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P.E. Grade 10 3rd quarter

Here are the key points from the activity: - The activity asks students to reflect on their current and past physical activity habits by completing a fitness survey questionnaire. This allows them to assess their current fitness level and identify areas for improvement. - Tallying their yes and no answers gives them a quantitative view of their fitness habits. Discussing their answers in class facilitates peer learning as students share their experiences and perspectives. - The overall goal is for students to describe their health and fitness habits and recognize how these habits can impact their lifestyle and wellness. This self-assessment is the first step towards developing personal fitness and health goals.

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D EPED C O PY 10 Physical Education Learner’s Material Department of Education Republic of the Philippines This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Unit 2
D EPED C O PY Physical Education and Health – Grade 10 Learner’s Material First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 439- 2204. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultant: Grace Reyes-Sumayo and Hercules Callanta Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio Vergara Layout Artist: Aileen N. Ilagan, Donna G. Romero Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. Mendoza Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY iii INTRODUCTION Your Engagement in active recreation, sports, physical activities, and understanding of health concepts will contribute to your sense of social connectedness and help you assume greater responsibility through a variety of roles as you participate in a real world situation. The Physical Education and Health modules are uniquely crafted to explore your greatest potential and promote lifelong skills through active participation in the different learning experiences. Emphasis is placed on combining tactical knowledge that you will acquire, and the development of skills for a better performance and achievement of the expected learning outcomes. This module is designed to provide and equip you with knowledge, skills, and habits that will enable you to achieve competence in maintaining your health and physical condition. The domain in Physical Education focuses on the importance of a healthy lifestyle and physical activity through active recreation such as sports, fitness, street dance and hip-hop dance, while Health Education emphasizes on the development of the proper skills of a health-conscious consumer, lifelong participation in health trends, issues and concerns in health care, and planning for a health career. Each module follows a standard format or pattern with a short overview of the lesson, content and performance standards, pre-assessment and instructional activities categorized into four levels: What to Know, What to Process, What to Understand, and What to Transfer. Every level provides activities that will allow you to experience meaningful and varied learning. Your involvement in the different tasks can take many forms, ranging from self-reflection and group tasks to beyond the classroom learning activities. Like any good material, you will also be assessed and evaluated to ensure that you will have a thorough grasp of the lesson before tackling the next activity. Your deeper understanding of the lesson will help you gain more relevant skills and information, preparing yourself for the challenges of the world. As you start putting life into this module, you will discover many great opportunities and learning experiences that will change the way you spend your time. You need to visualize a better version of yourself and aspire to achieve a holistically healthy you. Come on. Let’s get started! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY Table of Contents PHYSICAL EDUCATION Unit 2: Active Recreation (Fitness) ...................................................................... 51 Introduction ....................................................................................................... 52 Learning Competencies .................................................................................... 53 Pre-Assessment................................................................................................ 53 Part I: What to KNOW....................................................................... 56 Part II: What to PROCESS................................................................ 70 Part III: What to REFLECT and UNDERSTAND .............................. 96 Part IV: What to TRANSFER ............................................................ 99 Summary........................................................................................................ 102 Summative Test............................................................................................. 103 Glossary......................................................................................................... 103 References..................................................................................................... 104 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 51 Unit 2: Active Recreation (Fitness) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 52 Module No.: 2 Number of Sessions: 8 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 Fitness is a universal concern. In whatever activities and undertakings you do, your fitness should always be taken into account if you are to perform them effectively and efficiently. Fitness is not only for athletes, sportsmen, PE teachers and fitness instructors but also a concern for students, parents and other members of the community. If we are to become strong and productive members of our community, we must address the very basic requirement of such goal, the sustaining base of any endeavor we undertake, fitness. This module introduces you to the importance of a healthy lifestyle and weight management in the enhancement of your fitness. You will be provided with a variety of fitness activities such as strength training, running, walking, yoga, and aerobic dance exercises which will in turn lead you to a greater awareness of the right food to eat, and proper ways on how to manage your weight, and practice healthy lifestyle. It is expected thereafter that such fitness and health practices will be observed and followed by you to influence the lifestyle of people in your community. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 53 II. Learning Competencies The learner: • asseses physical activity, exercise and eating habits • determine risk factors for lifestyle diseases (obesity, diabetes, heart disease) • engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of School • applies correct techniques to minimize risk of injuries • critique media information on fitness ang physical activity issues • expresses a sense of purpose and belongingness by participating in physical activity related community services and programs III. Pre-Assessment Multiple Choice: Encircle the letter that best corresponds to your answer in a given statement. 1. How can one maintain an ideal body weight? a. Follow the latest diet fads b. Balance the amount of food you eat with regular physical activity c. Consult a doctor about an effective diet pill that you can take d. Believe in the power of your genes 2. A desirable level of fitness can be achieved through at least how many workouts per week? a. 3 b. 4 c. 5 d. 6 3. People who lead sedentary lifestyles are often referred to as a. couch potatoes b. athletes c. physically fit d. low-health-risk people 4. Which of the following is not a positive outcome of personal fitness? a. improved physical appearance b. enhanced self-esteem c. hypertension d. stress reduction All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 54 5. Which of the following can help you determine which fitness and recreational activities are realistic for you? a. cost b. skills and attitude c. social needs d. all of the above 6. How many servings from the bread, rice, cereal and pasta group should you eat each day? a. one b. two to three c. four to five d. six to eleven 7. Which of the following is an example of a passive warm-up exercise? a. toe touch b. whirlpool bath c. walk around the gym d. basketball lay-ups 8. Which of the following would not be a benefit of walking? a. helps with weight management b. lowers blood pressure c. it is a high impact exercise d. builds aerobic fitness 9. People who are physically active throughout their lives may add about ____ year(s) to their life expectancy. a. 1 b. 1.5 c. 2 d. 2.5 10. Which of the following is not a fitness benefit of Yoga exercise? a. improves posture and balance b. high risk of injuring the muscles and the ligaments c. best way to build core strength d. increases one’s flexibility and muscular strength 11. Which of the following will not improve your personal fitness program? a. exercising at moderate intensities b. starting slowly c. engaging in high-impact, weight bearing activities d. making your program convenient 12. Participation in active recreation is everyone’s responsibility. Which of the following is the best reason for this? a. to have a healthy lifestyle b. to maintain an ideal body weight c. keep a physically fit and healthy body d. have, fun, enjoyment and socialization All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 55 13. In performing hip-hop aerobics, what fitness component is required of you? a. agility b. power c. speed d. coordination 14. Which of the following is not a health-related physical fitness test? a. sit and reach b. 50- meter run c. sit-up d. push-up 15. Your body composition is influenced by which of the following? a. genetics b. age c. gender d. all of the above 16. Which of the following signs or symptoms is not characteristic of bulimia? a. depressed mood b. noticeable weight loss or gain c. lack of concern about weight d. habit of visiting the bathroom immediately after meals 17. Which of the following food groups should be consumed sparingly? a. fats, oils, and sweets b. fruits c. vegetables d. milk, yogurt, and cheese 18. You are invited to talk on how to prevent diseases and live a healthy and quality life. What would be the focus of your talk? a. nutrition and physical activity of the family b. health background of the family c. lifestyle and behaviour of the family d. environment where the family lives 19. Your friend Kaye is overweight and she wants to start her weight loss program. What strategies and advice would you give her? a. Avoid automatic eating while watching the television, reading or studying. b. Try “junior size” instead of “super size”, use smaller plates, bowls, cups, or glasses. c. Incorporate easy and enjoyable exercises into the program to be motivated. d. All of the above 20. What term/s describe/s the use of barbells, dumbbells, and machines to improve fitness, health and appearance? a. body building b. strength and conditioning c. weight training d. weight lifting All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 56 Now, check the result of your pre-assessment from your teacher and get ready for the succeeding activities. INSTRUCTIONAL ACTIVITIES Part I: WHAT TO KNOW What is your personal understanding of health and fitness? Do you practice healthy living or are you someone who does not care at all. Welcome to the first part of your journey on active recreation fitness lessons. In this phase, you will be exposed to a variety of activities that would help you understand the importance of a healthy lifestyle and weight management. From here, discussion of physiological signs and symptoms calling for lifestyle and weight management will be discussed so that you will understand clearly how these can affect your having a totally fit and healthy body. Finally your knowledge about the lesson will help you start building your own personal fitness and wellness goals by engaging in active fitness recreational activities. So, get ready to be fit and healthy! Let’s get started with your fitness journey! Activity 1: FITNESS SURVEY In this activity, you will be asked to reflect on your fitness habits. I. Objective: To describe your health and fitness habits and how it can affect your lifestyle II. Materials: • pen • activity notebook III. Procedure: 1. Reflect on the different phyiscal activities you have participated in during the past years of your life. 2. Using the questionnaire below, put a check (/) mark on the appropriate column. 3. Tally the number of Yes and No answers. Discuss in class why you answered a Yes or a No. Are you into... ? Yes No • Walking/Jogging • Biking • Hip-hop dancing • Playing badminton All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 57 Are you into... ? Yes No • Playing volleyball/ basketball • Swimming • Strength training • Aerobics exercise • Ballroom dancing • Hiking • Yoga exercises • Zumba exercise • Malling • Hiking Your way of life, simply termed as lifestyle, has great influence on your health and fitness. Are you ready to discover more about your fitness journey? Answer the wellness lifestyle questionnaire below to analyze your current lifestyle habits. 1. How do you feel about the different activities you are engaged in? 2. What influences your choice of physical activity? 3. What challenges do you encounter in performing the activities? 4. How do these activities affect you and your lifestyle? 5. How do you benefit from engaging in these activities? Activity 2: START BEING FIT – STRETCH IT OUT In this activity, you will perform basic stretching and warm-up exercises to condition your body in performing a variety of fitness activities in this module. The Warming Effect An effective warm-up exercise should: 99 Increase blood flow to the muscles; 99 Increase muscle elasticity; 99 Gently raise heart rate; 99 Increase mental alertness; and, 99 Increase core body temperature. I. Procedure: 1. Perform the following warm-up exercises with the help of your teacher. 2. Observe proper posture and correct execution in doing the different exercises. Reflective Questions: All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 58 a. Neck Stretch • Bend your head forward and slightly to the right. • With your right hand, gently pull your head downward to stretch your neck. • Hold for about 16 counts. Repeat on the opposite side. b. Shoulder Rolls • Stand in upright position. Roll shoulders in circular motion forward to backward. c. Side Arm Stretch • Stand in upright position. Extend the right arm to the left. Use the left arm/hand to gently push the right arm towards the body to straighten and stretch it. Hold the stretch for 16 counts. Repeat on left arm. d. Tricep Stretch • Extend one hand down the center of your back, fingers pointing downward. • Use the other hand to grasp the elbow and stretch your tricep muscle. • Hold the stretch for 16 counts. Repeat on the opposite arm. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 59 e. Hamstring Stretch • Stand with your feet shoulder-width apart, one foot extended half a step forward. • Keeping the front leg straight, bend your rear leg, resting both hands on the bent thigh. • Stretch the hamstring muscles. Hold the stretch for 16 counts. Repeat on the opposite leg. f. Quadricep Stretch • Stand near a wall or a piece of sturdy exercise equipment for support. • Grasp your ankle and gently pull your heel up and back until you feel a stretch in front of your thigh. • Hold for about 16 counts. Switch legs and repeat. g. Outer Thigh Stretch • Sit on the floor. Extend your legs in front of your body. • Bend right knee, cross right foot over left knee and place on the floor. • Place left elbow on right knee. • Keep abdominal muscles tight and back straight. Keep shoulders back and chin up. • Place right arm behind your right hip on floor for support. • Gently twist waist and shoulders to the right, looking behind the right shoulder. • Feel the stretch in the right outer thigh. • Inhale (breathe in) through your nose, and exhale (breathe out) through your mouth, as you complete this stretch. • Hold this stretch for 16 counts. • Repeat on the opposite side to stretch your left outer thigh. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 60 h. Inner Thigh Stretch • Stand upright, with both feet facing forward, double shoulder-width apart. • Place your hands on your hips, in order to keep your back straight, slowly exhale, taking your body weight across to one side. • Avoid leaning forward, or taking the knee of the bent leg over your toes. As you increase the stretch, the foot of the bent leg should point slightly outward. • Repeat on the opposite side. i. Calf Stretch • Begin this calf stretch with your hands against the wall and your leg to be stretched behind you. • Keep your heel down, knee straight and feet pointing forwards. Gently lunge forwards until you feel a stretch in the back of your calf or knee. • Hold for 16 counts and repeat with the other leg. j. Knee Bends/Squat • Plant your feet flat on the ground, about shoulder-width apart. • Point your feet slightly outward, not straight ahead. • Look straight ahead. Bend your knees as if you were going to sit back in a chair, keeping your heels on the floor. • Never let your knees extend beyond your toes. • Pull in your abdominal muscles and keep your lower back in a near neutral position (a slightly arched back might be unavoidable). • In a controlled manner slowly lower yourself down so that your upper legs are nearly parallel with the floor. Extend your arms for balance. Other Warm-Up Exercises: a. Hip Circles b. Alternate Cross Kicks Front c. March on the Spot d. March Feet Apart e. Knee Lifts f. Alternate Toe Touches Side g. Waist Turns h. Jog in Place i. Jumping Jacks j. Breathing Exercises k. Alternate Reach Up l. Lower Back Stretch m. Shin Stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 61 Reflective Questions: 1. How did you perform the different warm-up and stretching exercises? 2. What are the benefits of warm-up and stretching exercises? Let’s continue exploring and knowing how to maintain a healthy lifestyle.Are you ready to discover more about your fitness journey? Take a look at the Healthy Lifestyle Guidelines presented in this lesson. Answer the wellness lifestyle questionnaire to analyze your current lifestyle habits. Are you already practicing some of the guidelines? If not, you’d better start now! Healthy Lifestyle Guidelines 1. Perform around 20-30 minutes of moderately intense physical activity on most days of the week. It can an accumulation of minutes for each day. 2. Eat a healthy breakfast everyday. 3. Manage stress effectively. 4. Get 7 to 8 hours of sleep per night. 5. Perform simple flexibility exercises involving all joints of the body. 6. Eat a healthy diet that is rich in whole-wheat grains, fruits, and vegetables and is low in saturated and trans fats. 7. Do not use tobacco in any form and avoid second hand smoke. 8. Maintain your recommended body weight through adequate nutrition and exercise. 9. Have at least one close friend or relative in whom you can confide in and to whom you can express your feelings openly. 10. Be aware of your surroundings and take personal safety measures at all times. Werner W.K Hoeger & Sharon A Hoeger (2013). Fitness and Wellness (10th Edition). Boston: McGraw-Hill How Active Are You? An active lifestyle is increasingly linked to health benefits. The risks to health come from being completely sedentary or mistaking a busy lifestyle for an active one. What kind of activity is right for you? Do the following physical activities in class with the help of your teacher: 1. Walk around the gym for 3 minutes 2. Jog for 2 minutes 3. Jump rope for 2 minutes 4. Do light aerobic activity for 10 minutes 5. Do cool down and relaxation exercises for 2 minutes Now that you have performed moderately intense physical activities in class, make sure to continue doing it everyday even at home to increase your fitness level. Now, let’s assess your wellness lifestyle by filling out the following questionnaire. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 62 Activity 3: WELLNESS LIFESTYLE QUESTIONNAIRE In this activity you will be asked to assess your wellness lifestyle. I. Objective: To analyze current lifestyle habits and help determine changes necessary for future health and wellness II. Materials: • pen • activity notebook III. Procedure: 1. Place a check in the column corresponding to your answer for each question. Get your final score according to the guidelines provided at the end of the questionnaire. 2. Answer the following reflective questions below. Wellness Lifestyle Questionnaire Always (5) Nearly Always (4) Often (3) Seldom (2) Never (1) 1. I participate in vigorous aerobic activity for 20 minutes, 3x a day. 2. I participate in strength training exercises, 2 or more days per week. 3. I perform flexibility exercises a minimum of 2x per week. 4. I maintain my recommended body weight. 5. I eat 3 regular meals that include a wide variety of food every day. 6. I limit the amount of fats in my diet on most days of the week. 7. I eat fruits and vegetables every day. 8. I regularly avoid snacks, especially those high in calories and fat. 9. I readily recognize problems and act on it when I am under excessive tension and stress. 10. I am able to perform effective stress management techniques. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 63 Wellness Lifestyle Questionnaire Always (5) Nearly Always (4) Often (3) Seldom (2) Never (1) 11. I have close friends and relatives with whom I can discuss personal problems and approach for help when needed. 12. I spend most of my leisure time in wholesome recreational activities. 13. I can deal effectively with disappointments and temporary feeling of sadness, loneliness, and depression. 14. I can work out emotional problems without turning to alcohol or violent behavior. 15. I associate with people who have a positive attitude about life. 16. I do not spend time and talent worrying about failures. 17. I wear a seatbelt, whenever I am in a car or vehicle. 18. I do not drive under the influence of alcohol nor read, write or send text messages while driving. 19. I avoid being alone in public places and staying out until midnight. 20. I always keep doors and windows locked, especially when I am alone at home. 21. I support community efforts to minimize pollution. 22. I use energy conservation tips and encourage others to do the same. 23. I study in a clean environment. 24. I participate in recycling programs in my community. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 64 How to Score 1. Enter the score corresponding to your answer for each question in the space provided below. 2. Total the score for each specific wellness lifestyle category and obtain a rating for each category according to the criteria provided below. Health- Related Fitness Nutrition Stress Management Emotional Well-being Personal Safety Environmental Health & Protection 1. 5. 9. 13. 17. 21. 2. 6. 10. 14. 18. 22. 3. 7. 11. 15. 19. 23. 4. 8. 12. 16. 20. 24. Total: Rating: Category Rating: Score Rating Description >17 Excellent (E) Your answers show that you are aware of the importance of this category to your health and wellness. You are putting your knowledge to work for you by practicing good and healthy habits. 13 Good (G) Your health practices in this area are good, but you have room for improvement. Look again at the items you answered with a 4 or lower and identify changes that you can make to improve your lifestyle. Even small changes often can help you achieve better health. <12 Needs Improvement (NI) Your health risks are showing. You may be taking serious and unnecessary risks with your health. Perhaps you are not aware of the risks or what to do about them. Most likely you need additional information and help in deciding how to successfully make the changes you desire. You can easily get the information that you need to improve, if you wish. The next step is up to you. Reflective Questions 1. Are you aware of your family’s health history and lifestyle factors that may negatively affect your health and fitness? 