PHYSICAL EDUCATION AND HEALTH 1

AEROBIC, MUSCLE AND BONE STRENGTHENING

WEEK: 1

Learning Competency:
 Distinguishes aerobic from muscle-and bone strengthening activities- PEH11FH-Ia-1

General Instruction:
A. Activities and performance tasks contained in this modules are for enhancement of
learning only. Assessment result will self-check if there is learning that took place. In extreme
cases the student scores unsatisfactory, the student will be required to answer in school the
activities and performance task as a form of remedial measures.

B. You will only submit the assessment (detach the last page) to the class adviser as
this will be checked by the teacher and will be recorded, scores will be used in the computation
of grades.

Activity 1: Pre-Test
In this activity, you will be assessed on how ready you are to take the lessons on the concepts
of aerobic, bone strengthening and muscle strengthening exercises. Choose the best answer.
1. The ability of the heart and lungs to deliver oxygen to working muscles during physical
activity for a long period of time is called___?
a. Cardiovascular Endurance b. Body Composition c. Flexibility d. Muscular Strength
2. What is the advantage of exercise?
a. Improved quality of life b. Stress Relief c. Decrease chronic disease d. All of the
above
3. Doing muscular strengthening exercises also develops ones ___?
a. Cardiovascular Endurance b. Flexibility c. Muscular Endurance d. Bone strength
4. If Randy perform short bursts of lifting very heavy weights with low repetitions, this type of
exercise is called _?
a. aerobic exercise b. bone strength exercise c. muscular strength exercise d. anaerobic
exercise 5. The ability of a muscle to exert force for a brief period of time is referred as __?
a. Muscular Endurance c. Cardiovascular endurance b. Muscular Strength d. Flexibility

Pre-Activity: 15-minutes Jumping Rope

Requirements: A jump rope, a good pair of shoes, patience, and practice

Precautions: Jumping rope is high impact and requires practice. It looks easy, but beginners
may get tripped up most of the time. For best results, turn the rope with the wrists, not the
arms, and land softly. Only jump high enough to clear the rope.

Variations: Beginners: Jumping on both feet, jumping on one foot, alternating feet Advance:
Jumping on one foot, alternating feet, crossing the feet, jumping with high knees, double
turning the rope

Hold it! Perform a good warm up before and cool down exercises after the activity.

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What is Aerobic Activities?

 Are also called “cardio” exercises. Normally, these activities increase our heart and
breathing rate. They cause us to sweat profusely and breathe harder.

Aerobic, Muscle and Bone Strengthening Activities: How Do They Work and Differ?
Aerobic Activities
 Aerobic activities are also called “cardio” exercises. Normally, these activities
increase our heart and breathing rate. They cause us to sweat profusely and
breathe harder. Our heart pumps blood more vigorously, causing oxygen to
circulate throughout our body. This allows us to sustain our aerobic exercise for a
few minutes. Such activities like jogging, running, swimming and dancing are some
examples of aerobic exercises which improve our cardiorespiratory fitness. They
also help lower risks of cardiovascular disease, diabetes, and osteoporosis. Most
aerobic activities can be done on a daily basis. To be physically fit, it is important to
engage in aerobic activities.
 Aerobic exercises is a kind of exercise used primarily to improve the cardiovascular
system through aerobic metabolism.

What happens when I engage in Aerobic exercise?

Aerobic exercises makes the heart, lungs and blood vessels more efficient and capable of
moving more oxygen-carrying blood in every single pump. Our body becomes efficient in
delivering oxygen throughout the body thereby improving not only the cardiovascular system
but also muscular and bone fitness. It also improves muscular and bone fitness too.

What are the 4 Guidelines of Aerobic Exercise?

FREQUENCY, INTENSITY, TIME and TYPE

 Frequency-is the number of aerobic exercise sessions per week. When doing cardio
exercises, especially to lose weight, frequency is an important factor to make it more
effective.
 Intensity-aerobic exercises should be done in moderate intensity, that is, our heart rate
should be 60 to 80% of our maximum heart rate. First, determine the target heart rate
by getting the maximum heart rate and the recommended heart rate range.
 Time-more time spent doing aerobic exercises means more calories burned and an
increase in endurance. We can at least do 20 minutes per session at first, and then
gradually increase it to 60 minutes.

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 Type-Running, jogging, sprinting, swimming, and playing contact sports such as
basketball are some activities that we can do to improve our heart rate. It is also
important to try different exercises and activities to avoid boredom.

What is Muscle Strengthening and Bone Strengthening?

 Muscle Strengthening Activities
 Are exercises in which groups of muscles work or hold against a force or some
weight. Muscle strengthening activities help build good muscle strength. When
muscles do more work, it becomes stronger.
 During muscle strengthening activity, muscle contraction occurs. The repetitive
contractions during exercise can cause damage to the muscle fibers. Our body
repairs these muscle fibers when they get damaged. The repair happens after
exercise while muscles are at rest. New muscle fibers are produced to replace or
repair those that were damaged. The muscles in our body then start to grow larger
and stronger. This stimulation and repair process is called muscle hypertrophy. It
is important to note that these muscle-strengthening activities—short high intensity
exercises—should be alternately scheduled in a week allowing rebuilding of
muscles during rest periods. Ideally, one to two days of rest lets our muscles rest
and recover
 Exercises like push-ups, sit-ups, squats, and lifting weights are some examples of
muscle strengthening activities that you can do if you want to have strong and lean
muscles. Also, games such as tug of war, gymnastics, rope or tree climbing, sit-
ups, press ups etc.

NOTE: Before you start doing these activities, be sure to do a dynamic warm-up to
avoid injuries.
 Bone Strengthening Activities

- Produce an impact or tension force on the bones that promotes bone growth and
strength. Some examples of bone strengthening activities include: hopping, skipping,
jumping rope, running, gymnastic, lifting weight, volleyball, tennis and basketball.
 Bone growth is stimulated by physical stress brought about by physical activity. As
skeletal muscles contract, they pull their attachment on bones causing physical
stress.
 Such as bone strengthening activities can increase bone density throughout our
skeletal system. This is called bone hypertrophy.
.
 Each strengthening activity mentioned works differently from the other as each
focuses on different target areas in the body. But each contributes to the ultimate
goal of being fit. Being fit is important and requires a proper plan and much effort
and discipline. If we want to live healthy, we need to optimize our daily physical
activities to achieve our desired level of fitness.

Activity 2: Question Time! (One whole sheet of paper)

Directions: Answer the following questions below in a one whole sheet of paper.

1. Differentiate aerobic, muscle strengthening, and bone strengthening activities.

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2. How do these activities contribute to your overall health? Cite at least 5 benefits
3. Explain the importance of Frequency, Intensity, Time, and Type (FITT) in doing
exercises.

 How does Aerobic Exercise do affects your lives?

 What do you think is the connection of aerobic exercise to heal your body and make it healthy in your
circulatory system?

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ENERGY SYSTEM
WEEK: 2

Learning Competency:
 Explains how to optimize the energy systems for safe and improved performance-
PEH11FH-Ib-c-2

Reading:

• Our body needs specific amount of energy when we do physical activities. When we
exercise, a low or high amount of energy is supplied to muscles depending on the
duration, intensity, and nature of the exercise. Activities like sprinting and jumping
require a large amount of energy used in short a period of time.

ENERGY SYSTEM
-Refers to the specific mechanism in which energy is produced and used by your body.

 Our muscle needs energy to work. We get this energy from our food and it is stored
in our bodies. Energy is required for any muscular activity to take place, the immediate
source of which is a compound called Adenosine Triphosphate (ATP).

Three Energy Systems

1. Anaerobic A-Lactic (ATP-CP) Energy System (High intensity- Short Duration/Bur).

 Anaerobic A-Lactic or ATP-CP is a dominant source of muscle energy for high

intensity physical activities. It provides high bursts of startup energy that lasts
around ten seconds or less. ATP-CP provides immediate energy without requiring
any oxygen (anaerobic) and does not produce lactic acid (a-lactic).

 Many athletes who participate in sports competitions require short amounts of

acceleration. Athletic events like the shot put, weight lifting, and 100-meter sprint
are examples of physical activities that utilize the ATP-CP energy system. However,
the ATP-CP system will not supply ATP again until the muscles have rested and
have been able to regenerate.

What is Adenosine Triphosphate (ATP)?

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 It supplies energy to muscle cells for muscular contraction during physical activity.

What is Creatine phosphate (CP)?

 It is stored in muscle cells. When it is broken down, a large amount of energy is
released.

2. Anaerobic Lactic (Glycolytic) Energy System (High to Medium Intensity-up-

tempo)
 Anaerobic Lactic is also known as the glycolytic energy system, an energy
system that supplies energy for medium to high intensity physical activities.
These high intensity activities usually last from ten seconds to two minutes. When
an athlete sprints for 400 meters, lactic acid builds up in blood and muscle cells.
Normally, there is a shortness of breath, and a burning sensation in the muscles
once lactic acid is produced. Same as with ATP-CP, the anaerobic lactic system
does not require oxygen but is capable of supplying energy for high intensity
activities. The difference between the two systems is amount of time that the
system can work. Thus, if an athlete exceeds ten seconds while sprinting, the
anaerobic lactic system kicks in to provide energy.

3. Aerobic Energy System (Low intensity- Long Duration-Endurance)

 Most of sports and activities use aerobic energy system. Aerobic energy system
provides energy for low intensity physical activities that last from two minutes to a
few hours. Aerobic energy system, compared to ATP-CP and glycolytic energy
system, requires much longer oxygen in muscles in doing physical activities like
long distance swimming running and playing sports (e.g. basketball, soccer,
futsal). If a person exercises for 8 minutes, aerobic energy system will become a
dominant source of that person’s energy. Aerobic energy system continually
produces ATP energy to muscles as long as oxygen is available to muscles in the
body. Unlike anaerobic lactic system, aerobic energy system does not produce
lactic acid since oxygen is available to the muscles.

