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Physical Education 10 learning Material

This document provides information about a learner's material for Physical Education and Health for Grade 10 in the Philippines. It was collaboratively developed by educators from schools, colleges, and universities. The material covers several modules related to active recreation and lifestyle management. It encourages maintaining an active lifestyle through physical activity to promote personal, family, and societal fitness. It also stresses the importance of proper nutrition and weight management for overall health and well-being.

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10 Physical Education and Health 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.
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.
1 DEPED COPY Unit 1:Active Recreation (Sports) DEPED COPY 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.
2 DEPED COPY Module No.: 1 Number of Sessions: 10 CONTENT STANDARD PERFORMANCE STANDARD The learner … • demonstrates understanding of lifestyle and weight management to promote societal fitness The learner… • maintains an active lifestyle to influence the physical activity participation of the community and society • practices healthy eating habits that support an active lifestyle I. Introduction What activities make up your day? Do you spend time being active? Which type of food do you usually eat? Do you eat just anything you want? Are you aware that the things you do on a daily basis contribute a lot to your health? Yes, the things that you do like your daily routine, physical activities, and eating practices can make you either healthier or it can put you at risk even at a young age. People of all ages and health conditions should learn to prioritize their health through proper management of lifestyle and weight. You can participate in physical activities and modify your eating habits. As a member of society, you should give importance to your health. The value you give to your health is of significance not only to you but to society as well. Remember, a healthy individual is a productive individual. For you to become familiar with lifestyle and weight management, this module will help you take positive steps to have a healthier lifestyle through active recreation. The activities are enjoyable and offer satisfaction to enhance the quality of your life. You will understand the importance of taking care of your health through physical activities and proper eating habits. You will also understand that lifestyle and weight management will enhance not just your personal fitness but your family’s fitness and society’s fitness as well! So get involved and be part of the world of ACTIVE RECREATION! 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.
3 DEPED COPY II. Learning Competencies The learner... 1. describes the meaning and importance of managing lifestyle and weight; 2. understands risk factors for lifestyle diseases (obesity, diabetes, heart disease); 3. determines physical and physiological signs and symptoms that calls for lifestyle and weight management; 4. undertakes physical activity and physical fitness assessment; 5. assesses eating habits based on the Philippine Food Pyramid / My Food Plate; 6. engages in moderate to vigorous physical activities; 7. applies correct techniques to minimize risk of injuries; 8. monitors periodically one’s progress towards the fitness goals; 9. analyzes the effects of media and technology on fitness and physical activity; 10. critiques media information on fitness and physical activity issues; 11. expresses a sense of purpose and belongingness by participating in physical activity-related community services and programs; 12. advocates society’s efforts to increase participation in physical activities and improve nutrition practices. III. Pre-Assesment Read the following statements carefully and put a check mark (P) on the statements that apply to you. _____ 1. I engage in physical activities for at least 30 minutes several days a week. _____ 5. I take care of the environment by doing small deeds such as throwing my trash into the trash bin. _____ 2. I engage in physical activities that challenge my heart rate. _____ 6. I do warm-up, stretching, and cool- down exercises. _____ 3. I do not stress myself about schoolwork deadlines. _____ 7. I assess my physical fitness level and my participation in physical activities. _____ 4. I make sure I have my own personal time. _____ 8. I wear a seatbelt whenever I occupy the front seat of a car. 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.
4 DEPED COPY _____ 9. I am conscientious with what I eat. _____ 13. I have a first aid kit handy and I know how to use it. _____ 10. I try to eat vegetables and fruits as much as I can. _____ 14. I always find time to do leisure activities. _____ 11. I take note of what food labels say. _____ 15. I manage my time well, allotting ample time for schoolwork, leisure, and rest. _____ 12. I do not easily fall for fads and hypes on TV about fitness, health, and nutrition. _____ 16. I spend quality time with family, friends, and others in my social circle. Let’s see how you scored in the pre-assessment. Count the number of check marks (P) to know your Healthy Lifestyle Assessment rating. Excellent 13-16 Good 9-12 Fair 5-8 Needs improvement 0-4 Evaluate your results. Does your lifestyle prove to be beneficial or detrimental to your overall health? Take note of your daily habits for these can greatly affect your life. At the end of the module, it is expected that the number of your check marks (P) will be more than your initial results in this pre-assessment. INSTRUCTIONAL ACTIVITIES Part I: What to KNOW Hello Grade 10 students! Welcome to the part where knowledge will be learned. You will be provided with activities that will test your prior knowledge, stimulate your interest, and elevate your understanding and level of excitement in the different activities. This part of the module will help you get started and be mentally ready for the next parts. 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.
5 DEPED COPY Activity 1: WARM YOU UP This activity will prepare your body for a more strenuous physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck for several minutes. The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specific warm-up exercises. Activity 2: WHAT IS IT FOR YOU? In this activity, your prior knowledge about lifestyle and weight management will be assessed. I. Objectives: To discuss the meaning of lifestyle To identify the different lifestyle factors and their importance II. Materials/Equipment: • manila paper • masking tape • pen • activity notebook III. Procedure: 1. Form groups of five to eight members each. 2. Using a concept map, write words associated with “Lifestyle” inside the circles. You may add more circles if necessary. Do this in your activity notebook. 3. Focus on the following: • Describe the words given. • What were the words commonly given by the group? Why do you think these words were given? • What words were mentioned only once? Are these words important? 4. Define “Lifestyle” based on the words given by each member. 5. Choose one representative to do the presentation for 3 minutes. 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.
6 DEPED COPY Your lifestyle is of utmost importance. Everything you do, whether good or bad, has an effect on your health. Your lifestyle involves a lot of aspects like the physical activities you engage in, the food you eat, the daily habits you observe, the choices you make as a consumer, and many others. These different aspects of your lifestyle affect your overall health. Therefore, it is a must that you give attention to these factors to become a healthier individual. What aspects of your lifestyle do you think you should be most attentive to? Why do you think so? Activity 3: RACE TO CONNECT In this activity, you will discuss the relationship between lifestyle and weight management. I. Objective: To discuss connections between lifestyle and weight management II. Materials/Equipment: • manila paper • masking tape • chairs • words and pictures posted on chairs III. Procedure: 1. Form groups with five to eight members each. 2. Each group races to stand behind the chair with the word that they think significantly connects weight to lifestyle. Only one group can occupy a chair. Groups could switch places until the signal to stay is given. 3. Discuss your group’s choice of word or picture. Categorize your choice: Is it about nutrition/food, or physical activity/exercise? 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.
7 DEPED COPY Many aspects of your life are connected to your weight and lifestyle. Your food choices are only a part of them. Your age, gender, inherited characteristics, sleeping habits, and physical activity are also aspects to be considered. Remember that they contribute to your overall well-being as well as your susceptibility to disease. Giving more consideration and attention to your present habits and practices are vital to having a healthy lifestyle. Activity 4: WEIGHT, THERE’S MORE! In this activity, you will find out which among your eating practices and habits are healthy. I. Objectives: To discuss proper nutrition and weight management To differentiate between healthy and unhealthy eating practices II. Materials/Equipment: • checklist of healthy and unhealthy practices • pen III. Procedure: 1. Using the checklist, put a check mark (P) on the practices that show healthy weight management and a cross mark (O) on the unhealthy ones. Explain your answers briefly. Do this in your activity notebook. 2. Concentrate on the following: • What practices do you consider healthy or unhealthy? • Why are these practices considered healthy or unhealthy? 3. Discuss your answers with your seatmate. Healthy or Unhealthy Practices Healthy Unhealthy Reason/s 1. Eating fruits daily 2. Eating in moderation 3. Skipping meals on a regular basis 4. Consuming sweets uncontrollably 5. Substituting water for rice 6. Eating meat products moderately 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.
8 DEPED COPY Practices Healthy Unhealthy Reason/s 7. Choosing to eat home- cooked meals rather than buying fast food items 8. Leaving out vegetables when eating sinigang 9. Minimizing intake of deep fried food 10. Drinking beverages, like soft drinks, as the first option Your lifestyle includes the nutrition practices you observe. Which among the practices are considered healthy and which are unhealthy? Which of these do you do? Now is a good time to review and change those unhealthy habits for a healthier lifestyle. Activity 5: SWEATING OFF THE RISKS In this activity, the risk factors that can be addressed by active recreational activities will be discussed. I. Objectives: To discuss risk factors of lifestyle diseases To explain the importance of participating in active recreational activities To identify active recreational activities that can address risk factors of lifestyle diseases II. Materials/Equipment: • worksheet on risk factors • pen • task materials per station • letter cut-outs as word puzzles • activity notebook III. Procedure: 1. Form groups with five to eight members each. 2. There will be five stations that correspond to a specific scenario. Each station has a word puzzle that gives the risk factor of the scenario. 3. Each group must race to solve the puzzle to get the risk factor. After identifying the risk factor, you need to list down in your activity notebook the recreational activiites that can lessen/address the risk factor given. 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.
9 DEPED COPY Risk Factors Scenarios Recreational Activity 1. Ana is constantly in a hurry trying to meet deadlines. 2. Kathleen eats a lot of fast food items like burgers and fries. 3. Paul’s belly and arms are already flabby. 4. Bryan started getting hooked on cigarettes when he was just 14. 5. Dennis and his friends drink beer every other night. 4. Contemplate on the following: • Which scenarios can you relate with the most? Are you aware of the risk factors in these scenarios? • How can recreational activities address risk factors? 5. Make your summary report and share with the class. 6. Assign your group representative to present your report within 3 minutes. Risk factors to our health include the things that we do in our everyday lives and the physiological characteristics that we inherit from our parents. They should be taken seriously. Being aware of these risk factors as well as doing something to prevent and counteract their effects are important. Engaging in active recreational activities is highly promoted as one means of promoting a healthy lifestyle. Activity 6: LECTURE-DISCUSSION This is an opportunity to discuss and clarify the meaning and importance of lifestyle and weight management and how active recreation contributes to lifestyle and weight management. I. Objective: To describe how participation in active recreation contributes to the achievement of a healthy lifestyle II. Materials/Equipment: • reading materials on lifestyle, weight management, and active recreational activities • slideshow presentation on lifestyle and weight management III. Procedure: 1. From the reading assignment, make a summary of the essentials on lifestyle and weight management, and active recreational activities. 2. Complete the worksheet. Do this in your activity notebook. 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.
10 DEPED COPY Weight (kg) _______ BMI _____ Physical activities to improve or maintain BMI _____________________________________ _____________________________________Height (m2 ) _______ DAILY FOOD LOG Sun Mon Tue Wed Thu Fri Sat Breakfast AM Snack Lunch PM Snack Dinner MONTHLY PHYSICAL ACTIVITY LOG June Sun Mon Tue Wed Thu Fri Sat Week 1 Week 2 Week 3 Week 4 It is very important to be mindful of your food intake and physical activities because these greatly affect your overall health. Your food intake and physical activity affect your weight, which consequently affect your BMI. It is important that your weight is within what is recommended for your height. Conscious healthy food choices and participation in regular moderate to vigorous physical activities, along with enough rest would definitely help improve or maintain your BMI. 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.
11 DEPED COPY READINGS LIFESTYLE AND MANAGING IT Introduction The way in which an individual lives is called lifestyle. This includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others. These patterns of behavior are related to elevated or reduced health risk. Teenagers like you may have practices or habits at home or in school that either elevate or reduce health risks. Do you spend a lot of your time at home just sitting down and doing nothing? Do you move a lot by helping out at home, cleaning your house for example? Do you love eating fruits and vegetables? Or do you prefer junk food or fast food? Teenagers like you should be more aware on how your nutritional practices can affect your health. Managing your lifestyle entails making modifications in your routine especially in those aspects that elevate health risks. Food choice, physical activity, and eating habits are some of the aspects of your lifestyle that can be modified to improve it. These modifications should be done gradually, like reducing the intake of fatty food, getting up to reach for something instead of asking someone to get it for you, or walking faster and more often. The idea is that for health risks to be reduced, changes in your lifestyle should be made. Risk factors are variables in your lifestyle that may lead to certain diseases. Many aspects of your lifestyle can be considered risk factors. Aside from genetics or heredity, age and physical make-up are some of the factors that cannot be changed; however, your lifestyle can go around these factors to gain more benefits. For instance, you cannot stop the aging process, but you can delay the signs of aging from showing by being more active and avoiding vices. The other variables in your lifestyle, however, can be modified to achieve a healthier life. Such variables include nutrition, body weight, physical activity, and health habits. What should be kept in mind is that these variables bring with them risk factors that are serious concerns. Some of the risk factors associated with lifestyle variables include hypertension / high blood pressure, overweight and obesity, excess body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking, unhealthy dietary practices, and alcohol consumption. An unhealthy lifestyle brings with it certain diseases that can shorten your lifespan. These diseases, known as non-communicable diseases (NCDs), are not transmitted from person to person, yet kill more than 36 million people each year. Also called chronic diseases, they are of long duration, and are generally of slow progression. The four main types of NCDs are cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma), and diabetes. 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.
