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10Physical
Education andHealth
Learner’s Material
Department of Education Republic of the Philippines
This book was collaboratively developed and reviewed byeducators
from public and private schools, colleges, and/or universities. We
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ofEducation at [email protected].
We value your feedback and recommendations.
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Physical Education and Health – Grade 10 Learner’s MaterialFirst
Edition 2015ISBN:
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Published by the Department of Education Secretary: Br. Armin A.
Luistro FSC Undersecretary: Dina S. Ocampo, PhD
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Unit 1: Active Recreation(Sports)
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Module No.: 1 Number of Sessions: 10
CONTENT STANDARD PERFORMANCE STANDARD
The learner …• demonstrates understanding of
lifestyle and weight management to promote societal fitness
The learner…• maintains an active lifestyle to
influence the physical activity participation of the community
and society
• practices healthy eating habits that support an active
lifestyle
I. Introduction
What activities make up your day? Do you spend time being
active? Which type of food do you usually eat? Do you eat just
anything you want?
Are you aware that the things you do on a daily basis contribute
a lot to your health? Yes, the things that you do like your daily
routine, physical activities, and eating practices can make you
either healthier or it can put you at risk even at a young age.
People of all ages and health conditions should learn to
prioritize their health through proper management of
lifestyle and weight. You can participate in physical activities
and modify your eating habits. As a member of society, you should
give importance to your health. The value you give to your health
is of significance not only to you but to society as well.
Remember, a healthy individual is a productive individual.
For you to become familiar with lifestyle and weight management,
this module will help you take positive steps to have a healthier
lifestyle through active recreation. The activities are enjoyable
and offer satisfaction to enhance the quality of your life. You
will understand the importance of taking care of your health
through physical activities and proper eating habits. You will also
understand that lifestyle and weight management will enhance not
just your personal fitness but your family’s fitness and society’s
fitness as well! So get involved and be part of the world of ACTIVE
RECREATION!
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II. Learning Competencies
The learner...1. describes the meaning and importance of
managing lifestyle and weight;2. understands risk factors for
lifestyle diseases (obesity, diabetes, heart
disease);3. determines physical and physiological signs and
symptoms that calls for
lifestyle and weight management;4. undertakes physical activity
and physical fitness assessment;5. assesses eating habits based on
the Philippine Food Pyramid / My Food
Plate;6. engages in moderate to vigorous physical activities;7.
applies correct techniques to minimize risk of injuries;8. monitors
periodically one’s progress towards the fitness goals;9. analyzes
the effects of media and technology on fitness and physical
activity; 10. critiques media information on fitness and
physical activity issues;11. expresses a sense of purpose and
belongingness by participating in
physical activity-related community services and programs;12.
advocates society’s efforts to increase participation in physical
activities
and improve nutrition practices.
III. Pre-Assesment
Read the following statements carefully and put a check mark (P)
on the statements that apply to you.
_____
1. I engage in physical activities for at least 30 minutes
several days a week.
_____
5. I take care of the environment by doing small deeds such as
throwing my trash into the trash bin.
_____
2. I engage in physical activities that challenge my heart
rate.
_____6. I do warm-up,
stretching, and cool-down exercises.
_____3. I do not stress myself
about schoolwork deadlines.
_____
7. I assess my physical fitness level and my participation in
physical activities.
_____4. I make sure I have
my own personal time.
_____8. I wear a seatbelt
whenever I occupy the front seat of a car.
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_____ 9. I am conscientious with what I eat. _____13. I have a
first aid kit
handy and I know how to use it.
_____10. I try to eat
vegetables and fruits as much as I can.
_____ 14. I always find time to do leisure activities.
_____ 11. I take note of what food labels say. _____
15. I manage my time well, allotting ample time for schoolwork,
leisure, and rest.
_____
12. I do not easily fall for fads and hypes on TV about fitness,
health, and nutrition.
_____
16. I spend quality time with family, friends, and others in my
social circle.
Let’s see how you scored in the pre-assessment. Count the number
of check marks (P) to know your Healthy Lifestyle Assessment
rating.
Excellent 13-16Good 9-12Fair 5-8Needs improvement 0-4
Evaluate your results. Does your lifestyle prove to be
beneficial or detrimental to your overall health? Take note of your
daily habits for these can greatly affect your life. At the end of
the module, it is expected that the number of your check marks (P)
will be more than your initial results in this pre-assessment.
INSTRUCTIONAL ACTIVITIES
Part I: What to KNOW
Hello Grade 10 students! Welcome to the part where knowledge
will be learned. You will be provided with activities that will
test your prior knowledge, stimulate your interest, and elevate
your understanding and level of excitement in the different
activities. This part of the module will help you get started and
be mentally ready for the next parts.
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Activity 1: WARM YOU UP
This activity will prepare your body for a more strenuous
physical activity.
I. Objective:To prepare yourself for physical activity using
general or sports-specific warm up exercises
II. Procedure:1. Choose a partner.2. Do light jogging around the
venue to gradually elevate your heart rate. 3. Stretch your legs,
arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the
difference between performing well and getting yourself injured.
Spend about 5-10 minutes on your warm up routine. Execute either
general warm-up exercises like jogging and running, or
sports-specific warm-up exercises.
Activity 2: WHAT IS IT FOR YOU?
In this activity, your prior knowledge about lifestyle and
weight management will be assessed.
I. Objectives:To discuss the meaning of lifestyle To identify
the different lifestyle factors and their importance
II. Materials/Equipment:• manila paper• masking tape• pen•
activity notebook
III. Procedure:1. Form groups of five to eight members each.2.
Using a concept map, write words associated with “Lifestyle” inside
the
circles. You may add more circles if necessary. Do this in your
activity notebook.
3. Focus on the following:• Describe the words given. • What
were the words commonly given by the group? Why do you
think these words were given?• What words were mentioned only
once? Are these words important?
4. Define “Lifestyle” based on the words given by each member.5.
Choose one representative to do the presentation for 3 minutes.
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Your lifestyle is of utmost importance. Everything you do,
whether good or bad, has an effect on your health. Your lifestyle
involves a lot of aspects like the physical activities you engage
in, the food you eat, the daily habits you observe, the choices you
make as a consumer, and many others. These different aspects of
your lifestyle affect your overall health. Therefore, it is a must
that you give attention to these factors to become a healthier
individual.
What aspects of your lifestyle do you think you should be most
attentive to? Why do you think so?
Activity 3: RACE TO CONNECT In this activity, you will discuss
the relationship between lifestyle and weight
management.
I. Objective:To discuss connections between lifestyle and weight
management
II. Materials/Equipment:• manila paper• masking tape• chairs •
words and pictures posted on chairs
III. Procedure:1. Form groups with five to eight members each.2.
Each group races to stand behind the chair with the word that they
think
significantly connects weight to lifestyle. Only one group can
occupy a chair. Groups could switch places until the signal to stay
is given.
3. Discuss your group’s choice of word or picture. Categorize
your choice: Is it about nutrition/food, or physical
activity/exercise?
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Many aspects of your life are connected to your weight and
lifestyle. Your food choices are only a part of them. Your age,
gender, inherited characteristics, sleeping habits, and physical
activity are also aspects to be considered. Remember that they
contribute to your overall well-being as well as your
susceptibility to disease. Giving more consideration and attention
to your present habits and practices are vital to having a healthy
lifestyle.