2. Do you accumulate at least 30 minutes of moderate-intensity physical activity five days per week? 3. Do you make a constant and deliberate effort to stay healthy and achieve the highest potential for well-being? Being physically active can help you achieve a healthy weight and prevent excessive weight gain. However, physical activity is also important to all other aspects of your health. Benefits include sleeping better at night, decreasing your chances of becoming depressed, and helping you look good. When you are not physically active, you are more likely to have health problems, including heart disease, type 2 diabetes, and high blood pressure. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 65 The amount of physical activity needed to manage body weight depends on calorie intake and varies a lot from person to person. Some adults will need to do more physical activity than others to manage body weight. Here’s a real life story on how Yani (a young aspirant in basketball) changed her lifestyle and later on became very much conscious on the importance of managing her weight to improve her sports performance. Read the story below and make some reflections. REAL LIFE STORY: YANI’S EXPERIENCE A couple of times over the last few years, I tried to diet. It would usually start during New Year’s Day when I would make a resolution to lose the extra weight I was carrying. For a few weeks, I would try to cut out desserts, avoid second servings, and eat less fatty food. At times when I would weigh myself, even if I thought I had really followed my routine well, the scale still wouldn’t show any difference, which was really discouraging. Sometimes when I lost a few pounds, I would look in the mirror, but I still look flabby. I didn’t consider adding any exercise to my training routine because I hate to sweat a lot. I hate being out of breath, and I hate feeling bad because I’m not able to keep up with other, more fit people. Besides, after a long day of classes and homework, I would rather spend my free time updating my Facebook account, playing video games, or watching TV. But when I tried out for my school’s varsity team , I learned about how important exercise was for proper weight management. I got motivated when I started to get serious with our basketball training. I started to lift weights, walk and jog in the gym. I tried to ignore how my teammates could lift more or run so much faster than me. Gradually, my fitness level improved. Now, several months later, my efforts have really paid off. So far, I have lost more than 30 pounds. And what’s more, getting regular exercise has helped me to be more positive and has made me feel stronger and more energetic during basketball games. I am pretty sure that exercise is going to be a lifetime habit and I will never want to go back to my couch potato ways. Assess your Behavior 1. Are you satisfied with your current body composition (including body weight) and quality of life? If not, are you willing to do something about it to properly resolve your problem? 2. Do you weigh yourself regularly and make adjustments in energy intake and physical activity habits if your weight starts to slip upward. Many people want to lose weight so they will look better. Are you one of them? The problem is that some people have a distorted image of what they would really look like if they were to reduce to what they think is their ideal weight. Hereditary factors play a big role, and only a small fraction of the population have the genes for a “perfect body.” All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 66 The question you can ask your self is: Am I happy with my weight? Part of enjoying a higher quality of life is being happy with yourself. If you are not, you either need to do something about it or to learn to live with it. The Simple Truth There is no quick and easy way to take off excess body fat and keep it off for good. Weight management is accomplished by making a lifetime commitment to be physically active and have proper food selection. When taking part in a weight/fat reduction program, you also have to decrease your caloric intake, be physically active, and implement strategies to modify unhealthy eating behaviors. Take a look at some weight loss strategies that would help you manage your weight properly. Weight Loss Strategies 99 Make a commitment to change. You must accept that you have a problem and decide that you really want to change. 99 Incorporate exercise into the program. Choosing enjoyable activities, places, time, equipment, and friends to work out with will help you get motivated. 99 Avoid automatic eating. Many people associate certain daily activities with eating, for example cooking, watching television, or reading. Most foods consumed in these situations lack nutritional value or are high in sugar and fat. 99 Stay busy. People tend to eat more when they sit around and do nothing. 99 Try “junior size” instead of “super size”. People who are served larger portions eat more, whether they are hungry or not. Use smaller plates, bowls, cups, and glasses. 99 Eat slowly and at the table only. Eating at the table encourages people to take time out to eat and deters snacking between meals. After eating do not sit around the table but rather, clean up and put away the food to avoid snacking. 99 Cut unnecessary items from your diet. Substituting water for a daily can of soda would cut calories from your diet. 99 Do not serve more food than you should eat. Measure food in portions and keep serving dishes away from the table. 99 Think positive. Avoid negative thoughts about how difficult changing past behaviours might be. Instead think of the benefits you will reap, such as feeling, looking, and functioning better, plus enjoying better health and improving the quality of life. Try It! In your notebook, answer the following questions: 1. How many of the above strategies do you use to help maintain your recommended body weight? 2. Do you feel that any of these strategies specifically help you manage body weight more effectively? If so, explain why. 3. What did you realize after learning the different weight loss strategies? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 67 Activity 4: WEIGHT MANAGEMENT: MEASURING PROGRESS I. Objective: To prepare and monitor behavioral changes for weight management. II. Materials: • pen • activity notebook III. Procedure: Answer the following questions to know your weight management progress. Write your answers in your activity notebook. 1. State your own feelings regarding your current body weight, your target body composition, and a completion date for this goal. 2. Do you think you have issues about how or what you eat? If so, express your feelings about it. 3. Is your present diet adequate according to the nutrient analysis? 4. State dietary changes necessary to achieve a balanced diet and/or to lose weight. List specific food that will help you improve in areas where you may have deficiencies and food items to avoid or consume in moderation to help you achieve better nutrition. a. changes to make: b. food that will help: c. food to avoid: Behavior Modification Progress Form Readthetipsforbehaviourmodificationandadherencetoaweightmanagement program. On a weekly basis, go through the list of strategies and provide a “Yes” or “No” answer to each statement. If you are able to answer “Yes” to most questions, you have been successful in implementing positive weight management behaviors. Strategy Date Date Date Date Date Date Date 1. I have made a commitment to change. 2. I set realistic goals. 3. I exercise regularly. 4. I have healthy eating patterns. 5. I exercise control over my appetite. 6. I am consuming less fat in my diet. 7. I pay attention to the number of calories in my food. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 68 Strategy Date Date Date Date Date Date Date 8. I have eliminated unnecessary food items from my diet. 9. I avoid automatic eating. 10. I stay busy. 11. I plan meals ahead of time. 12. I eat slowly and at the table only. 13. I do not serve more food than I should eat. 14. I reward my accomplishments. 15. I think positive. Critical Thinking Do you consider yourself overweight? If so, how long have you had a weight problem? What attempts have you made to lose weight, and what has worked best for you? The risk of being obese and overweight will bring a lot of health problems to many individuals. Read the health consequences accompanied by being obese. Manage your weight properly while you are still young and influence the people around you by setting good examples on how you can be fit and healthy always. Health Consequences of Excessive Body Weight Being overweight or obese increases the risk for: • high blood pressure • type 2 diabetes • congestive heart failure • obstructive sleep apnea and respiratory problems • poor female reproductive health (menstrual irregularities) • psychological disorders (depression, eating disorders, distorted body image, discrimination, and low self-esteem) • shortened life expectancy • decreased quality of life • gallbladder diseases • stroke • gout All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 69 Eating disorders Eating disorders are illnesses that involve crucial disturbances in eating behaviors thought to stem from some environmental pressures. These disorders are characterized by an intense fear of becoming fat, which does not disappear even when the person is losing weight in extreme amounts. Take a look at the following eating disorders: • Anorexia nervosa – an eating disorder characterized by self-imposed starvation to lose and maintain very low body weight due to a false/distorted perception of being fat • Bulimia nervosa – an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight • Binge-eating disorder – an eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time • Emotional eating – the consumption of large quantities of food to suppress negative emotions What do you think is the key to weight management? The combination of diet and exercise leads to greater weight loss. Exercise increases the rate of weight loss and is vital in maintaining the ideal weight. Not only will exercise maintain lean tissue, but those who exercise and remain physically active for 60 or more minutes per day are able to keep their weight off. Now that you have learned that many factors that can affect one’s lifestyle and weight management, you should be aware of the importance of engaging in regular fitness activities. Are you ready to perform the variety of fitness recreation activities in this module? Let’s get started with the basics! What is your concept of active recreation? What activities should you engage in to enjoy, have fun, and maintain a fit and healthy body? Let’s define first leisure, play and recreation before we go into the different active recreational fitness activities in the succeeding lessons. Our nation’s young people are, in large measure, inactive, unfit, and increasingly overweight. Ultimately, this could have a devastating impact on our national health care budget. Young people like you can build healthier bodies and establish healthy lifestyles by including recreational activities in your daily routine. Activity 5: WORD ASSOCIATION I. Objective: To understand the concept and importance of active recreation II. Materials: • pen • meta strips III. Procedure: 1. Form three (3) groups and assign a leader. 2. Group members will be given “meta-strips” where they will write a word or phrase that can be associated with the term “ACTIVE RECREATION”. 3. Post the meta-strips on the board. 4. Summarize all the statements and come-up with a definition of “ACTIVE RECREATION”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 70 After discussing the concept of active recreation with your group, reflect on the benefits listed below. Share the benefits with your family members and motivate them to be active individuals just like you. Definitions of Leisure, Play, and Recreation Concept Definition Leisure as time Leisure is time free from obligations, work, (paid and unpaid), and tasks required for existing (sleeping, eating) Leisure as activity Leisure is a set of activities that people engage in during free time – activities that are not work-oriented or that do not involve life maintenance tasks such as housecleaning or sleeping. Play Play is an imaginative, intrinsically motivated, non-serious, freely chosen, and actively engaging activity. Recreation Recreation is an activity that people engage in during their free time, that people enjoy, and that people recognize as having socially redeeming values and generates a general sense of well- being. Benefits of Recreational Activities: • enhances personal growth • helps to build self-esteem and confidence • reduces tension and anxiety • encourages spiritual renewal and personal growth • increases mental relaxation • generates a general sense of well being • teaches positive conflict resolution skills • provides alternatives to self-destructive behaviors Having fun is not the ONLY reason to engage in recreational activities! Understanding the recreation benefits is an essential component in building your character and personality. Are you ready to enjoy and be challenged with fitness and recreational activities in the succeeding lessons? Be prepared physically, mentally, socially and emotionally. Part II: WHAT TO PROCESS Welcome to the WHAT TO PROCESS part of your lesson! You will be performing active and fun recreational activities to enhance your fitness level and skills, and to enjoy the many benefits of engaging in regular physical activities. As you go on and overcome the challenges that you will face, you will learn that recreational activities are not just a fun and exciting part of your routine but it offers an opportunity to improve your fitness and enhance your social skills. So, what are you waiting for, start having fun and be challenged with the activities in this lesson! Stay fit and active all the time! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 71 How much is enough in exercise or physical activity? Are you doing the right amount? Do you know if it is the right kind for you? Exercise or physical activity can be compared to a medical prescription. As you plan for your workout, you should know the correct dosage: how often you work out; how hard you work out; length of time you work out; and the type of activity or exercise you do. You will encounter all these in this lesson so you could be assured of an effective, safe, and active recreation and fitness program. Let us start with these exercise principles. The Good Dose of Exercise You should increase the dose or amount of physical activity or exercise to see changes in your fitness level. This is the overload principle, which is guided by the FITT Principle that is composed of the following: a. Frequency refers to how often you involve yourself in regular physical activity or exercise. b. Intensity refers to how hard you should exercise or the level of difficulty of your physical activity. c. Time refers to how long you should engage in a specific physical activity. d. Type refers to the kind of exercise or physical activity you should engage in. Now, that you are guided with the FITT principle in your fitness activities, let’s get started! Getting Ready for the Activity! • Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and jogging pants. • Warm up first before performing the different fitness tests and physical activities. • Follow the buddy system in performing the fitness activities. The buddy system is a partnership between the person doing the test and the person administering the test. • Check the availability and accessibility of the equipment to be used for the fitness tests. • Make sure that the facility is safe for the administration of the test. Let’s Warm-up and Stretch the Body! 1. Perform the following warm-up and stretching exercises to prepare the body. 2. Use an upbeat music to be more motivated. e. Jog around the gym or field for 5 minutes. f. Neck Rotation Exercises g. Isometric Neck Exercises h. Chin Tuck i. Upper Trapezius Stretch j. Lateral Arm Stretch k. Tricep Stretch l. Calf-Muscle Stretch m. Hamstring Stretch n. Inner Thigh Stretch o. Buttocks Stretch p. Lower Back Stretch q. Pelvic Tilt All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 72 Activity 1: LISTEN TO YOUR HEART! Most of the physical activities and exercises involve the heart and the lungs. It is necessary to monitor how your heart is doing especially during a vigorous workout. I. Objective: To determine your resting heart rate and your maximum heart rate II. Materials: • pen • stopwatch • calculator III. Procedure: 1. To get your resting heart rate Purpose: To set the base or standard for evaluation purposes Directions: The best time to get it is when you wake up in the morning. Locate your radial, temporal, femoral (groin), or carotid artery with your index and middle finger. Take the rate within 15 seconds and multiply this by 4 to complete the 1 minute requirement. Record this. 2. To get your maximum heart rate (MHR) Purpose: To determine the highest rate your heart is capable of attaining Directions: Subtract your age from 220. Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm 3. To get your target heart rate zone Purpose: To determine your aerobic intensity according to a straight percentage of your maximum heart rate, usually within 60 to 90% Directions: Get the maximum heart rate. Multiply it by 60% (0.60) to get the lower limit. Multiply by 90% (0.90) to get the upper limit. Record your target heart rate zone. Example: • If you are 16 years old, your MHR is 204 bpm. • Determine the lower limit. (204 x 0.6) = 122.4 beat per minute • Determine the upper limit. (204 x 0.9) = 183.6 beats per minute • Thus your target heart rate for training is between 122.4 to 183.6 beats per minute. Types Beats per Minute (bpm) Date 1. Resting Heart Rate 2. Maximum Heart Rate (MHR) 3. Target Heart Rate Zone What did you notice about your heart rates? Do you think it is necessary to learn how to estimate these types of heart rate? Why? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 73 Activity 2: PHYSICAL FITNESS ASSESSMENT Do you have an idea of your present level of physical fitness? Evaluation of your current fitness level is important because it gives you important data on the areas to be improved or enhanced. This allows setting reasonable fitness goals and planning not only suitable but enjoyable physical activities as well. I. Objective: To assess your performance in the different fitness tests My Fitness Profile in Health and Skill-Related Physical Fitness Part A Name: _______________________ Grade and Section ______ Date _________ Age: _______ Height ______ Weight______ Resting Heart Rate ____________ Maximum Heart Rate _____________________ Target Zone Heart Rate ______ Part B Fitness Test Pre-Test Score Interpretation of Score Date Post-Test Score Interpretation of Score Date Remarks Trial 1 Trial 2 Trial 1 Trial 2 Curl-up * Push-up * Trunk Lift 50-Yard Dash * 1-Foot Stand *Trial 2 is not necessary with this test II. Procedure: 1. Fill in the information needed in Part A 2. Fill in the information needed in Part B by: a. Reading the procedure for each of the selected tests presented in the fitness profile b. Performing warm-up before taking the fitness test c. Performing cool-down exercises after the fitness test d. A trial is encourage for each category before proceeding to the test proper. Record the best score. When done, write the date of test, interpretation of score (with teacher’s guidance) and remarks, if any, in the appropriate cells. Find out the interpretation of scores based on what is given in the lesson and the information given by your teacher. A. Curl-up Test Purpose: To measure muscular endurance of the abdominal muscles. Equipment: exercise mat, a measuring strip that is 30 inches long and 4.5 inches wide. Procedure: 1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat on the floor and legs slightly apart. The arms should be straight, in line with All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 74 your trunk, and palms resting on the mat. 2. Have one of your partners place the measuring strip under your knees on the mat so that your fingertips rest on the edge of the measuring strip. 3. Start to curl up your torso using your abdominal muscles until your fingers reach the other side of the measuring strip. Keep your heels in contact with the mat. 4. Do as many curl-ups as you can with a maximum of 75. You must have about 1 curl-up every 3 seconds. 5. Record your results. Interpretation of Scores: Age Number of Curl-ups Boys Girls 15 16-35 18-32 16+ 18-35 18-35 Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) B. Push-ups Purpose: To measure the strength of the arms and the shoulder girdle Equipment: stopwatch Procedure: 1. Boys: Begin with the common push-up position. The body is supported by the hands and toes. Keep your upper body straight. Girls: Begin with the push-up position with the weight placed on hands and knees. Push with the arms until these are fully extended. 2. Lower the body until the elbows are at a 90 angle. Perform as many as you can in one minute. 3. Count the number of repeated push-ups done correctly. Record the results. (Source: FITNESS GRAM (c) Test kit (The Cooper Institute for Aerobics, December 1999) o All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 75 Interpretation of Scores: Age Number of Push-ups Boys Girls 15 16-35 7-15 16+ 18-35 Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) C. Trunk Lift Purpose: To measure the upper back and trunk flexibility Equipment: exercise mat, ruler Procedure: 1. Begin by lying in prone position. Your legs should be straight and your hands are under your thighs. 2. Extend your arms forward with one hand placed on top of the other. 3. Lift your chin slowly (as high as possible) while your partner holds your legs.Hold this position for about 3 seconds. 4. Another classmate will measure (using a ruler) the distance between your chin and the floor. You may have 2 trials and record the best result. Interpretation of Scores: Age Number of Trunk lifts Boys Girls 15 9 - 12 inches (healthy zone) 16+ Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) D. 50-Yard Dash Purpose: To evaluate speed Equipment: measuring tape and a flat surface 70 yards or longer Procedure: 1. Mark off a safe course 50 yards long. 2. Position the starter at the finish line with a stopwatch. The starter timer will shout “ready”, “get set” and “go”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 76 3. At the “Go” signal, sprint as fast as you can to the finish line. 4. Record your time. Interpretation of Scores: Skill Level Speed Scores ( in seconds) Boys Girls Good to better 6.3 - 7 7-7.9 Average 7.1 – 7.5 8-8.7 Fair 7.6 – 8.5 8.8 -10.3 Low 8.6+ 10.4+ Source: Rainey and Murray (2007) E. One foot Stand Purpose: To evaluate balance by holding the position for a maximum of 60 seconds Equipment: stopwatch and a flat surface Procedure: 1. Test your balance by standing on one foot. Bend the other leg and place the other foot on the inside of the supporting leg. 2. Place your hands on waist. Raise the heel of the supporting foot off the floor at a given signal. Maintain balance as long as you can. 3. Stop this test if you lose your balance or if 60 seconds is over. 4. Record your score. Interpretation of Scores Skill Level Balance Scores (in seconds) Boys Girls Good to better 37 or longer 23 or longer Average 15-36 8-22 Fair 5-14 3-7 Low 0-4 0-2 Source: Rainey and Murray (2007) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 77 Did your strong and weak components match your prior calculations? What problems did you encounter while conducting the test? Answer the following questions to find more about your experiences. 1. What do you feel about the results you got? 2. What are the steps to be taken in order to improve the results of your fitness tests? 