ACTIVITY 1: Let’s Find Out

Directions: Answer the following questions in a short bond paper

a) What kind of sports do you like and what do you think are the benefits in life?
b) Write your experiences while doing these exercises.

ACTIVITY 2: Let’s Get Energized

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In this activity, the students should learn different physical activities that use energy system.

Directions: Select one of the three Energy Systems and list down those physical activities
that in connection to your chosen energy system. Let them do these activities.

Anaerobic A-Lactic Anaerobic Lactic Aerobic Energy System

 What would our life be like without energy?

 What do you think of the connection of energy system to climate change?

EATING HABITS, STRESS AND SLEEP MANAGEMENT

WEEK: 3

Learning Competencies:
 Relates health behaviors (eating habits, sleep and stress management) to health risks
factors and physical activity assessment performance- PEH11FH-Id-3

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

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Eating Habits –defined as conscious, collective, and repetitive behaviors, which

lead people to select, consume and use certain foods or diets, in response to social and
cultural influences.

 There is nothing wrong with eating. We can always eat the food that we want .It
only goes wrong if we consume less or more than what our body needs; also when
we eat unhealthy food. This can lead to being underweight, overweight, or even
obese. It is alarming to see that many are suffering from malnutrition, overweight,
and obesity.
 Underweight people are often found to suffer from malnutrition due to lack of
adequate nutrients in the body. Many of them do not get the right amount of
calories to fuel their bodies thus, they tend to lack the energy to do regular tasks at
home, school, and work. Their immune system also gets weak and compromised,
making them prone to health risk issues such as anemia and osteoporosis.
What is Anorexia nervosa?
 is an eating disorder wherein a person is abnormally underweight, has an intense fear
of gaining, and an abnormal understanding of body weight, often due to coping with
emotional problems stemming from self-worth.
 People with anorexia use extreme efforts to prevent weight gain and keep on losing
weight by restricting food intake, exercising excessively, or misusing diet aids, diuretics,
and laxatives. These tend to significantly interfere with activities in their lives.
What is Overeating?
 Is also found to be one of the leading causes of overweight and obesity. Eating too
much, especially processed food and sugary drinks, coupled with a sedentary lifestyle
contribute significantly to weight gain. The calories consumed, particularly from fats and
sugars, have to be burned off through physical activity or exercise.

 Overweight and obese people often encounter a lot of physical and emotional struggles
in their daily lives. They often have a hard time doing simple tasks such as tying their
shoelaces or walking up a short flight of stairs. They also find themselves the subject of
bullying. Furthermore, they are also at risk of developing other health conditions such as
cardiovascular diseases, diabetes, among others.

Sleep Management
 Sleep is essential to everyone’s health. Normally, we need about 6 to 8 hours of night
sleep every day to allow the body to rest and regenerate. When we wake up in the
morning after a good night’s sleep, we feel fresh and energetic. We become effective
and productive in our daily activities. However, a lot of people, in particular teens,
practice bad sleeping habits such as the following:

Three habits that can affect your

sleep management.
 Staying up all night

• This is the most common bad

sleeping habit of most people. In

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order to submit a project, a paper, or some other work at the last minute, they cram
to finish it, staying up all night until they are done.

 Internet Addiction

• Social media is massively

addictive. Many people would

spend a lot of their time browsing social media sites such as Face book and
YouTube.

 Eating Before Sleeping

• Eating could be one of the things

we do that give us comfort—but
should be discouraged just before
bedtime. Eating before sleeping
can cause discomfort preventing
us from falling asleep easily.

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Stress Management
• We need to deal with the fact that stress is part of our lives. Stress happens for many
reasons – environmental factors, fatigue, too much work, illness, and loneliness. It is
inevitable; hence, needs to be handled properly. Examples of such means that can be
detrimental to health are the following:
1. Smoking
2. Bad Eating Habits – Skipping meals and/or overeating
3. Excessive alcohol intake
4. Excessive sleeping
5. Procrastinating – Trying to hide and escape the problem using delaying tactics
rather than facing the problem

• According to the World Health Organization, in 2012, out of 56 million deaths worldwide,
38 million were due to cardiovascular diseases. Knowing this, making the decision to be
aware of our health and to change to a healthier lifestyle—through balanced diet,
regular physical activity, and enough sleep— would be to our advantage.

ACTIVITY 1: ROLE PLAY

Students will be group into five. Each group will demonstrate on how to overcome the different
type of stress and what activities possibly could help people who experience stress.

Summary/Synthesis:
• Skipping meals, overeating, too much intake of processed food, lack of sleep, staying
up late, and the inability to cope with highly stressful environment are all part of having
an unhealthy lifestyle. This can lead to failure in performing daily tasks as these affect
the physical and even emotional state of a person

FUEL FOR PERFORMANCE

WEEK: 4

Learning Comepetency:
 Differentiates types of eating (fueling for performance, emotional eating, social eating,
eating while watching tv or sports events- PEH11FH-Ie-4

ACTIVITY 1: Let’s Energized! JUMBLED LETTERS!

a. Direction: Arrange the letters below. Write your answer on the line below.

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T A N E I G

B I T A H

b. Instruction: Read and answer the questions carefully. (Long bond paper)

1. What are your eating habits? Do you eat a lot or less? Why?

2. How does food help you in doing your tasks in school

What is eating?
 Eating is important but we must learn to manage it properly. Too much or too little food
consumed is unhealthy. It is better to maintain a balanced diet and healthy lifestyle to
prevent illness.

THE FOUR TYPES OF EATING

1. Fueling for Performance

2.
Emotional Eating

3. Social Eating

4.
Distracted Eating
The FOUR TYPES OF EATING
 Fueling for Performance
 Before heavy training, an athlete needs the right kind of food that can provide the proper
fuel for his or her energy requirement. There should be a balance among all food
groups; carbohydrates, proteins, fats, minerals, vitamins, and water that will provide the
body what it needs for an effective and optimum performance.

EXAMPLE: Carbohydrates fruits and vegetables as the fuel source for endurance and
intensity activities and for protein meats, fish for strength and muscle rebuilding.
 Emotional Eating
 Emotional eating is the practice of consuming large amount of food in response to
emotions instead of hunger. Many people turn to food as a source of comfort,
stress relievers, or as rewards. Eating as a coping mechanism is unhealthy
because the problem is not addressed. Eating makes someone feel better for a
while but the emotion (or its cause) remains unaddressed.

EXAMPLE: We’ve all been there finishing a whole bag of chips out of boredom or
downing cookie

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 Social Eating
 Many times in our lives, we get invited to partake of all the scrumptious food on the
table during celebrations. Oftentimes, we indulge even if we are not hungry for the
sake of being sociable and not to offend the host or the group. This is called Social
Eating.

EXAMPLE: A brunch, dinner or supper party is popular example of places to

socially gather over food.
 Distracted Eating
 Have you tried eating while watching your favorite show or sports team on TV?
Eating while watching TV for extended periods of times poses a serious risk to
your health. Many do not pay to their meal as they are distracted with what they
are watching, thus they tend to eat more. This type of diet leads to overweight,
obesity and even increased risk to diseases like diabetes and hypertension. Too
much TV-watching and making it part of one’s lifestyle is unhealthy because it
makes a person spend less time in doing physical activities.

EXAMPLE: You eat lunch at lunch time, per usual. But, you end up doing
something else while you’re eating your meal.

Summary/Synthesis:
 Eating is important. We need to eat for us to perform well. In this lesson, we have
learned that people have different eating habits.
 Fueling for Performance - Athletes follow a structured diet for good body composition,
athletic performance, and recovery. They eat a balanced diet of carbohydrates, protein,
fats, minerals, and vitamins to be effective in their performance.
 Emotional Eating - It is habitually consuming large amount of food in response to
emotions instead of hunger. Food is seen as a source of comfort, stress reliever, or
reward to make one feel better.
 Social Eating - This is eating with peers just for the sake of being sociable. Peer
pressure is the main reason why one feels compelled to consume more calories than
what is planned.


 Distracted Eating – People who spend more time eating while watching TV is prone to
being overweight, obese, and increased risks to diseases like diabetes and
hypertension.

ROLE OF PHYSICAL ACTIVITY IN MANAGING STRESS

WEEK: 5

Learning Competency:
 Recognizes the role of physical activity assessments in managing one’s stress-
PEH11FH-If-5

STRESS
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What is Stress?

 It’s the body’s way of reacting to an external stimulus such as a discomfort.

 In the daily challenges of life, individuals often encounter discomfort— circumstances
and events that disturb one’s physical, mental, and emotional states. The body’s
response to the discomfort it experiences is called stress.

Characteristics of a stress
• Stress affects all—it is part of one’s life. The human body and its system are equipped
to respond to stress. Most of the events that happen to you and around you contribute
stress to your body.
• It activates the sympathetic nervous system, which brings about a fight or flight
response wherein cortisol and adrenaline is released into the bloodstream. These
hormones stimulate your heart to pump faster, making your blood pressure rise. Your
muscles start to contract, your breathing quickens, and your senses become more
sensitive. These changes in your body caused by stress increases your stamina and
strength, makes you react quickly, and keeps you more focused.
• The effects of stress differ for each individual, based on their ability to adjust to certain
changes from the environment and the people around them. Some are able to cope
easily, but others have hard time.
• On the one hand, stress can be helpful for it can keep a person alert and set to avoid
vulnerability. On the other hand, it becomes detrimental when a person is subjected to
stress without relief or relaxation between situations. Stress-related tension may build
up and consume the person.
TWO TYPES OF STRESS

1. EUSTRESS
-a positive reactions is referred as stress.
2. DISTRESS
 A negative stress reaction is referred to as distress. Distress triggers mental, emotional
and physical problems and, even worse, certain symptoms or diseases.