Activity 4: WEIGHT, THERE’S MORE!
In this activity, you will find out which among your eating
practices and habits are healthy.
I. Objectives:To discuss proper nutrition and weight
managementTo differentiate between healthy and unhealthy eating
practices
II. Materials/Equipment:• checklist of healthy and unhealthy
practices • pen
III. Procedure:1. Using the checklist, put a check mark (P) on
the practices that show healthy
weight management and a cross mark (O) on the unhealthy ones.
Explain your answers briefly. Do this in your activity
notebook.
2. Concentrate on the following:• What practices do you consider
healthy or unhealthy? • Why are these practices considered healthy
or unhealthy?
3. Discuss your answers with your seatmate.
Healthy or Unhealthy
Practices Healthy Unhealthy Reason/s
1. Eating fruits daily2. Eating in moderation3. Skipping meals
on a
regular basis4. Consuming sweets
uncontrollably
5. Substituting water for rice
6. Eating meat products moderately
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Practices Healthy Unhealthy Reason/s
7. Choosing to eat home-cooked meals rather than buying fast
food items
8. Leaving out vegetables when eating sinigang
9. Minimizing intake of deep fried food
10. Drinking beverages, like soft drinks, as the first
option
Your lifestyle includes the nutrition practices you observe.
Which among the practices are considered healthy and which are
unhealthy? Which of these do you do? Now is a good time to review
and change those unhealthy habits for a healthier lifestyle.
Activity 5: SWEATING OFF THE RISKS
In this activity, the risk factors that can be addressed by
active recreational activities will be discussed.
I. Objectives:To discuss risk factors of lifestyle diseases To
explain the importance of participating in active recreational
activitiesTo identify active recreational activities that can
address risk factors of lifestyle diseases
II. Materials/Equipment:• worksheet on risk factors• pen• task
materials per station• letter cut-outs as word puzzles • activity
notebook
III. Procedure:1. Form groups with five to eight members each.2.
There will be five stations that correspond to a specific scenario.
Each
station has a word puzzle that gives the risk factor of the
scenario. 3. Each group must race to solve the puzzle to get the
risk factor. After
identifying the risk factor, you need to list down in your
activity notebook the recreational activiites that can
lessen/address the risk factor given.
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Risk Factors Scenarios Recreational Activity
1. Ana is constantly in a hurry trying to meet deadlines.
2. Kathleen eats a lot of fast food items like burgers and
fries.
3. Paul’s belly and arms are already flabby.
4. Bryan started getting hooked on cigarettes when he was just
14.
5. Dennis and his friends drink beer every other night.
4. Contemplate on the following:• Which scenarios can you relate
with the most? Are you aware of the
risk factors in these scenarios?• How can recreational
activities address risk factors?
5. Make your summary report and share with the class.6. Assign
your group representative to present your report within 3
minutes.
Risk factors to our health include the things that we do in our
everyday lives and the physiological characteristics that we
inherit from our parents. They should be taken seriously. Being
aware of these risk factors as well as doing something to prevent
and counteract their effects are important. Engaging in active
recreational activities is highly promoted as one means of
promoting a healthy lifestyle.
Activity 6: LECTURE-DISCUSSION
This is an opportunity to discuss and clarify the meaning and
importance of lifestyle and weight management and how active
recreation contributes to lifestyle and weight management.
I. Objective:To describe how participation in active recreation
contributes to the achievement of a healthy lifestyle
II. Materials/Equipment:• reading materials on lifestyle, weight
management, and active recreational
activities • slideshow presentation on lifestyle and weight
management
III. Procedure:1. From the reading assignment, make a summary of
the essentials on
lifestyle and weight management, and active recreational
activities.2. Complete the worksheet. Do this in your activity
notebook.
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Weight (kg) _______ BMI _____
Physical activities to improve or maintain BMI
__________________________________________________________________________Height
(m
2) _______
DAILY FOOD LOG
Sun Mon Tue Wed Thu Fri Sat
Breakfast
AM Snack
Lunch
PM Snack
Dinner
MONTHLY PHYSICAL ACTIVITY LOG
June Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
It is very important to be mindful of your food intake and
physical activities because these greatly affect your overall
health. Your food intake and physical activity affect your weight,
which consequently affect your BMI. It is important that your
weight is within what is recommended for your height. Conscious
healthy food choices and participation in regular moderate to
vigorous physical activities, along with enough rest would
definitely help improve or maintain your BMI.
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READINGS
LIFESTYLE AND MANAGING IT
Introduction
The way in which an individual lives is called lifestyle. This
includes the typical patterns of an individual’s behavior like
everyday routine at home, in school, or at work; eating, sleeping,
and exercise habits, and many others. These patterns of behavior
are related to elevated or reduced health risk.
Teenagers like you may have practices or habits at home or in
school that either elevate or reduce health risks. Do you spend a
lot of your time at home just sitting down and doing nothing? Do
you move a lot by helping out at home, cleaning your house for
example? Do you love eating fruits and vegetables? Or do you prefer
junk food or fast food? Teenagers like you should be more aware on
how your nutritional practices can affect your health.
Managing your lifestyle entails making modifications in your
routine especially in those aspects that elevate health risks. Food
choice, physical activity, and eating habits are some of the
aspects of your lifestyle that can be modified to improve it. These
modifications should be done gradually, like reducing the intake of
fatty food, getting up to reach for something instead of asking
someone to get it for you, or walking faster and more often. The
idea is that for health risks to be reduced, changes in your
lifestyle should be made.
Risk factors are variables in your lifestyle that may lead to
certain diseases. Many aspects of your lifestyle can be considered
risk factors. Aside from genetics or heredity, age and physical
make-up are some of the factors that cannot be changed; however,
your lifestyle can go around these factors to gain more benefits.
For instance, you cannot stop the aging process, but you can delay
the signs of aging from showing by being more active and avoiding
vices.
The other variables in your lifestyle, however, can be modified
to achieve a healthier life. Such variables include nutrition, body
weight, physical activity, and health habits. What should be kept
in mind is that these variables bring with them risk factors that
are serious concerns. Some of the risk factors associated with
lifestyle variables include hypertension / high blood pressure,
overweight and obesity, excess body fat, high levels of stress,
lack of exercise and sedentary lifestyle, smoking, unhealthy
dietary practices, and alcohol consumption.
An unhealthy lifestyle brings with it certain diseases that can
shorten your lifespan. These diseases, known as non-communicable
diseases (NCDs), are not transmitted from person to person, yet
kill more than 36 million people each year. Also called chronic
diseases, they are of long duration, and are generally of slow
progression. The four main types of NCDs are cardiovascular
diseases (like enlargement of the heart and hypertension), cancer,
chronic respiratory diseases (such as chronic obstructed pulmonary
disease and asthma), and diabetes.
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All age groups are affected by NCDs, although they are often
associated with older age groups. Evidence shows that more than
nine million of all deaths attributed to NCDs occur before the age
of 60. Children and adults are all vulnerable to the risk factors
that lead to non-communicable diseases, whether from unhealthy
diet, physical inactivity, exposure to tobacco smoke, or the
harmful effects of alcohol.
(www.who.int/mediacentre/factsheets/fs355/en/ ).