12 DEPED COPY All age groups are affected by NCDs, although they are often associated with older age groups. Evidence shows that more than nine million of all deaths attributed to NCDs occur before the age of 60. Children and adults are all vulnerable to the risk factors that lead to non-communicable diseases, whether from unhealthy diet, physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol. (www.who.int/mediacentre/factsheets/fs355/en/‎ ). Figure 1. Lifestyle Management Continuum It is important that these risks factors are addressed even at your teenage years. You could start by being more active, adding physical activity sessions to your daily routine, or by being a healthy eater, opting for more nutritious food. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. WEIGHT AND MANAGING IT Introduction You might find other individuals lucky because they eat a lot but do not gain weight as much as you do. You might also think it is unfair that though you limit your food intake, you do not lose as much weight as you want to. This is because your weight is a result of metabolic responses of your body to your food intake, energy expenditure, and physiologic processes. A simple elimination of food or addition of physical activity does not encompass the entirety of weight management. Understanding how your body works is a vital key as well as a combination of healthy food practices and a more active lifestyle. The concepts of weight gain and weight loss are important in weight management. How to gain and lose weight are probably some of the more common issues when it comes to health. Along with this concept is weight maintenance. To understand it in simple terms, energy expenditure is the amount of energy you spend through physical activity, while energy consumption is the amount of energy you take in through food. They both play key roles in weight management. A simple formula is shown here. 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.
13 DEPED COPY Weight Gain = energy consumed is greater than energy expended = more food intake but less physical exertion Weight Loss = energy consumed is less than energy expended = more physical exertion but less food intake Weight Maintenance = energy consumed equals energy expended = physical exertion is the same with food intake Modifying your eating habits can aid you in managing your weight. Opting for more nutritious food can help lessen health risks and improve your physique. Some of the common tips in weight management are including fruits and vegetables in your meals, reducing intake of sweets, preparing your meals in a healthier way, and decreasing portion sizes. Aside from taking note of your eating habits, you should also take note of your actual weight as an indicator of health risk. This has to do with getting your Body Mass Index (BMI). It is a rough measure of body composition that is useful for classifying the health risks of body weight. It is also based on the concept that a person’s weight should be proportional to height. BMI is calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters). Example: Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m BMI = wt in kg = 59 kg = 23 kg/m2 ht in m2 (1.6 m) 2 Classification BMI Underweight <18.5 Normal 18.5–24.9 Overweight 25.0–29.9 Obesity (I) 30.0–34.9 Obesity (II) 35.0–39.9 Extreme Obesity (III) ≥40.0 At low values of BMI, weight gain should be achieved. For normal values, weight maintenance is recommended. Healthy eating and active physical activity will be beneficial in maintaining a healthy weight. At high values of BMI, however, the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases substantially. In classifying health risks associated with overweight and obesity, body fat distribution and other disease risk factors are considered in addition to BMI. If BMI and other assessment tests indicate that fat loss would be beneficial for your health, your first step is to establish a goal. Make sure your goal is realistic and will ensure good health. Genetics somehow limits your capacity to change your body composition; however, you can improve your body composition through 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.
14 DEPED COPY regular exercise and healthy diet. A lifestyle that includes regular exercise may be more important for health than trying to reach any “ideal” weight. Once you have established a body composition goal, you can then set a target range for body weight. ACTIVE RECREATIONAL ACTIVITIES Introduction Recreational activities are those activities held during one’s leisure time. Their purpose is to refresh oneself by doing activities that are considered by an individual as enjoyable. These activities may require large body movements such as running, throwing, and jumping, or small movements such as playing board games, doing arts and crafts, and many others. When a recreational activity is athletics or sports, this may require more physical exertion and competition. However, athletics and sports may also be participated in more for the enjoyment they bring rather than competitive play. Active recreational activities are highly recommended for health promotion. These activities require more amounts of energy to be expended than the usual energy expenditure. This means that you do activities that make you exert more effort than what you usually do. Physical Activity Index Score Activity Intensity 5 4 3 2 1 Sustained heavy breathing and perspiration Intermittent heavy breathing and perspiration, as in tennis Moderately heavy, as in cycling and other recrational sports Moderate, as in volleyball, softball Light, as in fishing Duration 4 3 2 1 Over 30 minutes 20 to 30 minutes 10 to 20 minutes Less than 10 minutes Frequency 5 4 3 2 1 6 to 7 times per week 3 to 5 times per week 1 to 2 times per week A few times per month Less than once a month Computation: Intensity X Duration X Frequency = Score Total Your Score: ______ x _______ x _________ = _________ 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.
15 DEPED COPY Evaluation of Activity Score Score Evaluation Activity Category 81 to 100 60 to 80 40 to 59 20 to 39 Under 20 Very active lifestyle Active and healthy Acceptable but could be better Not good enough Sedentary High Very good Fair Poor Very Poor Moderate amounts of physical activity are recommended daily. The total activity can be accumulated in multiple short bouts – for example, two 10-minute brisk walk sessions and a 15-minute bike ride. This can also be done in continuous sessions. Choose recreational activities that you find enjoyable and fits into your daily routine. Your participation in these activities could easily be sustained since you personally enjoy doing them and you even do it in your own time. Hence, strict adherence to a regular physical activity is very viable. Regular physical activity, regardless of how hard it is, makes you healthier and can help protect you from many chronic diseases. However, exercising at low levels of exertion does little to improve physical fitness. It is recommended that you exert more than your usual effort. For example, if you are used to walking for 15 minutes from home to work, you could walk faster or for a longer duration. Some of the more common active recreational activities are sports like badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These activities require specific skills to be able to play them. For sports involvement to be enjoyable, either recreational or competitive play may be pursued. It all depends on you and your enjoyment. Activity 7: YOUR TURN (Assessment of Knowledge) To assess your knowledge, kindly note the important things about the lecture- discussion. Copy this in your notebook. Examples of active recreational activity Important formula for weight management Your BMI and recommended weight management formula Weight maintenance Weight loss Weight gain 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.
16 DEPED COPY Your knowledge of lifestyle and weight management would be beneficial to you as you get older. In general, lifestyle should be your focus. Knowing your weight and how to manage it, coupled with participation in active recreational activities would make you a healthier individual. However, take note that making significant cuts in food intake in order to lose weight and body fat could be a difficult strategy to maintain; focusing on increased physical activity is a better approach for many people. Part II: What to PROCESS You will be given activities about physical activity and proper eating habits for you to understand their importance to your fitness and well-being. As you go on with the activities, you will learn that active participation in recreational activities is not just fun and exciting but also an opportunity to improve your fitness and enhance your social skills. So, prepare yourself and get started! Activity 1: ME AND MY DAY This activity will assess your physical activity engagement using a survey. I. Objective: To discuss your daily activities that contribute to your health II. Materials/Equipment: • copy of survey form • chairs III. Procedure: 1. Form circles with eight to ten members each. 2. Using the survey, put a check mark (P) on the activities you do and the estimated number of hours you do them. Sentence Completion When I am not in school, I... ___ watch TV for about ____ hours ___ use the computer/tablet/cell phone for about ____ hours ___ play sports such as _____ for about ____ minutes or ____ hours ___ jog or walk or dance for about ____ minutes or ____hours ___ sleep about ____hours even after my regular wake up time ___ usually go out to the mall or a friend’s house and spend about ____hours there ___ do household chores for about ____ minutes or ____ hours ___ do something else like ______________________ for about ____ minutes or ____ hours 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.
17 DEPED COPY 3. Discuss these questions with the group: • What activities were commonly marked? • How many minutes or hours were usually spent on these activities? • Which among the activities do most of the group spend time on? • What can you say about the activities commonly marked and the time spent doing them? Classify the activities into active or passive. • Which of these activities do you enjoy the most? Why? 4. Share your answers to these questions with the class. • How do you feel about the activity? What did you realize? • What do you think about the daily activities of your classmates? Do you have similar activities as your classmates? • Should you stick to your daily routines or could changes be made? Activity 2: FILLING IN MY SCHEDULE This activity will provide an opportunity to get involved in active recreational activities. This will determine possible times during the day where you could be more active. I. Objective: To discuss opportunities of becoming more active based on your schedule II. Materials/Equipment: • copy of survey form • manila paper • masking tape • pen • activity notebook III. Procedure: 1. Work in pairs. 2. Using the Weekly Activity Log, fill in the spaces with how much time is spent doing these activities. Do this in your activity notebook. Weekly Activity Log Activities Sun Mon Tue Wed Thu Fri Sat Studying Doing household chores Other activities Free time 3. Concentrate on the following: • How long do you spend on activities that make you move a lot? make you stay still or not move a lot? 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.
18 DEPED COPY • When are the best times and days for you to be more active? • What activities can you do on these times? 4. Share your answers on these questions with the class. • How do you feel about the activity? What were your realizations? or What did you realize? • Are you busy most of the week or do you have more free time? • Are you busy doing active or passive activities? • What can you do about your schedule to have a healthier lifestyle? Activity 3: CHECK IT OUT! In this activity, you will know your fitness levels in terms of cardiovascular endurance, agility, and coordination. I. Objective: To determine cardiovascular endurance, agility, and coordination levels II. Materials/Equipment: • copy of physical fitness assessment tool • bench/stairs • metronome/timer • tape measure • cones/markers • chalk • stopwatch • tennis balls • masking tape III. Procedure: 1. Pair up. 2. Do the different physical fitness tests with your partner. Perform the tests alternately and record each other’s scores. 3. Monitor your physical fitness for the entire school year. Follow the physical fitness protocols. 4. Record in the Physical Fitness Record 5. Take note of the following: • Your fitness level and assessment compared to your partner • What can you do to maintain and/or improve your fitness level scores? 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.
19 DEPED COPY Physical Fitness Record Name Grade & Sec HEALTH-RELATED COMPONENTS Pre-test (1st Qtr) 2nd Qtr Monitoring 3rd Qtr Monitoring Post-test (4th Qtr) Cardiovascular Endurance ____ x 4 = ____ bpm ____ x 4 = ____ bpm ____ x 4 = ____ bpm ____ x 4 = ____ bpm Muscular Endurance Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Muscular Strength Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Flexibility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Body Composition Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Ht (m2 ) ___ Ht (m2 ) ___ Ht (m2 ) ___ Ht (m2 ) ___ BMI _____ BMI _____ BMI _____ BMI _____ SKILL-RELATED COMPONENTS Pre-test (1st Qtr) 2nd Qtr Monitoring 3rd Qtr Monitoring Post-test (4th Qtr) Agility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Balance Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Coordination Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Power Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Reaction Time Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Speed Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Points of improvement: Overall physical fitness assessment: Student’s Name & Signature: Teacher’s Name & Signature: 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.
20 DEPED COPY TEST PROTOCOLS Cardiovascular Endurance: 3-minute Step Test Protocol I. Materials/Equipment: • 12-inch high bench for stepping • clock with second hand or stopwatch for timing test and counting heart rate • metronome to help maintain cadence in proper stepping rate II. Procedure: 1. Step up on the bench using your right foot first, then your left. 2. Step down the bench starting with the right foot, then the left. 3. Step up and down at 24 cycles (up-up-down-down) per minute for 3 minutes. (metronome setting at 96) 4. Immediately after 3 minutes, sit down. 5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be your score in beats per minute (bpm). 6. Check your score against the table below. Males (in bpm) Females (in bpm) Excellent <71 <97 Good 71-102 97-127 Fair 103-117 128-142 Poor 118-147 143-171 Very Poor >148 >172 http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx Coordination: Hand-Eye Coordination Test I. Materials/Equipment: • tennis ball • stopwatch • smooth wall • marker II. Procedure: 1. Stand 2 meters away from a smooth wall. 2. At the signal, the stopwatch is started. With your right hand, throw a tennis ball against the wall and catch it with the left hand. Throw the ball again, now using the left hand and catch it with the right hand. This cycle of throwing and catching is repeated for 30 seconds. 3. Upon reaching 30 seconds, the number of catches is recorded. Figure 3. Hand-Eye Coordination Figure 2. 3-Minute Step Test 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.