Symptoms of Stress
 Emotional
 Nervousness, gets easily upset, moody
 Overwhelming feeling and sometimes uncontrollable experience in relaxing the
mind
 Low self-esteem, loneliness and the feeling of being worthless

 Mental

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 Lack of focus
 Disturb mind setting

 Physical
 Weak and lesser strength, easily gets cold and infection
 Headache
 Upset stomach, including diarrhea and constipation
 Loss of appetite
 Aches, pains, tense muscles
 Sleeplessness

Coping with Stress through Physical Activity


Stress is inevitable and eliminating it entirely from one’s life is impossible. Changes in
daily events are beyond any person’s capacity. However, one’s reaction to stressful
changes can be managed. Regular exercise is sometimes done to cope with stress.
Spending time with friends or family, sleeping, watching movies, as well as listening to
music, also work. These coping techniques are said to be of help but most health
professionals recommend participation and engagement in physical activity and
exercise as preferred strategy.

What is Physical Activity?

 Is defined as any bodily movement that works your skeletal muscles and physical skills,
that requires strength and energy expenditure.
 This includes any motion performed throughout the day. Walking, running, dancing,
swimming, yoga, and gardening are a few examples of physical activity.

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Types of Physical Activity
1. Aerobic
 light to moderate-intensity physical activity that requires more oxygen than
sedentary behavior, and thus promotes cardiovascular fitness and other health
benefits (e.g., weight bearing exercises like jumping rope, cycling, swimming,
running playing football, basketball, or volleyball).
2. Anaerobic
 High-intensity physical activity that is done in a short duration of time requiring
high energy. Anaerobic activities are strength-base activities in the absence of
oxygen (e.g., sprinting during running, swimming, or cycling) requires maximal
performance during the brief period.
3. Lifestyle
 Physical activities which have been a part of our daily routine (e.g., walking,
climbing stairs, sweeping or raking the yard), which is usually light to moderate
in intensity.
4. Physical activity play
 An intense play activity that requires substantial energy expenditure (e.g.
playing tag, jumping).
5. Play

 Simple and self-reflected activities with flexible rules for the purpose of
enjoyment.
6. Sports

 A physical activity requiring skill and physical powers that is governed by set of
rules and regulations that is often done in a competition. There are two
categories of sports: individual and team.

Physical Activities Mechanism in Coping with Stress

 keeping your body physically active can help improve overall disposition, increase the
release of endorphins and offer meditation-like qualities. Exercise can also reduce the
fight or flight response often triggered by stress.

What is Mood Booster?

 Engaging in physical activity can improve moods and make us feel better, increasing
self-confidence, thus reducing stress. Exercise can also improve our quality and ability
to sleep, resulting in a fully rested body which can definitely have a positive impact on
our overall disposition and cognitive function.
What is Endorphin?

 Are chemicals or neurotransmitter hormones that are secreted from the brain and
nervous system.

What is Mind Stimulator?

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

we may find that we are concentrating strictly on the physical work.

What is Reduction of Fight or Flight Response?

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 Stress, either big or small, activates our flight or fight response and in doing so,
deluges our body with different hormones including cortical, adrenaline, and nor
adrenaline.

It’s good to know that you really learned a lot in the last learning session, the next activity will
give a deep understanding about stress.

ACTIVITY 1: STRESS SIGNALS

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Summary/Synthesis:

 Engaging in physical activity and participating in sports have significant benefits to our
health. It is acknowledged as one of the most effective strategies for managing stress.

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

 Physical activity and movement metabolize and process stress-generated hormones

returning it to normal levels reducing further symptoms of stress.

PRINCIPLES OF EXERCISE TRAINING AND FITT PRINCIPLE

WEEK: 6

Learning Competency:
 Self-assesses health-related fitness (HRF). status, barriers to physical activity
assessment participation and one’s diet-PEH11FH-Ig-i-6

PAR Q & YOU

 Regular physical activity is fun and healthy and increasingly more people are starting to
become more active every day. Being more active is very safe for most people.
However, some people should check with their doctor before they start becoming much
more physically active.
 If you are planning to become much more physically active than you are now, start by
answering the seven questions in the box below. If you are between ages 15 and 69,
the PAR Q will tell you if you should check with your doctor before you start.
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 Common sense is your best guide when you answer the questions. Please read the
question carefully and answer each one honestly. Check YES or NO!

YES NO
1. Has your doctor ever said that you have a heart condition and
that you should only do physical activity recommended by the
doctor?
2. Do you feel pain in your chest when you do physical activity?

3. In the past month, have you had chest pain when you were not
doing physical activity?

4. Do you lose your balance because of dizziness or do you ever

lose consciousness?
5. Do you have a bone or joint problem (for example, back, knee or
hip) that could be made worse by a chance in your physical
activity?
6. Is your doctor currently prescribing drugs (for example, water
pills) for your blood pressure or heart condition?
7. Do you know any of other reason why you should not do
physical activity?

What is Physical Fitness Testing?

 Assessing one’s health status will help the person know about one’s strengths and
weaknesses. Awareness of individuals’ health-related fitness and its relevant
interpretations will aid the person to efficiently create an action plan in observing a
healthy lifestyle and selecting appropriate activities for areas that need improvement.

 Is a standardized test prepared by the former Bureau of Physical Education and

School Sports (BPESS).It gives you information about the status of your overall
physical fitness Test Component to be tested.

ACTIVITY 1

 Self-testing Activities for Health-related fitness

Directions: Choose one to perforn while doing the Health-Related Fitness Activities

Name: Year and Sec: Subject:

Age: Sex: Address:
Teacher: School:

PHYSICAL FITNESS TEST

BMI: Weight: Height:

Pulse Rate (Before doing exercise):

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Pulse Rate (After doing exercise):

90-degree Push-up (Dynamic):

Zipper Test

Right arm (lock, not lock) :

Left arm (lock, not lock):

Curl-up (Dynamic):

3-Minute Step Test:

 After doing 3 minutes step test, get your pulse rate beats and write it in the blank.

Anthropometric Measurements Purpose:

 To measure body composition

 Equipment: weighing scale, tape measure
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 Goal: Take body measurements  Preliminary: Prepare needed materials

Procedure:
1. Height. Stand with trunk straight. Measure the distance from the floor to the top of the
forehead. Record the score in centimeters (cm).

2. Weight. Stand on a weighing scale free from any object for weight accuracy. Record in
kilograms (kg).

3. Waistline. Locate your upper hipbone. Find the proper spot by placing your hands
around your waist, squeezing slightly, and then moving your fingers downward until
you feel the top curve of your hips. Place a tape measure around your bare stomach
just above the upper hipbone. Record in centimeters (cm).

4. Hipline. Place tape measure in the widest part of hip in line with
the pubis.

5. Computation/s a. Body Mass Index (BMI) - measure of body mass based on height
and weights that aid in determining weight categories.

BMI = Weight in kg
(Height in m) x (Height in m)

6. Waist to Hip Ratio (WHP) - measure stored body fats percentage by the relative
measurement of waist and hip.

WHR = Waist Circumference (cm)

Hip Circumference (cm)

a. 3-Minute Step Test

 Purpose: Test for Cardiovascular Endurance level based on how quickly your heart
rate will come back down after a physical activity
 Equipment: stopwatch, 12-inches bench box, a metronome
 Goal: In a constant pace, step on and off the bench for 3 minutes straight

Procedure:

1. Stand close to the 12-inch bench box while your partner sets the metronome in 96
beats per minute (bpm).
2. When ready to begin, start the stopwatch, step one foot at a time to the beat (up, up,
down, down). When 3 minutes is up, stop immediately and get your pulse rate.
3. Record the Exercise Heart Rate: _____
bpm

b. Hamstring and Hip Flexor Test

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 PHYSICAL EDUCATION AND HEALTH 1

 Purpose: To test flexibility of the hamstring and hips

 Equipment: protractor
 Goal: Keeping both legs straight, lift one leg to the maximum angle while the other leg
remain flat on the floor
 Preliminary: Illustrate angles on a poster board and paste it on the wall.

Procedure:

1. Lie on your back on the floor beside a wall.

2. Slowly lift one leg off the floor. Keep the other leg flat on the floor.
3. Keep both legs straight.
4. Continue to lift the leg until either leg begins to bend or the lower leg begins to lift off
the floor.
5. Place a yardstick against the wall to mark the spot to where the leg was lifted. Lower
the leg. Using a protractor, measure the angle created by the floor and the yardstick.
The greater the angle the better your score.
6. Repeat with other leg.

 Purpose: Test for the shoulder flexibility

 Equipment: tape measure
 Goal: Raise one arm across your back with bent elbow and fingers reaching down
 Preliminary: Prepare needed materials

Procedure:
1. In a standing position, raise one arm across your back, bend the elbow and reach down
as far as possible. Simultaneously, bring the other arm down behind the back trying to
cross fingers over those with the other hand.
2. Measure the distance of overlapped fingers in cm. If they fail to meet, score it as a
minus or <0. Write zero if the fingertips just touched with no overlap.
3. Repeat the procedure with the other hand. Record the score.

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 PHYSICAL EDUCATION AND HEALTH 1

d. Curl-ups (Dynamic)

 Purpose: Test abdominal muscles strength and endurance

 Equipment: mat, adhesive tape
 Goal: Perform curl-up with proper pacing (3 seconds per curl)
 Preliminary: Prepare the mat. Place two tape marks 4 ½ inches apart on the floor.

Procedure:
1. Sit on a mat in a long sitting position. Bend your legs more than 90 degrees with feet
remaining flat on the floor.
2. Lay down with arms extended at the sides, palm facing down with fingers extended
touching the 1st tape mark.
3. From that position, curl your trunk up with heels in contact with the floor until your
fingers reach the 2nd marker.
4. Upon reaching the second marker, lower back to the starting position. Repeat one-curl
up every 3 seconds.
5. Continue the curl-ups and stop when you are unable to keep the pace. Record the
number of repetitions.

e. 90-degree Push-up (Dynamic)

 Purpose: Test for the strength and endurance of the upper arm muscles
 Equipment: mat
 Goal: To perform a proper push-up
 Preliminary: Prepare needed material

Procedure:
1. From prone lying position, place the hands just outside the shoulders with elbows bent.
22
 PHYSICAL EDUCATION AND HEALTH 1
2. Males: Support the body in a push-up position from the toes with back, hip and legs
align.
3. Females: Support the body in a push-up position from the knees instead of toes, with
back, hip, and legs aligned.
4. Lower the body until the upper arm is parallel to the floor or a 90 degrees angle of the
bent elbow.
5. Repeat as many times as possible.