Figure 1. Lifestyle Management Continuum
It is important that these risks factors are addressed even at
your teenage years. You could start by being more active, adding
physical activity sessions to your daily routine, or by being a
healthy eater, opting for more nutritious food.Fahey, T. D., Insel,
P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and
Labs in
Physical Fitness and Wellness (5th ed.). Boston:
McGraw-Hill.
WEIGHT AND MANAGING IT Introduction
You might find other individuals lucky because they eat a lot
but do not gain weight as much as you do. You might also think it
is unfair that though you limit your food intake, you do not lose
as much weight as you want to. This is because your weight is a
result of metabolic responses of your body to your food intake,
energy expenditure, and physiologic processes. A simple elimination
of food or addition of physical activity does not encompass the
entirety of weight management. Understanding how your body works is
a vital key as well as a combination of healthy food practices and
a more active lifestyle.
The concepts of weight gain and weight loss are important in
weight management. How to gain and lose weight are probably some of
the more common issues when it comes to health. Along with this
concept is weight maintenance. To understand it in simple terms,
energy expenditure is the amount of energy you spend through
physical activity, while energy consumption is the amount of energy
you take in through food. They both play key roles in weight
management. A simple formula is shown here.
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Weight Gain = energy consumed is greater than energy expended =
more food intake but less physical exertionWeight Loss = energy
consumed is less than energy expended = more physical exertion but
less food intakeWeight Maintenance = energy consumed equals energy
expended = physical exertion is the same with food intake
Modifying your eating habits can aid you in managing your
weight. Opting for more nutritious food can help lessen health
risks and improve your physique. Some of the common tips in weight
management are including fruits and vegetables in your meals,
reducing intake of sweets, preparing your meals in a healthier way,
and decreasing portion sizes. Aside from taking note of your eating
habits, you should also take note of your actual weight as an
indicator of health risk. This has to do with getting your Body
Mass Index (BMI). It is a rough measure of body composition that is
useful for classifying the health risks of body weight. It is also
based on the concept that a person’s weight should be proportional
to height. BMI is calculated by dividing your body weight
(expressed in kilograms) by the square of your height (expressed in
meters).
Example: Weight: 130 pounds (convert into kilos) x 1kg / 2.2
pounds = 59 kg Height: 5 feet 3 inches (convert to meters) x .0254
meters / inch = 1.6 m
BMI = wt in kg = 59 kg = 23 kg/m2 ht in m2 (1.6 m) 2
Classification BMIUnderweight
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regular exercise and healthy diet. A lifestyle that includes
regular exercise may be more important for health than trying to
reach any “ideal” weight. Once you have established a body
composition goal, you can then set a target range for body
weight.
ACTIVE RECREATIONAL ACTIVITIES Introduction
Recreational activities are those activities held during one’s
leisure time. Their purpose is to refresh oneself by doing
activities that are considered by an individual as enjoyable.
These activities may require large body movements such as
running, throwing, and jumping, or small movements such as playing
board games, doing arts and crafts, and many others. When a
recreational activity is athletics or sports, this may require more
physical exertion and competition. However, athletics and sports
may also be participated in more for the enjoyment they bring
rather than competitive play.
Active recreational activities are highly recommended for health
promotion. These activities require more amounts of energy to be
expended than the usual energy expenditure. This means that you do
activities that make you exert more effort than what you usually
do.
Physical Activity IndexScore Activity
Intensity
54321
Sustained heavy breathing and perspirationIntermittent heavy
breathing and perspiration, as in tennisModerately heavy, as in
cycling and other recrational sportsModerate, as in volleyball,
softballLight, as in fishing
Duration
4321
Over 30 minutes20 to 30 minutes10 to 20 minutesLess than 10
minutes
Frequency
54321
6 to 7 times per week3 to 5 times per week1 to 2 times per weekA
few times per monthLess than once a month
Computation: Intensity X Duration X Frequency = Score Total Your
Score: ______ x _______ x _________ = _________
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Evaluation of Activity ScoreScore Evaluation Activity
Category
81 to 10060 to 8040 to 5920 to 39Under 20
Very active lifestyleActive and healthy
Acceptable but could be betterNot good enough
Sedentary
HighVery good
FairPoor
Very Poor
Moderate amounts of physical activity are recommended daily. The
total activity can be accumulated in multiple short bouts – for
example, two 10-minute brisk walk sessions and a 15-minute bike
ride. This can also be done in continuous sessions.
Choose recreational activities that you find enjoyable and fits
into your daily routine. Your participation in these activities
could easily be sustained since you personally enjoy doing them and
you even do it in your own time. Hence, strict adherence to a
regular physical activity is very viable.
Regular physical activity, regardless of how hard it is, makes
you healthier and can help protect you from many chronic diseases.
However, exercising at low levels of exertion does little to
improve physical fitness. It is recommended that you exert more
than your usual effort. For example, if you are used to walking for
15 minutes from home to work, you could walk faster or for a longer
duration.
Some of the more common active recreational activities are
sports like badminton, tennis, table tennis, basketball,
volleyball, baseball, and football. These activities require
specific skills to be able to play them. For sports involvement to
be enjoyable, either recreational or competitive play may be
pursued. It all depends on you and your enjoyment.
Activity 7: YOUR TURN (Assessment of Knowledge)
To assess your knowledge, kindly note the important things about
the lecture-discussion. Copy this in your notebook.
Examples of active recreational activity
Important formula for weight management
Your BMI and recommended weight management formula
Weight maintenance
Weight loss
Weight gain
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Your knowledge of lifestyle and weight management would be
beneficial to you as you get older. In general, lifestyle should be
your focus. Knowing your weight and how to manage it, coupled with
participation in active recreational activities would make you a
healthier individual. However, take note that making significant
cuts in food intake in order to lose weight and body fat could be a
difficult strategy to maintain; focusing on increased physical
activity is a better approach for many people.
Part II: What to PROCESS
You will be given activities about physical activity and proper
eating habits for you to understand their importance to your
fitness and well-being. As you go on with the activities, you will
learn that active participation in recreational activities is not
just fun and exciting but also an opportunity to improve your
fitness and enhance your social skills. So, prepare yourself and
get started!
Activity 1: ME AND MY DAY
This activity will assess your physical activity engagement
using a survey.
I. Objective:To discuss your daily activities that contribute to
your health
II. Materials/Equipment:• copy of survey form• chairs
III. Procedure:1. Form circles with eight to ten members each.2.
Using the survey, put a check mark (P) on the activities you do and
the
estimated number of hours you do them.
Sentence CompletionWhen I am not in school, I...
___ watch TV for about ____ hours
___ use the computer/tablet/cell phone for about ____ hours
___ play sports such as _____ for about ____ minutes or ____
hours
___ jog or walk or dance for about ____ minutes or ____hours
___ sleep about ____hours even after my regular wake up time___
usually go out to the mall or a friend’s house and spend about
____hours
there___ do household chores for about ____ minutes or ____
hours ___ do something else like ______________________ for about
____
minutes or ____ hours
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3. Discuss these questions with the group:• What activities were
commonly marked? • How many minutes or hours were usually spent on
these activities?• Which among the activities do most of the group
spend time on?• What can you say about the activities commonly
marked and the time
spent doing them? Classify the activities into active or
passive.• Which of these activities do you enjoy the most? Why?