3. The fitness test result that I am proud of is/are_________________________ because ______________________________________________________ _____________________________________________________________. Now that you have assessed your fitness level, you are now ready to engage in a variety of active recreational activities that will help you maintain a healthy lifestyle. Be ready with your workout attire. Enjoy and have fun with the succeeding fitness activities. Let’s begin with fitness walking activity. Fitness Walking Walking is generally considered as a moderate physical activity, but it is effective in promoting metabolic fitness and overall health. To achieve cardiovascular fitness, walking must be done intensely enough to elevate the heart rate to target zone levels. Take a look at its health and fitness benefits: 20 Benefits of Walking 1. helps with weight management 2. accessible to everyone 3. doesn’t require special equipment 4. one of the easiest ways to get more active 5. reduces symptoms of depression and anxiety 6. a low impact exercise 7. lowers low-density lipoprotein (LDL) cholesterol (the “bad” cholesterol) 8. raises high-density lipoprotein (HDL) cholesterol (the “good” cholesterol) 9. lowers blood pressure 10. reduces the risk of some cancers 11. helps reduce risk and/or aids with the management of type 2 diabetes 12. helps maintains strong bones 13. reduces the risk of heart attack 14. less likely to lead to injuries 15. reduces stress 16. reduces the risk of heart disease 17. you don’t have to pay for it 18. builds aerobic fitness 19. helps maintain lean muscle tissue All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 78 Frequently Asked Questions: How does walking compare to running? Walking can provide you the same benefits as a running program. General health benefits are acquired from walking. For cardiovascular benefits, the key is walking fast enough to get your heart rate up. What should I look for in walking shoes? • low heels • flexible sole • lightweight and breathable fabric • great fit How can I prevent shin pain? Painful or aching shins are very common for new walkers. It can also be a problem when increasing speed or distance. To avoid aching shins: • increase speed and distance gradually • wear good, flexible, walking shoes with a low heel • perform ankle circles and toe points before and after your walks • stretch your calves and shins well after your walk. How many calories are burned when walking one mile? An average 100 calories per mile. It varies depending on the individual, speed, terrain, etc. What should I eat before doing a walking activity? Eat something high in carbohydrates, whole grain cereal, whole wheat bread, and banana. Do not eat anything heavy, fatty, or that might upset your stomach (this will be different for each individual). Whatever you eat should be something you have previously tried so you know how you react to it. Be sure to drink water during and after the walk. Now that you already know the many benefits of walking, start your walking program with your friends. The walking program below will help you increase your stamina and will strengthen your heart. Start your one month fitness walking routine now! Activity 3: WALKING FOR FITNESS AND FUN I. Objective: To develop interest in walking as a good form of exercise in developing cardio- respiratory endurance II. Procedure: 1. Group yourselves into 5 and choose a leader. 2. Discuss the benefits of fitness walking and some tips to make your walking routine fun and enjoying. 3. Perform the following stretching and warm-up exercise before starting your walking program. a. Lower Back Stretch b. Hamstring Stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 79 c. Quadricep Stretch d. Shin Stretch e. Outer Thigh Stretch f. Inner Thigh Stretch g. Calf Stretch h. Knee Bends/Squat i. Hip Circles j. Knee lifts k. Jog in place l. Jumping Jacks m. Breathing Exercises Walking for Fun Warm Up Target HR Zone Cool Down Total Time Week 1 Walk 5 min. Walk briskly 5 min. Walk 5 min. 15 min. Week 2 Walk 5 min. Walk briskly 7 min. Walk 5 min. 17 min. Week 3 Walk 5 min. Walk briskly 9 min. Walk 5 min. 19 min. Week 4 Walk 5 min. Walk briskly 11 min. Walk 5 min. 21 min. Week 5 and on: Check your pulse periodically to see if you are exercising within your target heart rate. As you become more fit, try exercising within the upper range of your target heart rate. Gradually increase your brisk walking time to 20-30 minutes, 3-4 times a week. Remember that your goal is to get the benefits you are seeking and to enjoy your activity. Tips to Enjoy your Walking Routine • Pass the talk test. If you can’t talk while walking, you are exercising too hard. Slow down. • Walk before you run. Starting a running program might be painful, and pain is no fun. Become a walker first. Condition your body with a low-impact activity and later on you will be better prepared for higher-impact exercises such as running. • Wear bright clothing. Strive to be seen, not part of an accident scene. • Warm-up before you walk and cool-down after. • Change your route. Explore other walking trails or route in your vicinity. • Listen while you walk. Listen to your favorite music while walking to be motivated to finish. You can use an electronic device to play music. • Walk with a friend. Invite a friend or a family member to join your fitness walking. • Meditation or prayer. Use your walking time to meditate or pray. • Join a walking club. Plan attending a big walking event like “Walk for a Cause” to add some excitement and variety to your walking. • Crosstrain. Alternate walking days with biking, swimming, playing badminton or other exercise to maintain a healthy heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 80 Running for Fitness Warm Up Target HR Zone Cool Down Total Time Week 1 Walk 5 min., then stretch Walk 5 min., run 1 min, walk 3 min, run 1 min. Walk 3 min., then stretch 2 min 20 min. Week 2 Walk 5 min., then stretch Walk 5 min., run 1 min, walk 5 min, run 1 min. Walk 3 min., then stretch 2 min 22 min. Week 3 Walk 5 min., then stretch Walk 5 min., run 3 min, walk 5 min, run 3 min. Walk 3 min., then stretch 2 min 26 min. Week 4 Walk 5 min., then stretch Walk 4 min., run 4 min, walk 5 min, run 5 min. Walk 3 min., then stretch 2 min 28 min. Week 5 and on: Check your pulse periodically to see if you are exercising within your target heart rate. As you become more fit, try exercising within the upper range of your target heart rate. Gradually increase your jogging/running time from 20-30 minutes (or more, up to 60 min.), three to four times a week. Reflective Questions 1. What did you notice about your heart rate? Do you think it is necessary to check your heart rate after a walking or a running activity? 2. What are the benefits of walking and running activities to you? 3. What did you discover about your health after engaging in walking and running activities? You are successful in conditioning your heart by knowing the many benefits of walking and by actively participating in your group activity. Now, you are ready to build muscle strength with the activities you are about to engage in. Enjoy the many benefits of strength training that will surely help you with your daily activities in school, at home and in your community. Let’s Build Strength through Muscle Exercise The benefits of strength training for young teenagers like you lead to increase muscle strength and endurance, power and muscle tone - all of which help to improve and maintain your functional physical capacity to perform your daily tasks easily. Strength is a basic health-related fitness component and is an important wellness component for optimal performance in your daily activities such as sitting, walking, running, lifting, doing school and house work, and enjoying recreational activities. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 81 As you prepare to design your own basic strength-training program, keep the following guidelines in mind: Exercise Safety Guidelines 1. Select exercises that will involve all major muscle groups: chest, shoulders, back, legs, arms, hip, and trunk. 2. Select exercises that will strengthen the core. Use controlled movements and start with the light-to moderate resistance. 3. Never lift weights alone. Always have someone work out with you in case you need a spotter or help with an injury. 4. Warm-up properly before performing a light-to moderate intensity aerobic activity (5 to 7 minutes) and some gentle stretches for a few minutes. 5. Maintain proper body balance that involves good posture, a stable body position and correct posture in sitting, lying and other exercise positions. 6. Breathe naturally. Inhale during the eccentric phase (bringing the weight down) and exhale during the concentric phase (lifting or pushing the weight up). 7. At the end of each strength-training workout, stretch out for a few minutes to help your muscles return to their normal resting length and to minimize muscle soreness and risk of injury. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 82 Activity 4: LET’S STRETCH AND BE FLEXIBLE I. Objective: To stretch and condition the muscles to be used for the strength training workout II. Materials: • mats III. Procedure: 1. Wear exercise clothing and perform stretching exercises. 2. Perform all of the recommended flexibility exercises in this lesson. Exercise 1: Neck Stretches Action: Slowly and gently tilt the head laterally. You may increase the degree of the stretch by gently pulling with one hand. You may also turn the head about 30 degrees to one side and stretch the neck by raising your head toward the ceiling. Do not extend your head backward, instead look straight forward. Areas Stretched: Neck flexors and extensors; ligaments of the cervical spine. Exercise 2: Arms Circles Action: Gently circle your arms all the way around. Conduct the exercise in both directions. Areas Stretched: Shoulder muscles and ligaments. Exercise 3: Side Stretch Action: Stand upright, feet separated to shoulder- width, and hands on your waist. Now bend the upper body to the right, with the left arm extends over the head, towards the right. Hold the final stretch for a few seconds. Repeat on the other side. Areas Stretched: Muscle and ligaments in the pelvic region. Exercise 4: Body Rotation Action: Place your arms slightly away from the body and rotate the trunk as far as possible, holding the final position for several seconds. Conduct the exercise for both the right and left sides of the body. Areas Stretched: Hip, abdominal, chest back, neck and shoulder muscles, hip and spinal ligaments All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 83 Exercise 5: Chest Stretch Action: Stand opposite your partner about an arm’s length apart, facing each other. Place your hands on your partner’s shoulders. Let your partner do the same. Bend down together at the waist without losing hold of each other’s shoulders until your upper body is a parallel to the floor. Hold the final position for a few seconds. Areas Stretched: Chest (pectoral) muscles and shoulder ligaments. Exercise 6: Shoulder Hyperextension Stretch Action: Have a partner grasp your arms from behind by the wrist and slowly push them upward. Hold the final position for a few seconds. Areas Stretched: Deltoid and pectoral muscles; ligaments of the shoulder joint. Exercise 7: Quad Stretch Action: Lie on your side and move one foot back by flexing the knee. Grasp the front of the lower leg and pull the ankle toward the gluteal region. Hold for several seconds. Repeat with the other leg. Areas Stretched: Quadriceps muscle, Knee and ankle ligaments Exercise 8: Heel Cord Stretch Action: Stand against the wall or at the edge of a step and stretch the heel downward, alternating legs. Hold the stretched position for a few seconds. Areas Stretched: Heel cord (Achilles tendon) Gastrocnemius and soleus muscles Reflective Questions 1. Are these exercises beneficial to your fitness improvement? Will you use them as part of your regular exercise or physical activity plan? Why? 2. Do you think you can improve your level of flexibility? What should you do in order to increase your level of flexibility? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 84 Activity 5: THE NOVICE CHALLENGE: STRENGTH TRAINING WITHOUT WEIGHTS I. Objective: To assess your muscular strength and observe the importance of proper execution of exercises for safety II. Materials: • exercise mats III. Procedure: 1. Perform stretching and warm-up exercises before performing the series of strength training exercises. 2. Listen to the instruction of your teacher. 3. Observe the safe and proper execution of exercises to avoid injury. 4. Cool down after performing the exercises. A. Flatten your Abs 1. Twisting Crunches 2. Leg raises B. Strengthen your Chest Muscles 1. Push-Up 2. Decline Push-Up 3. Knee Push-up All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 85 C. Build your Lower Body Strength 1. Walking Lunge 2. Side Lunge 3. Tricep Dip 4. Squat 5. Prone Hold 6. Glute Lift Reflective Questions 1. Are these exercises beneficial in improving your muscular strength? What other exercises or activities can you suggest in order to maintain your level of fitness? 2. Did monitoring your exercises help you keep track of your progress? Why? 3. My performance could have improved more if ________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 86 Activity 6: STRENGTH TRAINING AND ITS MANY MYTHS I. Objective: To know the truth about the different myths on strength training II. Materials: • pictures of people lifting weights and doing strength exercises • pen and paper • flash cards III. Procedure: 1. Discuss and explain the myths associated with weight and strength training. 2. Read an article on steroids in a newspaper, magazine, or encyclopedia and answer the following questions: a. Do you agree with the idea that the use of steroids gives the athlete an advantage in performing well in their sports activities? b. What are the dangers in using steroids? 3. Read and understand the following myths about strength training. 4. Do a simple research on the truth about the different myths. 5. Conduct a survey of adults in school or in the community to determine the extent to which the myths are thought to be true. 6. Compile the results of the survey along with the recommendations on how the myths can be corrected. Myths and Fallacies about Weight and Strength Training Myth 1: Females who lift weights will develop big, bulky, muscles like those of males. Myth 2: Muscle can turn to fat if a person stops lifting weights. Myth 3: Strength training reduces flexibility. Myth 4: Strength and weight training will make you slower and less coordinated. Myth 5: Elderly people should avoid strength training. Myth 6: Weight training is a good way to improve cardiovascular fitness. Myth 7: Strength training is harmful to the growth and development of adolescents. Myth 8: Female muscles will not develop strength. Myth 9: Strength training has few benefits for women and will only detract from their personal appearance. Myth 10: Strength training slows down the aging process of men more than women. Reflective Questions 1. What truth did you discover about the myths on weight and strength training? 2. Will you still continue engaging in strength or weight training programs even when you grow old. Why? 3. I now realize that strength training is _______________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 87 Activity 7: THE MULTI CHALLENGE: EXPERIENCE THE WONDER OF YOGA EXERCISES The Many Benefits of Yoga Exercise 1. It increases respiratory efficiency. 2. It improves posture and balance. 3. It increases one’s endurance and energy. 4. It improves one’s memory, concentration, mood and self- actualization. 5. It decreases anxiety and depression. 6. It is relaxing. It has slow dynamic and static movements. 7. It has a low risk of injuring the muscles and the ligaments. 8. It increases one’s flexibility and is good for muscle toning. 9. It is the best way to build core strength. 10. It tests mental endurance and physical stamina. 11. It is a good form of meditation. In this activity, you will be given opportunities to learn basic movements and positions in Yoga. Mastering the poses will help you strengthen and stretch your muscles, improve your posture, and prevent workout injuries. So, what are you waiting for? Prepare yourself for fitness challenges on and off the yoga mat and be FLEXIBLE! After mastering the basics, you can already create your own combinations. I. Objective: To perform the different basic yoga poses properly to avoid muscle injuries II. Materials: • CD/VCD/DVD player • speaker • yoga music/instrumental music • pen • notebook • illustrations showing the basic movements and Yoga poses III. Procedure: 1. Discuss the benefits of yoga exercises to one’s health. 2. Listen to the step-by-step instruction of the teacher on how to perform the movements correctly and to avoid muscle injury. 3. Perform the following warm-up and stretching exercises before performing the yoga poses. a. neck stretches b. upper back and side stretches c. lower back stretche d. inner thigh stretch e. hamstring stretch f. groin stretch g. calf stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 88 Let’s get started! Study and perform the eight foundation postures presented in this lesson. 1. Downward Facing Dog Position • Stand with your feet hip distance apart on a yoga mat with your arms at your sides • Keep your back straight, hinge forward at the waist and plant your palms flat on the floor, fingers pointing forward and spread apart. If necessary, bend your knees. • Press your chest toward your knees, keep your eyes focused on your toes and press your heels toward the floor. 2. Mountain Pose • Stand on the yoga mat with your feet together. • Gently rock back and forth on the balls of your feet and your heels to spread your weight evenly across the base of your feet. • Bend your knees slightly and then straighten them again to help loosen your joints.  • Curl your pelvic bone up slightly so that your tailbone continues the straight line of your spine. Your goal is to align your hips so that you’re not putting any extra pressure on your back or your knees. • Extend your spine upward by lifting the chest away from the stomach. Lengthen the back of your neck and press down into the floor with your feet and rest in this neutral position. • Raise your arms to the ceiling and gaze forward. 3. Warrior Pose I • Step your left foot toward the back of your mat to come into warrior pose • Bring the left heel to the floor and turn the left toes out to about a 45-degree angle. Begin to bend the right knee over the right ankle. • Inhale while bringing your arms up over your head. The arm position can vary according to the mobility in your shoulders. • The classic position is with the palms touching overhead. However, you may choose to keep the palms separated at shoulder’s distance apart or even bend at the elbows and open your arms like a cactus. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 89 4. Warrior Pose II • Step or lightly jump with your feet 3-1/2 to 4 feet apart. Turn your left foot out by 90 degrees, the heel should be opposite your right arch. Raise your arms out to the sides, parallel to the floor, shoulders down palms facing the ground. • Exhale and bend your left knee over the left ankle, so that the shin is perpendicular to the floor. • Stretch the arms with the shoulder blades parallel to the floor. Keep the sides of the torso and the shoulders directly over the pelvis. Press the tailbone slightly toward the pubis. Turn the head to the left and look over yourfingers. • Maintain the position for 30 seconds to 1 minute. Inhale as you come up. Repeat using the right foot. 5. Extended Side Angle • From the downward facing dog position, bring your right foot to the front of your mat, placing it on the inside side of your right hand. • Anchor your left heel down to the floor. Angle your heel toward the center of your mat. • Bend your right knee so that your calf and thigh form a right angle with your thigh parallel to the floor. • Bring your gaze up towards your right hand. To keep the body in balance, repeat with your left foot. 6. Triangle Pose • Stand 3-1/2 to 4 feet apart. Hips are facing to the front. Stretch your body upward, then bending downward from the waist to the front of your hips. • Turn your right leg, including your thigh, knee and foot out by 90 degrees and left foot by 15 degreews • Raise your arms to shoulder level with your palms facing down towards the floor.  • Place your right hand on your right shin, as far down as you can reach comfortably.  • Raise your left arm towards the ceiling, with your palm facing forward. Gaze at your outstretched hand. • As you inhale, come up, bring your arms down to your sides and straighten your feet. Repeat on the other side. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 90 7. Cat-Cow Stretch • Begin with your hands and knees on the floor, palms facing downward, with shoulders directly over the wrists, and hips directly over the knees.  • Curl your toes under to stretch your foot arches. Inhale and slowly arch your back (Cow), lifting the chest up and away from the abdomen and extending your tailbone toward the ceiling.  • Release your feet to neutral so the tops are resting on the floor. On the exhale, round the lower back (Cat), gently contracting the abdomen. Repeat six times and increase your range of motion with each repetition.  8. Staff Pose • Sit with your legs straight out in front of you on the floor. The feet are hips-width apart. • Activate the leg muscles by pressing out through the ball of the foot with the inner and outer heel. Drop the shoulder blades down the back. • Inhale and lengthen the spine all the way up the crown of the head. • Tuck your chin in slightly. Stretch the abdominal muscles away from the lift of the chest. Bring the gaze directly in front of you and breath normally. Reflective Questions 1. How well did you perform the different yoga poses? Did you feel the strengthening of your muscles? 2. Will you recommend yoga to your family and friends as a good form of slow dynamic and static exercise? Why? 3. What benefits can you gain as you engage yourself in doing basic yoga movements? You have tried a variety of fitness activities already in this lesson. Do you want more fun and exciting active recreation and fitness activities? Ready to groove and sweat, burn those fats and calories and be cool doing the hip-hop aerobics? Show your style and feel the energy grooving with your favorite hip-hop moves. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 91 Activity 8: THE EXTRA CHALLENGE – DO THE HIP-HOP CARDIO WORKOUT Hip hop aerobics get your heart pumping and your body moving. Do some street style dancing while you kick up your cardio with popping and locking, breaking, top rockin’, jerking, freezing, spinning, and sliding. Benefits of Hip-Hop Aerobics • calorie and fat burning workout • improve coordination, flexibility, and agility • increase aerobic fitness • improve stamina and endurance • encourage confidence • develop social skills and values • promotes a positive mindset • improve mental functioning Are you ready to show your dance style? Let’s start groovin’! I. Objective: To perform simple hip-hop aerobic routine to improve cardio-vascular endurance II. Materials: • CD player • hip-hop music • videos of hip-hop aerobics routine III. Procedure: 1. Discuss the benefits of hip-hop aerobics. 2. Enumerate different dance genre that can be considered hip-hop in style. 3. Watch a video in class on a hip-hop aerobics routine (e.g., MTV Hip-Hop Grind Workout Video). 4. Perform warm-up exercises before engaging in hip-hop aerobics. 5. Perform simple hip-hop steps from the video for fun and fitness. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 92 Let’s Get Started: Perform the following warm-up exercises using an upbeat music (e.g. On the Floor, Where Have you Been, Timber, Treasure, or Blurred Lines) 1. head encircling 2. shoulder isolation 3. shoulder rolls 4. side arm stretch (upward and sideward) 5. hip isolation 6. squats 7. side steps 8. slide steps 9. hop steps 10. jumping jacks 11. breathing exercises Are you ready to groove with the beat? Show your hip style now! Perform the following basic hip-hop dance steps with the help of your teacher. Interpret the step- by-step instruction given below and enjoy the hip-hop moves with an upbeat music. 1. Glide Step • Starting with the right foot, slide to the right, then slide to the left with left foot. • Make it single-single-double slide step. • Extend arms sideward left when sliding to the right then reverse direction 2. Box Step • Cross right foot over left foot, cross left foot over right (cts. 1,2). Pull right foot back then pull left foot back (cts. 3 & 4) • Stomp right foot then punch right arm downward then reverse side (cts. 5,6) • Round arms from chest (cts. 7, 8). 3. Pump Step • Starting with right foot, step side then close left foot to right foot with arms pumping at chest level (cts. 1,2,3,4). 4. Pull Down • Starting with the right foot, slide to the right and push down right arm and pull left leg up (cts. 1,2). • Repeat starting with the left foot. (cts. 3 & 4) 5. The Turn Step • Starting with the right foot, do a 3-step turn to the right and snap both fingers down (cts. 1,2,3,4) • Repeat starting with the left foot. (cts. 5,6,7,8) 6. Jumping Jack Changes • Jump out, extend both arms sideward, jump in, extend both arms upward (repeat 2x) (cts. 1,2,3,4) • Cross right foot over left (ball change), repeat with left foot (cts. 5,6,7,8). All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 93 7. Hip-hop Wave • Wave right arm upper up moving to the right (cts. 1,2), repeat moving to the left (cts. 3,4) • Repeat 2x 8. Cool Walk • Starting with the right foot, walk forward with knees slightly bouncing, swing left arm forward (as if your walking); repeat with left swinging right arm foot (cts. 1,2,3,4) • Repeat 4x 9. Shoe Tap • Start with a simple toe tap with the right foot moving forward closing left to right, then moving backward (cts. 1,2,3,4). • Repeat starting with the left foot (cts. 5,6,7,8) 10. Hip Roll • Bend both knees and push hips to the right then cross step left (ball change) (cts. 1,2,3,4). • Repeat moving to the left (cts. 5,6,7,8) Reflective Questions 1. How did you find the workout? Was it easy to perform? Why? 2. What other health benefits did you achieve performing the hip-hop aerobic? Were you satisfied with your performance? Why? 3. I am interested more in developing my skills in _________________ _______________________________________________________ to achieve ______________________________________________ _______________________________________________________. Activity 9: THE EXTRA CHALLENGE - HI-LO CARDIO WORKOUT FOR FUN Aerobics fitness requires some skill, but the most important component to your working out is FUN! Your workout should be enjoyable that you will want to do it again. To get the most benefit from your aerobics workout, remember to do it right and have a great time. Now you are ready to enjoy the Hi-Lo cardio workout in this lesson. I. Objective: To develop one’s cardio-respiratory endurance, timing and coordination through simple hi-lo aerobic routine II. Materials: • CD player • aerobics music (different tempo/speed) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 94 III. Procedure: 1. Discuss the importance of warming-up before engaging in aerobics activities. 2. Practice and perform the basic aerobic steps with the help of your PE teacher. 3. Listen to different music tempos to be used in the hi-lo aerobic routine. 4. Perform stretching and warm-up exercises before performing the aerobic routine. 5. Present a simple aerobic routine in class during a practical test. Before starting with your workout, consider the five reasons why you should warm-up. 1. Warm-up gradually elevates your heart rate. 2. Warm-up prepares your muscle and joints. 3. Warm-up increases your core body temperature. 4. Warm-up increases your fluid circulation. 5. Warm-up prepares you psychologically and emotionally. Practice some of the low- and high-impact aerobic movements to prepare for the class routine presentation. Low Impact Aerobic Movements High Impact Aerobic Movements March Hop Touch Step R Jack V-Step Jog Lunge Jump Step Touch R Knee lift Grapevine Lunge hop Shuffle Slide Squat Power Squat Cha-cha Hamstring curl Mambo x Hi-Lo Aerobic Workout Routine Counts Lower body Upper body 1 1-8 9-16 17-32 33-64 Step Touch (travel forward)X4 March back X 8 Lunge (S,S,D) X 2 Reverse all (Left foot Lead) Open and cross X 4 Double punch up and down for 2 sets Punch forward (R,L, then both) 2 1-8 9-16 17-24 33-64 Lunge hop (forward) X 4 Step touch rear X 4 Hamstring curl X 4 Twist (travel back to face front)x8 Clap X4 Open and cross X 4 Bicep curl X 4 Alternate bicep curl X 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 95 Routine Counts Lower body Upper body 3 1-8 Double Grapevine (travel R) Double Grapevine (travel L) V-step (L lead) 4 X Reverse all (L lead) Punch down X 3 and clap for 2 sets Punch down X 3 and clap for 2 sets Lateral deltoid raise X 8 4 1-4 5-8 9-12 13-16 17-24 25-32 33-64 Jog forward X 4 Slide (travel R) X 4 Jog Backward X 4 Slide (travel L) Alternate knee lift X 4 Jack X 4 Reverse all (Left foot Lead) Overhead press and clap X 2 Small circles X 4 Overhead press and clap X 2 Small circles X 4 Big circles X 4 Lateral deltoid raise X 4 Below is a Self-Assessment tool for you to evaluate your own performance in the different fitness and aerobic activities in this lesson. Based on your experiences, write the needed responses in your notebook. NAME:__________________________________ Gr./Sec.:______ Date:_____ Indicators of Performance O VS S NI P 5 4 3 2 1 1. Performs the step patterns correctly with mastery. 2. Performs the step patterns correctly, with mastery, coordination, and proper counting. 3. Displays proper bodylines while doing the movements. 4. Fosters positive attitude towards the activity. Performance Indicators: O - Outstanding Performs without any assistance from anybody yet with mastery VS - Very Satisfactory Performs without any assistance from anybody but with minimal errors S - Satisfactory Performs with little assistance from teacher and/or classmates and with minimal errors NI - Needs Improvement Performs with little assistance from teacher and/or classmates and with many errors P - Poor Shows no interest in coping with the challenges in the activities given All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 96 Part III: WHAT TO REFLECT and UNDERSTAND In this part of your lesson, you will go deeper and further. You will be given opportunities to reflect and understand more on the importance of active recreation on your fitness and well-being. Activities will be provided for you to integrate weight management, a healthy lifestyle and active participation in a variety of recreation and fitness activities which will in turn be beneficial for you, your family and your community. Be motivated and be active NOW to be FIT and HEALTHY!!! Activity 1: FITNESS AND WELLNESS LIFESTYLE SELF-EVALUATION I. Objective: To assess your level of understanding on the importance of active participation in a variety of fitness and recreational activities to maintain fitness and wellness. II. Materials: • pen • notebook • reading materials on fitness and wellness III. Procedure: Read the instructions given for the activity. Copy and answer the questions on your notebook. 1. Explain the exercise and recreational program that you have undertaken for the entire school year. Express your feelings about the outcomes of the program and how well you accomplished your fitness goals. 2. List nutrition or dietary changes that you were able to implement and the effects of these changes on your body composition and personal wellness. 3. Briefly evaluate the activities presented in this module and its impact on the quality of your life. Indicate what you feel will be needed for you to continue to adhere to an active and healthy lifestyle. Reflective Questions 1. Has your level of physical activity increased compared with the beginning of the school year? 2. Do you participate in a regular fitness and exercise program that include cardio-respiratory endurance, muscular strength, and flexibility training? 3. Is your diet healthier now, compared to a few weeks ago? 4. Are you able to take pride in the lifestyle changes that you have undertaken over the last several weeks? Have you rewarded yourself for your accomplishments? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 97 Activity 2: BE A HEALTH AND FITNESS EXPERT! In this activity you will get involved in recommending exercises and activities that will enhance your understanding of nutritional needs. I. Objective: To apply your understanding on nutritional needs and the importance in observing proper and balanced diet at all times II. Materials: • reading materials • food pyramid guide chart • pen and paper • reference materials III. Procedure: 1. Read daily diets of three teenagers with different activities or lifestyles. a. Jason is a tennis player. He wants to maintain his weight for an upcoming competition, and starts curbing his diet by eating only bread and water. He is training daily and works hard to master the skills required in the sport. b. Juliana is a teenager who doesn’t have much activities except watching television and reading books and magazines. She eats large amounts of food in one sitting, and watches television while eating junk food. She is gaining so much weight but doesn’t indulge in any sport or exercises. c. Guia is a gymnast who maintains an ideal weight. She eats a lot of vegetables and fruits, and consumes fats, sugar, and sodium in moderation. She avoids junk foods, eats a balanced diet with complex carbohydrates, and plenty of water. 2. Analyze if the diet supports the nutritional needs of the teenagers. 3. Give your comments and suggestions regarding the proper diet for the adolescents’ nutritional needs. 4. Share in class your analysis and suggestions. Reflective Questions 1. What did you consider in giving your advices and recommendations? 2. How do your understanding and knowledge on proper diet and nutrition affect your actions and suggestions? 3. Were you satisfied with your suggestions? What were your insights and learnings from the different situations presented? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 98 Activity 3: YOGA TO THE BEAT (MOVES YOU CAN DO ON YOUR OWN) In this activity, you will be given the opportunity to create your own basic yoga routine considering the proper execution of the basic poses. I. Objective: To create a simple yoga routine based on the basic foundations or poses you have learned from the previous lesson II. Materials: • exercise mats • video of yoga routine • CD player/MP3 player • instrumental music • rubric III. Procedure: 1. Group yourselves into 5 members. Choose a leader. 2. Review the basic yoga poses. 3. Create 5 to 8 creative yoga exercises. 4. Choose an instrumental or meditative music. 5. Practice the yoga workout per group. 6. Perform the creative routine in class for the practical test. Reflective Questions 1. How do you feel about the activity? Were you able to perform the activity with confidence? 2. What do you think should one possess to be able to perform the different movements you and your classmates performed? Why? 3. How do the food we eat and activities we do influence our level of performance in performing the Yoga routine? Activity 4: COMPLETE ME In this activity, your knowledge will be assessed through the statements that you have completed below. You are encouraged to come up with your own ideas based on your understanding of the fitness concepts from the previous lessons and activities. Copy the following worksheet in your notebook. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 99 NAME:__________________________ Gr./Sec.:___________Date:________ Active recreation helps you in _______________. Regular participation in any physical activity will enhances one’s ___________ to perform _________. Walking andrunninghasmanybenefitslike_____________,__________,______________. On the other hand, strength training can also develop your ___________ and _________. _______ can be developed if one engages in __________, ________ and _____________. Health and fitness can also improve if one engages in ____________ and ___________ regularly. The ________ can guide one as to what kinds of food to eat to maintain or improve weight too. My favorite among the fitness activities in this lesson is____________ because___________. I believe that with my participation in active recreation, I will improve my fitness, _____________ and may eventually help me in influencing my __________ to improve their fitness too. Activity 5: PROCESS YOUR UNDERSTANDING I. Objective: · To explain the importance of being physically active, and the causes and effects of a sedentary lifestyle to young teenagers like you. II. Materials: • pen • paper III. Procedure: Bring out a whole sheet of pad paper and a pen. In three to five paragraphs, explain the causes and effects of a sedentary lifestyle. Your output will be rated according to the following criteria: relevance, adequacy, and comprehensiveness. Part IV: WHAT TO TRANSFER In this phase, you will be challenged to apply whatever things you have learned about the lessons on active recreation. The activities will allow you to transfer the different concepts and skills you have learned in a new or different context and evaluation of products and performances. Your understanding of the lesson will be measured by your ability to provide concrete results or evidence of your learning. Activity 1: RATE YOUR HEALTH AND FITNESS PRACTICES I. Objective: To assess and describe your health and fitness activities and practices II. Materials: • pen and paper • checklist • rubrics All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 100 III. Procedure: Choose and tick the box that best describe your activities and practices. 1. I play different sports regularly. 2. I enjoy participating in recreational activities. 3. I eat a balanced diet everyday. 4. I express my emotions in healthy ways. 5. I sleep early at night and get up early in the morning. 6. I enjoy discovering new things. 7. I face life challenges positively. 8. I share my thoughts and feelings with my parents and siblings. 9. I don’t smoke and engage in other vices. 10. I enjoy doing hobbies either alone or with my family or friends. 11. I can decide for myself. 12. I welcome and appreciate constructive criticisms. Reflective Questions 1. What did you discover about your own health choices and involvement in physical activity now? 2. What do you plan to do with what you discovered? Why? 3. How can the concepts and principles of active recreation and fitness you have learned help you achieve a lifelong wellness? Activity 2: “MY WELLNESS PLAN” I. Objective: To prepare a wellness plan in order to maintain your present fitness level. II. Materials: • pen • paper • format of wellness plan • reading materials • rubrics • task cards III. Procedure: 1. Prepare a wellness plan based on the results of your fitness assessment. 2. Write the plans you wish to attain after you engage in the various fitness and recreation activities in this lesson. 3. Be creative. Those who are good in writing and arts can make acoustic poem using the word “Wellness” and create a collage or poster illustrating the wellness theme. 4. Your creative product or output will be displayed in class. 5. Have a discussion on ways to stay fit and healthy. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 101 Sample format of Wellness Plan Areas I will improve/maintain My fitness test results Activities I will indulge in Activity 3: COMMUNITY OUTREACH PROGRAM I. Objectives: To organize a recreation fitness activity for the community To recognize the importance of active recreational activities in developing the health and fitness of the community To influence the community’s awareness of the value of fitness through project COP (Community Outreach Program) II. Materials: • CD/VCD/DVD player/s • CDs/VCDs/DVDs of different dance aerobics • speaker and microphone • working committees template III. Procedure: 1. You will now extend your fitness commitment to the community as required. But don’t worry because your teacher will assist you in realizing your goals in this activity. Goal: Maintains an active lifestyle to influence the physical activity participation of the school community. Role: Fitness Recreation Manager Audience: School Community Situation: An inter-class aerobic dance competition is initiated by the MAPEH Department in reinforcement of the fitness program of the school. They need a PE or fitness instructor to guide them in their preparations. Product: A polished Aerobic dance routine ready for presentation for the inter-class aerobic dance competition. Standard: Your work will be rated according to the following criteria: § teamwork (sense of community) § proficiency and display of high level fitness § creativity and resourcefulness 2. For you to be guided on your role in this activity, take note of the assignments in the respective committees, namely: • Program, Communication, and Coordination Takes charge of all communications including requests for approval of the principal regarding the conduct of the activity, issuance and retrieval of parents’ waivers, and letters coordinating the activity with the class adviser/ MAPEH teacher All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 102 • Registration, Attendance, and Certificates Takes charge of the registration of participants, checking of attendance, and certificates of recognition for the training team, and certificates of participation for the participants • Choreography and Aerobic Training Takes charge of the training aspect which includes teaching of aerobic dance routine and choreography • Documentation Comes up with a narrative accomplishment report relative to the conduct of the activity, attaching all copies of communications made and pictures taken 3. Give each person an assignment based on the committees, according to their interest and expertise. See to it that assigned members can perform the duties and responsibilities relative to the committee they belong to. 4. Thorough planning with your teacher is needed to make sure this outreach program achieve its goals. To be successful you need to prepare everything beforehand and make the necessary coordinations and communications for proper dissemination. Reflective Questions 1. What went well? What could be improved? 2. Considering everything that took place, could you have done better? How? 3. What do you think were the factors that hindered you from doing better? 4. How important is promoting an active lifestyle in school, at home, or in the community? 5. Given the opportunity to regularly participate in such activity, how can active recreation contribute to the attainment of fitness and well-being? 6. Now that you have deeper understanding of active recreation and the basic skills to participate in physical activities, how can you influence others in your community to stay fit and healthy? SUMMARY Now that you have learned the concept of active recreation and how it can maintain and improve your life, it is now your turn to share what you have learned with your family, friends and immediate community. The true measure of your understanding of the concepts and principles of active recreation, fitness, and a healthy lifestyle is your capacity to apply it in your daily life. Reading more about health, fitness and wellness, specifically on lifestyle and weight management at the same time keeping yourself engaged in such activities, will make you a more physically fit and healthier individual. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 103 No one would ever understand the importance of recreation until you experience the benefits. It is fun, embodied in the form of fitness activities to refresh one’s body and mind. It is only through your personal experience that you can influence others to participate and commit to improving their own health and fitness practices. Fitness is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and stress-free. So what are you waiting for? Go on and influence your community! If everyone is fit enough to carry out their daily routines then they are also capable of becoming more productive members of the community and contribute in the development of our nation and make our environment a healthy place to live in. SUMMATIVE TEST Your final challenge is to pass the summative test. It will assess the knowledge, processes and understanding you have acquired on active recreation and fitness. So, grab a pen, bring out a whole sheet of paper, and accomplish this job. Good luck! GLOSSARY Aerobic exercise a style of physical movement designed to increase heart rate and improve oxygenation throughout the body Anorexia nervosa eating disorder characterized by self-imposed starvation to lose and maintain very low body weight, due to a false or distorted perception of being fat Binge-eating disorder eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time. Bulimia nervosa an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight. Emotional eating the consumption of large quantities of food to suppress negative emotions. Frequency refers to how often you involve yourself in regular physical activity or exercise. Hip-hop Aerobics an exciting combination of intense cardiovascular exercises incorporating hip-hop moves and upbeat music to get your heart pumping Intensity refers to how hard you should exercise or the difficulty of your physical activity. Recreation an activity that people engage in their free time that they enjoy and recognize as having socially redeeming values and generates a general sense of well being Time refers to how long you should engage in a specific physical activity. Type refers to the kind of exercise or physical activity you should engage in. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
D EPED C O PY 104 References: Corbin, Charles et al. (2008). Concepts of Physical Fitness: Active Lifestyles for Wellness. Mc Graw Hill Co. Inc. U.S.A. GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/ Curriculum-Development-Guide/GRASP.pdf Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/ watch?v=OFpHULW4CUw Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/ watch?v=Yqr1bymA3 Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/ watch?v=iwE8xhk0LxU Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction. Human Kinetics Publishers Inc. Champaign, Il. Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from: www.youtube.com/watch?v=SRJN5mVIGcU Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner- center.php The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/ watch?v=PYHEjFb3fq0 Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts & Entertainment Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness. 9th Edition. Thomson Learning Inc. CA. U.S.A. Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition. Wadsworth, Cengage Learning Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott Williams & Wilkins, Baltimore, MD 21201 Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise Science and Sport. McGraw Hill Co. Inc. U.S.A. Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www. youtube.com/watch?v=0o0kNeOyH98 Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE 10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople. com/resource/videos-detail.asp?video=87 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

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P.E. Grade 10 3rd quarter

  • 1.
    D EPED C O PY 10 Physical Education Learner’s Material Department ofEducation Republic of the Philippines This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph. We value your feedback and recommendations. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015. Unit 2
  • 2.