21 DEPED COPY The following are scores for 15 to 16 year olds (Beashel and Taylor 1997). Age High Score Above Average Average Below Average Low score 15-16 years >35 30 - 35 25 - 29 20 - 24 <20 http://www.brianmac.co.uk/handeye.htm Agility: Illinois Agility Run Test Protocol I. Materials/Equipment: • 8 traffic or road cones • stopwatch II. Procedure: 1. Arrange the cones as specified by the in the figure. 2. Lie face down or prone with your head beside the starting point. 3. At the signal, get up as quickly as possible and run around the course in the direction indicated without knocking the cones down. 4. Upon reaching the finish line, stop the timer and record the time. 5. Check your speed in seconds against the table below. Speed (in seconds) Males Females Excellent <15.2 <17.0 Good 15.2-16.1 17.0-17.9 Fair 16.2-18.1 18.0-21.7 Poor 18.2-19.3 21.8-23 Very Poor >19.3 >23 http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf Figure 4. Illinois Agility Run Test 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.
22 DEPED COPY PHYSICAL ACTIVITY AND PHYSICAL FITNESS Alifestyle based on good choices and healthy practices maximizes the quality of life. It helps you avoid diseases, remain strong and fit, and maintain your physical and mental health. One of the most important practices is being physically active. People of all ages benefit from regular physical activity. Significant health benefits can be obtained by engaging in moderate amounts of physical activity on most, if not all days of the week. Through a modest increase in daily activity, most individuals can improve their health and quality of life. Additional health benefits can be gained through greater amounts of physical activity. Individuals who can maintain a regular regimen of a more vigorous or a longer-duration activity are likely to obtain even greater benefits. Lifestyle physical activity Moderate exercise program Vigorous exercise program Description Moderate physical activity – an amount of activity that uses about 150 calories per day Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); strength training and stretching exercises (2-3 days per week) Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); interval training, strength training (3-4 days a week), and stretching exercises (3-5 days a week) Sample activities or program One of the following: • Walking to and from work, 15 minutes each way • Cycling to and from class, 10 minutes each way • Sweeping the yard for 30 minutes • Dancing (fast) for 30 minutes • Playing basketball for 20 minutes • Jogging for 30 minutes, 3 days per week. • weight training, 1 set of 8 exercises, 2 days per week • stretching exercises, 3 days per week • Running for 45 minutes, 3 days a week • Intervals: running 400m at high effort, 4 sets, 2 days a week • Weight training: 3 sets of 10 exercises, 3 days a week • stretching exercises, 5 days a week Health and fitness benefits Better blood cholesterol levels, reduced body fat, better control of blood pressure, improved metabolic health, and enhanced glucose metabolism; improved quality of life; reduced risk of some chronic diseases All the benefits of lifestyle physical activity, plus improved physical fitness (increased cardiorespiratory endurance, muscular strength, and endurance, and flexibility) and even greater improvements in health and quality of life and reductions in chronic disease risk. All the benefits of a lifestyle physical activity and a moderate exercise program with greater increase in fitness and somewhat greater reduction in chronic disease risk. Participating in a vigorous exercsie may increase risk of injury and overtraining. Physical Activity Intensity Chart 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.
23 DEPED COPY Participation in regular moderate physical activity can lead to improved physical fitness. It is a condition whereby the systems of the body are able to function at their optimal efficiency, associated with an individual’s ability to work effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond easily to emergency situations. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular” here refers to being active in most, if not all days of the week. About 3 to 4 times per week or more are the recommended times of exercise for an individual. You may opt to have rest days or easy days in between to allow your body to recover from the physical exertion. Sun Mon Tue Wed Thurs Fri Sat Activity Rest day 45 minutes brisk walking 45 minutes brisk walking Rest day 45 minutes brisk walking 45 minutes brisk walking 45 minutes brisk walking To know if the amount of effort exerted during physical activity will be beneficial to you, the FITT formula should be kept in mind. FITT stands for: Frequency (how often) – number of training sessions that are performed during a given period (usually one week) Intensity (how hard) – an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage Time (how long) – duration of a workout (including warm-up and cool-down) or the length of time spent in training Type – mode of physical activity For example, you are used to leisurely walking for 20 minutes from your home to school and back from Monday to Friday. Applying the FITT formula would entail the following adjustments in your physical activity for it to become more than your usual practice, such as increasing the intensity of your pace to moderate or vigorous and decreasing the amount of time to do it. Your usual More than your usual Frequency 5x/wk (Monday-Friday) 2x/day (home-school; school-home) 5x/wk (Monday-Friday) 2x/day (home-school; school-home) Intensity easy (leisurely pace) Moderate to vigorous (moderate to fast pace) Time 20 minutes 13 minutes Type walking brisk walking Changing from your “usual” to “more than your usual” does not necessarily mean changing everything in the FITT formula. Frequency can be retained but intensity is elevated; or both can be slightly adjusted but time is increased; or type is changed to a more challenging one. Remember, changing your FITT formula should 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.
24 DEPED COPY be done gradually to give your body time to adjust to the demands you place on it. When your body is challenged to do more than what it is used to , changes in your body start to occur. If the physical activity is too easy for your body, changes, if any, would be minimal. Hence, your body should be challenged and more effort should be exerted. One way to gauge this is through the Rate of Perceived Exertion or RPE. It is an assessment of the intensity of exercise based on how the participant feels. It is basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increment in between. The target zone for aerobic activity is from 12 to 16. Rate of Perceived Exertion (RPE) Rating Description Rating Description 6 14 7 Very, very light 15 Hard 8 16 9 Very light 17 Very hard 10 18 11 Fairly light 19 Very, very hard 12 13 Somewhat hard 20 Remember, if you find the activity as “very, very light” (7) to about “fairly light” (11), you need to increase the intensity of your physical activity to reach “somewhat hard” (13), depending on your goal. You can also increase frequency and time, or change the type. However, if you find the activity as “very hard” (17) to “very, very hard” (19), you might want to check your FITT formula. Remember, health promotion does not mean exhaustion or risking yourself of getting injuries. Physical fitness tests are also good gauges of your fitness level. Health-related and skill-related components are tested to determine points of improvement of an individual. Health-related components are those that contribute to the development of health and functional capacity of the body. These include cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill-related components on the other hand are those components that contribute to the development of skills. These include agility, balance, coordination, power, reaction time, and speed. Here are just some of the components of physical fitness: • Cardiovascular endurance - the ability of an individual to perform prolonged work continously, where the work involves large muscle groups (Fahey, Insel, and Ruth 2007) • Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture • Coordination - ability to perform complex motor skills with a smooth, flow of motion 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.
25 DEPED COPY Good physical fitness is important because it contributes directly to the physical component of good health and wellness, and indirectly to the other components. Good fitness has been shown to be associated with reduced risk for chronic diseases, such as heart disease, and has been shown to reduce the consequences of many debilitating conditions. Factors affecting physical fitness include age, gender, heredity, nutrition, activity and disability, among others. These factors affect physical fitness in varying degrees since they are relative to the individual. For instance, if you eat ample amounts of food regularly, your fitness level will likely be higher than somebody who does not get enough nutrients on a regular basis. The same can be said with somebody who is very active compared with somebody who is very sickly. Participating in regular physical activities should be enjoyable to be able to make you continue doing it. Reasons for participating and dropping out from the activity depend on the individual; that is why it is important to know what your reasons for participating are so that dropping out can be avoided. Some reasons for participating include: the thrill and excitement of competition; desire to succeed or win and/or be good at something; a sense of personal accomplishment; enjoyment in playing and mastering new skills; socialization or being with others; challenge limits; release of stress and frustration; improvement of self-image, self-confidence, and appearance; improvement of health, wellness, and fitness levels; and prevention of disease. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. Activity 4: WARM YOU UP This activity will prepare your body for physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm- up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, etc for several minutes. 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.
26 DEPED COPY Activity 5: LET’S GET STARTED! In this activity, you will engage in sports activities to gauge your present skills in active recreational activities. I. Objective: To determine the skills needed in a specific sport To engage in active recreational activities such as sports To identify risks of injuries when participating in active recreational activities II. Materials/Equipment: • copy of assessment tool • nets/posts/hoops • court • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables • pen III. Procedure: 1. Pair up. 2. Do sports activities to determine skills in a specific sport. Be aware of sports-related injuries and injury prevention and management. 3. Continue engaging in sports activities outside PE time. Log them in your Sports Participation Log. Sports Participation Log June Sun Mon Tue Wed Thu Fri Sat Week 1 Week 2 Week 3 Week 4 4. Share your answers to these questions with the class. • How do you feel about the activity? What are your realizations? • What skills do you already have? What skills do you need to improve on? • How can these sports skills help you in attaining a healthier lifestyle? • Does participation in these sports need to be highly competitive for you to have a healthier lifestyle? 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.
27 DEPED COPY READINGS AND SPORTS ACTIVITIES BENEFITS OF ACTIVE PARTICIPATION IN SPORTS AND RECREATIONAL ACTIVITIES Individuals benefit a lot from actively participating in sports and recreational activities. These include health, physical, mental, emotional, and social benefits. Health Benefits • road map to good health and longevity • improved quality of life • lower blood pressure, reduced arthritis pain, weight loss and lowered risk of diabetes, certain cancers, osteoporosis and cardiovascular disease Physical Benefits • improvement of skills specific to a particular activity • relaxation, rest, and revitalization Mental and Emotional Benefits • release of stress from demands of everyday living • greater personal confidence and self-esteem • sense of achievement • reducing risks of depression, anxiety, psychological distress, and emotional disturbance • more restraint in avoiding risky behavior Social Benefits • bonding with family and friends • opportunity to make new friends and acquaintances • strengthen social networks and community identity 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.
28 DEPED COPY Badminton Skills – service, lob, clear, drive, drop, smash, footwork Figure 5. Badminton Footwork Sample program for playing badminton with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 11-13 RPE of about 13-16 Time 30 minutes and up 45 minutes and up Type series of light hitting drills with partner followed by light competition/game series of footwork and hitting drills with partner followed by slightly heavy competition/game Injury Prevention and Risk Management Badminton injuries are either acute, traumatic injuries such as ankle sprains, or are overuse injuries such as impingement syndromes. Both types of injury can be prevented by using the right equipment, warming up, cooling down and ensuring you are strong and fit enough to compete. (http://www.stopsportsinjuries.org/) Activity: Shuttle ‘Minton For this volleyball-like lead-up game, you will need a racket for each player and one birdie. Form two teams, with 6-9 players each. The objective of the game is hit the birdie over the net to the other team’s boundaries. A team is allowed to hit the birdie up to three times while on its side before it goes over the net. Note that the same player may not hit the birdie twice in a row. The serving team will score when the other team cannot return the birdie legally and within the serving team’s boundaries. However, if the serving team fails to return the birdie to the other team, that specific play is over and the other team is up to serve. Set a limit of points at the beginning of the game. The first team to reach this number of points is the winner. (http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/) 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.
29 DEPED COPY Table Tennis Skills – forehand and backhand grips, push, block, serve, receive Sample program for playing table tennis with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light hitting drills with partner followed by light competition/game series of hitting drills with partner followed by slightly heavy team competition/ game Injury Prevention and Risk Management The most common table tennis injury is very similar to standard tennis injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the more frequent table tennis injuries. Table tennis is a non-contact sport but injuries are often acquired when athletes suddenly change direction or twist their body quickly, leading to pulled muscles and other injury problems. Players who do not warm up properly or stretch their muscles before taking to the table also put themselves at a high risk of injury. (www.sportsinjurybulletin.com/archive/table-tennis.php‎) Activity: Table Tennis Ten Pin Set up 10 targets fairly close together at the end of the table. Group 3 players for each team and assign them the following tasks: 1 hitter, 1 fielder at the back and 1 fielder in front, who is in charge of returning the ball to the hitter. The hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit scores one point. Take turns in keeping score. Each player has 10 balls to use to score as many points as possible. Replace or re-set targets and change hitters and fielders. 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.
30 DEPED COPY Tennis Skills – forehand and backhand strokes, serve, smash, drive Sample program for playing tennis with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light hitting drills with partner followed by light competition/game series of hitting and serving drills with partner followed by slightly heavy team competition/game Injury Prevention and Risk Management Tennis injuries are generally defined as either cumulative (overuse) or acute (traumatic) injuries. These injuries occur over time due to stress on the muscles, joints, and soft tissues without proper time for healing. They begin as a small, nagging ache or pain, and can grow into a debilitating injury if they aren’t treated early. Many sports injuries result from overuse, lack of proper rest, lack of proper warm uip or poor conditioning. Safety precautions are recommended to help prevent tennis injuries like warming up thoroughly prior to play, wearing the right tennis shoes with skid-resistant soles, using good technique in the different tennis movements, cleaning of courts before play to check for slippery spots or debris, getting adequate rest and time for recovery after each play, and staying hydrated. Activity: Bucket Game Five buckets, bins, or containers are placed in various locations on each side of the net. The participating players each stand on their respective baselines. The first player tries to hit 10-20 balls into any of the buckets accross the net. If the ball does not cross the net or does not land into the buckets, it is added to the balls that the other player will use. After all balls are hit, those balls that don’t land in any of the buckets are given to the other player, who in turn will try to hit the balls into the buckets across the net. When all the balls are in the buckets, they are counted and the player who gets the most balls into his opponent’s buckets wins. (http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm) 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.