4. Share your answers to these questions with the class. • How
do you feel about the activity? What did you realize? • What do you
think about the daily activities of your classmates? Do you
have similar activities as your classmates?• Should you stick to
your daily routines or could changes be made?
Activity 2: FILLING IN MY SCHEDULE
This activity will provide an opportunity to get involved in
active recreational activities. This will determine possible times
during the day where you could be more active.
I. Objective:To discuss opportunities of becoming more active
based on your schedule
II. Materials/Equipment:• copy of survey form• manila paper •
masking tape• pen• activity notebook
III. Procedure:1. Work in pairs.2. Using the Weekly Activity
Log, fill in the spaces with how much time is
spent doing these activities. Do this in your activity
notebook.
Weekly Activity LogActivities Sun Mon Tue Wed Thu Fri Sat
StudyingDoing household choresOther activities
Free time
3. Concentrate on the following:• How long do you spend on
activities that make you move a lot? make
you stay still or not move a lot?
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• When are the best times and days for you to be more active? •
What activities can you do on these times?
4. Share your answers on these questions with the class.• How do
you feel about the activity? What were your realizations? or
What did you realize?• Are you busy most of the week or do you
have more free time?• Are you busy doing active or passive
activities?• What can you do about your schedule to have a
healthier lifestyle?
Activity 3: CHECK IT OUT!
In this activity, you will know your fitness levels in terms of
cardiovascular endurance, agility, and coordination.
I. Objective:To determine cardiovascular endurance, agility, and
coordination levels
II. Materials/Equipment:• copy of physical fitness assessment
tool • bench/stairs • metronome/timer• tape measure• cones/markers•
chalk • stopwatch• tennis balls• masking tape
III. Procedure:1. Pair up.2. Do the different physical fitness
tests with your partner. Perform the tests
alternately and record each other’s scores.3. Monitor your
physical fitness for the entire school year. Follow the
physical
fitness protocols.4. Record in the Physical Fitness Record 5.
Take note of the following:
•Your fitness level and assessment compared to your partner•What
can you do to maintain and/or improve your fitness level
scores?
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Physical Fitness RecordName Grade & Sec HEALTH-RELATED
COMPONENTSPre-test (1st Qtr)
2nd Qtr Monitoring
3rd Qtr Monitoring
Post-test (4th Qtr)
Cardiovascular Endurance
____ x 4 = ____ bpm
____ x 4 = ____ bpm
____ x 4 = ____ bpm
____ x 4 = ____ bpm
Muscular Endurance
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Muscular StrengthTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1
____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Flexibility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1
____
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Body Composition
Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___
Ht (m2) ___ Ht (m2) ___ Ht (m2) ___ Ht (m2) ___
BMI _____ BMI _____ BMI _____ BMI _____
SKILL-RELATED COMPONENTS
Pre-test (1st Qtr)
2nd Qtr Monitoring
3rd Qtr Monitoring
Post-test (4th Qtr)
AgilityTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____Trial
2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
BalanceTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____Trial
2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
CoordinationTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1
____Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
PowerTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____Trial 2
____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Reaction TimeTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1
____Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
SpeedTrial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____Trial 2
____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Points of improvement:
Overall physical fitness assessment:
Student’s Name & Signature: Teacher’s Name &
Signature:
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TEST PROTOCOLS
Cardiovascular Endurance: 3-minute Step Test Protocol
I. Materials/Equipment:• 12-inch high bench for stepping• clock
with second hand or stopwatch for timing test and
counting heart rate• metronome to help maintain cadence in
proper
stepping rate
II. Procedure:1. Step up on the bench using your right foot
first, then
your left.2. Step down the bench starting with the right foot,
then the left. 3. Step up and down at 24 cycles (up-up-down-down)
per minute for 3
minutes. (metronome setting at 96)4. Immediately after 3
minutes, sit down.5. After 5 seconds, take your heart/pulse rate
for 60 seconds. This will be
your score in beats per minute (bpm).6. Check your score against
the table below.
Males (in bpm) Females (in bpm)Excellent
172http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
Coordination: Hand-Eye Coordination Test
I. Materials/Equipment:• tennis ball • stopwatch • smooth wall•
marker
II. Procedure:
1. Stand 2 meters away from a smooth wall.2. At the signal, the
stopwatch is started. With your
right hand, throw a tennis ball against the wall and catch it
with the left hand. Throw the ball again, now using the left hand
and catch it with the right hand. This cycle of throwing and
catching is repeated for 30 seconds.
3. Upon reaching 30 seconds, the number of catches is
recorded.
Figure 3. Hand-Eye Coordination
Figure 2. 3-Minute Step Test
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The following are scores for 15 to 16 year olds (Beashel and
Taylor 1997).
Age High Score Above Average AverageBelow
Average Low
score 15-16 years >35 30 - 35 25 - 29 20 - 24
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PHYSICAL ACTIVITY AND PHYSICAL FITNESS
A lifestyle based on good choices and healthy practices
maximizes the quality of life. It helps you avoid diseases, remain
strong and fit, and maintain your physical and mental health. One
of the most important practices is being physically active.
People of all ages benefit from regular physical activity.
Significant health benefits can be obtained by engaging in moderate
amounts of physical activity on most, if not all days of the week.
Through a modest increase in daily activity, most individuals can
improve their health and quality of life. Additional health
benefits can be gained through greater amounts of physical
activity. Individuals who can maintain a regular regimen of a more
vigorous or a longer-duration activity are likely to obtain even
greater benefits.
Lifestyle physical activity
Moderate exercise program
Vigorous exercise program
Description Moderate physical activity – an amount of activity
that uses about 150 calories per day
Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a
week); strength training and stretching exercises (2-3 days per
week)
Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a
week); interval training, strength training (3-4 days a week), and
stretching exercises (3-5 days a week)
Sample activities or program
One of the following:• Walking to and from
work, 15 minutes each way
• Cycling to and from class, 10 minutes each way
• Sweeping the yard for 30 minutes
• Dancing (fast) for 30 minutes
• Playing basketball for 20 minutes
• Jogging for 30 minutes, 3 days per week.
• weight training, 1 set of 8 exercises, 2 days per week
• stretching exercises, 3 days per week
• Running for 45 minutes, 3 days a week
• Intervals: running 400m at high effort, 4 sets, 2 days a
week
• Weight training: 3 sets of 10 exercises, 3 days a week
• stretching exercises, 5 days a week
Health and fitness benefits
Better blood cholesterol levels, reduced body fat, better
control of blood pressure, improved metabolic health, and enhanced
glucose metabolism; improved quality of life; reduced risk of some
chronic diseases
All the benefits of lifestyle physical activity, plus improved
physical fitness (increased cardiorespiratory endurance, muscular
strength, and endurance, and flexibility) and even greater
improvements in health and quality of life and reductions in
chronic disease risk.
All the benefits of a lifestyle physical activity and a moderate
exercise program with greater increase in fitness and somewhat
greater reduction in chronic disease risk. Participating in a
vigorous exercsie may increase risk of injury and overtraining.
Physical Activity Intensity Chart
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Participation in regular moderate physical activity can lead to
improved physical fitness. It is a condition whereby the systems of
the body are able to function at their optimal efficiency,
associated with an individual’s ability to work effectively, to
enjoy leisure time, to be healthy, to resist disease, and to
respond easily to emergency situations.