    D EPED C O PY Physical Education andHealth – Grade 10 Learner’s Material First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 439- 2204. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Printed in the Philippines by ____________ Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address: imcsetd@yahoo.com Development Team of the Learner’s Material Consultant: Grace Reyes-Sumayo and Hercules Callanta Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio Vergara Layout Artist: Aileen N. Ilagan, Donna G. Romero Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. Mendoza Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 3.
    D EPED C O PY iii INTRODUCTION Your Engagement inactive recreation, sports, physical activities, and understanding of health concepts will contribute to your sense of social connectedness and help you assume greater responsibility through a variety of roles as you participate in a real world situation. The Physical Education and Health modules are uniquely crafted to explore your greatest potential and promote lifelong skills through active participation in the different learning experiences. Emphasis is placed on combining tactical knowledge that you will acquire, and the development of skills for a better performance and achievement of the expected learning outcomes. This module is designed to provide and equip you with knowledge, skills, and habits that will enable you to achieve competence in maintaining your health and physical condition. The domain in Physical Education focuses on the importance of a healthy lifestyle and physical activity through active recreation such as sports, fitness, street dance and hip-hop dance, while Health Education emphasizes on the development of the proper skills of a health-conscious consumer, lifelong participation in health trends, issues and concerns in health care, and planning for a health career. Each module follows a standard format or pattern with a short overview of the lesson, content and performance standards, pre-assessment and instructional activities categorized into four levels: What to Know, What to Process, What to Understand, and What to Transfer. Every level provides activities that will allow you to experience meaningful and varied learning. Your involvement in the different tasks can take many forms, ranging from self-reflection and group tasks to beyond the classroom learning activities. Like any good material, you will also be assessed and evaluated to ensure that you will have a thorough grasp of the lesson before tackling the next activity. Your deeper understanding of the lesson will help you gain more relevant skills and information, preparing yourself for the challenges of the world. As you start putting life into this module, you will discover many great opportunities and learning experiences that will change the way you spend your time. You need to visualize a better version of yourself and aspire to achieve a holistically healthy you. Come on. Let’s get started! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 4.
    D EPED C O PY Table of Contents PHYSICALEDUCATION Unit 2: Active Recreation (Fitness) ...................................................................... 51 Introduction ....................................................................................................... 52 Learning Competencies .................................................................................... 53 Pre-Assessment................................................................................................ 53 Part I: What to KNOW....................................................................... 56 Part II: What to PROCESS................................................................ 70 Part III: What to REFLECT and UNDERSTAND .............................. 96 Part IV: What to TRANSFER ............................................................ 99 Summary........................................................................................................ 102 Summative Test............................................................................................. 103 Glossary......................................................................................................... 103 References..................................................................................................... 104 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 51 Unit 2: ActiveRecreation (Fitness) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 52 Module No.: 2 Number ofSessions: 8 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 Fitness is a universal concern. In whatever activities and undertakings you do, your fitness should always be taken into account if you are to perform them effectively and efficiently. Fitness is not only for athletes, sportsmen, PE teachers and fitness instructors but also a concern for students, parents and other members of the community. If we are to become strong and productive members of our community, we must address the very basic requirement of such goal, the sustaining base of any endeavor we undertake, fitness. This module introduces you to the importance of a healthy lifestyle and weight management in the enhancement of your fitness. You will be provided with a variety of fitness activities such as strength training, running, walking, yoga, and aerobic dance exercises which will in turn lead you to a greater awareness of the right food to eat, and proper ways on how to manage your weight, and practice healthy lifestyle. It is expected thereafter that such fitness and health practices will be observed and followed by you to influence the lifestyle of people in your community. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 53 II. Learning Competencies Thelearner: • asseses physical activity, exercise and eating habits • determine risk factors for lifestyle diseases (obesity, diabetes, heart disease) • engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of School • applies correct techniques to minimize risk of injuries • critique media information on fitness ang physical activity issues • expresses a sense of purpose and belongingness by participating in physical activity related community services and programs III. Pre-Assessment Multiple Choice: Encircle the letter that best corresponds to your answer in a given statement. 1. How can one maintain an ideal body weight? a. Follow the latest diet fads b. Balance the amount of food you eat with regular physical activity c. Consult a doctor about an effective diet pill that you can take d. Believe in the power of your genes 2. A desirable level of fitness can be achieved through at least how many workouts per week? a. 3 b. 4 c. 5 d. 6 3. People who lead sedentary lifestyles are often referred to as a. couch potatoes b. athletes c. physically fit d. low-health-risk people 4. Which of the following is not a positive outcome of personal fitness? a. improved physical appearance b. enhanced self-esteem c. hypertension d. stress reduction All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 54 5. Which ofthe following can help you determine which fitness and recreational activities are realistic for you? a. cost b. skills and attitude c. social needs d. all of the above 6. How many servings from the bread, rice, cereal and pasta group should you eat each day? a. one b. two to three c. four to five d. six to eleven 7. Which of the following is an example of a passive warm-up exercise? a. toe touch b. whirlpool bath c. walk around the gym d. basketball lay-ups 8. Which of the following would not be a benefit of walking? a. helps with weight management b. lowers blood pressure c. it is a high impact exercise d. builds aerobic fitness 9. People who are physically active throughout their lives may add about ____ year(s) to their life expectancy. a. 1 b. 1.5 c. 2 d. 2.5 10. Which of the following is not a fitness benefit of Yoga exercise? a. improves posture and balance b. high risk of injuring the muscles and the ligaments c. best way to build core strength d. increases one’s flexibility and muscular strength 11. Which of the following will not improve your personal fitness program? a. exercising at moderate intensities b. starting slowly c. engaging in high-impact, weight bearing activities d. making your program convenient 12. Participation in active recreation is everyone’s responsibility. Which of the following is the best reason for this? a. to have a healthy lifestyle b. to maintain an ideal body weight c. keep a physically fit and healthy body d. have, fun, enjoyment and socialization All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 9.
    D EPED C O PY 55 13. In performinghip-hop aerobics, what fitness component is required of you? a. agility b. power c. speed d. coordination 14. Which of the following is not a health-related physical fitness test? a. sit and reach b. 50- meter run c. sit-up d. push-up 15. Your body composition is influenced by which of the following? a. genetics b. age c. gender d. all of the above 16. Which of the following signs or symptoms is not characteristic of bulimia? a. depressed mood b. noticeable weight loss or gain c. lack of concern about weight d. habit of visiting the bathroom immediately after meals 17. Which of the following food groups should be consumed sparingly? a. fats, oils, and sweets b. fruits c. vegetables d. milk, yogurt, and cheese 18. You are invited to talk on how to prevent diseases and live a healthy and quality life. What would be the focus of your talk? a. nutrition and physical activity of the family b. health background of the family c. lifestyle and behaviour of the family d. environment where the family lives 19. Your friend Kaye is overweight and she wants to start her weight loss program. What strategies and advice would you give her? a. Avoid automatic eating while watching the television, reading or studying. b. Try “junior size” instead of “super size”, use smaller plates, bowls, cups, or glasses. c. Incorporate easy and enjoyable exercises into the program to be motivated. d. All of the above 20. What term/s describe/s the use of barbells, dumbbells, and machines to improve fitness, health and appearance? a. body building b. strength and conditioning c. weight training d. weight lifting All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 56 Now, checkthe result of your pre-assessment from your teacher and get ready for the succeeding activities. INSTRUCTIONAL ACTIVITIES Part I: WHAT TO KNOW What is your personal understanding of health and fitness? Do you practice healthy living or are you someone who does not care at all. Welcome to the first part of your journey on active recreation fitness lessons. In this phase, you will be exposed to a variety of activities that would help you understand the importance of a healthy lifestyle and weight management. From here, discussion of physiological signs and symptoms calling for lifestyle and weight management will be discussed so that you will understand clearly how these can affect your having a totally fit and healthy body. Finally your knowledge about the lesson will help you start building your own personal fitness and wellness goals by engaging in active fitness recreational activities. So, get ready to be fit and healthy! Let’s get started with your fitness journey! Activity 1: FITNESS SURVEY In this activity, you will be asked to reflect on your fitness habits. I. Objective: To describe your health and fitness habits and how it can affect your lifestyle II. Materials: • pen • activity notebook III. Procedure: 1. Reflect on the different phyiscal activities you have participated in during the past years of your life. 2. Using the questionnaire below, put a check (/) mark on the appropriate column. 3. Tally the number of Yes and No answers. Discuss in class why you answered a Yes or a No. Are you into... ? Yes No • Walking/Jogging • Biking • Hip-hop dancing • Playing badminton All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 57 Are you into...? Yes No • Playing volleyball/ basketball • Swimming • Strength training • Aerobics exercise • Ballroom dancing • Hiking • Yoga exercises • Zumba exercise • Malling • Hiking Your way of life, simply termed as lifestyle, has great influence on your health and fitness. Are you ready to discover more about your fitness journey? Answer the wellness lifestyle questionnaire below to analyze your current lifestyle habits. 1. How do you feel about the different activities you are engaged in? 2. What influences your choice of physical activity? 3. What challenges do you encounter in performing the activities? 4. How do these activities affect you and your lifestyle? 5. How do you benefit from engaging in these activities? Activity 2: START BEING FIT – STRETCH IT OUT In this activity, you will perform basic stretching and warm-up exercises to condition your body in performing a variety of fitness activities in this module. The Warming Effect An effective warm-up exercise should: 99 Increase blood flow to the muscles; 99 Increase muscle elasticity; 99 Gently raise heart rate; 99 Increase mental alertness; and, 99 Increase core body temperature. I. Procedure: 1. Perform the following warm-up exercises with the help of your teacher. 2. Observe proper posture and correct execution in doing the different exercises. Reflective Questions: All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 58 a. Neck Stretch • Bend your head forward and slightly to the right. • With your right hand, gently pull your head downward to stretch your neck. • Hold for about 16 counts. Repeat on the opposite side. b. Shoulder Rolls • Stand in upright position. Roll shoulders in circular motion forward to backward. c. Side Arm Stretch • Stand in upright position. Extend the right arm to the left. Use the left arm/hand to gently push the right arm towards the body to straighten and stretch it. Hold the stretch for 16 counts. Repeat on left arm. d. Tricep Stretch • Extend one hand down the center of your back, fingers pointing downward. • Use the other hand to grasp the elbow and stretch your tricep muscle. • Hold the stretch for 16 counts. Repeat on the opposite arm. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 59 e. Hamstring Stretch • Stand with your feet shoulder-width apart, one foot extended half a step forward. • Keeping the front leg straight, bend your rear leg, resting both hands on the bent thigh. • Stretch the hamstring muscles. Hold the stretch for 16 counts. Repeat on the opposite leg. f. Quadricep Stretch • Stand near a wall or a piece of sturdy exercise equipment for support. • Grasp your ankle and gently pull your heel up and back until you feel a stretch in front of your thigh. • Hold for about 16 counts. Switch legs and repeat. g. Outer Thigh Stretch • Sit on the floor. Extend your legs in front of your body. • Bend right knee, cross right foot over left knee and place on the floor. • Place left elbow on right knee. • Keep abdominal muscles tight and back straight. Keep shoulders back and chin up. • Place right arm behind your right hip on floor for support. • Gently twist waist and shoulders to the right, looking behind the right shoulder. • Feel the stretch in the right outer thigh. • Inhale (breathe in) through your nose, and exhale (breathe out) through your mouth, as you complete this stretch. • Hold this stretch for 16 counts. • Repeat on the opposite side to stretch your left outer thigh. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 60 h. Inner ThighStretch • Stand upright, with both feet facing forward, double shoulder-width apart. • Place your hands on your hips, in order to keep your back straight, slowly exhale, taking your body weight across to one side. • Avoid leaning forward, or taking the knee of the bent leg over your toes. As you increase the stretch, the foot of the bent leg should point slightly outward. • Repeat on the opposite side. i. Calf Stretch • Begin this calf stretch with your hands against the wall and your leg to be stretched behind you. • Keep your heel down, knee straight and feet pointing forwards. Gently lunge forwards until you feel a stretch in the back of your calf or knee. • Hold for 16 counts and repeat with the other leg. j. Knee Bends/Squat • Plant your feet flat on the ground, about shoulder-width apart. • Point your feet slightly outward, not straight ahead. • Look straight ahead. Bend your knees as if you were going to sit back in a chair, keeping your heels on the floor. • Never let your knees extend beyond your toes. • Pull in your abdominal muscles and keep your lower back in a near neutral position (a slightly arched back might be unavoidable). • In a controlled manner slowly lower yourself down so that your upper legs are nearly parallel with the floor. Extend your arms for balance. Other Warm-Up Exercises: a. Hip Circles b. Alternate Cross Kicks Front c. March on the Spot d. March Feet Apart e. Knee Lifts f. Alternate Toe Touches Side g. Waist Turns h. Jog in Place i. Jumping Jacks j. Breathing Exercises k. Alternate Reach Up l. Lower Back Stretch m. Shin Stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 61 Reflective Questions: 1. Howdid you perform the different warm-up and stretching exercises? 2. What are the benefits of warm-up and stretching exercises? Let’s continue exploring and knowing how to maintain a healthy lifestyle.Are you ready to discover more about your fitness journey? Take a look at the Healthy Lifestyle Guidelines presented in this lesson. Answer the wellness lifestyle questionnaire to analyze your current lifestyle habits. Are you already practicing some of the guidelines? If not, you’d better start now! Healthy Lifestyle Guidelines 1. Perform around 20-30 minutes of moderately intense physical activity on most days of the week. It can an accumulation of minutes for each day. 2. Eat a healthy breakfast everyday. 3. Manage stress effectively. 4. Get 7 to 8 hours of sleep per night. 5. Perform simple flexibility exercises involving all joints of the body. 6. Eat a healthy diet that is rich in whole-wheat grains, fruits, and vegetables and is low in saturated and trans fats. 7. Do not use tobacco in any form and avoid second hand smoke. 8. Maintain your recommended body weight through adequate nutrition and exercise. 9. Have at least one close friend or relative in whom you can confide in and to whom you can express your feelings openly. 10. Be aware of your surroundings and take personal safety measures at all times. Werner W.K Hoeger & Sharon A Hoeger (2013). Fitness and Wellness (10th Edition). Boston: McGraw-Hill How Active Are You? An active lifestyle is increasingly linked to health benefits. The risks to health come from being completely sedentary or mistaking a busy lifestyle for an active one. What kind of activity is right for you? Do the following physical activities in class with the help of your teacher: 1. Walk around the gym for 3 minutes 2. Jog for 2 minutes 3. Jump rope for 2 minutes 4. Do light aerobic activity for 10 minutes 5. Do cool down and relaxation exercises for 2 minutes Now that you have performed moderately intense physical activities in class, make sure to continue doing it everyday even at home to increase your fitness level. Now, let’s assess your wellness lifestyle by filling out the following questionnaire. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 62 Activity 3: WELLNESSLIFESTYLE QUESTIONNAIRE In this activity you will be asked to assess your wellness lifestyle. I. Objective: To analyze current lifestyle habits and help determine changes necessary for future health and wellness II. Materials: • pen • activity notebook III. Procedure: 1. Place a check in the column corresponding to your answer for each question. Get your final score according to the guidelines provided at the end of the questionnaire. 2. Answer the following reflective questions below. Wellness Lifestyle Questionnaire Always (5) Nearly Always (4) Often (3) Seldom (2) Never (1) 1. I participate in vigorous aerobic activity for 20 minutes, 3x a day. 2. I participate in strength training exercises, 2 or more days per week. 3. I perform flexibility exercises a minimum of 2x per week. 4. I maintain my recommended body weight. 5. I eat 3 regular meals that include a wide variety of food every day. 6. I limit the amount of fats in my diet on most days of the week. 7. I eat fruits and vegetables every day. 8. I regularly avoid snacks, especially those high in calories and fat. 9. I readily recognize problems and act on it when I am under excessive tension and stress. 10. I am able to perform effective stress management techniques. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 63 Wellness Lifestyle QuestionnaireAlways (5) Nearly Always (4) Often (3) Seldom (2) Never (1) 11. I have close friends and relatives with whom I can discuss personal problems and approach for help when needed. 12. I spend most of my leisure time in wholesome recreational activities. 13. I can deal effectively with disappointments and temporary feeling of sadness, loneliness, and depression. 14. I can work out emotional problems without turning to alcohol or violent behavior. 15. I associate with people who have a positive attitude about life. 16. I do not spend time and talent worrying about failures. 17. I wear a seatbelt, whenever I am in a car or vehicle. 18. I do not drive under the influence of alcohol nor read, write or send text messages while driving. 19. I avoid being alone in public places and staying out until midnight. 20. I always keep doors and windows locked, especially when I am alone at home. 21. I support community efforts to minimize pollution. 22. I use energy conservation tips and encourage others to do the same. 23. I study in a clean environment. 24. I participate in recycling programs in my community. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 64 How to Score 1. Enter the score corresponding to your answer for each question in the space provided below. 2. Total the score for each specific wellness lifestyle category and obtain a rating for each category according to the criteria provided below. Health- Related Fitness Nutrition Stress Management Emotional Well-being Personal Safety Environmental Health & Protection 1. 5. 9. 13. 17. 21. 2. 6. 10. 14. 18. 22. 3. 7. 11. 15. 19. 23. 4. 8. 12. 16. 20. 24. Total: Rating: Category Rating: Score Rating Description >17 Excellent (E) Your answers show that you are aware of the importance of this category to your health and wellness. You are putting your knowledge to work for you by practicing good and healthy habits. 13 Good (G) Your health practices in this area are good, but you have room for improvement. Look again at the items you answered with a 4 or lower and identify changes that you can make to improve your lifestyle. Even small changes often can help you achieve better health. <12 Needs Improvement (NI) Your health risks are showing. You may be taking serious and unnecessary risks with your health. Perhaps you are not aware of the risks or what to do about them. Most likely you need additional information and help in deciding how to successfully make the changes you desire. You can easily get the information that you need to improve, if you wish. The next step is up to you. Reflective Questions 1. Are you aware of your family’s health history and lifestyle factors that may negatively affect your health and fitness? 2. Do you accumulate at least 30 minutes of moderate-intensity physical activity five days per week? 3. Do you make a constant and deliberate effort to stay healthy and achieve the highest potential for well-being? Being physically active can help you achieve a healthy weight and prevent excessive weight gain. However, physical activity is also important to all other aspects of your health. Benefits include sleeping better at night, decreasing your chances of becoming depressed, and helping you look good. When you are not physically active, you are more likely to have health problems, including heart disease, type 2 diabetes, and high blood pressure. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 65 The amount ofphysical activity needed to manage body weight depends on calorie intake and varies a lot from person to person. Some adults will need to do more physical activity than others to manage body weight. Here’s a real life story on how Yani (a young aspirant in basketball) changed her lifestyle and later on became very much conscious on the importance of managing her weight to improve her sports performance. Read the story below and make some reflections. REAL LIFE STORY: YANI’S EXPERIENCE A couple of times over the last few years, I tried to diet. It would usually start during New Year’s Day when I would make a resolution to lose the extra weight I was carrying. For a few weeks, I would try to cut out desserts, avoid second servings, and eat less fatty food. At times when I would weigh myself, even if I thought I had really followed my routine well, the scale still wouldn’t show any difference, which was really discouraging. Sometimes when I lost a few pounds, I would look in the mirror, but I still look flabby. I didn’t consider adding any exercise to my training routine because I hate to sweat a lot. I hate being out of breath, and I hate feeling bad because I’m not able to keep up with other, more fit people. Besides, after a long day of classes and homework, I would rather spend my free time updating my Facebook account, playing video games, or watching TV. But when I tried out for my school’s varsity team , I learned about how important exercise was for proper weight management. I got motivated when I started to get serious with our basketball training. I started to lift weights, walk and jog in the gym. I tried to ignore how my teammates could lift more or run so much faster than me. Gradually, my fitness level improved. Now, several months later, my efforts have really paid off. So far, I have lost more than 30 pounds. And what’s more, getting regular exercise has helped me to be more positive and has made me feel stronger and more energetic during basketball games. I am pretty sure that exercise is going to be a lifetime habit and I will never want to go back to my couch potato ways. Assess your Behavior 1. Are you satisfied with your current body composition (including body weight) and quality of life? If not, are you willing to do something about it to properly resolve your problem? 2. Do you weigh yourself regularly and make adjustments in energy intake and physical activity habits if your weight starts to slip upward. Many people want to lose weight so they will look better. Are you one of them? The problem is that some people have a distorted image of what they would really look like if they were to reduce to what they think is their ideal weight. Hereditary factors play a big role, and only a small fraction of the population have the genes for a “perfect body.” All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 66 The question youcan ask your self is: Am I happy with my weight? Part of enjoying a higher quality of life is being happy with yourself. If you are not, you either need to do something about it or to learn to live with it. The Simple Truth There is no quick and easy way to take off excess body fat and keep it off for good. Weight management is accomplished by making a lifetime commitment to be physically active and have proper food selection. When taking part in a weight/fat reduction program, you also have to decrease your caloric intake, be physically active, and implement strategies to modify unhealthy eating behaviors. Take a look at some weight loss strategies that would help you manage your weight properly. Weight Loss Strategies 99 Make a commitment to change. You must accept that you have a problem and decide that you really want to change. 99 Incorporate exercise into the program. Choosing enjoyable activities, places, time, equipment, and friends to work out with will help you get motivated. 99 Avoid automatic eating. Many people associate certain daily activities with eating, for example cooking, watching television, or reading. Most foods consumed in these situations lack nutritional value or are high in sugar and fat. 99 Stay busy. People tend to eat more when they sit around and do nothing. 99 Try “junior size” instead of “super size”. People who are served larger portions eat more, whether they are hungry or not. Use smaller plates, bowls, cups, and glasses. 99 Eat slowly and at the table only. Eating at the table encourages people to take time out to eat and deters snacking between meals. After eating do not sit around the table but rather, clean up and put away the food to avoid snacking. 99 Cut unnecessary items from your diet. Substituting water for a daily can of soda would cut calories from your diet. 99 Do not serve more food than you should eat. Measure food in portions and keep serving dishes away from the table. 99 Think positive. Avoid negative thoughts about how difficult changing past behaviours might be. Instead think of the benefits you will reap, such as feeling, looking, and functioning better, plus enjoying better health and improving the quality of life. Try It! In your notebook, answer the following questions: 1. How many of the above strategies do you use to help maintain your recommended body weight? 2. Do you feel that any of these strategies specifically help you manage body weight more effectively? If so, explain why. 3. What did you realize after learning the different weight loss strategies? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 67 Activity 4: WEIGHTMANAGEMENT: MEASURING PROGRESS I. Objective: To prepare and monitor behavioral changes for weight management. II. Materials: • pen • activity notebook III. Procedure: Answer the following questions to know your weight management progress. Write your answers in your activity notebook. 1. State your own feelings regarding your current body weight, your target body composition, and a completion date for this goal. 2. Do you think you have issues about how or what you eat? If so, express your feelings about it. 3. Is your present diet adequate according to the nutrient analysis? 4. State dietary changes necessary to achieve a balanced diet and/or to lose weight. List specific food that will help you improve in areas where you may have deficiencies and food items to avoid or consume in moderation to help you achieve better nutrition. a. changes to make: b. food that will help: c. food to avoid: Behavior Modification Progress Form Readthetipsforbehaviourmodificationandadherencetoaweightmanagement program. On a weekly basis, go through the list of strategies and provide a “Yes” or “No” answer to each statement. If you are able to answer “Yes” to most questions, you have been successful in implementing positive weight management behaviors. Strategy Date Date Date Date Date Date Date 1. I have made a commitment to change. 2. I set realistic goals. 3. I exercise regularly. 4. I have healthy eating patterns. 5. I exercise control over my appetite. 6. I am consuming less fat in my diet. 7. I pay attention to the number of calories in my food. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 68 Strategy Date DateDate Date Date Date Date 8. I have eliminated unnecessary food items from my diet. 9. I avoid automatic eating. 10. I stay busy. 11. I plan meals ahead of time. 12. I eat slowly and at the table only. 13. I do not serve more food than I should eat. 14. I reward my accomplishments. 15. I think positive. Critical Thinking Do you consider yourself overweight? If so, how long have you had a weight problem? What attempts have you made to lose weight, and what has worked best for you? The risk of being obese and overweight will bring a lot of health problems to many individuals. Read the health consequences accompanied by being obese. Manage your weight properly while you are still young and influence the people around you by setting good examples on how you can be fit and healthy always. Health Consequences of Excessive Body Weight Being overweight or obese increases the risk for: • high blood pressure • type 2 diabetes • congestive heart failure • obstructive sleep apnea and respiratory problems • poor female reproductive health (menstrual irregularities) • psychological disorders (depression, eating disorders, distorted body image, discrimination, and low self-esteem) • shortened life expectancy • decreased quality of life • gallbladder diseases • stroke • gout All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 23.