VII. Flexed-Arm Support (Static)

 Purpose: Test the muscular strength of the shoulder and upper arm
 Equipment: mat, stopwatch
 Goal: Hold the push-up position not more than 35 seconds

Procedure:
1.
2. Use the Push-up procedure 1 & 2 for preparatory position.
From the starting position, lower the body until the upper arm
is parallel to the floor and elbow flexed at 90 degrees (see
images above).
3. Hold the position as long as possible. 3. Record the
obtained holding position.

Health Related Fitness Component

Health Related Fitness Component

23
 PHYSICAL EDUCATION AND HEALTH 1
1. Cardiovascular Endurance

 It is the ability of the heart, lungs, and blood vessels to supply oxygen to your body
tissues during sustained physical activity. This allows the body to endure physical
movement for a period of time.

2. Muscular Strength

 It’s the maximum amount of force a muscle can exert in a single effort.
Achievement of muscular strength depends on factors like gender, age, and
inherited physical attributes.

3. Muscular Endurance

 It’s the ability of the muscle to continue to perform without fatigue.

4. Flexibility

 It’s the ability to bend and move the joints through the full range of motion.

5. Body Composition

 It’s the percentages of fat, bone, water, and muscle in a human body; it is often the
ratio of lean tissue to fat tissue in the body.

The 2 Types of Barriers to Physical Activity

Personal Barriers with the current trends in technology and development, people’s
lives have become convenient and easier as well as less active.
Some common explanations (barriers) that people cite for resistance to exercise
are:
 Insufficient time to exercise
 Inconvenience of exercise
 Lack of self-motivation
 Lack of encouragement, support, or companionship from family and
friends
 Lack of confidence in their ability to be physically active (low self-efficacy)
Environmental Barriers some may not notice but the space and the setting where
people live greatly influence a person’s participation to physical activity.
Some common explanations (barriers) that people cite for resistance to exercise
are:
 Accessibility of walking pathways
 Support from family and friends
 Unavailability of parks/grounds for activities
 Gadgets providing leisure
 Use of elevators and vehicles

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 PHYSICAL EDUCATION AND HEALTH 1
ACTIVITY 2: CLOUD MAP

Instruction: 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 d. Cycling g. Digging j. Jogging

b. Curl-up e. Lifting Weights h. Push-ups k. Yoga

c. Dancing f. Climbing Wall i. Jumping Rope l. Boxing
m. Shoveling

FLEXIBILITY MUSCULAR
ENDURANCE

MUSCULAR CARDIOVASCULAR
STRENGTH ENDURANCE

Summary/Synthesis:

• Fitness level assessment determines the current health status of an individual.

Assessing one’s health status will help a person be informed of his or her strengths and
weaknesses leading him/her to observe a healthy lifestyle and to select appropriate
activities for
improvement.
• To maintain general fitness, develop the health-related physical activities that include
cardiovascular endurance, muscular strength, muscular endurance, flexibility and body
composition.

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 PHYSICAL EDUCATION AND HEALTH 1

MODERATE AND VIGOROUS PHYSICAL ACTIVITY

WEEK: 7

Learning Competencies:
 Set Frequency Intensity Time Type (FITT) goals based on training principles to
achieve and/or maintain health-related fitness (HRF)-PEH11FH-Ii-j-7
 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- PEH11FH-Ia-t-8

ACTIVITY 1 “ACROSTICS”
Define Physical Activity using the word exercise. (copy and answer)
 E-
 X-
 E-
 R-
 C-
 I-
 S-
 E-

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 PHYSICAL EDUCATION AND HEALTH 1
Fitness
 It is an important goal for achieving optimum health.

Principle of Physical Activity

Overload Principle Principle of Principle of Principle of

Progression Specificity Reversibility

 This is the  It is a gradual  This suggests  Development

most basic principle increase in exerting that overloading of muscles will take
that indicates doing effort or load that is must specifically train place if regular
“more than normal” done not too slowly, a desired body part movement and
for improvement to nor too rapidly. This for it to improve. For execution is done,
happen. In order for principle aids safe example, and if activity ceases,
the skeletal muscles and effective results. cardiovascular it will be reversed.
to get stronger, fitness may only This shows that
additional load must improve flexibility to benefit and changes
be added and a small degree, and achieved from
greater load exerted so jogging and overload will last only
than what was used running will not be a if training is
to. part of the exercise continuous. The effect
program for of training is lost if the
developing flexibility. training is
Instead, select discontinued.
exercises with
emphasis on
stretching out the
muscles and joints.

What is FITT?
 Frequency, Intensity, Type, Time
1) Frequency - refers to number of times a physical activity is done in each week.
2) Intensity - The rate at which the activity is performed is called Intensity. It is also
referred to as the magnitude of the effort required to perform an activity or exercise.
Intensity the rate at which the activity is performed is called Intensity.
3) Time - is the duration or the length of session of a physical activity. It is inversely related
to Intensity since the more intense a work is done, the shorter time it is performed.
4) Type - The Type of activity is determined by following the principle of progression and
specificity. To attain a higher level of fitness, select the type of physical activity that
challenges the body to accept an increase in work and answers your need.

What is Target heart rate (THR)?

 The intensity level target may be determined by computing the Target heart rate (THR)
range based on the results of an exercise stress test, considering the resting and
exercise heart rate, with 60% to 80% intensity level. (Karvonen’s Formula)

How to compute “My Target Heart Rate "

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 PHYSICAL EDUCATION AND HEALTH 1
The 4 steps in getting the Target Heart Rate
 For example:
William is 17 yrs. of age and he always like to play sports but before he begin he
always check his Resting Heart Rate which is 47. How much will be William’s target
heart rate beats per minute.

1. Get the Maximum Heart Rate. SOLUTION:

MHR = 220 – ________ (Your age) MHR = 220 - 17

MHR =___________ MHR = 203

2. Determine the Heart Rate Reserve. SOLUTION:

HRR = MHR – ________ (Resting Heart Rate) HRR = 203 - 47

(*Please refer to Self-testing activities) HRR = 156

HRR= _____________
3. Take 60% and 80% of the HRR SOLUTION: RESTING
HEART
A. 60% x HRR = _________ 60% x 156 = 93.6
RATE
B. 80% x HRR = _________ 80% x 156 =124.8
4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR)
range.

A. 60% of HRR + __(RHR) = __ beats per minute 60 % of HRR is 93.6 + 47 = 140.6

B.80% of HRR + ___RHR) = __ beats per minute 80 % of HRR is 124.8 + 47 = 171.8

Therefore, your target heart rate range is 140.6 to 171.8 beats per minute.

 CARDIOVASCULAR FITNESS

 Aerobic Exercises to improve Cardiovascular Endurance

 walking
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 PHYSICAL EDUCATION AND HEALTH 1
 jogging
 hiking
 skating
 rollerblading
 step aerobics
 cardio machines e.g. treadmill
 sports e.g. football, basketball, volleyball
 FLEXIBILITY FITNESS

 MUSCULAR STRENGTH AND ENDURANCE FITNESS

What is “MET”?
 It’s another name for metabolic equivalent, a measure of exercise intensity based on
oxygen consumption. More specifically, a single MET is defined as the amount of
oxygen a person consumes (or the energy expended) per unit of body weight during 1
minute of rest. It is equal to about 3.5 milliliters (ml) of oxygen consumption per
kilogram (kg) of body weight per minute or 1 kilocalorie (kcal) per kg of body weight per
hour.

ACTIVITY 2: PROBLEM SOLVING

Direction: Compute for the Target Heart Rate

Sky is Grade 11 students. He is 16 years old and loves to play basketball. How would
you solve John’s Target Heart Rate if his Resting Heart Rate is 53?

ACTIVITY 3: 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

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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?

Summary/ Synthesis:

 The Principles of Training suggest that overloading is the key to muscle development
and that it entails doing more than the body is used to. The benefit brought about by
overloading will only last if the overloading is continuous, otherwise, the muscle
development will go back to its original state.
 It is important to take in consideration the FITT principle in achieving the optimum
fitness development. FITT stands for frequency, intensity, time, and type. FITT sets the
guidelines in your physical activity program and used as basis for your fitness routine for
better results.
 The more frequent of activity is done, the greater chances of fitness development.
Exercise execution is also relative to Intensity.
 How hard or how easy the task is accomplished defines the magnitude of work, referred
to as intensity. The intensity of your activity is determined by the body’s response
characterized by the number of times the heart pumps measured in beats per minute.
Computing the target heart rate (THR) range will give you an idea on your workable
heart rate according to your capacity.
 Selection of appropriate activities will help you achieve the desired results by being able
to specify the target muscles for development.
 Engaging in moderate to vigorous physical activity in different settings can help avoid
boredom, thus making activities more exciting and interesting.

HEART RATE; RATE OF PERCEIVED EXERTION AND PACING

WEEK: 8

Learning Competency:
 Analyzes physiological indicators such as heart rate, rate of perceived exertion and
pacing associated with MVPAs to monitor and/or adjust participation or effort-
PEH11FH-Ik-t-9

What is Heart Rate?

 Also known as pulse rate, this is the number of times a person’s heart beats per
minute. It indicates the effort your heart is doing based on the demands you place on
your body. The more demanding your physical activity is, the faster the heart rate.
 Each time your heart beats, it pumps blood into the arteries of your body. The surge of
blood causes a pulse, which is what you feel by holding your fingers against an artery.
The major arteries that are easy to locate and frequently used for pulse counts are the
radial artery (just below the base of the thumb) and the carotid artery (just below the
sides of jaw). Some people find it easier to locate the carotid artery but locating the
radial artery is easier for others.
 To determine your pulse rate, locate your pulse using your index and middle fingers.
Press gently to feel the pulse. Count the number of beats in 10 seconds and multiply by
6 to get your number of beats per minute. The 15-second count is also used by
multiplying by 4 to get the number of beats per minute.
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 PHYSICAL EDUCATION AND HEALTH 1

Here are the steps to get your target heart rate.