Regular moderate physical activity means engaging in relatively
vigorous bodily movement for 30 minutes to 1 hour that can elevate
your heart rate. “Regular” here refers to being active in most, if
not all days of the week. About 3 to 4 times per week or more are
the recommended times of exercise for an individual. You may opt to
have rest days or easy days in between to allow your body to
recover from the physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
Activity Rest day
45 minutes
brisk walking
45 minutes
brisk walking
Rest day
45 minutes
brisk walking
45 minutes
brisk walking
45 minutes
brisk walking
To know if the amount of effort exerted during physical activity
will be beneficial
to you, the FITT formula should be kept in mind. FITT stands
for:Frequency (how often) – number of training sessions that are
performed
during a given period (usually one week)Intensity (how hard) –
an individual’s level of effort, compared with their
maximal effort, which is usually expressed as a percentage
Time (how long) – duration of a workout (including warm-up and
cool-down) or the length of time spent in training
Type – mode of physical activity
For example, you are used to leisurely walking for 20 minutes
from your home to school and back from Monday to Friday. Applying
the FITT formula would entail the following adjustments in your
physical activity for it to become more than your usual practice,
such as increasing the intensity of your pace to moderate or
vigorous and decreasing the amount of time to do it.
Your usual More than your usual
Frequency5x/wk (Monday-Friday)2x/day (home-school;
school-home)
5x/wk (Monday-Friday)2x/day (home-school; school-home)
Intensity easy (leisurely pace) Moderate to vigorous (moderate
to fast pace)Time 20 minutes 13 minutesType walking brisk
walking
Changing from your “usual” to “more than your usual” does not
necessarily mean changing everything in the FITT formula. Frequency
can be retained but intensity is elevated; or both can be slightly
adjusted but time is increased; or type ischanged to a more
challenging one. Remember, changing your FITT formula should
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be done gradually to give your body time to adjust to the
demands you place on it.
When your body is challenged to do more than what it is used to
, changes in your body start to occur. If the physical activity is
too easy for your body, changes, if any, would be minimal. Hence,
your body should be challenged and more effort should be
exerted.
One way to gauge this is through the Rate of Perceived Exertion
or RPE. It is an assessment of the intensity of exercise based on
how the participant feels. It is basically a subjective assessment
of effort which ranges from 6 (very, very light) to 20 (very, very
hard) with 1 point increment in between. The target zone for
aerobic activity is from 12 to 16.
Rate of Perceived Exertion (RPE)Rating Description Rating
Description
6 147 Very, very light 15 Hard8 169 Very light 17 Very hard10
1811 Fairly light 19 Very, very hard1213 Somewhat hard 20
Remember, if you find the activity as “very, very light” (7) to
about “fairly light” (11), you need to increase the intensity of
your physical activity to reach “somewhat hard” (13), depending on
your goal. You can also increase frequency and time, or change the
type. However, if you find the activity as “very hard” (17) to
“very, very hard” (19), you might want to check your FITT formula.
Remember, health promotion does not mean exhaustion or risking
yourself of getting injuries.
Physical fitness tests are also good gauges of your fitness
level. Health-related and skill-related components are tested to
determine points of improvement of an individual. Health-related
components are those that contribute to the development of health
and functional capacity of the body. These include cardiovascular
strength, cardiovascular endurance, muscular strength, muscular
endurance, flexibility, and body composition. Skill-related
components on the other hand are those components that contribute
to the development of skills. These include agility, balance,
coordination, power, reaction time, and speed.
Here are just some of the components of physical
fitness:•Cardiovascular endurance - the ability of an individual to
perform prolonged
work continously, where the work involves large muscle groups
(Fahey, Insel, and Ruth 2007)
•Agility - ability to start (or accelerate), stop (or decelerate
and stabilize), and change direction quickly, while maintaining
posture
•Coordination - ability to perform complex motor skills with a
smooth, flow of motion
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Good physical fitness is important because it contributes
directly to the physical component of good health and wellness, and
indirectly to the other components. Good fitness has been shown to
be associated with reduced risk for chronic diseases, such as heart
disease, and has been shown to reduce the consequences of many
debilitating conditions.
Factors affecting physical fitness include age, gender,
heredity, nutrition, activity and disability, among others. These
factors affect physical fitness in varying degrees since they are
relative to the individual. For instance, if you eat ample amounts
of food regularly, your fitness level will likely be higher than
somebody who does not get enough nutrients on a regular basis. The
same can be said with somebody who is very active compared with
somebody who is very sickly.
Participating in regular physical activities should be enjoyable
to be able to make you continue doing it. Reasons for participating
and dropping out from the activity depend on the individual; that
is why it is important to know what your reasons for participating
are so that dropping out can be avoided. Some reasons for
participating include: the thrill and excitement of competition;
desire to succeed or win and/or be good at something; a sense of
personal accomplishment; enjoyment in playing and mastering new
skills; socialization or being with others; challenge limits;
release of stress and frustration; improvement of self-image,
self-confidence, and appearance; improvement of health, wellness,
and fitness levels; and prevention of disease.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit &
Well: Core Concepts and Labs in Physical Fitness and Wellness (5th
ed.). Boston: McGraw-Hill.
Activity 4: WARM YOU UP
This activity will prepare your body for physical activity.
I. Objective:
To prepare yourself for physical activity using general or
sports-specific warm-up exercises
II. Procedure:1. Choose a partner.2. Do light jogging around the
venue to gradually elevate your heart rate.3. Stretch your legs,
arms, back, etc for several minutes.
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Activity 5: LET’S GET STARTED!
In this activity, you will engage in sports activities to gauge
your present skills in active recreational activities.
I. Objective:To determine the skills needed in a specific sport
To engage in active recreational activities such as sports To
identify risks of injuries when participating in active
recreational activities
II. Materials/Equipment:• copy of assessment tool •
nets/posts/hoops• court • balls/shuttlecocks• rackets/bats/paddles
• gloves • caps • tables • pen
III. Procedure:1. Pair up.2. Do sports activities to determine
skills in a specific sport. Be aware of
sports-related injuries and injury prevention and management.3.
Continue engaging in sports activities outside PE time. Log them in
your
Sports Participation Log.
Sports Participation LogJune Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
4. Share your answers to these questions with the class.• How do
you feel about the activity? What are your realizations? • What
skills do you already have? What skills do you need to improve on?•
How can these sports skills help you in attaining a healthier
lifestyle?• Does participation in these sports need to be highly
competitive for you
to have a healthier lifestyle?
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READINGS AND SPORTS ACTIVITIES
BENEFITS OF ACTIVE PARTICIPATION IN SPORTS AND RECREATIONAL
ACTIVITIES
Individuals benefit a lot from actively participating in sports
and recreational activities. These include health, physical,
mental, emotional, and social benefits.