31 DEPED COPY Baseball Skills – pitching, hitting, base running, catching, fielding Sample program for playing baseball with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 30 minutes and up 45 minutes and up Type series of catching, fielding, and hitting drills followed by light competition/game series of catching, fielding, and hitting drills with base running, pitching drills followed by slightly heavy competition/game Injury Prevention and Risk Management If you use too much effort in pitching the ball, or continuously pitch without rest, a serious elbow or shoulder injury may be on the horizon. If you complain of elbow or shoulder pain the day after pitching, or movement of the joint is painful or restricted compared to the opposite side, see a a physician familiar with youth sports injuries. Warm up properly by stretching, running, and easy, gradual pitching. Emphasize control, accuracy, and good mechanics. Do not play all year-round. Your body needs to recover from the physical demands of playing. Activity: Base Running-Catch-Stealing Base Game Three markers are used as bases. Three players stand near the markers while another player is positioned away from the 3 markers and is the designated hitter. The hitter has to hit the ball with a bat to any of the players positioned in the 3 bases. As the player nearest the ball catches it, they all run to steal a base. The player who fails to steal a base will be the hitter in the next round. 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.
32 DEPED COPY Football/Soccer Skills – pass, receive, attack, shoot, heading, goalkeeping, defending, tackling Sample program for playing football/soccer with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 30 minutes and up 45 minutes and up Type series of light footwork and passing drills followed by light competition/game series of footwork, passing, shooting, defending, and tackling drills followed by slightly heavy competition/game Injury Prevention and Risk Management Injuries occur during football/soccer games and practice due to the combination of high speed and full contact. While overuse injuries can occur, traumatic injuries such as concussions are most common. The force applied to either bringing an opponent to the ground or resisting being brought to the ground makes football/soccer players prone to injury anywhere on their bodies, regardless of protective equipment. Activity: Partner Soccer Score Partners stand 6-8 meters apart, facing each other. At the signal, one partner will attempt to shoot the ball between their partners’ outstretched legs. They also must retrieve the ball and go back to the starting point to shoot the ball again. This goes on within a minute, afterwhich they switch roles. Whoever scores the most goals in one minute wins, and assigns a task for the non-winner to perform. Variation can be done using teams instead of individuals. 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.
33 DEPED COPY Basketball Skills – dribbling, passing, shooting, defending Sample program for playing basketball with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of spot shooting and light dribbling drills with partner followed by light competition/game series of spot shooting, and dribbling with defending drills, and transition drills with partner and team followed by slightly heavy team competition/game Injury Prevention and Risk Management Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot fractures are common basketball injuries. To avoid these injuries, maintain proper fitness and hydrate adequately. Remember, injury rates are higher in athletes who have not adequately prepared physically. Activity: Dribble Tag This game is played on a hard court. Select 4 players to be “it” and give them a basketball each. Their objective is to tag other players who are scattered on the court while dribbling the ball. The players who are tagged must get a new ball and also become “it.” Once the majority of students have been tagged, start the game over by selecting new players to be “it”. 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.
34 DEPED COPY Volleyball Skills – passing, receiving, serving, attacking, digging, blocking Sample program for playing volleyball with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light passing, hitting, setting, receiving, and serving drills with partner followed by light competition/game series of serving, digging, and attacking drills with partner or team followed by slightly heavy team competition/game Injury Prevention and Risk Management Since volleyball involves repetitive overhead motions, such as spiking and blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non- operatively with bracing and physical therapy, or home rehabilitation exercises. However, treatment can vary significantly depending on the injury. Recovery time usually depends on the injury. Activity: Catch, Toss, Set and Over The class will be divided into groups of 4-6 students each. The teacher tosses a ball to one team wherein the first contact must catch it. The person who catches the ball tosses it towards a player near the net (preferably in the middle). That person volleys (or bumps) the ball along the net to another player who then plays the ball over towards the other team and within the scoring area. The process is then repeated for the second team. If the ball falls or if the second player catches the ball, that team must leave the floor and the next team enters the court. Participation in sports-related recreational activities is one ofthe best ways of achieving a healthy lifestyle. Participation can either be recreational or competitive. The important thing to keep in mind is that regular moderate participation in such activities will help improve your health. 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.
35 DEPED COPY Activity 6: MY MEAL AND MEAL HABIT LOG In this activity, your meal intake and eating habits will be reviewed to determine the different types of food you eat and the modifications that can be made to have a healthier lifestyle. I. Objective: To discuss meal intake and eating habits for a healthier lifestyle II. Materials/Equipment: • copy of assessment tool • pen • activity notebook III. Procedure: 1. Form groups of five to eight members each. 2. Using the Daily Meal Log, fill in your meals for three consecutive days. List down the components of meals as much as possible. Daily Meal Log Day 1 Breakdown of meal/number of servings Breakfast AM Snack (if applicable) Lunch PM Snack (if applicable) Dinner Snack (if applicable) Specific cravings (if applicable) 3. Encircle Y or N if you did these meal-related actions for the day. For Y answers, fill out the space with a concrete action to minimize or resolve these acts. Copy this in your activity notebook for the next two days. Eating Habits Inventory Did you... Yes/No What to do about it eat any of your meals quickly? Y N eat out today? Y N eat too much sweets today? Y N skip any of your meals today? Y N consume any soft drinks today? Y N eat any bag of chips today? Y N eat a big-portioned meal today? Y N 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.
36 DEPED COPY 4. Concentrate on the following: • What are the types of food do you usually eat? How many servings do you usually eat per meal? • What eating habits are common in the group? What do you think are the effects of these eating habits? 5. Share your answers on the following questions with the class. • How do you feel about the activity? What were your realizations? • What types of food do you eat that are close to the recommendations in the Filipino Food Guide? • Do you think you need to change your meal options? Your eating habits? Why or why not? READINGS MODIFYING EATING HABITS The active life is a magnet that attracts a composite of behaviors or habits, that when viewed one at a time, seems too simplistic to be valued. However, eating and our body’s response to eating are some of the most intriguing concepts in health. Eating is an intentional act. Each day people choose from the available food, prepare the food, decide where to eat, which rules to follow, and with whom to dine with. These make up your eating habits. Convenience is only one factor that drives food choices. Some of the other factors are: Advertising: Media might have persuaded you to eat such food. Availability: There are no others to choose from. Economy: They are within your means. Emotional comfort: They make you feel better for a while. Habit: They are familiar; you always eat them. Personal preference: You like the way such food taste. Positive associations: They are eaten by people you admire, or they are just for fun. Region/location: They are common or favored in your locality. Social pressure: They are offered; you feel you cannot refuse them. Values/beliefs: They fit your religious traditions, or honor your ethical beliefs. Weight: You think they will help to control body weight. Nutritional value: You think they are good for you. The last two factors are highly viable to nutritional health. Similarly, the choice of where, as well as what to eat, is often based more on social considerations than on nutritional judgments. Hence, you should be more conscious of the factors that affect your own personal food choices. Poor food choices contribute directly to obesity, heart disease, diabetes, cancer, and other health problems. Understanding the importance of food choices becomes even more critical as a greater number of people rely more on convenience food, take-out meals, and eating out. Poor diet coupled with lack of exercise contributes to an increased risk of diseases. 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.
37 DEPED COPY MODIFYING EATING HABITS A modification in your eating habits is needed most especially when you are at risk of disease. Small and simple changes like adding more fruits to your diet can make a difference in your health. However, some situations may need major changes in one’s lifestyle. Some of the strategies in changing eating habits include making a plan and sticking to it. Eating habits can be modified according to the nutritional recommendations for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind these recommendations help ensure proper diet especially the changes being experienced as your body matures. Your eating habits should revolve around these recommendations to become healthier. Remember, your nutritional needs should not be neglected as you participate in active recreational activities. More attention on nutritional needs is necessary to energize your body and help your body recover as well. Figure 6. Eating Plan for Healthy Living Compute the recommended number of calories you should burn using FNRI’s Energy Calculator to find out what physical activities you need to do to burn these calories. Take note that in order to manage your weight well, you should give importance to both physical activity and nutrition. That is why you should take note of the calories you need to burn and the physical activities you can participate in to burn these calories. 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.
38 DEPED COPY The Energy Calculator or e-calc is an interactive and user friendly software that: • assesses the nutritional status of individuals • computes desirable body weight (DBW) and total energy requirement (TER) • calculates energy intake and energy expenditure to check energy balance • computes exercise equivalents and food energy equivalents to burn excess calories • calculates the body mass index (BMI) of individuals • calculates the basal metabolic rate (BMR) of individuals Sources: Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. Activity 7: DO YOU KNOW HOW TO ANALYZE? This is an opportunity to discuss and clarify the importance of critiquing media and technology regarding physical activity and nutrition. I. Objective: To describe the importance of critiquing media and technology related to physical activity and eating habits II. Materials/Equipment: • reading materials • slideshow presentation • video presentation of a product advertisement (e.g., Fit ‘n Right, etc) • poster of an athlete with a product being endorsed (e.g., Michael Jordan on Gatorade, Manny Pacquiao on Sting, etc.) III. Procedure: 1. Form three groups; each group will be assigned one particular viewpoint. • Group 1 – as an advertising company • Group 2 – as a consumer • Group 3 – as a health professional 2. Watch the video and/or study the poster and discuss the following questions with your group. • Based on your prior knowledge about physical activity and nutrition practices, what can you say about the advertisement? • What is the literal and implied message of the advertisement? Who is the target audience? • Is it an effective advertisement? 3. Discuss the value of analyzing the effect and power of media and technology 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.
39 DEPED COPY on physical activity and nutrition practices. 4. As a group, share your viewpoint in a creative manner such as in a slideshow presentation, news reporting, dramatization, etc. within 20-25 minutes. Media and technology can greatly influence the choices individuals make about their health, particularly their eating habits and participation in physical activity. You must be aware of the power of advertisements and how they affect you. You may be surprised to find out that a lot of your attitudes, beliefs, and practices have to do with what you see on TV, in advertisements, and what you hear from others. Activity 8: MINI COMPETITION (Assessment of Process) Your skills in specific sports will be tested in this activity. I. Objectives: To execute sports-specific skills in actual competition II. Materials/Equipment: • copy of teacher-made assessment tool • nets/posts/hoops • courts • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables III. Procedure: 1. Form groups necessary for mini competition. 2. Fill out the Mini Competition Log. Mini Competition Log Name: Teammate/s: Date Opponent/s Result/Scores Game Feedback Teacher’s Signature: Have you improved on the specific skills you focused on? Did you have fun while doing so? Remember, improving your personal skills can be enjoyable too. 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.
40 DEPED COPY Part III: What to REFLECT and UNDERSTAND This part provides activities that will draw your core understanding of the module. You will be given opportunities to reflect and understand the relevance of participation in active recreational activities and modifying eating habits for a healthier lifestyle. Activity 1: HI, I AM... The activity elicits your personal reflection on the knowledge and skills that you have gained. I. Objective: To realize the importance of participation in active recreational activities II. Materials/Equipment: • manila paper • masking tape • pen • bond paper III. Procedure: 1. If you were to introduce yourself using the lessons you have learned, what would you say? Write statements to complete the introduction diagram. Do this using a piece of bond paper. 2. Design and reflect on your diagram 3. Move around to show your diagram and to see your classmates’ diagrams. 4. Group with your classmates that have the same sports interests as you and play together. 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.
41 DEPED COPY Activity 2: WARM YOU UP This activity will prepare your body for physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm- up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck for several minutes. The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specific warm-up exercises. I am currently... because these activities... (Writetheactiverecreationalactivities (Writewhyyouarecurrently youareinvolvedwithnow) doingtheseactivities) Iwill... Iwill... (Writeherechangesyouwill Writeyournamehere. (Writeherethechangesyou makeinyourscheduleto (Becreativeinyourlettering) willmakeinyourdietto bemoreactive.) haveahealthierlifestyle.) I want to... because these activities... (Writetheactiverecreationalactivities (Writewhyyouwanttobe youwanttobeinvolvedwithinthefuture) involvedwiththeseactivities) 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.
42 DEPED COPY Activity 3: REFLECTION AND PARTICIPATION The activity shows one’s plan for future recreational pursuits. I. Objective: To develop a plan for participation in active recreational activities II. Materials/Equipment • worksheets/activity notebook • pen • sports or activity materials III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reflect on your schedule and physical activity then and now. 3. Analyze the knowledge and experiences that you have gained from the lesson. List down activities that you think you can maintain. 4. From the activities that you can maintain, continue active participation by playing in class. 5. Concentrate on the following: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying these changes in your schedule? Activity 4: MY PERSONAL CONTRACT (Assessment of Understanding) The activity shows one’s plan for future recreational pursuits. I. Objective: To develop a plan to regularly participate in active recreational activities II. Materials/Equipment • worksheets/activity notebook • pen III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reflect on your schedule and physical activity then and now. 3. Using the knowledge and experiences that you have gained from the lesson, ask yourself the following: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying changes in your schedule? 4. Fill out your personal contract. 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.