    D EPED C O PY 69 Eating disorders Eatingdisorders are illnesses that involve crucial disturbances in eating behaviors thought to stem from some environmental pressures. These disorders are characterized by an intense fear of becoming fat, which does not disappear even when the person is losing weight in extreme amounts. Take a look at the following eating disorders: • Anorexia nervosa – an eating disorder characterized by self-imposed starvation to lose and maintain very low body weight due to a false/distorted perception of being fat • Bulimia nervosa – an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight • Binge-eating disorder – an eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time • Emotional eating – the consumption of large quantities of food to suppress negative emotions What do you think is the key to weight management? The combination of diet and exercise leads to greater weight loss. Exercise increases the rate of weight loss and is vital in maintaining the ideal weight. Not only will exercise maintain lean tissue, but those who exercise and remain physically active for 60 or more minutes per day are able to keep their weight off. Now that you have learned that many factors that can affect one’s lifestyle and weight management, you should be aware of the importance of engaging in regular fitness activities. Are you ready to perform the variety of fitness recreation activities in this module? Let’s get started with the basics! What is your concept of active recreation? What activities should you engage in to enjoy, have fun, and maintain a fit and healthy body? Let’s define first leisure, play and recreation before we go into the different active recreational fitness activities in the succeeding lessons. Our nation’s young people are, in large measure, inactive, unfit, and increasingly overweight. Ultimately, this could have a devastating impact on our national health care budget. Young people like you can build healthier bodies and establish healthy lifestyles by including recreational activities in your daily routine. Activity 5: WORD ASSOCIATION I. Objective: To understand the concept and importance of active recreation II. Materials: • pen • meta strips III. Procedure: 1. Form three (3) groups and assign a leader. 2. Group members will be given “meta-strips” where they will write a word or phrase that can be associated with the term “ACTIVE RECREATION”. 3. Post the meta-strips on the board. 4. Summarize all the statements and come-up with a definition of “ACTIVE RECREATION”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 24.
    D EPED C O PY 70 After discussingthe concept of active recreation with your group, reflect on the benefits listed below. Share the benefits with your family members and motivate them to be active individuals just like you. Definitions of Leisure, Play, and Recreation Concept Definition Leisure as time Leisure is time free from obligations, work, (paid and unpaid), and tasks required for existing (sleeping, eating) Leisure as activity Leisure is a set of activities that people engage in during free time – activities that are not work-oriented or that do not involve life maintenance tasks such as housecleaning or sleeping. Play Play is an imaginative, intrinsically motivated, non-serious, freely chosen, and actively engaging activity. Recreation Recreation is an activity that people engage in during their free time, that people enjoy, and that people recognize as having socially redeeming values and generates a general sense of well- being. Benefits of Recreational Activities: • enhances personal growth • helps to build self-esteem and confidence • reduces tension and anxiety • encourages spiritual renewal and personal growth • increases mental relaxation • generates a general sense of well being • teaches positive conflict resolution skills • provides alternatives to self-destructive behaviors Having fun is not the ONLY reason to engage in recreational activities! Understanding the recreation benefits is an essential component in building your character and personality. Are you ready to enjoy and be challenged with fitness and recreational activities in the succeeding lessons? Be prepared physically, mentally, socially and emotionally. Part II: WHAT TO PROCESS Welcome to the WHAT TO PROCESS part of your lesson! You will be performing active and fun recreational activities to enhance your fitness level and skills, and to enjoy the many benefits of engaging in regular physical activities. As you go on and overcome the challenges that you will face, you will learn that recreational activities are not just a fun and exciting part of your routine but it offers an opportunity to improve your fitness and enhance your social skills. So, what are you waiting for, start having fun and be challenged with the activities in this lesson! Stay fit and active all the time! All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 25.
    D EPED C O PY 71 How muchis enough in exercise or physical activity? Are you doing the right amount? Do you know if it is the right kind for you? Exercise or physical activity can be compared to a medical prescription. As you plan for your workout, you should know the correct dosage: how often you work out; how hard you work out; length of time you work out; and the type of activity or exercise you do. You will encounter all these in this lesson so you could be assured of an effective, safe, and active recreation and fitness program. Let us start with these exercise principles. The Good Dose of Exercise You should increase the dose or amount of physical activity or exercise to see changes in your fitness level. This is the overload principle, which is guided by the FITT Principle that is composed of the following: a. Frequency refers to how often you involve yourself in regular physical activity or exercise. b. Intensity refers to how hard you should exercise or the level of difficulty of your physical activity. c. Time refers to how long you should engage in a specific physical activity. d. Type refers to the kind of exercise or physical activity you should engage in. Now, that you are guided with the FITT principle in your fitness activities, let’s get started! Getting Ready for the Activity! • Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and jogging pants. • Warm up first before performing the different fitness tests and physical activities. • Follow the buddy system in performing the fitness activities. The buddy system is a partnership between the person doing the test and the person administering the test. • Check the availability and accessibility of the equipment to be used for the fitness tests. • Make sure that the facility is safe for the administration of the test. Let’s Warm-up and Stretch the Body! 1. Perform the following warm-up and stretching exercises to prepare the body. 2. Use an upbeat music to be more motivated. e. Jog around the gym or field for 5 minutes. f. Neck Rotation Exercises g. Isometric Neck Exercises h. Chin Tuck i. Upper Trapezius Stretch j. Lateral Arm Stretch k. Tricep Stretch l. Calf-Muscle Stretch m. Hamstring Stretch n. Inner Thigh Stretch o. Buttocks Stretch p. Lower Back Stretch q. Pelvic Tilt All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 72 Activity 1: LISTENTO YOUR HEART! Most of the physical activities and exercises involve the heart and the lungs. It is necessary to monitor how your heart is doing especially during a vigorous workout. I. Objective: To determine your resting heart rate and your maximum heart rate II. Materials: • pen • stopwatch • calculator III. Procedure: 1. To get your resting heart rate Purpose: To set the base or standard for evaluation purposes Directions: The best time to get it is when you wake up in the morning. Locate your radial, temporal, femoral (groin), or carotid artery with your index and middle finger. Take the rate within 15 seconds and multiply this by 4 to complete the 1 minute requirement. Record this. 2. To get your maximum heart rate (MHR) Purpose: To determine the highest rate your heart is capable of attaining Directions: Subtract your age from 220. Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm 3. To get your target heart rate zone Purpose: To determine your aerobic intensity according to a straight percentage of your maximum heart rate, usually within 60 to 90% Directions: Get the maximum heart rate. Multiply it by 60% (0.60) to get the lower limit. Multiply by 90% (0.90) to get the upper limit. Record your target heart rate zone. Example: • If you are 16 years old, your MHR is 204 bpm. • Determine the lower limit. (204 x 0.6) = 122.4 beat per minute • Determine the upper limit. (204 x 0.9) = 183.6 beats per minute • Thus your target heart rate for training is between 122.4 to 183.6 beats per minute. Types Beats per Minute (bpm) Date 1. Resting Heart Rate 2. Maximum Heart Rate (MHR) 3. Target Heart Rate Zone What did you notice about your heart rates? Do you think it is necessary to learn how to estimate these types of heart rate? Why? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 27.
    D EPED C O PY 73 Activity 2: PHYSICALFITNESS ASSESSMENT Do you have an idea of your present level of physical fitness? Evaluation of your current fitness level is important because it gives you important data on the areas to be improved or enhanced. This allows setting reasonable fitness goals and planning not only suitable but enjoyable physical activities as well. I. Objective: To assess your performance in the different fitness tests My Fitness Profile in Health and Skill-Related Physical Fitness Part A Name: _______________________ Grade and Section ______ Date _________ Age: _______ Height ______ Weight______ Resting Heart Rate ____________ Maximum Heart Rate _____________________ Target Zone Heart Rate ______ Part B Fitness Test Pre-Test Score Interpretation of Score Date Post-Test Score Interpretation of Score Date Remarks Trial 1 Trial 2 Trial 1 Trial 2 Curl-up * Push-up * Trunk Lift 50-Yard Dash * 1-Foot Stand *Trial 2 is not necessary with this test II. Procedure: 1. Fill in the information needed in Part A 2. Fill in the information needed in Part B by: a. Reading the procedure for each of the selected tests presented in the fitness profile b. Performing warm-up before taking the fitness test c. Performing cool-down exercises after the fitness test d. A trial is encourage for each category before proceeding to the test proper. Record the best score. When done, write the date of test, interpretation of score (with teacher’s guidance) and remarks, if any, in the appropriate cells. Find out the interpretation of scores based on what is given in the lesson and the information given by your teacher. A. Curl-up Test Purpose: To measure muscular endurance of the abdominal muscles. Equipment: exercise mat, a measuring strip that is 30 inches long and 4.5 inches wide. Procedure: 1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat on the floor and legs slightly apart. The arms should be straight, in line with All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 28.
    D EPED C O PY 74 your trunk, andpalms resting on the mat. 2. Have one of your partners place the measuring strip under your knees on the mat so that your fingertips rest on the edge of the measuring strip. 3. Start to curl up your torso using your abdominal muscles until your fingers reach the other side of the measuring strip. Keep your heels in contact with the mat. 4. Do as many curl-ups as you can with a maximum of 75. You must have about 1 curl-up every 3 seconds. 5. Record your results. Interpretation of Scores: Age Number of Curl-ups Boys Girls 15 16-35 18-32 16+ 18-35 18-35 Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) B. Push-ups Purpose: To measure the strength of the arms and the shoulder girdle Equipment: stopwatch Procedure: 1. Boys: Begin with the common push-up position. The body is supported by the hands and toes. Keep your upper body straight. Girls: Begin with the push-up position with the weight placed on hands and knees. Push with the arms until these are fully extended. 2. Lower the body until the elbows are at a 90 angle. Perform as many as you can in one minute. 3. Count the number of repeated push-ups done correctly. Record the results. (Source: FITNESS GRAM (c) Test kit (The Cooper Institute for Aerobics, December 1999) o All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 29.
    D EPED C O PY 75 Interpretation of Scores: Age Numberof Push-ups Boys Girls 15 16-35 7-15 16+ 18-35 Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) C. Trunk Lift Purpose: To measure the upper back and trunk flexibility Equipment: exercise mat, ruler Procedure: 1. Begin by lying in prone position. Your legs should be straight and your hands are under your thighs. 2. Extend your arms forward with one hand placed on top of the other. 3. Lift your chin slowly (as high as possible) while your partner holds your legs.Hold this position for about 3 seconds. 4. Another classmate will measure (using a ruler) the distance between your chin and the floor. You may have 2 trials and record the best result. Interpretation of Scores: Age Number of Trunk lifts Boys Girls 15 9 - 12 inches (healthy zone) 16+ Scores below the healthy zone are considered low. Source: Rainey and Murray (2007) D. 50-Yard Dash Purpose: To evaluate speed Equipment: measuring tape and a flat surface 70 yards or longer Procedure: 1. Mark off a safe course 50 yards long. 2. Position the starter at the finish line with a stopwatch. The starter timer will shout “ready”, “get set” and “go”. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 30.
    D EPED C O PY 76 3. At the“Go” signal, sprint as fast as you can to the finish line. 4. Record your time. Interpretation of Scores: Skill Level Speed Scores ( in seconds) Boys Girls Good to better 6.3 - 7 7-7.9 Average 7.1 – 7.5 8-8.7 Fair 7.6 – 8.5 8.8 -10.3 Low 8.6+ 10.4+ Source: Rainey and Murray (2007) E. One foot Stand Purpose: To evaluate balance by holding the position for a maximum of 60 seconds Equipment: stopwatch and a flat surface Procedure: 1. Test your balance by standing on one foot. Bend the other leg and place the other foot on the inside of the supporting leg. 2. Place your hands on waist. Raise the heel of the supporting foot off the floor at a given signal. Maintain balance as long as you can. 3. Stop this test if you lose your balance or if 60 seconds is over. 4. Record your score. Interpretation of Scores Skill Level Balance Scores (in seconds) Boys Girls Good to better 37 or longer 23 or longer Average 15-36 8-22 Fair 5-14 3-7 Low 0-4 0-2 Source: Rainey and Murray (2007) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 31.
    D EPED C O PY 77 Did your strongand weak components match your prior calculations? What problems did you encounter while conducting the test? Answer the following questions to find more about your experiences. 1. What do you feel about the results you got? 2. What are the steps to be taken in order to improve the results of your fitness tests? 3. The fitness test result that I am proud of is/are_________________________ because ______________________________________________________ _____________________________________________________________. Now that you have assessed your fitness level, you are now ready to engage in a variety of active recreational activities that will help you maintain a healthy lifestyle. Be ready with your workout attire. Enjoy and have fun with the succeeding fitness activities. Let’s begin with fitness walking activity. Fitness Walking Walking is generally considered as a moderate physical activity, but it is effective in promoting metabolic fitness and overall health. To achieve cardiovascular fitness, walking must be done intensely enough to elevate the heart rate to target zone levels. Take a look at its health and fitness benefits: 20 Benefits of Walking 1. helps with weight management 2. accessible to everyone 3. doesn’t require special equipment 4. one of the easiest ways to get more active 5. reduces symptoms of depression and anxiety 6. a low impact exercise 7. lowers low-density lipoprotein (LDL) cholesterol (the “bad” cholesterol) 8. raises high-density lipoprotein (HDL) cholesterol (the “good” cholesterol) 9. lowers blood pressure 10. reduces the risk of some cancers 11. helps reduce risk and/or aids with the management of type 2 diabetes 12. helps maintains strong bones 13. reduces the risk of heart attack 14. less likely to lead to injuries 15. reduces stress 16. reduces the risk of heart disease 17. you don’t have to pay for it 18. builds aerobic fitness 19. helps maintain lean muscle tissue All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 32.