Health Benefits• road map to good health and longevity• improved
quality of life• lower blood pressure, reduced arthritis pain,
weight loss and lowered risk
of diabetes, certain cancers, osteoporosis and cardiovascular
disease
Physical Benefits• improvement of skills specific to a
particular activity• relaxation, rest, and revitalization
Mental and Emotional Benefits• release of stress from demands of
everyday living• greater personal confidence and self-esteem• sense
of achievement• reducing risks of depression, anxiety,
psychological distress, and emotional
disturbance• more restraint in avoiding risky behavior
Social Benefits• bonding with family and friends• opportunity to
make new friends and acquaintances• strengthen social networks and
community identity
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Badminton
Skills – service, lob, clear, drive, drop, smash, footwork
Figure 5. Badminton Footwork
Sample program for playing badminton with moderate to vigorous
intensityModerate Vigorous
Frequency 3-4x/week 4x or more/week Intensity RPE of about 11-13
RPE of about 13-16
Time 30 minutes and up 45 minutes and up
Typeseries of light hitting drills with partner followed by
light competition/game
series of footwork and hitting drills with partner
followed by slightly heavy competition/game
Injury Prevention and Risk ManagementBadminton injuries are
either acute, traumatic injuries such as ankle
sprains, or are overuse injuries such as impingement syndromes.
Both types of injury can be prevented by using the right equipment,
warming up, cooling down and ensuring you are strong and fit enough
to compete.
(http://www.stopsportsinjuries.org/)
Activity: Shuttle ‘MintonFor this volleyball-like lead-up game,
you will need a racket for each
player and one birdie. Form two teams, with 6-9 players each.
The objective of the game is hit the birdie over the net to the
other team’s boundaries. A team is allowed to hit the birdie up to
three times while on its side before it goes over the net. Note
that the same player may not hit the birdie twice in a row. The
serving team will score when the other team cannot return the
birdie legally and within the serving team’s boundaries. However,
if the serving team fails to return the birdie to the other team,
that specific play is over and the other team is up to serve. Set a
limit of points at the beginning of the game. The first team to
reach this number of points is the winner.
(http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/)
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Table Tennis
Skills – forehand and backhand grips, push, block, serve,
receive
Sample program for playing table tennis with moderate to
vigorous intensity
Moderate Vigorous
Frequency 4-5x/week 5x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Typeseries of light hitting drills with partner followed by
light competition/game
series of hitting drills with partner followed by slightly heavy
team competition/
game
Injury Prevention and Risk Management
The most common table tennis injury is very similar to standard
tennis injuries. Sprained ankles, tennis elbow and Achilles
tendinitis are just three of the more frequent table tennis
injuries.
Table tennis is a non-contact sport but injuries are often
acquired when athletes suddenly change direction or twist their
body quickly, leading to pulled muscles and other injury problems.
Players who do not warm up properly or stretch their muscles before
taking to the table also put themselves at a high risk of
injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php)
Activity: Table Tennis Ten Pin
Set up 10 targets fairly close together at the end of the table.
Group 3 players for each team and assign them the following tasks:
1 hitter, 1 fielder at the back and 1 fielder in front, who is in
charge of returning the ball to the hitter. The hitter feeds the
ball and hits it over the net aiming it at the targets. Each target
hit scores one point. Take turns in keeping score. Each player has
10 balls to use to score as many points as possible. Replace or
re-set targets and change hitters and fielders.
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TennisSkills – forehand and backhand strokes, serve, smash,
drive
Sample program for playing tennis with moderate to vigorous
intensity
Moderate Vigorous
Frequency 4-5x/week 5x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Typeseries of light hitting drills with partner followed by
light competition/game
series of hitting and serving drills with partner followed
by slightly heavy team competition/game
Injury Prevention and Risk Management
Tennis injuries are generally defined as either cumulative
(overuse) or acute (traumatic) injuries. These injuries occur over
time due to stress on the muscles, joints, and soft tissues without
proper time for healing. They begin as a small, nagging ache or
pain, and can grow into a debilitating injury if they aren’t
treated early.
Many sports injuries result from overuse, lack of proper rest,
lack of proper warm uip or poor conditioning. Safety precautions
are recommended to help prevent tennis injuries like warming up
thoroughly prior to play, wearing the right tennis shoes with
skid-resistant soles, using good technique in the different tennis
movements, cleaning of courts before play to check for slippery
spots or debris, getting adequate rest and time for recovery after
each play, and staying hydrated.
Activity: Bucket Game
Five buckets, bins, or containers are placed in various
locations on each side of the net. The participating players each
stand on their respective baselines. The first player tries to hit
10-20 balls into any of the buckets accross the net. If the ball
does not cross the net or does not land into the buckets, it is
added to the balls that the other player will use. After all balls
are hit, those balls that don’t land in any of the buckets are
given to the other player, who in turn will try to hit the balls
into the buckets across the net.
When all the balls are in the buckets, they are counted and the
player who gets the most balls into his opponent’s buckets
wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)
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Baseball
Skills – pitching, hitting, base running, catching, fielding
Sample program for playing baseball with moderate to vigorous
intensity
Moderate Vigorous
Frequency 3-4x/week 4x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 30 minutes and up 45 minutes and up
Typeseries of catching, fielding, and hitting drills followed
by
light competition/game
series of catching, fielding, and hitting drills with base
running, pitching drills followed by slightly heavy
competition/game
Injury Prevention and Risk Management
If you use too much effort in pitching the ball, or continuously
pitch without rest, a serious elbow or shoulder injury may be on
the horizon. If you complain of elbow or shoulder pain the day
after pitching, or movement of the joint is painful or restricted
compared to the opposite side, see a a physician familiar with
youth sports injuries. Warm up properly by stretching, running, and
easy, gradual pitching. Emphasize control, accuracy, and good
mechanics. Do not play all year-round. Your body needs to recover
from the physical demands of playing.
Activity: Base Running-Catch-Stealing Base Game
Three markers are used as bases. Three players stand near the
markers while another player is positioned away from the 3 markers
and is the designated hitter. The hitter has to hit the ball with a
bat to any of the players positioned in the 3 bases. As the player
nearest the ball catches it, they all run to steal a base. The
player who fails to steal a base will be the hitter in the next
round.
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Football/Soccer
Skills – pass, receive, attack, shoot, heading, goalkeeping,
defending, tackling
Sample program for playing football/soccer with moderate to
vigorous intensity
Moderate Vigorous
Frequency 3-4x/week 4x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 30 minutes and up 45 minutes and up
Type
series of light footwork and passing drills followed by
light
competition/game
series of footwork, passing, shooting,
defending, and tackling drills followed by slightly heavy
competition/game
Injury Prevention and Risk Management
Injuries occur during football/soccer games and practice due to
the combination of high speed and full contact. While overuse
injuries can occur, traumatic injuries such as concussions are most
common. The force applied to either bringing an opponent to the
ground or resisting being brought to the ground makes
football/soccer players prone to injury anywhere on their bodies,
regardless of protective equipment.
Activity: Partner Soccer Score
Partners stand 6-8 meters apart, facing each other. At the
signal, one partner will attempt to shoot the ball between their
partners’ outstretched legs. They also must retrieve the ball and
go back to the starting point to shoot the ball again. This goes on
within a minute, afterwhich they switch roles. Whoever scores the
most goals in one minute wins, and assigns a task for the
non-winner to perform. Variation can be done using teams instead of
individuals.