43 DEPED COPY My Personal Contract I agree to increase my participation in active recreational activities particularly _____________ for ____________ days per week. I will begin my program on _______________ and plan to reach my final goal by _______________. My plan for increasing my participation includes the following strategies: 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ I will keep in mind that the reason why I participate in active recreational activities is to have a healthier lifestyle and these other reasons: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ I understand that it is important for me to make a strong personal effort to make the change in my behavior. I sign this contract as an indication of my personal commitment to reach my goal. Name ____________________ Witness _______________________ Applying your knowledge about the importance of physical activity to your daily routine is vital if you want to live a healthier lifestyle. You make decisions for yourself. Commit to the changes you want to do in your lifestyle so that your health will improve. 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.
44 DEPED COPY Part IV: What to TRANSFER The end product of this module is an activity that will give you the chance to influence the society in living a healthy lifestyle and maintaining a desirable weight through your active participation in active recreational activities. Activity 1: School-Based Weekend Camp In this activity, you will extend your commitment in fitness development to your immediate community. You will be provided with an opportunity to maximize your knowledge and skills, together with the understanding that you have acquired, in influencing the community on the importance of active recreational activities in improving fitness. I. Objectives: To show appreciation of the value of active recreational activities in improving fitness To realize an advocacy project on the value of active participation in physical activities to the community through Weekend Camp II. Materials/Equipment: • sample request letters to the principal for approval and to the respective community leader/s for coordination and if possible, for funding of transportation, meals, and snacks • sample budget proposals • schedule of activities/matrix • photo album • notebook and pen III. Procedure: 1. You will now extend your fitness commitment to the community as required. You will be given ample guidance by your teacher as you do this. 2. Take note of the following details of the School-Based Weekend Camp. 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.
45 DEPED COPY School-Based Weekend Camp Goal: Maintain an active lifestyle to influence the physical activity participation of the community. Clientele: Students/community members/barangay SK members/ Church members/ Indigenous group in the community Venue: nearby schools/resorts/recreation parks Schedule: to be arranged Rationale: The Weekend Camp is a culminating activity of the Grade 10 students which aims to influence the community to participate in active recreational activities. Objectives: Specifically, the School-Based Weekend Camp aims to: • offer a variety of active recreational activities such as badminton, tennis, table tennis, basketball, volleyball, baseball, and/or football/soccer; • provide activities to enhance fitness benefits; and • inculcate the idea of being active to maintain optimal fitness levels throughout one’s lifetime Activities: 1. Planning • Selecting of clientele, venue • Planning of activities • Planning of budget • Scheduling of activities • Choosing food for lunch 2. Organizing • Creating different committees • Drafting the functions of the committees • Visiting the place • Communicating with the clientele 3. Managing the actual activity day • Time management • Activity management • Personnel management • Clientele participation 4. Evaluation • Clientele satisfaction • Narrative report with proper documentation 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.
46 DEPED COPY Activity 2: Voluntary Physical Activity Participation You will extend your commitment in fitness development with your family and other families in the community by participating voluntarily in various physical activities such as fun runs, barangay palaro, aerobics, etc. I. Objectives: To show appreciation of the value of active recreational activities in improving fitness To participate actively in recreational activities voluntarily II. Materials/Equipment: • copy of assessment tool • photos • notebook and pen III. Procedure: 1. Extend your fitness commitment to your family and/or the community in your free time. 2. Fill out the Activity Participation for Fitness Advocacy. Activity Participation for Fitness Advocacy Date Activity Nature of Participation (participant or organizer) Organizers/ Sponsoring Individuals/Groups 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.
47 DEPED COPY SUMMATIVE TEST Your final challenge is to pass the following test. It will assess the knowledge, processes, and understanding you have acquired on active recreational activities. Answer this in your activity notebook. Good luck! Error Identification: Read the statements carefully. If the statement is false, choose the word/s that make/s the statement false. If the statement is true, write NA for “not applicable.” Do this in your activity notebook. 1. Vigorous physical activity is always recommended for a beginner. 2. Convenience and personal preference are some of the factors affecting food choices. 3. Exercise for a healthy lifestyle should be done at most three times a week. 4. BMI is dependent on a person’s height and weight. 5. If the goal is weight loss, a person should minimize energy expenditure. 6. Non-communicable diseases could be affected by genetics. 7. Changes in a person’s lifestyle only affect the physical aspect. 8. Active recreational activities are recommended for the promotion of health because they are enjoyable and effective in keeping the body in motion. 9. Dieting is not as effective as participating in regular physical activity when trying to lose weight. 10. Basic skills in basketball include behind-the-back dribble, dunk, and alley hoop. SUMMARY The value of having a healthier lifestyle through participation in physical activities and eating healthier should be everybody’s priority. Even at a young age, you need to take care of yourself by exercising your body and by making the proper food choices. Being as healthy as you are now will not only be of value to you but to others and to the society as well. 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.
48 DEPED COPY GLOSSARY Active recreational activities activities that require large body movements such as running, throwing, or jumping or those that are sports- specific Agility skill-related component of physical fitness that refers to the ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture Body Mass Index (BMI) a rough measure of body composition that is useful for classifying the health risks of body weight; also based on the concept that a person’s weight should be proportional to height; calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters) Cardiovascular endurance the ability of an individual to perform prolonged work continously, where the work involves large muscle groups Coordination skill-related component of physical fitness that refers to the ability to perform complex motor skills with a smooth, flow of motion Eating habits patterns of behavior with regards to eating like choosing available food, preparing it, deciding where to eat, which rules to follow, and who to dine with FITT formula stands for frequency, intensity, time, and type Frequency part of the FITT formula that refers to number of training sessions that are performed during a given period (usually one week) Health-related components of physical fitness those components that contribute to the development of health and functional capacity of the body such as cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition Intensity part of the FITT formula that refers to an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage Lifestyle the way in which an individual lives; includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others; are related to elevated or reduced health risk 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.
49 DEPED COPY Non-communicable diseases (NCDs) diseases that are not passed from person to person; also known as chronic diseases; includes cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma) and diabetes Physical fitness tests tests that gauge your fitness level; may be health-related and skill-related Rate of Perceived Exertion (RPE) an assessment of the intensity of exercise based on how the participant feels; basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in between Recreation activities activities done during one’s leisure time both for relaxation and enjoyment; may require large body movements such as running, throwing, or jumping or small body movements such as playing board games, doing arts and crafts, and many others Regular moderate physical activity being active for 30 minutes to 1 hour, doing physical activities that elevate your heart rate more than you are used to; being active in most, if not all, days of the week, about 3-4 times per week or more Risk factors variables in your lifestyle and genetics that may lead to certain diseases; include age, gender, nutrition, body weight, physical activity, and health habits, etc (i.e. stress, unhealthy diet, physical inactivity, exposure to tobacco smoke or the effects of the harmful use of alcohol) Skill-related components of physical fitness components that contribute to the development of skills; include agility, balance, coordination, power, reaction time, and speed Time part of the FITT formula that refers to timeframe of a workout (including warm-up and cool-down) or the length of time spent in training Type part of the FITT formula that refers to mode of physical activity Warm up preliminary activity done to prepare the body for actual physical activity; can be general or sports-specific Weight Gain energy consumed is greater than energy expended (i.e. more food intake but less physical exertion) Weight Loss energy consumed is less than energy expended (i.e. more physical exertion but less food intake) Weight Maintenance energy consumed equals energy expended (i.e. physical exertion is the same with food intake) 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.
50 DEPED COPY REFERENCES Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/ http://www.stopsportsinjuries.org/ www.sportsinjurybulletin.com/archive/table-tennis.php‎ www.who.int/mediacentre/factsheets/fs355/en/‎ 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.

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Physical Education 10 learning Material

  • 1.
    10 Physical Education and Health Learner’s Material Departmentof 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.
  • 2.
    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.
  • 3.
    1 DEPED COPY Unit 1:ActiveRecreation (Sports) DEPED COPY 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.
  • 4.
    2 DEPED COPY Module No.:1 Number of Sessions: 10 CONTENT STANDARD PERFORMANCE STANDARD The learner … • demonstrates understanding of lifestyle and weight management to promote societal fitness The learner… • maintains an active lifestyle to influence the physical activity participation of the community and society • practices healthy eating habits that support an active lifestyle I. Introduction What activities make up your day? Do you spend time being active? Which type of food do you usually eat? Do you eat just anything you want? Are you aware that the things you do on a daily basis contribute a lot to your health? Yes, the things that you do like your daily routine, physical activities, and eating practices can make you either healthier or it can put you at risk even at a young age. People of all ages and health conditions should learn to prioritize their health through proper management of lifestyle and weight. You can participate in physical activities and modify your eating habits. As a member of society, you should give importance to your health. The value you give to your health is of significance not only to you but to society as well. Remember, a healthy individual is a productive individual. For you to become familiar with lifestyle and weight management, this module will help you take positive steps to have a healthier lifestyle through active recreation. The activities are enjoyable and offer satisfaction to enhance the quality of your life. You will understand the importance of taking care of your health through physical activities and proper eating habits. You will also understand that lifestyle and weight management will enhance not just your personal fitness but your family’s fitness and society’s fitness as well! So get involved and be part of the world of ACTIVE RECREATION! 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.
  • 5.
    3 DEPED COPY II. LearningCompetencies The learner... 1. describes the meaning and importance of managing lifestyle and weight; 2. understands risk factors for lifestyle diseases (obesity, diabetes, heart disease); 3. determines physical and physiological signs and symptoms that calls for lifestyle and weight management; 4. undertakes physical activity and physical fitness assessment; 5. assesses eating habits based on the Philippine Food Pyramid / My Food Plate; 6. engages in moderate to vigorous physical activities; 7. applies correct techniques to minimize risk of injuries; 8. monitors periodically one’s progress towards the fitness goals; 9. analyzes the effects of media and technology on fitness and physical activity; 10. critiques media information on fitness and physical activity issues; 11. expresses a sense of purpose and belongingness by participating in physical activity-related community services and programs; 12. advocates society’s efforts to increase participation in physical activities and improve nutrition practices. III. Pre-Assesment Read the following statements carefully and put a check mark (P) on the statements that apply to you. _____ 1. I engage in physical activities for at least 30 minutes several days a week. _____ 5. I take care of the environment by doing small deeds such as throwing my trash into the trash bin. _____ 2. I engage in physical activities that challenge my heart rate. _____ 6. I do warm-up, stretching, and cool- down exercises. _____ 3. I do not stress myself about schoolwork deadlines. _____ 7. I assess my physical fitness level and my participation in physical activities. _____ 4. I make sure I have my own personal time. _____ 8. I wear a seatbelt whenever I occupy the front seat of a car. 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.
  • 6.
    4 DEPED COPY _____ 9. Iam conscientious with what I eat. _____ 13. I have a first aid kit handy and I know how to use it. _____ 10. I try to eat vegetables and fruits as much as I can. _____ 14. I always find time to do leisure activities. _____ 11. I take note of what food labels say. _____ 15. I manage my time well, allotting ample time for schoolwork, leisure, and rest. _____ 12. I do not easily fall for fads and hypes on TV about fitness, health, and nutrition. _____ 16. I spend quality time with family, friends, and others in my social circle. Let’s see how you scored in the pre-assessment. Count the number of check marks (P) to know your Healthy Lifestyle Assessment rating. Excellent 13-16 Good 9-12 Fair 5-8 Needs improvement 0-4 Evaluate your results. Does your lifestyle prove to be beneficial or detrimental to your overall health? Take note of your daily habits for these can greatly affect your life. At the end of the module, it is expected that the number of your check marks (P) will be more than your initial results in this pre-assessment. INSTRUCTIONAL ACTIVITIES Part I: What to KNOW Hello Grade 10 students! Welcome to the part where knowledge will be learned. You will be provided with activities that will test your prior knowledge, stimulate your interest, and elevate your understanding and level of excitement in the different activities. This part of the module will help you get started and be mentally ready for the next parts. 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.
  • 7.
