stretch

Hamstring Stretch Groin Stretch Adductor Stretch

Source: PE QUARTER 1 TO 2.pdf-Adobe Acrobat Reader DC -

Dynamic stretching exercises (Suggested Activities):

Knee hug and calf-raise Single Dead Lift

Lunge and Twist High Knees Carioca

Source: PE QUARTER 1 TO 2.pdf – Adobe Acrobat Reader DC/LM in PE7

Note: These suggested stretching exercises can be done depending upon the need of
the tests that will be administered. The teacher may apt to use other exercises.

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PRACTICE TASK 4: Let’s Do the Plan !

Hitting your goal will be easier once planned properly. Make an exercise program
that will suit your need for improvement. Your Exercise Program Plan must be simple,
enjoyable, and suitable to your needs to attain maximum level of physical wellness.

Do this, on your notebook.

Example:

FITT Table
FREQUENCY INTENSITY TYPE TIME
CARDIOVASCULAR 3-6 times per Moderate to Running, 20-60
Endurance week vigorous walking, minutes
swimming,
dancing,
cycling.
Aerobic
classes, circuit
training, etc.
Muscular Strength 2-3 times per Progressive Weights, 20-60
and Endurance week to moderate resistance minute
resistance bands, circuits, sessions
push-ups, curl-
ups, etc.
Flexibility 3-7 times per Moderate Stretching, 3-5 minutes
week stretch yoga, dynamic during
stretching, etc. warm-up
and cool-
down

ALMA F. LLORERA
09057052237