1. Estimate your maximal heart rate (max HR/MHR) according to the following formula:

maxHR/MHR = 207 – (0.7 x age)

2. Check your resting heart rate (RHR) sometime in the evening after sitting quietly for 15
to 20 minutes. You may take your pulse for 30 seconds and multiply by 2, or take it for
a full minute.

3. Determine heart rate reserve (HRR) using this formula: HRR = MHR – RHR
4. Calculate the training intensity at 30, 40, 60, and 85 percent. Multiply HRR by the
respective 0.30, 0.40, 0.60, and 0.85, and then add the HRR to all four training
intensities. Example: 60% Training Intensity = HRR x 0.60 + RHR

Rate of Perceived Exertion (RPE)

This is an assessment of the intensity of exercise based on how you feel. It is basically
subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard)
with 1 point increments in between. If you are engage in physical activity, you rate your effort
level based on how light or how hard you perceive it. A rating of 6 means that your effort level
is “very, very light” while a rating of 18 means that your effort is more or less “very, very hard.”
Think of each rating in the RPE as a reflection of your heart rate during the physical activity,
that is, when multiplied by 10. This means that RPE of 6 is about a heart rate of 60 while an
RPE of 18 is about 180 beats per minute. Since an RPE of 6 means your heart rate is only
at60 beats per minute, your physical exertion is very minimal, while an RPE of 18 means that
your heart is doing 180 beats per minute, pushing yourself to the limit.

Ratings of Perceived Exertion (RPE)

Rating Description
6 Very, Very light
7
8 Very light
9
10 Fairly light
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 PHYSICAL EDUCATION AND HEALTH 1
11
12 Somewhat hard
13
14 Hard
15
16 Very Hard
17
18 Very, very hard
19
20

What is Pace and Pacing?

Pace
These refer to the rate or speed of doing physical activities. This means that a person
can take it slow when engaged in physical activities or do them quickly depending on
the FITT Principle.

Pacing
Pacing allows you to change the way you perform or complete an exercise or physical
activity so that you can successfully see changes. It regulates your participation in
physical activities through gradual and careful introduction of changes in the physical
activity, whether an increase in intensity, frequency, or participation.

Emphasize that pacing is relative to the fitness level of a person and that is will also
depend on the body’s response to physical activity participation and other factors.

When you make modifications or adjustments in your exercise program, you have to
take note of the principles of progression and adaptation. Increase elements in your exercise
program gradually so that your body can adapt accordingly.

Summary/Synthesis:

 It is important that you monitor your fitness improvements since these will eventually
dictate your progression. If your body has adapted to the demands you place on it, then it
would be best to progress to another level until you reach your optimum level of overload.
This is the principle of progression. Following this principle, the load you place on your
body should occur in gradual succession rather than in major bursts for safe and effective
results. The new challenge now posed on your body is how to advance to another level.

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EXERCISE FOR FITNESS (INTRODUCTION)

WEEK: 9

Learning Competency:
 Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA participation- PEH11FH-Ik-t-10

General Instruction:
A. Activities and performance tasks contained in this modules are for enhancement of
learning only. Assessment result will self-check if there is learning that took place. In extreme
cases the student scores unsatisfactory, the student will be required to answer in school the
activities and performance task as a form of remedial measures.
B. You will only submit the assessment (detach the last page) to the class adviser as
this will be checked by the teacher and will be recorded, scores will be used in the computation
of grades.

Dehydration
 This refers to excessive loss of water from the
body, usually through perspiration or sweating,
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 PHYSICAL EDUCATION AND HEALTH 1
urination, or evaporation. During participation in physical activities, the body regulates
its temperature depending on the intensity of the activity. During moderate to vigorous
physical activities, the body perspires or sweats and you get thirsty.

Sweating

 On a normal day, the body loses about 2.5 liters

of water from the lungs and skin, from urine and
feces, and from perspiration. The body must
replace this through proper hydration. To offset
fluid losses, it is suggested that 150 to 250ml of
fluid should be taken every 15 minutes.

Thirst
 Thirst is a sensation of dryness in the mouth and
throat associated with a desire for liquids.
Maintaining water balance is an important
consideration during exercise. Physical activity
results in increased heat production, and
evaporation of sweat from the skin allows the
body to dissipate this heat and maintain a normal
body temperature. The amount of fluid lost as


sweat varies according to factors such as the intensity and duration of activity and the
air temperature or humidity.

 Most of the time, an individual waits for thirst to kick in before replenishing lost water.
However, it is advisable to replenish lost fluids even before feeling thirsty. This is
especially important when an individual exercises in the heat or does so for an extended
period of time.
What are the recommendations for fluid replacement during prolonged aerobic
exercise?
 Adequate water replacement is the most important factor in preventing heat disorders.
Drinking about 6 to 8 ounces of cool water every 15 to 20 minutes during exercise is
ideal to prevent dehydration. Cold fluids are absorbed more rapidly in the stomach.
 Commercial fluid replacement solutions or sports drinks that contain 6 to 8 percent
glucose are optimal for fluid absorption and performance in most cases. These are
recommended especially when exercise is strenuous and is carried out for more than an
hour. However, water is sufficient for exercise lasting less than an hour. Palatability
ensures greater fluid intake so choose a drink that suits your taste as well.
 Another condition that you need to be aware of is overexertion or overtraining. This
condition is actually independent of weather conditions, but you need to be aware of the
signs and symptoms.
Overexertion or Overtraining
 This refers to the detrimental cause of excessive training.

 Some individuals engage in too much physical activity. Some exercisers and athletes
often push themselves too hard in their pursuit of high-level performance. Thus, they
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 PHYSICAL EDUCATION AND HEALTH 1
are susceptible to a variety of hyperkinetic conditions known as overload syndrome.
This condition is characterized by fatigue, irritability, and sleep problems, as well as
increased risks for injuries.
 In an over-trained status, performance is known to decline sharply and this can cause
individuals to train even harder. This dip in performance may be mistaken for dip in
physical effort so the exerciser or athlete increases the effort to pull up the performance.
 A useful physical indicator of overtraining is a slightly elevated morning heart rate (4 or
5 beats more than normal values). Essentially, an elevated morning heart rate reveals
that the body has to work too hard to recover from the exercise and is not in its normal
resting mode.
 When doing resistance training, an individual is likely overtraining and may not reap the
full benefits of the program if the body is not allowed to recover completely in 2 or 3
days after maximal effort. Decrease in total number of sets or exercises, or both, is
recommended.
 You also need to pace your workout properly to avoid staleness. Staleness, or getting
bored or uninterested, is usually a consequence of overtraining.

ACTIVITY 1: LETS EXERCISE!

Instructions: In a long bond paper write your name, section, strand, and teacher’s name.
Express your insight of how important personal safety protocol to avoid dehydration
overexertion, hypo and hyperthermia in one self in a creative way.

Hyperthermia


 This is an alarming rise in body temperature, which is an effect of exercising in a very

humid environment. It sets the stage for heat stress and even heart stroke, the
potentially fatal collapse of the temperature-regulating mechanism.

 ponds differently in a hot, dry environment. The body actually gains heat when the air
temperature exceeds the temperature of the skin. Under these conditions, the
evaporation of sweat allows the maintenance of thermal equilibrium. When humidity is
also high and evaporation cannot take place, the body temperature continues to rise,
and performance is severely impaired.

Is it safe to exercise in hot weather?

 Prolonged, vigorous exercise can be dangerous in hot and humid weather. Heat from
exercise is released in the form of sweat, which cools the skin and the blood circulating
near the body surface as it evaporates. The hotter the weather, the more water the body
loses through sweat; the more humid the weather, the less efficient the sweating
mechanism is at lowering body temperature.

 If you lose too much water or if your body temperature rises too high, you may suffer
from heat disorder such as heat exhaustion or heat stroke. Use caution when exercising
if the temperature is above 80°F or if the humidity is above 60%. To exercise safely,
watch for the signals of heat disorder, regardless of the weather.

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 PHYSICAL EDUCATION AND HEALTH 1
Heat Acclimatization

 On the first day of vigorous exercise in hot weather, one may experience near maximal
heart rate, elevated skin and core temperatures, and severe fatigue. But after a few
days of similar exposure, the same task can be accomplished with a reduced heart rate,
made possible by improved blood distribution and increased blood volume. Skin and
core temperatures are lower, since sweating begins at a lower temperature.

Tips when Exercising in the Heat/Hot Weather

1. Slow down exercise and add rest breaks to maintain prescribed target heart rate. As
you become acclimatized, you can gradually increase intensity and duration.

2. Drink 2 cups of fluids 2 hours before you begin exercising and drink 4-8 ounces of fluid
every 10-15 minutes during exercise (more frequently during high intensity activities).

3. Wear clothing that “breathes,” allowing air to circulate and cool the body. Wearing
white or light colors will help by reflecting rather than absorbing heat. A hat can keep
direct sun off your face. Do not wear rubber, plastic, or nonporous clothing.

4. Rest frequently in the shade.

5. Slow down or stop if you begin to feel uncomfortable. Watch for the signs of heat
disorders. If they occur, act appropriately.

When you exercise in hot environments, you need to be aware of heat disorders.