    5 DEPED COPY Activity 1:WARM YOU UP This activity will prepare your body for a more strenuous physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck for several minutes. The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specific warm-up exercises. Activity 2: WHAT IS IT FOR YOU? In this activity, your prior knowledge about lifestyle and weight management will be assessed. I. Objectives: To discuss the meaning of lifestyle To identify the different lifestyle factors and their importance II. Materials/Equipment: • manila paper • masking tape • pen • activity notebook III. Procedure: 1. Form groups of five to eight members each. 2. Using a concept map, write words associated with “Lifestyle” inside the circles. You may add more circles if necessary. Do this in your activity notebook. 3. Focus on the following: • Describe the words given. • What were the words commonly given by the group? Why do you think these words were given? • What words were mentioned only once? Are these words important? 4. Define “Lifestyle” based on the words given by each member. 5. Choose one representative to do the presentation for 3 minutes. 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.
  • 8.
    6 DEPED COPY Your lifestyleis of utmost importance. Everything you do, whether good or bad, has an effect on your health. Your lifestyle involves a lot of aspects like the physical activities you engage in, the food you eat, the daily habits you observe, the choices you make as a consumer, and many others. These different aspects of your lifestyle affect your overall health. Therefore, it is a must that you give attention to these factors to become a healthier individual. What aspects of your lifestyle do you think you should be most attentive to? Why do you think so? Activity 3: RACE TO CONNECT In this activity, you will discuss the relationship between lifestyle and weight management. I. Objective: To discuss connections between lifestyle and weight management II. Materials/Equipment: • manila paper • masking tape • chairs • words and pictures posted on chairs III. Procedure: 1. Form groups with five to eight members each. 2. Each group races to stand behind the chair with the word that they think significantly connects weight to lifestyle. Only one group can occupy a chair. Groups could switch places until the signal to stay is given. 3. Discuss your group’s choice of word or picture. Categorize your choice: Is it about nutrition/food, or physical activity/exercise? 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.
  • 9.
    7 DEPED COPY Many aspectsof your life are connected to your weight and lifestyle. Your food choices are only a part of them. Your age, gender, inherited characteristics, sleeping habits, and physical activity are also aspects to be considered. Remember that they contribute to your overall well-being as well as your susceptibility to disease. Giving more consideration and attention to your present habits and practices are vital to having a healthy lifestyle. Activity 4: WEIGHT, THERE’S MORE! In this activity, you will find out which among your eating practices and habits are healthy. I. Objectives: To discuss proper nutrition and weight management To differentiate between healthy and unhealthy eating practices II. Materials/Equipment: • checklist of healthy and unhealthy practices • pen III. Procedure: 1. Using the checklist, put a check mark (P) on the practices that show healthy weight management and a cross mark (O) on the unhealthy ones. Explain your answers briefly. Do this in your activity notebook. 2. Concentrate on the following: • What practices do you consider healthy or unhealthy? • Why are these practices considered healthy or unhealthy? 3. Discuss your answers with your seatmate. Healthy or Unhealthy Practices Healthy Unhealthy Reason/s 1. Eating fruits daily 2. Eating in moderation 3. Skipping meals on a regular basis 4. Consuming sweets uncontrollably 5. Substituting water for rice 6. Eating meat products moderately 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.
  • 10.
    8 DEPED COPY Practices HealthyUnhealthy Reason/s 7. Choosing to eat home- cooked meals rather than buying fast food items 8. Leaving out vegetables when eating sinigang 9. Minimizing intake of deep fried food 10. Drinking beverages, like soft drinks, as the first option Your lifestyle includes the nutrition practices you observe. Which among the practices are considered healthy and which are unhealthy? Which of these do you do? Now is a good time to review and change those unhealthy habits for a healthier lifestyle. Activity 5: SWEATING OFF THE RISKS In this activity, the risk factors that can be addressed by active recreational activities will be discussed. I. Objectives: To discuss risk factors of lifestyle diseases To explain the importance of participating in active recreational activities To identify active recreational activities that can address risk factors of lifestyle diseases II. Materials/Equipment: • worksheet on risk factors • pen • task materials per station • letter cut-outs as word puzzles • activity notebook III. Procedure: 1. Form groups with five to eight members each. 2. There will be five stations that correspond to a specific scenario. Each station has a word puzzle that gives the risk factor of the scenario. 3. Each group must race to solve the puzzle to get the risk factor. After identifying the risk factor, you need to list down in your activity notebook the recreational activiites that can lessen/address the risk factor given. 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.
  • 11.
    9 DEPED COPY Risk FactorsScenarios Recreational Activity 1. Ana is constantly in a hurry trying to meet deadlines. 2. Kathleen eats a lot of fast food items like burgers and fries. 3. Paul’s belly and arms are already flabby. 4. Bryan started getting hooked on cigarettes when he was just 14. 5. Dennis and his friends drink beer every other night. 4. Contemplate on the following: • Which scenarios can you relate with the most? Are you aware of the risk factors in these scenarios? • How can recreational activities address risk factors? 5. Make your summary report and share with the class. 6. Assign your group representative to present your report within 3 minutes. Risk factors to our health include the things that we do in our everyday lives and the physiological characteristics that we inherit from our parents. They should be taken seriously. Being aware of these risk factors as well as doing something to prevent and counteract their effects are important. Engaging in active recreational activities is highly promoted as one means of promoting a healthy lifestyle. Activity 6: LECTURE-DISCUSSION This is an opportunity to discuss and clarify the meaning and importance of lifestyle and weight management and how active recreation contributes to lifestyle and weight management. I. Objective: To describe how participation in active recreation contributes to the achievement of a healthy lifestyle II. Materials/Equipment: • reading materials on lifestyle, weight management, and active recreational activities • slideshow presentation on lifestyle and weight management III. Procedure: 1. From the reading assignment, make a summary of the essentials on lifestyle and weight management, and active recreational activities. 2. Complete the worksheet. Do this in your activity notebook. 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.
  • 12.
    10 DEPED COPY Weight (kg)_______ BMI _____ Physical activities to improve or maintain BMI _____________________________________ _____________________________________Height (m2 ) _______ DAILY FOOD LOG Sun Mon Tue Wed Thu Fri Sat Breakfast AM Snack Lunch PM Snack Dinner MONTHLY PHYSICAL ACTIVITY LOG June Sun Mon Tue Wed Thu Fri Sat Week 1 Week 2 Week 3 Week 4 It is very important to be mindful of your food intake and physical activities because these greatly affect your overall health. Your food intake and physical activity affect your weight, which consequently affect your BMI. It is important that your weight is within what is recommended for your height. Conscious healthy food choices and participation in regular moderate to vigorous physical activities, along with enough rest would definitely help improve or maintain your BMI. 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.
  • 13.
    11 DEPED COPY READINGS LIFESTYLE ANDMANAGING IT Introduction The way in which an individual lives is called lifestyle. This includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others. These patterns of behavior are related to elevated or reduced health risk. Teenagers like you may have practices or habits at home or in school that either elevate or reduce health risks. Do you spend a lot of your time at home just sitting down and doing nothing? Do you move a lot by helping out at home, cleaning your house for example? Do you love eating fruits and vegetables? Or do you prefer junk food or fast food? Teenagers like you should be more aware on how your nutritional practices can affect your health. Managing your lifestyle entails making modifications in your routine especially in those aspects that elevate health risks. Food choice, physical activity, and eating habits are some of the aspects of your lifestyle that can be modified to improve it. These modifications should be done gradually, like reducing the intake of fatty food, getting up to reach for something instead of asking someone to get it for you, or walking faster and more often. The idea is that for health risks to be reduced, changes in your lifestyle should be made. Risk factors are variables in your lifestyle that may lead to certain diseases. Many aspects of your lifestyle can be considered risk factors. Aside from genetics or heredity, age and physical make-up are some of the factors that cannot be changed; however, your lifestyle can go around these factors to gain more benefits. For instance, you cannot stop the aging process, but you can delay the signs of aging from showing by being more active and avoiding vices. The other variables in your lifestyle, however, can be modified to achieve a healthier life. Such variables include nutrition, body weight, physical activity, and health habits. What should be kept in mind is that these variables bring with them risk factors that are serious concerns. Some of the risk factors associated with lifestyle variables include hypertension / high blood pressure, overweight and obesity, excess body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking, unhealthy dietary practices, and alcohol consumption. An unhealthy lifestyle brings with it certain diseases that can shorten your lifespan. These diseases, known as non-communicable diseases (NCDs), are not transmitted from person to person, yet kill more than 36 million people each year. Also called chronic diseases, they are of long duration, and are generally of slow progression. The four main types of NCDs are cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma), and diabetes. 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.
  • 14.
    12 DEPED COPY All agegroups are affected by NCDs, although they are often associated with older age groups. Evidence shows that more than nine million of all deaths attributed to NCDs occur before the age of 60. Children and adults are all vulnerable to the risk factors that lead to non-communicable diseases, whether from unhealthy diet, physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol. (www.who.int/mediacentre/factsheets/fs355/en/‎ ). Figure 1. Lifestyle Management Continuum It is important that these risks factors are addressed even at your teenage years. You could start by being more active, adding physical activity sessions to your daily routine, or by being a healthy eater, opting for more nutritious food. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. WEIGHT AND MANAGING IT Introduction You might find other individuals lucky because they eat a lot but do not gain weight as much as you do. You might also think it is unfair that though you limit your food intake, you do not lose as much weight as you want to. This is because your weight is a result of metabolic responses of your body to your food intake, energy expenditure, and physiologic processes. A simple elimination of food or addition of physical activity does not encompass the entirety of weight management. Understanding how your body works is a vital key as well as a combination of healthy food practices and a more active lifestyle. The concepts of weight gain and weight loss are important in weight management. How to gain and lose weight are probably some of the more common issues when it comes to health. Along with this concept is weight maintenance. To understand it in simple terms, energy expenditure is the amount of energy you spend through physical activity, while energy consumption is the amount of energy you take in through food. They both play key roles in weight management. A simple formula is shown here. 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.
  • 15.
    13 DEPED COPY Weight Gain= energy consumed is greater than energy expended = more food intake but less physical exertion Weight Loss = energy consumed is less than energy expended = more physical exertion but less food intake Weight Maintenance = energy consumed equals energy expended = physical exertion is the same with food intake Modifying your eating habits can aid you in managing your weight. Opting for more nutritious food can help lessen health risks and improve your physique. Some of the common tips in weight management are including fruits and vegetables in your meals, reducing intake of sweets, preparing your meals in a healthier way, and decreasing portion sizes. Aside from taking note of your eating habits, you should also take note of your actual weight as an indicator of health risk. This has to do with getting your Body Mass Index (BMI). It is a rough measure of body composition that is useful for classifying the health risks of body weight. It is also based on the concept that a person’s weight should be proportional to height. BMI is calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters). Example: Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m BMI = wt in kg = 59 kg = 23 kg/m2 ht in m2 (1.6 m) 2 Classification BMI Underweight <18.5 Normal 18.5–24.9 Overweight 25.0–29.9 Obesity (I) 30.0–34.9 Obesity (II) 35.0–39.9 Extreme Obesity (III) ≥40.0 At low values of BMI, weight gain should be achieved. For normal values, weight maintenance is recommended. Healthy eating and active physical activity will be beneficial in maintaining a healthy weight. At high values of BMI, however, the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases substantially. In classifying health risks associated with overweight and obesity, body fat distribution and other disease risk factors are considered in addition to BMI. If BMI and other assessment tests indicate that fat loss would be beneficial for your health, your first step is to establish a goal. Make sure your goal is realistic and will ensure good health. Genetics somehow limits your capacity to change your body composition; however, you can improve your body composition through 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.
  • 16.
    14 DEPED COPY regular exerciseand healthy diet. A lifestyle that includes regular exercise may be more important for health than trying to reach any “ideal” weight. Once you have established a body composition goal, you can then set a target range for body weight. ACTIVE RECREATIONAL ACTIVITIES Introduction Recreational activities are those activities held during one’s leisure time. Their purpose is to refresh oneself by doing activities that are considered by an individual as enjoyable. These activities may require large body movements such as running, throwing, and jumping, or small movements such as playing board games, doing arts and crafts, and many others. When a recreational activity is athletics or sports, this may require more physical exertion and competition. However, athletics and sports may also be participated in more for the enjoyment they bring rather than competitive play. Active recreational activities are highly recommended for health promotion. These activities require more amounts of energy to be expended than the usual energy expenditure. This means that you do activities that make you exert more effort than what you usually do. Physical Activity Index Score Activity Intensity 5 4 3 2 1 Sustained heavy breathing and perspiration Intermittent heavy breathing and perspiration, as in tennis Moderately heavy, as in cycling and other recrational sports Moderate, as in volleyball, softball Light, as in fishing Duration 4 3 2 1 Over 30 minutes 20 to 30 minutes 10 to 20 minutes Less than 10 minutes Frequency 5 4 3 2 1 6 to 7 times per week 3 to 5 times per week 1 to 2 times per week A few times per month Less than once a month Computation: Intensity X Duration X Frequency = Score Total Your Score: ______ x _______ x _________ = _________ 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.