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Basketball
Skills – dribbling, passing, shooting, defending
Sample program for playing basketball with moderate to vigorous
intensity
Moderate Vigorous
Frequency 4-5x/week 5x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Type
series of spot shooting and light dribbling drills with partner
followed by light
competition/game
series of spot shooting, and dribbling with defending drills,
and transition drills
with partner and team followed by slightly heavy team
competition/game
Injury Prevention and Risk Management
Ankle sprains, jammed fingers, knee injuries, deep thigh
bruising, and foot fractures are common basketball injuries. To
avoid these injuries, maintain proper fitness and hydrate
adequately. Remember, injury rates are higher in athletes who have
not adequately prepared physically.
Activity: Dribble Tag
This game is played on a hard court. Select 4 players to be “it”
and give them a basketball each. Their objective is to tag other
players who are scattered on the court while dribbling the ball.
The players who are tagged must get a new ball and also become
“it.” Once the majority of students have been tagged, start the
game over by selecting new players to be “it”.
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Volleyball
Skills – passing, receiving, serving, attacking, digging,
blocking
Sample program for playing volleyball with moderate to vigorous
intensityModerate Vigorous
Frequency 3-4x/week 4x or more/week
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Type
series of light passing, hitting, setting, receiving,
and serving drills with partner followed by light
competition/game
series of serving, digging, and attacking drills with partner or
team followed by slightly heavy team
competition/game
Injury Prevention and Risk Management Since volleyball involves
repetitive overhead motions, such as spiking and blocking, players
are prone to overuse injuries of the shoulder. In addition,
volleyball players are particularly susceptible to finger injuries,
ankle sprains, anterior cruciate ligament (ACL) injuries, and
patellar tendinitis. Usually injuries can be treated
non-operatively with bracing and physical therapy, or home
rehabilitation exercises. However, treatment can vary significantly
depending on the injury. Recovery time usually depends on the
injury.
Activity: Catch, Toss, Set and OverThe class will be divided
into groups of 4-6 students each. The teacher
tosses a ball to one team wherein the first contact must catch
it. The person who catches the ball tosses it towards a player near
the net (preferably in the middle). That person volleys (or bumps)
the ball along the net to another player who then plays the ball
over towards the other team and within the scoring area. The
process is then repeated for the second team. If the ball falls or
if the second player catches the ball, that team must leave the
floor and the next team enters the court.
Participation in sports-related recreational activities is one
of the best ways of achieving a healthy lifestyle. Participation
can either be recreational or competitive. The important thing to
keep in mind is that regular moderate participation in such
activities will help improve your health.
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Activity 6: MY MEAL AND MEAL HABIT LOG
In this activity, your meal intake and eating habits will be
reviewed to determine the different types of food you eat and the
modifications that can be made to have a healthier lifestyle.
I. Objective:To discuss meal intake and eating habits for a
healthier lifestyle
II. Materials/Equipment:• copy of assessment tool • pen•
activity notebook
III. Procedure:1. Form groups of five to eight members each.2.
Using the Daily Meal Log, fill in your meals for three consecutive
days. List
down the components of meals as much as possible.
Daily Meal LogDay 1 Breakdown of meal/number of servings
Breakfast
AM Snack (if applicable)
Lunch
PM Snack (if applicable)
Dinner
Snack (if applicable)
Specific cravings (if applicable)
3. Encircle Y or N if you did these meal-related actions for the
day. For Y answers, fill out the space with a concrete action to
minimize or resolve these acts. Copy this in your activity notebook
for the next two days.
Eating Habits InventoryDid you... Yes/No What to do about it
eat any of your meals quickly? Y Neat out today? Y N
eat too much sweets today? Y Nskip any of your meals today? Y
N
consume any soft drinks today? Y Neat any bag of chips today? Y
N
eat a big-portioned meal today? Y N
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4. Concentrate on the following:• What are the types of food do
you usually eat? How many servings do
you usually eat per meal? • What eating habits are common in the
group? What do you think are
the effects of these eating habits?5. Share your answers on the
following questions with the class.
• How do you feel about the activity? What were your
realizations? • What types of food do you eat that are close to the
recommendations
in the Filipino Food Guide? • Do you think you need to change
your meal options? Your eating
habits? Why or why not?
READINGSMODIFYING EATING HABITS
The active life is a magnet that attracts a composite of
behaviors or habits, that when viewed one at a time, seems too
simplistic to be valued. However, eating and our body’s response to
eating are some of the most intriguing concepts in health.
Eating is an intentional act. Each day people choose from the
available food, prepare the food, decide where to eat, which rules
to follow, and with whom to dine with. These make up your eating
habits. Convenience is only one factor that drives food choices.
Some of the other factors are:
Advertising: Media might have persuaded you to eat such
food.Availability: There are no others to choose from.Economy: They
are within your means.Emotional comfort: They make you feel better
for a while.Habit: They are familiar; you always eat them.Personal
preference: You like the way such food taste.Positive associations:
They are eaten by people you admire, or they are just for
fun.Region/location: They are common or favored in your
locality.Social pressure: They are offered; you feel you cannot
refuse them.Values/beliefs: They fit your religious traditions, or
honor your ethical beliefs.Weight: You think they will help to
control body weight.Nutritional value: You think they are good for
you.
The last two factors are highly viable to nutritional health.
Similarly, the choice of where, as well as what to eat, is often
based more on social considerations than on nutritional judgments.
Hence, you should be more conscious of the factors that affect your
own personal food choices.
Poor food choices contribute directly to obesity, heart disease,
diabetes, cancer, and other health problems. Understanding the
importance of food choices becomes even more critical as a greater
number of people rely more on convenience food, take-out meals, and
eating out. Poor diet coupled with lack of exercise contributes to
an increased risk of diseases.
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MODIFYING EATING HABITS
A modification in your eating habits is needed most especially
when you are at risk of disease. Small and simple changes like
adding more fruits to your diet can make a difference in your
health. However, some situations may need major changes in one’s
lifestyle. Some of the strategies in changing eating habits include
making a plan and sticking to it.
Eating habits can be modified according to the nutritional
recommendations for Filipinos by the Food and Nutrition Research
Institute (FNRI). Bearing in mind these recommendations help ensure
proper diet especially the changes being experienced as your body
matures. Your eating habits should revolve around these
recommendations to become healthier. Remember, your nutritional
needs should not be neglected as you participate in active
recreational activities. More attention on nutritional needs is
necessary to energize your body and help your body recover as
well.
Figure 6. Eating Plan for Healthy Living
Compute the recommended number of calories you should burn using
FNRI’s Energy Calculator to find out what physical activities you
need to do to burn these calories. Take note that in order to
manage your weight well, you should give importance to both
physical activity and nutrition. That is why you should take note
of the calories you need to burn and the physical activities you
can participate in to burn these calories.
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The Energy Calculator or e-calc is an interactive and user
friendly software that: • assesses the nutritional status of
individuals• computes desirable body weight (DBW) and total energy
requirement
(TER)• calculates energy intake and energy expenditure to check
energy balance• computes exercise equivalents and food energy
equivalents to burn excess
calories• calculates the body mass index (BMI) of individuals•
calculates the basal metabolic rate (BMR) of individuals
Sources:
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition:
Concepts and Controversies (2nd ed.). Ontario: Nelson Education
Ltd.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and
Controversies (9th ed.). Australia: Wadsworth.
Activity 7: DO YOU KNOW HOW TO ANALYZE?
This is an opportunity to discuss and clarify the importance of
critiquing media and technology regarding physical activity and
nutrition.