PROBLEM SIGNS AND SYMPTOMS TREATMENT

Stop exercising, drink fluids,
and massage or stretch
Heat cramps –when History of exertion; muscle cramped muscles.
considerable salt is lost in cramps, usually in the muscles
sweat. Take lightly salted used during exercise Cool the body. Stop
foods and massage to relieve exercising, get out of the
cramps. heat, remove excess
clothing, drink cold fluids,
and apply cool and/or damp
towels to the body.
Fast, shallow breathing; Get immediate medical
weakness; dizziness; attention, and try to lower
Heat exhaustion – when heat headache; moist or cool skin body temperature.
stress exceeds the capacity of or profuse sweating; pale face;
the temperature-regulating normal or slightly elevated Get out of the heat, remove
mechanism. temperature; weak pulse excess clothing, drink cold
fluids, and apply cool and/or
damp towels to the body or
immerse in cold water, but
not to induce shivering.
Noisy breathing; hot, flushed Person should be placed in
skin (may be dry or sweaty); shock or recovery position.
Heat stroke – the temperature- red face; chills or shivering; If conscious, person may
regulating mechanism has disorientation; erratic behavior; sip water. Raise the legs.
given up high body temperature; no
perspiration; full, rapid pulse; Fan person and use

36
 PHYSICAL EDUCATION AND HEALTH 1
altered consciousness or wrapped cold packs in the
unconsciousness; convulsions. armpits and groin.

 Cold temperatures do not pose a threat similar to that posed by hot, humid condition
because of the metabolic heat generated through exercise. In the Philippines, there are
only a number of places where cold temperatures can be experienced. Even so,
exercisers should be aware that severe exposure to low temperatures and high winds
can lead to frostbite, hypothermia, and even death

Hypothermia

 Excessively low body temperature, characterized by uncontrollable shivering, loss of

coordination, and mental confusion.

 This occurs when the body begins to lose heat faster than it can be produced.
Prolonged exertion leads to progressive muscular fatigue. As exposure continues and
additional body heat is lost, the cold reaches the brain. One loses judgment and the
ability to reason. Speech becomes slow and slurred and control of the hands is lost.

Signs, Symptoms, and Treatment of Hypothermia

Signs and Symptoms Treatment

Early signs  If the victim is unconscious, open
airway and check for breathing.
 Shivering
 If the victim is conscious, bring to
 Pale, cold skin shelter or keep in warm room.

 Cold environment  Replace wet clothes with dry ones.

As the condition worsens;  Give high energy foods and warm

drinks
 No shivering, even though the person is
cold  Cover the head, hands, and feet
because heat is lost through the
 Increasing drowsiness extremities.

 Irrational behavior and confusion  Do not let the victim lie down and
rest since the core temperature is
 Slow, shallow breathing dropping. Without treatment, one
 Slow, weak pulse might lose consciousness and die.

 Walking becomes clumsy and tendency of  Transport the victim to a medical

wanting to lie down and rest escalates facility as quickly as possible

 Constricting blood vessels (vasoconstriction) increases the stimulating capacity of the

skin, but it also results in a marked reduction in the temperature of the extremities.
Protective vasoconstriction often leads to discomfort in the fingers and toes. Blood is
rerouted to the deeper, more vital body organs.

 To relieve pain, it is necessary to warm the affected area or raise the core temperature.
While shivering may cause some increase in temperature, gross muscular activity is far
more effective in restoring heat to the troubled area. Shivering is the defense
mechanism of the body against cold.

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 PHYSICAL EDUCATION AND HEALTH 1

 Core temperature is the temperature of the deep organs. The temperature of the body is
normally at 37 degrees Celsius or 98.6 degrees Fahrenheit. It adjusts to enzyme activity
within the muscles. Changes in core temperature can be reflected in the skin.

Is it safe to exercise in cold weather?

 If you dress warmly in layers and do not stay out in very cold temperatures for too long,
exercise can be safe even in subfreezing temperatures. Take both the temperature and
wind-chill factor into account when choosing clothing. Cold weather clothing provides an
insulating barrier to air and can be removed as temperature rises and put back on as it
falls. Wool may be used as well as windproof or rainproof ones.

 Dress in layers so you can remove them as you warm-up and put them back on if you
get cold. A substantial amount of heat loss comes from the head and neck, so keep
these areas covered. In subfreezing temperatures, protect the areas of the body most
susceptible to frostbite such as the fingers, toes, ears, nose, and cheeks with warm
socks, gloves, cap, or hood. Wear clothing that “breathes” and will absorb or drain
moisture away from your body to avoid being overheated by trapped perspiration. Warm
up thoroughly and drink plenty of fluids.

Cold Acclimatization

 This refers to metabolic adjustments are done as well as improved tissue insulation.
Large body mass, short extremities and increased levels of body fat help to get
acclimatized to cold weather.

Others Concerns:

Heat Rash

 Also called prickly heat, is a benign condition associated with a red, raised rash
accompanied by sensations of prickling and tingling during sweating. It usually occurs
when the skin is continuously wet with un-evaporated sweat. It is generally localized to
areas covered by clothing.

Heat Syncope

 Heat collapse, is associated with rapid physical fatigue during overexposure to heat.
This results in dizziness or fainting. It is quickly relieved placing the individual in a cool
environment and replacing fluids.
Sun protection factor (SPF)

 Sunscreen applied to the skin can help prevent many of the damaging effects of
ultraviolet radiation. A sunscreen’s effectiveness in absorbing the sunburn-inducing
radiation is expressed as the sun protection factor (SPF). An SPF of 6 indicates that an
individual can be exposed to ultraviolet light 6x longer than without a sunscreen.

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EXERCISE FOR FITNESS (FIRST AID)

WEEK: 10

Learning Competency:
 Identifies school and community resources in case of an injury or emergency-
PEH11FH-Ii-j-11

ACTIVITY 1: What’s in the picture?

• These are pictures of supplies, equipment, facilities, and services.

• Identify the pictures presented.

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What is First Aid?

 Is the immediate care given to a person who has been injured or suddenly become ill.
First aid deals with self-help and proper home care, especially if medical assistance is
not immediately available.

 The goal of first aid is to alleviate suffering, prevent added/further injury or danger, and
prolong life.

What is First Aid Kit?

 A set of supplies and equipment used to administer first aid. In your school and
community, first aid kits should be available, visible, and readily accessible in case of
injuries or emergencies. It should also be regularly checked for completeness and
freshness of supplies.

The usual supplies found in a first aid kit include the following:
· Triangular bandage · rubbing alcohol
· Gloves · iodine
· Tongue depressor · swabs
· Gauze · scissors
· wound dressings · athletic tape
· Cotton · penlight
· Adhesive bandage · forceps

Other equipment that should be included to aid in first aid is the following:

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 PHYSICAL EDUCATION AND HEALTH 1
· Spine board
· Blankets
· Sets of splints
· Short board/Kendrick’s extrication device
· Wheelchair
· Poles

ACTIVITY 2: Answer and explain the following supplies/equipment on how to apply

First Aid.
SUPPLIES / EQUIPMENT HOW TO APPLY
1. Cotton

2. Gloves

3. Triangular Bandage

4. Rubbing Alcohol

5. Scissors

Emergency Action Plan (EAP)

 It is a plan developed for immediate implementation whenever the need arises,

providing appropriate standards of emergency care to all present.

Emergency Response Procedure/Emergency Action Plan (EAP)

Emergency Personnel Medical

Transportation
Emergency
Communication Non-medical
Transportation
Emergency Equipment
Emergency Contact
Venue Information
List

1. Emergency Personnel – detailed First Aid arrangements for on-site emergencies; may
consist of teachers, physicians and nurses, athletic coaches, security and maintenance
personnel (for schools), or community leaders, and homeowners’ association president,
(for community)

2. Emergency Communication – emergency numbers, phones/two-way radio, public

announcement (PA) system

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 PHYSICAL EDUCATION AND HEALTH 1
3. Emergency Equipment – first aid kit, wheelchair, spine board, stretcher, blankets,
poles, etc.

4. Medical Transportation – confirmation of local ambulance (c/o PRC), Basic Life

Support, etc.

5. Non-medical Transportation – wheelchairs, stretcher, etc.

6. Emergency Contact List – clinic, local hospital, etc.

7. Venue Information – transportations, identified entrance, exits, and access

Philippine Red Cross (PRC)

 It’s the national branch of the International Red Cross that cares for the wounded, sick,
and homeless and now, providing help during and following natural disasters.

Entrance, Exit, and Access Routes

WHAT I HAVE LEARNED!

Fill in the blanks in the way that your understanding and reflection completes the
statement.

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1. My understanding about first aid is that
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______.
2. I realized that learning basic skills in giving first aid is important because
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______
3. As a first aider, I will
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______.

Summary/ Synthesis:
 As you participate in physical activities, whether in school or in the community, it is good
practice to know your school and community’s resources in case of injury or emergency.
Being familiar with it makes response to injuries or emergencies more immediate and
efficient, thus lessening the severity of the injury or emergency.

EXERCISE FOR FITNESS (GYM EQUIPMENT AND FACILITIES)

WEEK: 11

Learning Competency:
 Demonstrates proper etiquette and safety in the use of facilities and equipment-
PEH11FH-Ia-t-12

Warm-up Activity: Picture Me!

Directions: Ask students to identify the different types of equipment and facilities that are
usually found in a gym.

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1.__________________ 2._______________ 3.____________ 4.________________

5.___________________ 6.______________________ 7.___________________

Strategic Placement of Equipment
 Observed to maximize space and ensure convenience of working out and safety of
gym users.

Playing Court or Field

 May be found indoors or outdoors, depending on the sport. Venues and facilities are
usually ready-to-use where minimal setup is needed since these are specifically catered
to a certain sport (e.g. basketball, football).

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It is common manners to keep the venue clean and as orderly as

possible after use. Here are some examples:

 Wipe off wet spots caused by

drinks and sweat

 Throw away used supplies and

equipment like empty water bottles,
athletic tapes, shuttlecock feathers
in badminton, etc.

What is a Dance area or studios?

 Are either open or enclosed spaces with full-sized mirrors on one or more sides. They
usually cater to different types of dancers, which is why most have wooden or metal
railings called Barres. Speakers and music players are usually available for use and are
set up in strategic locations (i.e., at the corners or center).