  • 17.
    15 DEPED COPY Evaluation ofActivity Score Score Evaluation Activity Category 81 to 100 60 to 80 40 to 59 20 to 39 Under 20 Very active lifestyle Active and healthy Acceptable but could be better Not good enough Sedentary High Very good Fair Poor Very Poor Moderate amounts of physical activity are recommended daily. The total activity can be accumulated in multiple short bouts – for example, two 10-minute brisk walk sessions and a 15-minute bike ride. This can also be done in continuous sessions. Choose recreational activities that you find enjoyable and fits into your daily routine. Your participation in these activities could easily be sustained since you personally enjoy doing them and you even do it in your own time. Hence, strict adherence to a regular physical activity is very viable. Regular physical activity, regardless of how hard it is, makes you healthier and can help protect you from many chronic diseases. However, exercising at low levels of exertion does little to improve physical fitness. It is recommended that you exert more than your usual effort. For example, if you are used to walking for 15 minutes from home to work, you could walk faster or for a longer duration. Some of the more common active recreational activities are sports like badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These activities require specific skills to be able to play them. For sports involvement to be enjoyable, either recreational or competitive play may be pursued. It all depends on you and your enjoyment. Activity 7: YOUR TURN (Assessment of Knowledge) To assess your knowledge, kindly note the important things about the lecture- discussion. Copy this in your notebook. Examples of active recreational activity Important formula for weight management Your BMI and recommended weight management formula Weight maintenance Weight loss Weight gain 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.
  • 18.
    16 DEPED COPY Your knowledgeof lifestyle and weight management would be beneficial to you as you get older. In general, lifestyle should be your focus. Knowing your weight and how to manage it, coupled with participation in active recreational activities would make you a healthier individual. However, take note that making significant cuts in food intake in order to lose weight and body fat could be a difficult strategy to maintain; focusing on increased physical activity is a better approach for many people. Part II: What to PROCESS You will be given activities about physical activity and proper eating habits for you to understand their importance to your fitness and well-being. As you go on with the activities, you will learn that active participation in recreational activities is not just fun and exciting but also an opportunity to improve your fitness and enhance your social skills. So, prepare yourself and get started! Activity 1: ME AND MY DAY This activity will assess your physical activity engagement using a survey. I. Objective: To discuss your daily activities that contribute to your health II. Materials/Equipment: • copy of survey form • chairs III. Procedure: 1. Form circles with eight to ten members each. 2. Using the survey, put a check mark (P) on the activities you do and the estimated number of hours you do them. Sentence Completion When I am not in school, I... ___ watch TV for about ____ hours ___ use the computer/tablet/cell phone for about ____ hours ___ play sports such as _____ for about ____ minutes or ____ hours ___ jog or walk or dance for about ____ minutes or ____hours ___ sleep about ____hours even after my regular wake up time ___ usually go out to the mall or a friend’s house and spend about ____hours there ___ do household chores for about ____ minutes or ____ hours ___ do something else like ______________________ for about ____ minutes or ____ hours 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.
  • 19.
    17 DEPED COPY 3. Discussthese questions with the group: • What activities were commonly marked? • How many minutes or hours were usually spent on these activities? • Which among the activities do most of the group spend time on? • What can you say about the activities commonly marked and the time spent doing them? Classify the activities into active or passive. • Which of these activities do you enjoy the most? Why? 4. Share your answers to these questions with the class. • How do you feel about the activity? What did you realize? • What do you think about the daily activities of your classmates? Do you have similar activities as your classmates? • Should you stick to your daily routines or could changes be made? Activity 2: FILLING IN MY SCHEDULE This activity will provide an opportunity to get involved in active recreational activities. This will determine possible times during the day where you could be more active. I. Objective: To discuss opportunities of becoming more active based on your schedule II. Materials/Equipment: • copy of survey form • manila paper • masking tape • pen • activity notebook III. Procedure: 1. Work in pairs. 2. Using the Weekly Activity Log, fill in the spaces with how much time is spent doing these activities. Do this in your activity notebook. Weekly Activity Log Activities Sun Mon Tue Wed Thu Fri Sat Studying Doing household chores Other activities Free time 3. Concentrate on the following: • How long do you spend on activities that make you move a lot? make you stay still or not move a lot? 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.
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    18 DEPED COPY • Whenare the best times and days for you to be more active? • What activities can you do on these times? 4. Share your answers on these questions with the class. • How do you feel about the activity? What were your realizations? or What did you realize? • Are you busy most of the week or do you have more free time? • Are you busy doing active or passive activities? • What can you do about your schedule to have a healthier lifestyle? Activity 3: CHECK IT OUT! In this activity, you will know your fitness levels in terms of cardiovascular endurance, agility, and coordination. I. Objective: To determine cardiovascular endurance, agility, and coordination levels II. Materials/Equipment: • copy of physical fitness assessment tool • bench/stairs • metronome/timer • tape measure • cones/markers • chalk • stopwatch • tennis balls • masking tape III. Procedure: 1. Pair up. 2. Do the different physical fitness tests with your partner. Perform the tests alternately and record each other’s scores. 3. Monitor your physical fitness for the entire school year. Follow the physical fitness protocols. 4. Record in the Physical Fitness Record 5. Take note of the following: • Your fitness level and assessment compared to your partner • What can you do to maintain and/or improve your fitness level scores? 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.
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    19 DEPED COPY Physical FitnessRecord Name Grade & Sec HEALTH-RELATED COMPONENTS Pre-test (1st Qtr) 2nd Qtr Monitoring 3rd Qtr Monitoring Post-test (4th Qtr) Cardiovascular Endurance ____ x 4 = ____ bpm ____ x 4 = ____ bpm ____ x 4 = ____ bpm ____ x 4 = ____ bpm Muscular Endurance Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Muscular Strength Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Flexibility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Body Composition Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Ht (m2 ) ___ Ht (m2 ) ___ Ht (m2 ) ___ Ht (m2 ) ___ BMI _____ BMI _____ BMI _____ BMI _____ SKILL-RELATED COMPONENTS Pre-test (1st Qtr) 2nd Qtr Monitoring 3rd Qtr Monitoring Post-test (4th Qtr) Agility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Balance Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Coordination Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Power Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Reaction Time Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Speed Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Points of improvement: Overall physical fitness assessment: Student’s Name & Signature: Teacher’s Name & Signature: 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.
  • 22.
    20 DEPED COPY TEST PROTOCOLS CardiovascularEndurance: 3-minute Step Test Protocol I. Materials/Equipment: • 12-inch high bench for stepping • clock with second hand or stopwatch for timing test and counting heart rate • metronome to help maintain cadence in proper stepping rate II. Procedure: 1. Step up on the bench using your right foot first, then your left. 2. Step down the bench starting with the right foot, then the left. 3. Step up and down at 24 cycles (up-up-down-down) per minute for 3 minutes. (metronome setting at 96) 4. Immediately after 3 minutes, sit down. 5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be your score in beats per minute (bpm). 6. Check your score against the table below. Males (in bpm) Females (in bpm) Excellent <71 <97 Good 71-102 97-127 Fair 103-117 128-142 Poor 118-147 143-171 Very Poor >148 >172 http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx Coordination: Hand-Eye Coordination Test I. Materials/Equipment: • tennis ball • stopwatch • smooth wall • marker II. Procedure: 1. Stand 2 meters away from a smooth wall. 2. At the signal, the stopwatch is started. With your right hand, throw a tennis ball against the wall and catch it with the left hand. Throw the ball again, now using the left hand and catch it with the right hand. This cycle of throwing and catching is repeated for 30 seconds. 3. Upon reaching 30 seconds, the number of catches is recorded. Figure 3. Hand-Eye Coordination Figure 2. 3-Minute Step Test 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.
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    21 DEPED COPY The followingare scores for 15 to 16 year olds (Beashel and Taylor 1997). Age High Score Above Average Average Below Average Low score 15-16 years >35 30 - 35 25 - 29 20 - 24 <20 http://www.brianmac.co.uk/handeye.htm Agility: Illinois Agility Run Test Protocol I. Materials/Equipment: • 8 traffic or road cones • stopwatch II. Procedure: 1. Arrange the cones as specified by the in the figure. 2. Lie face down or prone with your head beside the starting point. 3. At the signal, get up as quickly as possible and run around the course in the direction indicated without knocking the cones down. 4. Upon reaching the finish line, stop the timer and record the time. 5. Check your speed in seconds against the table below. Speed (in seconds) Males Females Excellent <15.2 <17.0 Good 15.2-16.1 17.0-17.9 Fair 16.2-18.1 18.0-21.7 Poor 18.2-19.3 21.8-23 Very Poor >19.3 >23 http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf Figure 4. Illinois Agility Run Test 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.
  • 24.
    22 DEPED COPY PHYSICAL ACTIVITYAND PHYSICAL FITNESS Alifestyle based on good choices and healthy practices maximizes the quality of life. It helps you avoid diseases, remain strong and fit, and maintain your physical and mental health. One of the most important practices is being physically active. People of all ages benefit from regular physical activity. Significant health benefits can be obtained by engaging in moderate amounts of physical activity on most, if not all days of the week. Through a modest increase in daily activity, most individuals can improve their health and quality of life. Additional health benefits can be gained through greater amounts of physical activity. Individuals who can maintain a regular regimen of a more vigorous or a longer-duration activity are likely to obtain even greater benefits. Lifestyle physical activity Moderate exercise program Vigorous exercise program Description Moderate physical activity – an amount of activity that uses about 150 calories per day Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); strength training and stretching exercises (2-3 days per week) Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); interval training, strength training (3-4 days a week), and stretching exercises (3-5 days a week) Sample activities or program One of the following: • Walking to and from work, 15 minutes each way • Cycling to and from class, 10 minutes each way • Sweeping the yard for 30 minutes • Dancing (fast) for 30 minutes • Playing basketball for 20 minutes • Jogging for 30 minutes, 3 days per week. • weight training, 1 set of 8 exercises, 2 days per week • stretching exercises, 3 days per week • Running for 45 minutes, 3 days a week • Intervals: running 400m at high effort, 4 sets, 2 days a week • Weight training: 3 sets of 10 exercises, 3 days a week • stretching exercises, 5 days a week Health and fitness benefits Better blood cholesterol levels, reduced body fat, better control of blood pressure, improved metabolic health, and enhanced glucose metabolism; improved quality of life; reduced risk of some chronic diseases All the benefits of lifestyle physical activity, plus improved physical fitness (increased cardiorespiratory endurance, muscular strength, and endurance, and flexibility) and even greater improvements in health and quality of life and reductions in chronic disease risk. All the benefits of a lifestyle physical activity and a moderate exercise program with greater increase in fitness and somewhat greater reduction in chronic disease risk. Participating in a vigorous exercsie may increase risk of injury and overtraining. Physical Activity Intensity Chart 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.
  • 25.
    23 DEPED COPY Participation inregular moderate physical activity can lead to improved physical fitness. It is a condition whereby the systems of the body are able to function at their optimal efficiency, associated with an individual’s ability to work effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond easily to emergency situations. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular” here refers to being active in most, if not all days of the week. About 3 to 4 times per week or more are the recommended times of exercise for an individual. You may opt to have rest days or easy days in between to allow your body to recover from the physical exertion. Sun Mon Tue Wed Thurs Fri Sat Activity Rest day 45 minutes brisk walking 45 minutes brisk walking Rest day 45 minutes brisk walking 45 minutes brisk walking 45 minutes brisk walking To know if the amount of effort exerted during physical activity will be beneficial to you, the FITT formula should be kept in mind. FITT stands for: Frequency (how often) – number of training sessions that are performed during a given period (usually one week) Intensity (how hard) – an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage Time (how long) – duration of a workout (including warm-up and cool-down) or the length of time spent in training Type – mode of physical activity For example, you are used to leisurely walking for 20 minutes from your home to school and back from Monday to Friday. Applying the FITT formula would entail the following adjustments in your physical activity for it to become more than your usual practice, such as increasing the intensity of your pace to moderate or vigorous and decreasing the amount of time to do it. Your usual More than your usual Frequency 5x/wk (Monday-Friday) 2x/day (home-school; school-home) 5x/wk (Monday-Friday) 2x/day (home-school; school-home) Intensity easy (leisurely pace) Moderate to vigorous (moderate to fast pace) Time 20 minutes 13 minutes Type walking brisk walking Changing from your “usual” to “more than your usual” does not necessarily mean changing everything in the FITT formula. Frequency can be retained but intensity is elevated; or both can be slightly adjusted but time is increased; or type is changed to a more challenging one. Remember, changing your FITT formula should 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.
  • 26.