    D EPED C O PY 78 Frequently Asked Questions: Howdoes walking compare to running? Walking can provide you the same benefits as a running program. General health benefits are acquired from walking. For cardiovascular benefits, the key is walking fast enough to get your heart rate up. What should I look for in walking shoes? • low heels • flexible sole • lightweight and breathable fabric • great fit How can I prevent shin pain? Painful or aching shins are very common for new walkers. It can also be a problem when increasing speed or distance. To avoid aching shins: • increase speed and distance gradually • wear good, flexible, walking shoes with a low heel • perform ankle circles and toe points before and after your walks • stretch your calves and shins well after your walk. How many calories are burned when walking one mile? An average 100 calories per mile. It varies depending on the individual, speed, terrain, etc. What should I eat before doing a walking activity? Eat something high in carbohydrates, whole grain cereal, whole wheat bread, and banana. Do not eat anything heavy, fatty, or that might upset your stomach (this will be different for each individual). Whatever you eat should be something you have previously tried so you know how you react to it. Be sure to drink water during and after the walk. Now that you already know the many benefits of walking, start your walking program with your friends. The walking program below will help you increase your stamina and will strengthen your heart. Start your one month fitness walking routine now! Activity 3: WALKING FOR FITNESS AND FUN I. Objective: To develop interest in walking as a good form of exercise in developing cardio- respiratory endurance II. Procedure: 1. Group yourselves into 5 and choose a leader. 2. Discuss the benefits of fitness walking and some tips to make your walking routine fun and enjoying. 3. Perform the following stretching and warm-up exercise before starting your walking program. a. Lower Back Stretch b. Hamstring Stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 79 c. Quadricep Stretch d. Shin Stretch e. Outer Thigh Stretch f. Inner Thigh Stretch g. Calf Stretch h. Knee Bends/Squat i. Hip Circles j. Knee lifts k. Jog in place l. Jumping Jacks m. Breathing Exercises Walking for Fun Warm Up Target HR Zone Cool Down Total Time Week 1 Walk 5 min. Walk briskly 5 min. Walk 5 min. 15 min. Week 2 Walk 5 min. Walk briskly 7 min. Walk 5 min. 17 min. Week 3 Walk 5 min. Walk briskly 9 min. Walk 5 min. 19 min. Week 4 Walk 5 min. Walk briskly 11 min. Walk 5 min. 21 min. Week 5 and on: Check your pulse periodically to see if you are exercising within your target heart rate. As you become more fit, try exercising within the upper range of your target heart rate. Gradually increase your brisk walking time to 20-30 minutes, 3-4 times a week. Remember that your goal is to get the benefits you are seeking and to enjoy your activity. Tips to Enjoy your Walking Routine • Pass the talk test. If you can’t talk while walking, you are exercising too hard. Slow down. • Walk before you run. Starting a running program might be painful, and pain is no fun. Become a walker first. Condition your body with a low-impact activity and later on you will be better prepared for higher-impact exercises such as running. • Wear bright clothing. Strive to be seen, not part of an accident scene. • Warm-up before you walk and cool-down after. • Change your route. Explore other walking trails or route in your vicinity. • Listen while you walk. Listen to your favorite music while walking to be motivated to finish. You can use an electronic device to play music. • Walk with a friend. Invite a friend or a family member to join your fitness walking. • Meditation or prayer. Use your walking time to meditate or pray. • Join a walking club. Plan attending a big walking event like “Walk for a Cause” to add some excitement and variety to your walking. • Crosstrain. Alternate walking days with biking, swimming, playing badminton or other exercise to maintain a healthy heart. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 34.
    D EPED C O PY 80 Running for Fitness WarmUp Target HR Zone Cool Down Total Time Week 1 Walk 5 min., then stretch Walk 5 min., run 1 min, walk 3 min, run 1 min. Walk 3 min., then stretch 2 min 20 min. Week 2 Walk 5 min., then stretch Walk 5 min., run 1 min, walk 5 min, run 1 min. Walk 3 min., then stretch 2 min 22 min. Week 3 Walk 5 min., then stretch Walk 5 min., run 3 min, walk 5 min, run 3 min. Walk 3 min., then stretch 2 min 26 min. Week 4 Walk 5 min., then stretch Walk 4 min., run 4 min, walk 5 min, run 5 min. Walk 3 min., then stretch 2 min 28 min. Week 5 and on: Check your pulse periodically to see if you are exercising within your target heart rate. As you become more fit, try exercising within the upper range of your target heart rate. Gradually increase your jogging/running time from 20-30 minutes (or more, up to 60 min.), three to four times a week. Reflective Questions 1. What did you notice about your heart rate? Do you think it is necessary to check your heart rate after a walking or a running activity? 2. What are the benefits of walking and running activities to you? 3. What did you discover about your health after engaging in walking and running activities? You are successful in conditioning your heart by knowing the many benefits of walking and by actively participating in your group activity. Now, you are ready to build muscle strength with the activities you are about to engage in. Enjoy the many benefits of strength training that will surely help you with your daily activities in school, at home and in your community. Let’s Build Strength through Muscle Exercise The benefits of strength training for young teenagers like you lead to increase muscle strength and endurance, power and muscle tone - all of which help to improve and maintain your functional physical capacity to perform your daily tasks easily. Strength is a basic health-related fitness component and is an important wellness component for optimal performance in your daily activities such as sitting, walking, running, lifting, doing school and house work, and enjoying recreational activities. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 35.
    D EPED C O PY 81 As you prepareto design your own basic strength-training program, keep the following guidelines in mind: Exercise Safety Guidelines 1. Select exercises that will involve all major muscle groups: chest, shoulders, back, legs, arms, hip, and trunk. 2. Select exercises that will strengthen the core. Use controlled movements and start with the light-to moderate resistance. 3. Never lift weights alone. Always have someone work out with you in case you need a spotter or help with an injury. 4. Warm-up properly before performing a light-to moderate intensity aerobic activity (5 to 7 minutes) and some gentle stretches for a few minutes. 5. Maintain proper body balance that involves good posture, a stable body position and correct posture in sitting, lying and other exercise positions. 6. Breathe naturally. Inhale during the eccentric phase (bringing the weight down) and exhale during the concentric phase (lifting or pushing the weight up). 7. At the end of each strength-training workout, stretch out for a few minutes to help your muscles return to their normal resting length and to minimize muscle soreness and risk of injury. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 36.
    D EPED C O PY 82 Activity 4: LET’SSTRETCH AND BE FLEXIBLE I. Objective: To stretch and condition the muscles to be used for the strength training workout II. Materials: • mats III. Procedure: 1. Wear exercise clothing and perform stretching exercises. 2. Perform all of the recommended flexibility exercises in this lesson. Exercise 1: Neck Stretches Action: Slowly and gently tilt the head laterally. You may increase the degree of the stretch by gently pulling with one hand. You may also turn the head about 30 degrees to one side and stretch the neck by raising your head toward the ceiling. Do not extend your head backward, instead look straight forward. Areas Stretched: Neck flexors and extensors; ligaments of the cervical spine. Exercise 2: Arms Circles Action: Gently circle your arms all the way around. Conduct the exercise in both directions. Areas Stretched: Shoulder muscles and ligaments. Exercise 3: Side Stretch Action: Stand upright, feet separated to shoulder- width, and hands on your waist. Now bend the upper body to the right, with the left arm extends over the head, towards the right. Hold the final stretch for a few seconds. Repeat on the other side. Areas Stretched: Muscle and ligaments in the pelvic region. Exercise 4: Body Rotation Action: Place your arms slightly away from the body and rotate the trunk as far as possible, holding the final position for several seconds. Conduct the exercise for both the right and left sides of the body. Areas Stretched: Hip, abdominal, chest back, neck and shoulder muscles, hip and spinal ligaments All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 83 Exercise 5: ChestStretch Action: Stand opposite your partner about an arm’s length apart, facing each other. Place your hands on your partner’s shoulders. Let your partner do the same. Bend down together at the waist without losing hold of each other’s shoulders until your upper body is a parallel to the floor. Hold the final position for a few seconds. Areas Stretched: Chest (pectoral) muscles and shoulder ligaments. Exercise 6: Shoulder Hyperextension Stretch Action: Have a partner grasp your arms from behind by the wrist and slowly push them upward. Hold the final position for a few seconds. Areas Stretched: Deltoid and pectoral muscles; ligaments of the shoulder joint. Exercise 7: Quad Stretch Action: Lie on your side and move one foot back by flexing the knee. Grasp the front of the lower leg and pull the ankle toward the gluteal region. Hold for several seconds. Repeat with the other leg. Areas Stretched: Quadriceps muscle, Knee and ankle ligaments Exercise 8: Heel Cord Stretch Action: Stand against the wall or at the edge of a step and stretch the heel downward, alternating legs. Hold the stretched position for a few seconds. Areas Stretched: Heel cord (Achilles tendon) Gastrocnemius and soleus muscles Reflective Questions 1. Are these exercises beneficial to your fitness improvement? Will you use them as part of your regular exercise or physical activity plan? Why? 2. Do you think you can improve your level of flexibility? What should you do in order to increase your level of flexibility? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 38.
    D EPED C O PY 84 Activity 5: THENOVICE CHALLENGE: STRENGTH TRAINING WITHOUT WEIGHTS I. Objective: To assess your muscular strength and observe the importance of proper execution of exercises for safety II. Materials: • exercise mats III. Procedure: 1. Perform stretching and warm-up exercises before performing the series of strength training exercises. 2. Listen to the instruction of your teacher. 3. Observe the safe and proper execution of exercises to avoid injury. 4. Cool down after performing the exercises. A. Flatten your Abs 1. Twisting Crunches 2. Leg raises B. Strengthen your Chest Muscles 1. Push-Up 2. Decline Push-Up 3. Knee Push-up All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 39.
    D EPED C O PY 85 C. Build yourLower Body Strength 1. Walking Lunge 2. Side Lunge 3. Tricep Dip 4. Squat 5. Prone Hold 6. Glute Lift Reflective Questions 1. Are these exercises beneficial in improving your muscular strength? What other exercises or activities can you suggest in order to maintain your level of fitness? 2. Did monitoring your exercises help you keep track of your progress? Why? 3. My performance could have improved more if ________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 40.
    D EPED C O PY 86 Activity 6: STRENGTHTRAINING AND ITS MANY MYTHS I. Objective: To know the truth about the different myths on strength training II. Materials: • pictures of people lifting weights and doing strength exercises • pen and paper • flash cards III. Procedure: 1. Discuss and explain the myths associated with weight and strength training. 2. Read an article on steroids in a newspaper, magazine, or encyclopedia and answer the following questions: a. Do you agree with the idea that the use of steroids gives the athlete an advantage in performing well in their sports activities? b. What are the dangers in using steroids? 3. Read and understand the following myths about strength training. 4. Do a simple research on the truth about the different myths. 5. Conduct a survey of adults in school or in the community to determine the extent to which the myths are thought to be true. 6. Compile the results of the survey along with the recommendations on how the myths can be corrected. Myths and Fallacies about Weight and Strength Training Myth 1: Females who lift weights will develop big, bulky, muscles like those of males. Myth 2: Muscle can turn to fat if a person stops lifting weights. Myth 3: Strength training reduces flexibility. Myth 4: Strength and weight training will make you slower and less coordinated. Myth 5: Elderly people should avoid strength training. Myth 6: Weight training is a good way to improve cardiovascular fitness. Myth 7: Strength training is harmful to the growth and development of adolescents. Myth 8: Female muscles will not develop strength. Myth 9: Strength training has few benefits for women and will only detract from their personal appearance. Myth 10: Strength training slows down the aging process of men more than women. Reflective Questions 1. What truth did you discover about the myths on weight and strength training? 2. Will you still continue engaging in strength or weight training programs even when you grow old. Why? 3. I now realize that strength training is _______________________________. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 87 Activity 7: THEMULTI CHALLENGE: EXPERIENCE THE WONDER OF YOGA EXERCISES The Many Benefits of Yoga Exercise 1. It increases respiratory efficiency. 2. It improves posture and balance. 3. It increases one’s endurance and energy. 4. It improves one’s memory, concentration, mood and self- actualization. 5. It decreases anxiety and depression. 6. It is relaxing. It has slow dynamic and static movements. 7. It has a low risk of injuring the muscles and the ligaments. 8. It increases one’s flexibility and is good for muscle toning. 9. It is the best way to build core strength. 10. It tests mental endurance and physical stamina. 11. It is a good form of meditation. In this activity, you will be given opportunities to learn basic movements and positions in Yoga. Mastering the poses will help you strengthen and stretch your muscles, improve your posture, and prevent workout injuries. So, what are you waiting for? Prepare yourself for fitness challenges on and off the yoga mat and be FLEXIBLE! After mastering the basics, you can already create your own combinations. I. Objective: To perform the different basic yoga poses properly to avoid muscle injuries II. Materials: • CD/VCD/DVD player • speaker • yoga music/instrumental music • pen • notebook • illustrations showing the basic movements and Yoga poses III. Procedure: 1. Discuss the benefits of yoga exercises to one’s health. 2. Listen to the step-by-step instruction of the teacher on how to perform the movements correctly and to avoid muscle injury. 3. Perform the following warm-up and stretching exercises before performing the yoga poses. a. neck stretches b. upper back and side stretches c. lower back stretche d. inner thigh stretch e. hamstring stretch f. groin stretch g. calf stretch All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 88 Let’s get started!Study and perform the eight foundation postures presented in this lesson. 1. Downward Facing Dog Position • Stand with your feet hip distance apart on a yoga mat with your arms at your sides • Keep your back straight, hinge forward at the waist and plant your palms flat on the floor, fingers pointing forward and spread apart. If necessary, bend your knees. • Press your chest toward your knees, keep your eyes focused on your toes and press your heels toward the floor. 2. Mountain Pose • Stand on the yoga mat with your feet together. • Gently rock back and forth on the balls of your feet and your heels to spread your weight evenly across the base of your feet. • Bend your knees slightly and then straighten them again to help loosen your joints.  • Curl your pelvic bone up slightly so that your tailbone continues the straight line of your spine. Your goal is to align your hips so that you’re not putting any extra pressure on your back or your knees. • Extend your spine upward by lifting the chest away from the stomach. Lengthen the back of your neck and press down into the floor with your feet and rest in this neutral position. • Raise your arms to the ceiling and gaze forward. 3. Warrior Pose I • Step your left foot toward the back of your mat to come into warrior pose • Bring the left heel to the floor and turn the left toes out to about a 45-degree angle. Begin to bend the right knee over the right ankle. • Inhale while bringing your arms up over your head. The arm position can vary according to the mobility in your shoulders. • The classic position is with the palms touching overhead. However, you may choose to keep the palms separated at shoulder’s distance apart or even bend at the elbows and open your arms like a cactus. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 89 4. Warrior PoseII • Step or lightly jump with your feet 3-1/2 to 4 feet apart. Turn your left foot out by 90 degrees, the heel should be opposite your right arch. Raise your arms out to the sides, parallel to the floor, shoulders down palms facing the ground. • Exhale and bend your left knee over the left ankle, so that the shin is perpendicular to the floor. • Stretch the arms with the shoulder blades parallel to the floor. Keep the sides of the torso and the shoulders directly over the pelvis. Press the tailbone slightly toward the pubis. Turn the head to the left and look over yourfingers. • Maintain the position for 30 seconds to 1 minute. Inhale as you come up. Repeat using the right foot. 5. Extended Side Angle • From the downward facing dog position, bring your right foot to the front of your mat, placing it on the inside side of your right hand. • Anchor your left heel down to the floor. Angle your heel toward the center of your mat. • Bend your right knee so that your calf and thigh form a right angle with your thigh parallel to the floor. • Bring your gaze up towards your right hand. To keep the body in balance, repeat with your left foot. 6. Triangle Pose • Stand 3-1/2 to 4 feet apart. Hips are facing to the front. Stretch your body upward, then bending downward from the waist to the front of your hips. • Turn your right leg, including your thigh, knee and foot out by 90 degrees and left foot by 15 degreews • Raise your arms to shoulder level with your palms facing down towards the floor.  • Place your right hand on your right shin, as far down as you can reach comfortably.  • Raise your left arm towards the ceiling, with your palm facing forward. Gaze at your outstretched hand. • As you inhale, come up, bring your arms down to your sides and straighten your feet. Repeat on the other side. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 90 7. Cat-Cow Stretch • Begin with your hands and knees on the floor, palms facing downward, with shoulders directly over the wrists, and hips directly over the knees.  • Curl your toes under to stretch your foot arches. Inhale and slowly arch your back (Cow), lifting the chest up and away from the abdomen and extending your tailbone toward the ceiling.  • Release your feet to neutral so the tops are resting on the floor. On the exhale, round the lower back (Cat), gently contracting the abdomen. Repeat six times and increase your range of motion with each repetition.  8. Staff Pose • Sit with your legs straight out in front of you on the floor. The feet are hips-width apart. • Activate the leg muscles by pressing out through the ball of the foot with the inner and outer heel. Drop the shoulder blades down the back. • Inhale and lengthen the spine all the way up the crown of the head. • Tuck your chin in slightly. Stretch the abdominal muscles away from the lift of the chest. Bring the gaze directly in front of you and breath normally. Reflective Questions 1. How well did you perform the different yoga poses? Did you feel the strengthening of your muscles? 2. Will you recommend yoga to your family and friends as a good form of slow dynamic and static exercise? Why? 3. What benefits can you gain as you engage yourself in doing basic yoga movements? You have tried a variety of fitness activities already in this lesson. Do you want more fun and exciting active recreation and fitness activities? Ready to groove and sweat, burn those fats and calories and be cool doing the hip-hop aerobics? Show your style and feel the energy grooving with your favorite hip-hop moves. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 91 Activity 8: THEEXTRA CHALLENGE – DO THE HIP-HOP CARDIO WORKOUT Hip hop aerobics get your heart pumping and your body moving. Do some street style dancing while you kick up your cardio with popping and locking, breaking, top rockin’, jerking, freezing, spinning, and sliding. Benefits of Hip-Hop Aerobics • calorie and fat burning workout • improve coordination, flexibility, and agility • increase aerobic fitness • improve stamina and endurance • encourage confidence • develop social skills and values • promotes a positive mindset • improve mental functioning Are you ready to show your dance style? Let’s start groovin’! I. Objective: To perform simple hip-hop aerobic routine to improve cardio-vascular endurance II. Materials: • CD player • hip-hop music • videos of hip-hop aerobics routine III. Procedure: 1. Discuss the benefits of hip-hop aerobics. 2. Enumerate different dance genre that can be considered hip-hop in style. 3. Watch a video in class on a hip-hop aerobics routine (e.g., MTV Hip-Hop Grind Workout Video). 4. Perform warm-up exercises before engaging in hip-hop aerobics. 5. Perform simple hip-hop steps from the video for fun and fitness. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 92 Let’s Get Started: Performthe following warm-up exercises using an upbeat music (e.g. On the Floor, Where Have you Been, Timber, Treasure, or Blurred Lines) 1. head encircling 2. shoulder isolation 3. shoulder rolls 4. side arm stretch (upward and sideward) 5. hip isolation 6. squats 7. side steps 8. slide steps 9. hop steps 10. jumping jacks 11. breathing exercises Are you ready to groove with the beat? Show your hip style now! Perform the following basic hip-hop dance steps with the help of your teacher. Interpret the step- by-step instruction given below and enjoy the hip-hop moves with an upbeat music. 1. Glide Step • Starting with the right foot, slide to the right, then slide to the left with left foot. • Make it single-single-double slide step. • Extend arms sideward left when sliding to the right then reverse direction 2. Box Step • Cross right foot over left foot, cross left foot over right (cts. 1,2). Pull right foot back then pull left foot back (cts. 3 & 4) • Stomp right foot then punch right arm downward then reverse side (cts. 5,6) • Round arms from chest (cts. 7, 8). 