Dance Areas or Studios

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Below are other expectations

when using dance areas or
studios:

Keep footwear If it is an open

and other Wipe off wet area, keep music Know the studio
belongings on the spots caused by at accepted schedule every
sides or designated drinks and sweat volume so as not time so that you
spots (i.e. lockers, on the floor. to disturb other will not be rushed
benches, tables) users. to move out for
the next users.

Gym or Weight Areas

 Are usually indoor facilities with different types of equipment such as machine weights,
free weights, balls, exercise machines (e.g. treadmill, stationary bike, rower, stair
climber), mats, etc. They are strategically positioned to allow maneuverability for all who
work out.

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• Avoid monopolizing use of the equipment.

Share it with others by taking turns using
them.
Observe • Return equipment to its proper place.
• Do not slam or drop weights.
proper • Wipe off drinks and sweat off equipment and
behavior floor.
• Lower volume of music or wear earphones.
during and • Minimize grunting, refrain from yelling and
after using profanity.
• Wear appropriate clothes including footwear.
working out Do not take them off to look at your body in
the mirror.

Gym Rules:

1. No Sweat Towel, No Workout, No Exceptions!

2. Locker is for use whist in the gym only- any contents in occupied lockers will be emptied
overnight.

3. Wipe down equipment after use.

4. Suitable workout gear must be worn inside the gym- no jeans or flip lops!

5. Weights must not be dropped.

6. Weights must be replaced after use.

7. Lockers by the showers are for use whist showering only; any contents in occupied
lockers whist not using the showers will be implied.

8. No bags are allowed on the gym floor at any time.

ACTIVITY 1: GYM FIT!

In a long bond paper, paste a picture of you wearing a gym outfit and performing some
of the gym equipment. After that one, write your experiences in a 3 paragraphs.

Summary/Synthesis:
 When you engage in aerobic, muscle-, and bone-strengthening activities, you are likely
to make use of different equipment and facilities. These resources help in your
enjoyment and participation so you have to care for them. As a courtesy to other
individuals who also make use of these equipment and facilities, you always need to
observe the proper manners or etiquette inside a gym.

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EXERCISE FOR FITNESS (SPORTS)

WEEK: 12

Learning Competency:
 Participates in an organized event that addresses health/fitness issues and concerns.-
(PEH11FH-Ik-o-13)

What is Fun Runs?

 Are usually one-day event that focus on running various distances (i.e., 3k, 5k, 10k, or
longer). They cater to a wide variety of participants—competitive or recreational
runners, and even families.

What is a Dance event, competitions, or marathons?

 These events focus on dance as the main activity, whether as competition (e.g. street
dance, dance sport) or as recreation (e.g. aerobic dance marathons, Zumba TM
events). These may last for hours depending on the event and variety of dances,
intensity levels, and music usually used, thus, elevating participation.

What is Zumba?
 The attractiveness of physical activities like Zumba comes from the lively music and
instructors, colorful vibe, and relatively easy to follow dance routines.

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Sports Tournaments
 These are the most common type of health- and fitness-related organized events. They
mainly focus on sports in a tournament type of play where individual players and/or
teams compete. They are usually organized for school teams [(e.g. University Athletic
Association of the Philippines (UAAP)].

LGU
 Hold sports leagues especially for basketball and volleyball. Several categories are
open for basketball based on age groups. For both basketball and volleyball, teams
usually represent different barangays, sitios, puroks, or subdivisions. Some LGUs also
hold sports programs or sports clinics for the youth and other individuals. The
Sangguniang Kabataan (SK) or the youth leaders of the community commonly organize
events like these.

Intramurals
 The common sports competitions for students. Different grade or year levels compete
against each other in different sports. Games are usually played after classes where
semi-finals and championship games are usually the highlights. Year levels are
represented by team colors and are called by their common year level labels (i.e., green
for 1st year/freshmen, yellow for 2nd year/sophomores, red for 3rd year/juniors, blue for
4th year/seniors).

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Summer Sports Clinics

 These are short-course sports programs catering to school children. Sports clinics are
offered by schools and product brands when school is over and students have their
summer break. The usual sports offered include basketball, taekwondo, swimming,
gymnastics, football, volleyball, and others. These last for several sessions spanning
days or weeks, and usually culminate with an exhibition tournament.

What is an Outdoor recreation event like cycling events, triathlon, marathons, and
football?
 These are specialized events that target sports enthusiasts and athletes. These are
held in specialized venues and locations, and usually have different categories for
different levels of participants.

Activity 1. Sports Slogan!

Instruction: In a long bond paper create a slogan about sports with the theme “Cultivating
kinship and solidarity through sports”
Rubrics:
Creativity-----------------------25%
Content-------------------------20%
Neatness------------------------5%
Total-----------------------------50%

Ironman 70.3 Philippines

 Held every 1st week of the Month of August. They have lots of Athletes joined in the 3
big events (Swimming, Bicycle, and running) at Cebu, Philippines.

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Talks, seminars, or conferences

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

 Cause-oriented associations, product brands, companies, professional organizations,

among others hold such events for various purposes, some to increase awareness,
promote various causes, and to inform.

 It would be beneficial for you to attend such events so you could learn more things
about health and fitness, become more aware of related issues and concerns, and have
a clearer understanding of these things.

School, club, community, or company events

 These are events that are organized by schools, clubs, communities, and companies for
specific purposes. These cover a wide range of activities like the ones mentioned
above. Schools and companies commonly hold events to coincide with special dates
and occasions. Events are usually dependent on themes and duration is also relative to
the celebration.

ACTIVITY 2: LET’S DANCE!

Instruction: In a group, you will prepare a one song and make your own figures. You will
make your own Zumba dance!
CRITERIA
Creativity 25%
Collaboration 25%
Total 50%

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Summary/ Synthesis:
 As you become more involved in physical activities, you can elevate your participation
by joining events that promote health and fitness as well as address health issues like
diabetes, obesity, nutrition, smoking, and many more. By joining these events, you can
learn more about these health concerns, what is being done to handle them—and at the
same time, you also get to increase your physical activity.

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VALUE OF PARTICIPATING IN PHYSICAL ACTIVITIES

WEEK: 13

Learning Competency:
 Recognizes the value of optimizing one’s health through participation in physical activity
assessments- PEH11FH-Id-t-14

PRE-ASSESSMENT
Direction: Read each item carefully and use your PE and Health notebook to write your
answers.
TRUE OR FALSE. Write TRUE if the given statement is correct and if it is not write FALSE.
1. Physical activity means movement of the body that uses up energy.
2. Vigorous activities decrease the heart rate and make you less active.
3. Being physically active is an important part of teenager’s growth and development.
4. The sedentary lifestyle that most of our teenagers practice leads to deterioration of
their health as well as their bodies.
5. Physical activity done at a vigorous intensity level is not good for a teenager’s
health.
6. Exposure to competition in groups, teenagers will enjoy physical activities more and
will make their leisure hours more productive and competitive.
7. Healthy competitions will develop the initiative and sense of leadership and
responsibility of the teenagers.
8. Physical activities and exercises mean the same thing.
9. Physical activity will increase the risk of being overweight and obese.
10. Being active everyday can help teenagers achieve the following: improve heart
health and fitness, develop strong muscles and develop strong bones.

Activity 1: Assess your Physical Activity

Directions: Think of five (5) activities that you usually do for the whole day. List it in the table
below and tell whether the activity is HEALTHY or UNHEALTHY by putting a check (/) in the
appropriate column.

DAILY ACTIVITIES HEALTHY UNHEALTHY

Ex. Scrubbing the floor /

Activity 2: Where do I Belong?

At the end of this activity, students are expected to identify and understand
the difference between the physical activities that they do every day.

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Directions: In the box below is a list of different physical activities. Instruct the
students to classify the activities whether it is moderate activity or vigorous
activity. Tell them to rewrite the activities in the appropriate column on the table

walking dancing playing football cycling swimming

playing basketball jogging gardening climbing doing
aerobics

MODERATE ACTIVITY VIGOROUS ACTIVITY

What is Motivation?

 a great factor to influence them to an active lifestyle. They have to see and understand
the reason for engaging in regular physical activity instead of playing with gadgets or
watching TV.

Physical Activity

 Simply means movement of the body that uses up energy. Walking, gardening,
sweeping and mopping, mopping the floor, climbing the stairs, playing football, or
dancing are all good examples of being active.

Here are some points to

consider:
1. Physical activity done at a moderate or vigorous intensity level is good for a teenager’s
health.

2. Moderate physical activities generally make you move. These could include brisk walking,
dancing, biking, swimming and jogging. Even helping out with some of the more active
chores inside and outside your home like gardening can be good.

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3. Vigorous activities increase the heart rate and make you sweat and may let you enjoy
being active even more. You may play games with lots of running involved, say, and
basketball. You may also be taking up running or jogging, or other sports like football,
tennis, and swimming.

 Being physically active is an important part of a teenager’s growth and development,

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

o improve heart health and fitness

o develop strong muscles
o develop strong bones
o develop good posture
o maintain a healthy weight
o improve concentration and memory
o learn new skills
o increase self-confidence
o reduce stress
o make and keep friendships
o improve sleep
o develop leadership skills and initiative
o awaken a sense of responsibility

 It is alarming to see that these conditions, which were seen before to only affect adults
are now affecting teenagers due to an improper diet and the lack of physical activities.
The sedentary lifestyle that most of them practice leads to the deterioration of their
health as well as their bodies.

 Getting enough physical activity does not just happen. There should be conscious effort
and the decision to engage in it. Not all teenagers are keen on doing physical activities.
Others need motivation and encouragement to start an active lifestyle.

 Sometimes teens need to explore a range of different organized and recreational

activities to find one that they like and enjoy. Simple, non-competitive activities will allow
them to socialize in a positive way. These can help them feel good about doing physical
activities rather than just sitting down playing video games.

 Getting teenagers involved in lots of fun physical activities keeps them active and
healthy. It’s easy when you help them find activities that they enjoy and that they can do
as part of everyday family life.

Physical Active

 It is an important part of a teenager’s growth and development, especially if done

regularly.