I. Objective:To describe the importance of critiquing media and
technology related to physical activity and eating habits
II. Materials/Equipment:• reading materials• slideshow
presentation • video presentation of a product advertisement (e.g.,
Fit ‘n Right, etc)• poster of an athlete with a product being
endorsed (e.g., Michael Jordan on
Gatorade, Manny Pacquiao on Sting, etc.)
III. Procedure:1. Form three groups; each group will be assigned
one particular viewpoint.
• Group 1 – as an advertising company• Group 2 – as a consumer•
Group 3 – as a health professional
2. Watch the video and/or study the poster and discuss the
following questions with your group.• Based on your prior knowledge
about physical activity and nutrition
practices, what can you say about the advertisement?• What is
the literal and implied message of the advertisement? Who is
the target audience?• Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media
and technology
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on physical activity and nutrition practices. 4. As a group,
share your viewpoint in a creative manner such as in a
slideshow
presentation, news reporting, dramatization, etc. within 20-25
minutes.
Media and technology can greatly influence the choices
individuals make about their health, particularly their eating
habits and participation in physical activity. You must be aware of
the power of advertisements and how they affect you. You may be
surprised to find out that a lot of your attitudes, beliefs, and
practices have to do with what you see on TV, in advertisements,
and what you hear from others.
Activity 8: MINI COMPETITION (Assessment of Process)
Your skills in specific sports will be tested in this
activity.
I. Objectives:To execute sports-specific skills in actual
competition
II. Materials/Equipment:• copy of teacher-made assessment tool •
nets/posts/hoops• courts • balls/shuttlecocks• rackets/bats/paddles
• gloves • caps • tables
III. Procedure:1. Form groups necessary for mini competition. 2.
Fill out the Mini Competition Log.
Mini Competition Log Name:Teammate/s:
Date Opponent/s Result/Scores Game Feedback
Teacher’s Signature:
Have you improved on the specific skills you focused on? Did you
have fun while doing so? Remember, improving your personal skills
can be enjoyable too.
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Part III: What to REFLECT and UNDERSTAND
This part provides activities that will draw your core
understanding of the module. You will be given opportunities to
reflect and understand the relevance of participation in active
recreational activities and modifying eating habits for a healthier
lifestyle.
Activity 1: HI, I AM...
The activity elicits your personal reflection on the knowledge
and skills that you have gained.
I. Objective: To realize the importance of participation in
active recreational activities
II. Materials/Equipment:• manila paper• masking tape• pen • bond
paper
III. Procedure:1. If you were to introduce yourself using the
lessons you have learned, what
would you say? Write statements to complete the introduction
diagram. Do this using a piece of bond paper.
2. Design and reflect on your diagram3. Move around to show your
diagram and to see your classmates’ diagrams.4. Group with your
classmates that have the same sports interests as you and
play together.
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Activity 2: WARM YOU UP
This activity will prepare your body for physical activity.
I. Objective:To prepare yourself for physical activity using
general or sports-specific warm-up exercises
II. Procedure:1. Choose a partner.2. Do light jogging around the
venue to gradually elevate your heart rate. 3. Stretch your legs,
arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the
difference between performing well and getting yourself injured.
Spend about 5-10 minutes on your warm up routine. Execute either
general warm-up exercises like jogging and running, or
sports-specific warm-up exercises.
I am currently... because these activities...(Write the active
recreational activities (Write why you are currently you are
involved with now) doing these activities)
I will... I will...(Write here changes you will Write your name
here. (Write here the changes youmake in your schedule to (Be
creative in your lettering) will make in your diet tobe more
active.) have a healthier lifestyle.)
I want to... because these activities...(Write the active
recreational activities (Write why you want to be you want to be
involved with in the future) involved with these activities)
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Activity 3: REFLECTION AND PARTICIPATION
The activity shows one’s plan for future recreational
pursuits.
I. Objective:To develop a plan for participation in active
recreational activities
II. Materials/Equipment• worksheets/activity notebook • pen •
sports or activity materials
III. Procedure:1. Refer to your answers in Activities 1 (Me and
My Day) and 2 (Filling in My
Schedule) in What to PROCESS.2. Reflect on your schedule and
physical activity then and now.3. Analyze the knowledge and
experiences that you have gained from the
lesson. List down activities that you think you can maintain.4.
From the activities that you can maintain, continue active
participation by
playing in class.5. Concentrate on the following:
• What changes in your schedule have you followed? • Have there
been changes in your health that you have noticed since
applying these changes in your schedule?
Activity 4: MY PERSONAL CONTRACT (Assessment of
Understanding)
The activity shows one’s plan for future recreational
pursuits.
I. Objective:To develop a plan to regularly participate in
active recreational activities
II. Materials/Equipment• worksheets/activity notebook • pen
III. Procedure:1. Refer to your answers in Activities 1 (Me and
My Day) and 2 (Filling in My
Schedule) in What to PROCESS.2. Reflect on your schedule and
physical activity then and now.3. Using the knowledge and
experiences that you have gained from the
lesson, ask yourself the following:• What changes in your
schedule have you followed?• Have there been changes in your health
that you have noticed since
applying changes in your schedule?4. Fill out your personal
contract.
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My Personal Contract
I agree to increase my participation in active recreational
activities particularly _____________ for ____________ days per
week. I will begin my program on _______________ and plan to reach
my final goal by _______________.
My plan for increasing my participation includes the following
strategies:1.
______________________________________________________2.
______________________________________________________3.
______________________________________________________4.
______________________________________________________5.
______________________________________________________
I will keep in mind that the reason why I participate in active
recreational activities is to have a healthier lifestyle and these
other reasons:
1. ________________________________________________________2.
________________________________________________________3.
________________________________________________________4.
________________________________________________________5.
________________________________________________________
I understand that it is important for me to make a strong
personal effort to make the change in my behavior. I sign this
contract as an indication of my personal commitment to reach my
goal.
Name ____________________ Witness _______________________
Applying your knowledge about the importance of physical
activity to your daily routine is vital if you want to live a
healthier lifestyle. You make decisions for yourself. Commit to the
changes you want to do in your lifestyle so that your health will
improve.
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Part IV: What to TRANSFER
The end product of this module is an activity that will give you
the chance to influence the society in living a healthy lifestyle
and maintaining a desirable weight through your active
participation in active recreational activities.
Activity 1: School-Based Weekend Camp
In this activity, you will extend your commitment in fitness
development to your immediate community. You will be provided with
an opportunity to maximize your knowledge and skills, together with
the understanding that you have acquired, in influencing the
community on the importance of active recreational activities in
improving fitness.
I. Objectives:To show appreciation of the value of active
recreational activities in improving fitness To realize an advocacy
project on the value of active participation in physical activities
to the community through Weekend Camp
II. Materials/Equipment:• sample request letters to the
principal for approval and to the respective
community leader/s for coordination and if possible, for funding
of transportation, meals, and snacks
• sample budget proposals• schedule of activities/matrix• photo
album• notebook and pen
III. Procedure:1. You will now extend your fitness commitment to
the community as required.
You will be given ample guidance by your teacher as you do this.
2. Take note of the following details of the School-Based Weekend
Camp.
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School-Based Weekend Camp
Goal: Maintain an active lifestyle to influence the physical
activity participation of the community.
Clientele: Students/community members/barangay SK members/
Church members/ Indigenous g