3. Pump Step • Starting with right foot, step side then close left foot to right foot with arms pumping at chest level (cts. 1,2,3,4). 4. Pull Down • Starting with the right foot, slide to the right and push down right arm and pull left leg up (cts. 1,2). • Repeat starting with the left foot. (cts. 3 & 4) 5. The Turn Step • Starting with the right foot, do a 3-step turn to the right and snap both fingers down (cts. 1,2,3,4) • Repeat starting with the left foot. (cts. 5,6,7,8) 6. Jumping Jack Changes • Jump out, extend both arms sideward, jump in, extend both arms upward (repeat 2x) (cts. 1,2,3,4) • Cross right foot over left (ball change), repeat with left foot (cts. 5,6,7,8). All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 93 7. Hip-hop Wave • Wave right arm upper up moving to the right (cts. 1,2), repeat moving to the left (cts. 3,4) • Repeat 2x 8. Cool Walk • Starting with the right foot, walk forward with knees slightly bouncing, swing left arm forward (as if your walking); repeat with left swinging right arm foot (cts. 1,2,3,4) • Repeat 4x 9. Shoe Tap • Start with a simple toe tap with the right foot moving forward closing left to right, then moving backward (cts. 1,2,3,4). • Repeat starting with the left foot (cts. 5,6,7,8) 10. Hip Roll • Bend both knees and push hips to the right then cross step left (ball change) (cts. 1,2,3,4). • Repeat moving to the left (cts. 5,6,7,8) Reflective Questions 1. How did you find the workout? Was it easy to perform? Why? 2. What other health benefits did you achieve performing the hip-hop aerobic? Were you satisfied with your performance? Why? 3. I am interested more in developing my skills in _________________ _______________________________________________________ to achieve ______________________________________________ _______________________________________________________. Activity 9: THE EXTRA CHALLENGE - HI-LO CARDIO WORKOUT FOR FUN Aerobics fitness requires some skill, but the most important component to your working out is FUN! Your workout should be enjoyable that you will want to do it again. To get the most benefit from your aerobics workout, remember to do it right and have a great time. Now you are ready to enjoy the Hi-Lo cardio workout in this lesson. I. Objective: To develop one’s cardio-respiratory endurance, timing and coordination through simple hi-lo aerobic routine II. Materials: • CD player • aerobics music (different tempo/speed) All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 94 III. Procedure: 1. Discussthe importance of warming-up before engaging in aerobics activities. 2. Practice and perform the basic aerobic steps with the help of your PE teacher. 3. Listen to different music tempos to be used in the hi-lo aerobic routine. 4. Perform stretching and warm-up exercises before performing the aerobic routine. 5. Present a simple aerobic routine in class during a practical test. Before starting with your workout, consider the five reasons why you should warm-up. 1. Warm-up gradually elevates your heart rate. 2. Warm-up prepares your muscle and joints. 3. Warm-up increases your core body temperature. 4. Warm-up increases your fluid circulation. 5. Warm-up prepares you psychologically and emotionally. Practice some of the low- and high-impact aerobic movements to prepare for the class routine presentation. Low Impact Aerobic Movements High Impact Aerobic Movements March Hop Touch Step R Jack V-Step Jog Lunge Jump Step Touch R Knee lift Grapevine Lunge hop Shuffle Slide Squat Power Squat Cha-cha Hamstring curl Mambo x Hi-Lo Aerobic Workout Routine Counts Lower body Upper body 1 1-8 9-16 17-32 33-64 Step Touch (travel forward)X4 March back X 8 Lunge (S,S,D) X 2 Reverse all (Left foot Lead) Open and cross X 4 Double punch up and down for 2 sets Punch forward (R,L, then both) 2 1-8 9-16 17-24 33-64 Lunge hop (forward) X 4 Step touch rear X 4 Hamstring curl X 4 Twist (travel back to face front)x8 Clap X4 Open and cross X 4 Bicep curl X 4 Alternate bicep curl X 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 95 Routine Counts Lowerbody Upper body 3 1-8 Double Grapevine (travel R) Double Grapevine (travel L) V-step (L lead) 4 X Reverse all (L lead) Punch down X 3 and clap for 2 sets Punch down X 3 and clap for 2 sets Lateral deltoid raise X 8 4 1-4 5-8 9-12 13-16 17-24 25-32 33-64 Jog forward X 4 Slide (travel R) X 4 Jog Backward X 4 Slide (travel L) Alternate knee lift X 4 Jack X 4 Reverse all (Left foot Lead) Overhead press and clap X 2 Small circles X 4 Overhead press and clap X 2 Small circles X 4 Big circles X 4 Lateral deltoid raise X 4 Below is a Self-Assessment tool for you to evaluate your own performance in the different fitness and aerobic activities in this lesson. Based on your experiences, write the needed responses in your notebook. NAME:__________________________________ Gr./Sec.:______ Date:_____ Indicators of Performance O VS S NI P 5 4 3 2 1 1. Performs the step patterns correctly with mastery. 2. Performs the step patterns correctly, with mastery, coordination, and proper counting. 3. Displays proper bodylines while doing the movements. 4. Fosters positive attitude towards the activity. Performance Indicators: O - Outstanding Performs without any assistance from anybody yet with mastery VS - Very Satisfactory Performs without any assistance from anybody but with minimal errors S - Satisfactory Performs with little assistance from teacher and/or classmates and with minimal errors NI - Needs Improvement Performs with little assistance from teacher and/or classmates and with many errors P - Poor Shows no interest in coping with the challenges in the activities given All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
  • 50.
    D EPED C O PY 96 Part III: WHATTO REFLECT and UNDERSTAND In this part of your lesson, you will go deeper and further. You will be given opportunities to reflect and understand more on the importance of active recreation on your fitness and well-being. Activities will be provided for you to integrate weight management, a healthy lifestyle and active participation in a variety of recreation and fitness activities which will in turn be beneficial for you, your family and your community. Be motivated and be active NOW to be FIT and HEALTHY!!! Activity 1: FITNESS AND WELLNESS LIFESTYLE SELF-EVALUATION I. Objective: To assess your level of understanding on the importance of active participation in a variety of fitness and recreational activities to maintain fitness and wellness. II. Materials: • pen • notebook • reading materials on fitness and wellness III. Procedure: Read the instructions given for the activity. Copy and answer the questions on your notebook. 1. Explain the exercise and recreational program that you have undertaken for the entire school year. Express your feelings about the outcomes of the program and how well you accomplished your fitness goals. 2. List nutrition or dietary changes that you were able to implement and the effects of these changes on your body composition and personal wellness. 3. Briefly evaluate the activities presented in this module and its impact on the quality of your life. Indicate what you feel will be needed for you to continue to adhere to an active and healthy lifestyle. Reflective Questions 1. Has your level of physical activity increased compared with the beginning of the school year? 2. Do you participate in a regular fitness and exercise program that include cardio-respiratory endurance, muscular strength, and flexibility training? 3. Is your diet healthier now, compared to a few weeks ago? 4. Are you able to take pride in the lifestyle changes that you have undertaken over the last several weeks? Have you rewarded yourself for your accomplishments? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 97 Activity 2: BEA HEALTH AND FITNESS EXPERT! In this activity you will get involved in recommending exercises and activities that will enhance your understanding of nutritional needs. I. Objective: To apply your understanding on nutritional needs and the importance in observing proper and balanced diet at all times II. Materials: • reading materials • food pyramid guide chart • pen and paper • reference materials III. Procedure: 1. Read daily diets of three teenagers with different activities or lifestyles. a. Jason is a tennis player. He wants to maintain his weight for an upcoming competition, and starts curbing his diet by eating only bread and water. He is training daily and works hard to master the skills required in the sport. b. Juliana is a teenager who doesn’t have much activities except watching television and reading books and magazines. She eats large amounts of food in one sitting, and watches television while eating junk food. She is gaining so much weight but doesn’t indulge in any sport or exercises. c. Guia is a gymnast who maintains an ideal weight. She eats a lot of vegetables and fruits, and consumes fats, sugar, and sodium in moderation. She avoids junk foods, eats a balanced diet with complex carbohydrates, and plenty of water. 2. Analyze if the diet supports the nutritional needs of the teenagers. 3. Give your comments and suggestions regarding the proper diet for the adolescents’ nutritional needs. 4. Share in class your analysis and suggestions. Reflective Questions 1. What did you consider in giving your advices and recommendations? 2. How do your understanding and knowledge on proper diet and nutrition affect your actions and suggestions? 3. Were you satisfied with your suggestions? What were your insights and learnings from the different situations presented? All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 98 Activity 3: YOGATO THE BEAT (MOVES YOU CAN DO ON YOUR OWN) In this activity, you will be given the opportunity to create your own basic yoga routine considering the proper execution of the basic poses. I. Objective: To create a simple yoga routine based on the basic foundations or poses you have learned from the previous lesson II. Materials: • exercise mats • video of yoga routine • CD player/MP3 player • instrumental music • rubric III. Procedure: 1. Group yourselves into 5 members. Choose a leader. 2. Review the basic yoga poses. 3. Create 5 to 8 creative yoga exercises. 4. Choose an instrumental or meditative music. 5. Practice the yoga workout per group. 6. Perform the creative routine in class for the practical test. Reflective Questions 1. How do you feel about the activity? Were you able to perform the activity with confidence? 2. What do you think should one possess to be able to perform the different movements you and your classmates performed? Why? 3. How do the food we eat and activities we do influence our level of performance in performing the Yoga routine? Activity 4: COMPLETE ME In this activity, your knowledge will be assessed through the statements that you have completed below. You are encouraged to come up with your own ideas based on your understanding of the fitness concepts from the previous lessons and activities. Copy the following worksheet in your notebook. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 99 NAME:__________________________ Gr./Sec.:___________Date:________ Active recreationhelps you in _______________. Regular participation in any physical activity will enhances one’s ___________ to perform _________. Walking andrunninghasmanybenefitslike_____________,__________,______________. On the other hand, strength training can also develop your ___________ and _________. _______ can be developed if one engages in __________, ________ and _____________. Health and fitness can also improve if one engages in ____________ and ___________ regularly. The ________ can guide one as to what kinds of food to eat to maintain or improve weight too. My favorite among the fitness activities in this lesson is____________ because___________. I believe that with my participation in active recreation, I will improve my fitness, _____________ and may eventually help me in influencing my __________ to improve their fitness too. Activity 5: PROCESS YOUR UNDERSTANDING I. Objective: · To explain the importance of being physically active, and the causes and effects of a sedentary lifestyle to young teenagers like you. II. Materials: • pen • paper III. Procedure: Bring out a whole sheet of pad paper and a pen. In three to five paragraphs, explain the causes and effects of a sedentary lifestyle. Your output will be rated according to the following criteria: relevance, adequacy, and comprehensiveness. Part IV: WHAT TO TRANSFER In this phase, you will be challenged to apply whatever things you have learned about the lessons on active recreation. The activities will allow you to transfer the different concepts and skills you have learned in a new or different context and evaluation of products and performances. Your understanding of the lesson will be measured by your ability to provide concrete results or evidence of your learning. Activity 1: RATE YOUR HEALTH AND FITNESS PRACTICES I. Objective: To assess and describe your health and fitness activities and practices II. Materials: • pen and paper • checklist • rubrics All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 100 III. Procedure: Choose andtick the box that best describe your activities and practices. 1. I play different sports regularly. 2. I enjoy participating in recreational activities. 3. I eat a balanced diet everyday. 4. I express my emotions in healthy ways. 5. I sleep early at night and get up early in the morning. 6. I enjoy discovering new things. 7. I face life challenges positively. 8. I share my thoughts and feelings with my parents and siblings. 9. I don’t smoke and engage in other vices. 10. I enjoy doing hobbies either alone or with my family or friends. 11. I can decide for myself. 12. I welcome and appreciate constructive criticisms. Reflective Questions 1. What did you discover about your own health choices and involvement in physical activity now? 2. What do you plan to do with what you discovered? Why? 3. How can the concepts and principles of active recreation and fitness you have learned help you achieve a lifelong wellness? Activity 2: “MY WELLNESS PLAN” I. Objective: To prepare a wellness plan in order to maintain your present fitness level. II. Materials: • pen • paper • format of wellness plan • reading materials • rubrics • task cards III. Procedure: 1. Prepare a wellness plan based on the results of your fitness assessment. 2. Write the plans you wish to attain after you engage in the various fitness and recreation activities in this lesson. 3. Be creative. Those who are good in writing and arts can make acoustic poem using the word “Wellness” and create a collage or poster illustrating the wellness theme. 4. Your creative product or output will be displayed in class. 5. Have a discussion on ways to stay fit and healthy. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 101 Sample format ofWellness Plan Areas I will improve/maintain My fitness test results Activities I will indulge in Activity 3: COMMUNITY OUTREACH PROGRAM I. Objectives: To organize a recreation fitness activity for the community To recognize the importance of active recreational activities in developing the health and fitness of the community To influence the community’s awareness of the value of fitness through project COP (Community Outreach Program) II. Materials: • CD/VCD/DVD player/s • CDs/VCDs/DVDs of different dance aerobics • speaker and microphone • working committees template III. Procedure: 1. You will now extend your fitness commitment to the community as required. But don’t worry because your teacher will assist you in realizing your goals in this activity. Goal: Maintains an active lifestyle to influence the physical activity participation of the school community. Role: Fitness Recreation Manager Audience: School Community Situation: An inter-class aerobic dance competition is initiated by the MAPEH Department in reinforcement of the fitness program of the school. They need a PE or fitness instructor to guide them in their preparations. Product: A polished Aerobic dance routine ready for presentation for the inter-class aerobic dance competition. Standard: Your work will be rated according to the following criteria: § teamwork (sense of community) § proficiency and display of high level fitness § creativity and resourcefulness 2. For you to be guided on your role in this activity, take note of the assignments in the respective committees, namely: • Program, Communication, and Coordination Takes charge of all communications including requests for approval of the principal regarding the conduct of the activity, issuance and retrieval of parents’ waivers, and letters coordinating the activity with the class adviser/ MAPEH teacher All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 102 • Registration, Attendance,and Certificates Takes charge of the registration of participants, checking of attendance, and certificates of recognition for the training team, and certificates of participation for the participants • Choreography and Aerobic Training Takes charge of the training aspect which includes teaching of aerobic dance routine and choreography • Documentation Comes up with a narrative accomplishment report relative to the conduct of the activity, attaching all copies of communications made and pictures taken 3. Give each person an assignment based on the committees, according to their interest and expertise. See to it that assigned members can perform the duties and responsibilities relative to the committee they belong to. 4. Thorough planning with your teacher is needed to make sure this outreach program achieve its goals. To be successful you need to prepare everything beforehand and make the necessary coordinations and communications for proper dissemination. Reflective Questions 1. What went well? What could be improved? 2. Considering everything that took place, could you have done better? How? 3. What do you think were the factors that hindered you from doing better? 4. How important is promoting an active lifestyle in school, at home, or in the community? 5. Given the opportunity to regularly participate in such activity, how can active recreation contribute to the attainment of fitness and well-being? 6. Now that you have deeper understanding of active recreation and the basic skills to participate in physical activities, how can you influence others in your community to stay fit and healthy? SUMMARY Now that you have learned the concept of active recreation and how it can maintain and improve your life, it is now your turn to share what you have learned with your family, friends and immediate community. The true measure of your understanding of the concepts and principles of active recreation, fitness, and a healthy lifestyle is your capacity to apply it in your daily life. Reading more about health, fitness and wellness, specifically on lifestyle and weight management at the same time keeping yourself engaged in such activities, will make you a more physically fit and healthier individual. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 103 No one wouldever understand the importance of recreation until you experience the benefits. It is fun, embodied in the form of fitness activities to refresh one’s body and mind. It is only through your personal experience that you can influence others to participate and commit to improving their own health and fitness practices. Fitness is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and stress-free. So what are you waiting for? Go on and influence your community! If everyone is fit enough to carry out their daily routines then they are also capable of becoming more productive members of the community and contribute in the development of our nation and make our environment a healthy place to live in. SUMMATIVE TEST Your final challenge is to pass the summative test. It will assess the knowledge, processes and understanding you have acquired on active recreation and fitness. So, grab a pen, bring out a whole sheet of paper, and accomplish this job. Good luck! GLOSSARY Aerobic exercise a style of physical movement designed to increase heart rate and improve oxygenation throughout the body Anorexia nervosa eating disorder characterized by self-imposed starvation to lose and maintain very low body weight, due to a false or distorted perception of being fat Binge-eating disorder eating disorder characterized by uncontrollable episodes of eating excessive amounts of food within a relatively short time. Bulimia nervosa an eating disorder characterized by a pattern of binge eating and purging in an attempt to lose weight and/or maintain low body weight. Emotional eating the consumption of large quantities of food to suppress negative emotions. Frequency refers to how often you involve yourself in regular physical activity or exercise. Hip-hop Aerobics an exciting combination of intense cardiovascular exercises incorporating hip-hop moves and upbeat music to get your heart pumping Intensity refers to how hard you should exercise or the difficulty of your physical activity. Recreation an activity that people engage in their free time that they enjoy and recognize as having socially redeeming values and generates a general sense of well being Time refers to how long you should engage in a specific physical activity. Type refers to the kind of exercise or physical activity you should engage in. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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    D EPED C O PY 104 References: Corbin, Charles etal. (2008). Concepts of Physical Fitness: Active Lifestyles for Wellness. Mc Graw Hill Co. Inc. U.S.A. GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/ Curriculum-Development-Guide/GRASP.pdf Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/ watch?v=OFpHULW4CUw Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/ watch?v=Yqr1bymA3 Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/ watch?v=iwE8xhk0LxU Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction. Human Kinetics Publishers Inc. Champaign, Il. Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from: www.youtube.com/watch?v=SRJN5mVIGcU Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner- center.php The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/ watch?v=PYHEjFb3fq0 Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts & Entertainment Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness. 9th Edition. Thomson Learning Inc. CA. U.S.A. Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition. Wadsworth, Cengage Learning Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott Williams & Wilkins, Baltimore, MD 21201 Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise Science and Sport. McGraw Hill Co. Inc. U.S.A. Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www. youtube.com/watch?v=0o0kNeOyH98 Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE 10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople. com/resource/videos-detail.asp?video=87 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.