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According to the World Health Organization, in 2010,

physical inactivity or the lack of physical activity has
been identified as the fourth leading risk factor for
global mortality (6% of deaths globally).

The following are the common results of physical

inactivity.

o increased risk of being overweight and obese

o hypertension/high blood pressure
o anxiety
o depression
o type 2 diabetes mellitus

Exercise

 It’s a subcategory of physical activity that is planned, structured, repetitive, and

purposeful in the sense that the improvement or maintenance of one or more
components of physical fitness is the objective.

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Summary/Synthesis:

 The term "physical activity" should not be mistaken with "exercise". Exercise, is a
subcategory of physical activity that is planned, structured, repetitive, and purposeful in
the sense that the improvement or maintenance of one or more components of physical
fitness is the objective. Physical activity includes exercise as well as other activities
which involve bodily movement and are done as part of playing, working, active
transportation, house chores and recreational activities. Due to the rising technological
advancement in our country, the physical activities of teenagers have become limited
and are often neglected. Motivation and involvement is needed for them to be active.
Once they are motivated they will open doors for physical activities that they will surely
enjoy.

 Motivation and parental guidance is needed to encourage teenagers to engage in

physical activity so that they could enhance their skills as well as improve their body
conditions and health, leading to a physically fit individual. It is also important to help
them manage their time and lead them to use their leisure hours wisely.

 Inspire and motivate them to join youth groups that could help them enjoy the physical
activities and allow them to be competitive. These healthy competitions will develop
their initiative and sense of leadership and responsibility. While competing,
camaraderie, patience and cooperation will also be learned. We can have not only
physically active and healthy teenagers but we will also develop well-mannered
teenagers who can become future responsible leaders as well.

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THE FITNESS MOVEMENT IN THE PHILIPPINES

WEEK: 14

Learning Competency:
 Displays initiative, responsibility and leadership in fitness activities-PEH11FH-Ik-t-15

Stretch Out!

 FITNESS AND HEALTH AMONG FILIPINOS

The increasing number of obesity cases in the country and the growing preference of
both youth and adults for gadgets over physical activities prove the need to promote a healthy
lifestyle among Filipinos.

As early as 1974, the government created policies that aim to make citizens more active
and fit.. Presidential Decree No. 604 signed by Ferdinand E. Marcos in December 1974 and
Executive Order No. 63 signed by Fidel Ramos in March 1993 are examples.

 COMMUNITY FITNESS ACTIVITIES

The different sectors nationwide promote fitness and health among Filipinos. Activities
range from short routines to full-length exercise programs. Aside from the inclusion of physical
education in the curriculum, schools also conduct intramurals and interschool sports
competitions for students.

 INTERNATIONAL AND LOCAL ORGANIZATIONS

Listed below are some international and local organizations in the public and private
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sectors that offer training and certification related to the various careers in the fitness
industry.

 International Organizations
 ACE (American Council on Exercise)
 ACSM (American College of Sports Medicine)
 AFAA (Aerobics and Fitness Association of America)
 AFPA ( American Fitness Professionals and Associates)
 IFPA (International Fitness Professionals Association)
 ISSA (International Sports and Science Association)
 NASM (National Academy of Sports Medicine)
 NCSF (National Council on Strength and Fitness)
 NFPT (National Federation of Professional Trainer)

 Local Organization
 PSC (Philippine Sports Commission)
 POC (Philippine Olympic Committee)
 PHASES ( Philippine Association for Sports and Exercise Science)
 LGO ( Local Government Organization)

Activity 1.
Instruction: Research on two fitness programs that are being implemented in your
school and community. Analyze how they are set up in terms of their advantages and
disadvantages. Provide ways how to improve the programs.

Fitness Program Advantages Disadvantages Recommendations for

improvement

1.

2.

PHYSICAL FITNESS IN THE COMMUNITY

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WEEK: 15

Learning Competency:
 Realizes one’s potential for health- and fitness related career opportunities-PEH11FH-
Ip-q-16

 Fitness Programs for Children and Teenagers

Children and teenagers can gain several benefits from physical activities such as improvement
of cardiorespiratory health, muscular fitness, and cardiovascular endurance; increase in bone
density; healthy metabolism; ideal body composition; and reduced risk of depression. They can
engage in an hour or more of aerobic activity daily as well as in activities that strengthen bone
and muscles for at least thrice a week. Here are some community-based fitness programs for
the youth.
 Barangay leagues or tournaments are commonly organized during summer breaks.
These include basketball and volleyball games. Being fast-paced and highly
competitive, the tournaments improve both technical and interpersonal skills of players.
 Sports camps or clinics are conducted to help the youth specialize in their sports of
interest and enhance their sportsmanship as well.
 Marathons and fun runs help increase maximal oxygen consumption, improve
cardiorespiratory endurance, and develop muscle strength.

 Aerobic Dance

Benefits: strengthens the heart, sheds excess weights, boosts mood, increase stamina.

 Spinning/Indoor Cycling
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Benefits: increase muscular endurance, lower stress levels, burns calories, enhances
cardiovascular fitness.

 Tai Chi

Benefits: improves agility, balance, and flexibility; reduces stress; improves mood;
reduces risk of falls for older adults.

 Yoga

Benefits: lowers blood pressure, improves balance and flexibility, increases blood flow,
perfects posture.

 Pilates

Benefits: improves endurance, balance, and flexibility; develops lean muscles and a
strong back; hone focus; enhances sports performance.

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ACTIVITY 1
A. Instruction: Propose a fitness program for age-specific activities for your community.
Fill out the following table:

Program Name:___________________________________________________
Activities
Children and teenagers
___________________________________________________________________________
___________________________________________.
Adults
___________________________________________________________________________
___________________________________________.
Senior Citizens
___________________________________________________________________________
___________________________________________.

B. Would you like to pursue a more active lifestyles? Why? Give your answers in 10-15
sentences.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________

ORGANIZING AND MANAGING COMMUNITY FITNESS

WEEK: 16
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Learning Competency:
 Organizes fitness event for a target health issue or concern- PEH11FH-Io-t-17

Organization and Management

Participating in community-based fitness programs is one thing; organizing and managing
them, however, is another. It entails much thought, thorough research, and precise
planning in order for the fitness program or physical activity to be implemented
successfully.
Organization and management go hand in hand. Organization refers to the act or process
of planning and arranging the different parts of an event or activity. Management is the act
or skills of controlling and making decisions and supervising events or activities.

 Steps in Organizing Community Activities

o Create a Team
Recruit people that share your vision. They should be trustworthy and responsible
enough to deliver efficiently and effectively.

o Set Goals
Set your target goals to guide the direction of your plans. These should be clear and
realistic.

o Prepare
Do your research about the community where you are going to conduct the program
or activity. You must take into consideration the resources, facilities, and equipment
that are available in that community.

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o Communicate
Communication is a key part in any undertaking. You will need to communicate
about:
 Getting volunteers to help you plan or implement your projects
 Building partnerships with potential collaborators
 Raising funds or donations in kind for your project

o Traditional Media
Invite the news media to report about your upcoming event or to attend and share
information about accomplishments. Use a press release or a media advisory

o Implement
To be able to effectively manage the project, you must possess the necessary skills
and attitude. Event managers need skills in organization, communication, decision
making and problem solving.

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o Assess and Reflect
It is necessary that your team reviews and discusses the accomplishments and
failures of the whole project after the event. Come up with resolutions and
recommendations to futher improve it.

Career Opportunities
Career defines as a lifelong pursuit that requires enormous personal investment and rigorous
training and self -growth. Profession on the other hand, is a distinctive type of work that
requires mastery of complex knowledge and skills. It is centered on supplying services to s
specific clientele and is guided by formal and informal ethical codes of conduct to preserve the
health and well-being of clients.
The following are examples of career in the sport and fitness track:
A. Careers in Fitness Instruction, Personal Training, and Fitness Management
1. Personal trainer
2. Group exercise instructor
3. Strength and coordinating coach
4. Fitness center owner or manager
5. Health promotion specialist

B. Careers in physical education, Sports Instruction, Coaching, Sports Officiating, and

Sportand Psychology
1. Physical education teacher
2. Sports instructor
3. Coach
4. Sports official
5. Sports psychologist

C. Careers in Sports Marketing and Managements

1. Sports administrator
• General manager of a professional team
• Athletic director at the high school or college level
• Director of a community’s youth sports program
2. Sports marketer
3. Media and public relations officers
4. Professional scout
5. Sports event manager
6. Sports media specialist
7. Sports facility operations manager

D. Careers in Sports Medicine

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1. Certified athletic trainer
• College and university athletic trainer
• Athletic trainer for a sports medicine clinic
• Athletic trainer in a high school
• Athletic trainer as a physician extender
2. Clinical exercise physiologist
3. Certified clinical specialist
4. Sports dietician
5. Sports medicine clinic and center director
6. Aquatic therapy specialist.

ACTIVITY 1.
Instruction: Create an action plan intended to promote fitness in your community. Fill out the
table below.
Project/Activity
Title:______________________________________________________________
(It should be catchy and speaks of your purpose)
Target Day of
Project/Activity:______________________________________________________
(When would you like to do the event?)
Venue:_____________________________________________________________________
( Where you would like to hold the event?)
Create a
Team:___________________________________________________________________
(Organize teams and give work designations, such as promotions team, technical team, etc.)
Set
Goals:_____________________________________________________________________
(Example: To be able to promote fitness through aerobic dance in the
community)
Preparation:________________________________________________________________
(Steps should be in chronological order, such as ocular inspection of the venue,
meeting with the coordinators.)
Planning:___________________________________________________________________
(Types of activities to be incorporated, supplies and equipment needed, number of
personnel required)
Implementation:_____________________________________________________________
(Action map or to-do list for the actual event)
Promotion:_________________________________________________________________
(Think of how you will best promote your project to the community)
Assessment and
Relection:_________________________________________________________
( Create evaluation/feedback sheets that best show the assessment of the project by the
participants.)

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