    24 DEPED COPY be donegradually to give your body time to adjust to the demands you place on it. When your body is challenged to do more than what it is used to , changes in your body start to occur. If the physical activity is too easy for your body, changes, if any, would be minimal. Hence, your body should be challenged and more effort should be exerted. One way to gauge this is through the Rate of Perceived Exertion or RPE. It is an assessment of the intensity of exercise based on how the participant feels. It is basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increment in between. The target zone for aerobic activity is from 12 to 16. Rate of Perceived Exertion (RPE) Rating Description Rating Description 6 14 7 Very, very light 15 Hard 8 16 9 Very light 17 Very hard 10 18 11 Fairly light 19 Very, very hard 12 13 Somewhat hard 20 Remember, if you find the activity as “very, very light” (7) to about “fairly light” (11), you need to increase the intensity of your physical activity to reach “somewhat hard” (13), depending on your goal. You can also increase frequency and time, or change the type. However, if you find the activity as “very hard” (17) to “very, very hard” (19), you might want to check your FITT formula. Remember, health promotion does not mean exhaustion or risking yourself of getting injuries. Physical fitness tests are also good gauges of your fitness level. Health-related and skill-related components are tested to determine points of improvement of an individual. Health-related components are those that contribute to the development of health and functional capacity of the body. These include cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill-related components on the other hand are those components that contribute to the development of skills. These include agility, balance, coordination, power, reaction time, and speed. Here are just some of the components of physical fitness: • Cardiovascular endurance - the ability of an individual to perform prolonged work continously, where the work involves large muscle groups (Fahey, Insel, and Ruth 2007) • Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture • Coordination - ability to perform complex motor skills with a smooth, flow of motion 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.
  • 27.
    25 DEPED COPY Good physicalfitness is important because it contributes directly to the physical component of good health and wellness, and indirectly to the other components. Good fitness has been shown to be associated with reduced risk for chronic diseases, such as heart disease, and has been shown to reduce the consequences of many debilitating conditions. Factors affecting physical fitness include age, gender, heredity, nutrition, activity and disability, among others. These factors affect physical fitness in varying degrees since they are relative to the individual. For instance, if you eat ample amounts of food regularly, your fitness level will likely be higher than somebody who does not get enough nutrients on a regular basis. The same can be said with somebody who is very active compared with somebody who is very sickly. Participating in regular physical activities should be enjoyable to be able to make you continue doing it. Reasons for participating and dropping out from the activity depend on the individual; that is why it is important to know what your reasons for participating are so that dropping out can be avoided. Some reasons for participating include: the thrill and excitement of competition; desire to succeed or win and/or be good at something; a sense of personal accomplishment; enjoyment in playing and mastering new skills; socialization or being with others; challenge limits; release of stress and frustration; improvement of self-image, self-confidence, and appearance; improvement of health, wellness, and fitness levels; and prevention of disease. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. Activity 4: WARM YOU UP This activity will prepare your body for physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm- up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, etc for several minutes. 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.
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    26 DEPED COPY Activity 5:LET’S GET STARTED! In this activity, you will engage in sports activities to gauge your present skills in active recreational activities. I. Objective: To determine the skills needed in a specific sport To engage in active recreational activities such as sports To identify risks of injuries when participating in active recreational activities II. Materials/Equipment: • copy of assessment tool • nets/posts/hoops • court • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables • pen III. Procedure: 1. Pair up. 2. Do sports activities to determine skills in a specific sport. Be aware of sports-related injuries and injury prevention and management. 3. Continue engaging in sports activities outside PE time. Log them in your Sports Participation Log. Sports Participation Log June Sun Mon Tue Wed Thu Fri Sat Week 1 Week 2 Week 3 Week 4 4. Share your answers to these questions with the class. • How do you feel about the activity? What are your realizations? • What skills do you already have? What skills do you need to improve on? • How can these sports skills help you in attaining a healthier lifestyle? • Does participation in these sports need to be highly competitive for you to have a healthier lifestyle? 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.
  • 29.
    27 DEPED COPY READINGS ANDSPORTS ACTIVITIES BENEFITS OF ACTIVE PARTICIPATION IN SPORTS AND RECREATIONAL ACTIVITIES Individuals benefit a lot from actively participating in sports and recreational activities. These include health, physical, mental, emotional, and social benefits. Health Benefits • road map to good health and longevity • improved quality of life • lower blood pressure, reduced arthritis pain, weight loss and lowered risk of diabetes, certain cancers, osteoporosis and cardiovascular disease Physical Benefits • improvement of skills specific to a particular activity • relaxation, rest, and revitalization Mental and Emotional Benefits • release of stress from demands of everyday living • greater personal confidence and self-esteem • sense of achievement • reducing risks of depression, anxiety, psychological distress, and emotional disturbance • more restraint in avoiding risky behavior Social Benefits • bonding with family and friends • opportunity to make new friends and acquaintances • strengthen social networks and community identity 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.
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    28 DEPED COPY Badminton Skills –service, lob, clear, drive, drop, smash, footwork Figure 5. Badminton Footwork Sample program for playing badminton with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 11-13 RPE of about 13-16 Time 30 minutes and up 45 minutes and up Type series of light hitting drills with partner followed by light competition/game series of footwork and hitting drills with partner followed by slightly heavy competition/game Injury Prevention and Risk Management Badminton injuries are either acute, traumatic injuries such as ankle sprains, or are overuse injuries such as impingement syndromes. Both types of injury can be prevented by using the right equipment, warming up, cooling down and ensuring you are strong and fit enough to compete. (http://www.stopsportsinjuries.org/) Activity: Shuttle ‘Minton For this volleyball-like lead-up game, you will need a racket for each player and one birdie. Form two teams, with 6-9 players each. The objective of the game is hit the birdie over the net to the other team’s boundaries. A team is allowed to hit the birdie up to three times while on its side before it goes over the net. Note that the same player may not hit the birdie twice in a row. The serving team will score when the other team cannot return the birdie legally and within the serving team’s boundaries. However, if the serving team fails to return the birdie to the other team, that specific play is over and the other team is up to serve. Set a limit of points at the beginning of the game. The first team to reach this number of points is the winner. (http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/) 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.
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    29 DEPED COPY Table Tennis Skills– forehand and backhand grips, push, block, serve, receive Sample program for playing table tennis with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light hitting drills with partner followed by light competition/game series of hitting drills with partner followed by slightly heavy team competition/ game Injury Prevention and Risk Management The most common table tennis injury is very similar to standard tennis injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the more frequent table tennis injuries. Table tennis is a non-contact sport but injuries are often acquired when athletes suddenly change direction or twist their body quickly, leading to pulled muscles and other injury problems. Players who do not warm up properly or stretch their muscles before taking to the table also put themselves at a high risk of injury. (www.sportsinjurybulletin.com/archive/table-tennis.php‎) Activity: Table Tennis Ten Pin Set up 10 targets fairly close together at the end of the table. Group 3 players for each team and assign them the following tasks: 1 hitter, 1 fielder at the back and 1 fielder in front, who is in charge of returning the ball to the hitter. The hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit scores one point. Take turns in keeping score. Each player has 10 balls to use to score as many points as possible. Replace or re-set targets and change hitters and fielders. 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.
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    30 DEPED COPY Tennis Skills –forehand and backhand strokes, serve, smash, drive Sample program for playing tennis with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light hitting drills with partner followed by light competition/game series of hitting and serving drills with partner followed by slightly heavy team competition/game Injury Prevention and Risk Management Tennis injuries are generally defined as either cumulative (overuse) or acute (traumatic) injuries. These injuries occur over time due to stress on the muscles, joints, and soft tissues without proper time for healing. They begin as a small, nagging ache or pain, and can grow into a debilitating injury if they aren’t treated early. Many sports injuries result from overuse, lack of proper rest, lack of proper warm uip or poor conditioning. Safety precautions are recommended to help prevent tennis injuries like warming up thoroughly prior to play, wearing the right tennis shoes with skid-resistant soles, using good technique in the different tennis movements, cleaning of courts before play to check for slippery spots or debris, getting adequate rest and time for recovery after each play, and staying hydrated. Activity: Bucket Game Five buckets, bins, or containers are placed in various locations on each side of the net. The participating players each stand on their respective baselines. The first player tries to hit 10-20 balls into any of the buckets accross the net. If the ball does not cross the net or does not land into the buckets, it is added to the balls that the other player will use. After all balls are hit, those balls that don’t land in any of the buckets are given to the other player, who in turn will try to hit the balls into the buckets across the net. When all the balls are in the buckets, they are counted and the player who gets the most balls into his opponent’s buckets wins. (http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm) 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.
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    31 DEPED COPY Baseball Skills –pitching, hitting, base running, catching, fielding Sample program for playing baseball with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 30 minutes and up 45 minutes and up Type series of catching, fielding, and hitting drills followed by light competition/game series of catching, fielding, and hitting drills with base running, pitching drills followed by slightly heavy competition/game Injury Prevention and Risk Management If you use too much effort in pitching the ball, or continuously pitch without rest, a serious elbow or shoulder injury may be on the horizon. If you complain of elbow or shoulder pain the day after pitching, or movement of the joint is painful or restricted compared to the opposite side, see a a physician familiar with youth sports injuries. Warm up properly by stretching, running, and easy, gradual pitching. Emphasize control, accuracy, and good mechanics. Do not play all year-round. Your body needs to recover from the physical demands of playing. Activity: Base Running-Catch-Stealing Base Game Three markers are used as bases. Three players stand near the markers while another player is positioned away from the 3 markers and is the designated hitter. The hitter has to hit the ball with a bat to any of the players positioned in the 3 bases. As the player nearest the ball catches it, they all run to steal a base. The player who fails to steal a base will be the hitter in the next round. 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.
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    32 DEPED COPY Football/Soccer Skills –pass, receive, attack, shoot, heading, goalkeeping, defending, tackling Sample program for playing football/soccer with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 30 minutes and up 45 minutes and up Type series of light footwork and passing drills followed by light competition/game series of footwork, passing, shooting, defending, and tackling drills followed by slightly heavy competition/game Injury Prevention and Risk Management Injuries occur during football/soccer games and practice due to the combination of high speed and full contact. While overuse injuries can occur, traumatic injuries such as concussions are most common. The force applied to either bringing an opponent to the ground or resisting being brought to the ground makes football/soccer players prone to injury anywhere on their bodies, regardless of protective equipment. Activity: Partner Soccer Score Partners stand 6-8 meters apart, facing each other. At the signal, one partner will attempt to shoot the ball between their partners’ outstretched legs. They also must retrieve the ball and go back to the starting point to shoot the ball again. This goes on within a minute, afterwhich they switch roles. Whoever scores the most goals in one minute wins, and assigns a task for the non-winner to perform. Variation can be done using teams instead of individuals. 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.
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    33 DEPED COPY Basketball Skills –dribbling, passing, shooting, defending Sample program for playing basketball with moderate to vigorous intensity Moderate Vigorous Frequency 4-5x/week 5x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of spot shooting and light dribbling drills with partner followed by light competition/game series of spot shooting, and dribbling with defending drills, and transition drills with partner and team followed by slightly heavy team competition/game Injury Prevention and Risk Management Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot fractures are common basketball injuries. To avoid these injuries, maintain proper fitness and hydrate adequately. Remember, injury rates are higher in athletes who have not adequately prepared physically. Activity: Dribble Tag This game is played on a hard court. Select 4 players to be “it” and give them a basketball each. Their objective is to tag other players who are scattered on the court while dribbling the ball. The players who are tagged must get a new ball and also become “it.” Once the majority of students have been tagged, start the game over by selecting new players to be “it”. 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.
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    34 DEPED COPY Volleyball Skills –passing, receiving, serving, attacking, digging, blocking Sample program for playing volleyball with moderate to vigorous intensity Moderate Vigorous Frequency 3-4x/week 4x or more/week Intensity RPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and up Type series of light passing, hitting, setting, receiving, and serving drills with partner followed by light competition/game series of serving, digging, and attacking drills with partner or team followed by slightly heavy team competition/game Injury Prevention and Risk Management Since volleyball involves repetitive overhead motions, such as spiking and blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non- operatively with bracing and physical therapy, or home rehabilitation exercises. However, treatment can vary significantly depending on the injury. Recovery time usually depends on the injury. Activity: Catch, Toss, Set and Over The class will be divided into groups of 4-6 students each. The teacher tosses a ball to one team wherein the first contact must catch it. The person who catches the ball tosses it towards a player near the net (preferably in the middle). That person volleys (or bumps) the ball along the net to another player who then plays the ball over towards the other team and within the scoring area. The process is then repeated for the second team. If the ball falls or if the second player catches the ball, that team must leave the floor and the next team enters the court. Participation in sports-related recreational activities is one ofthe best ways of achieving a healthy lifestyle. Participation can either be recreational or competitive. The important thing to keep in mind is that regular moderate participation in such activities will help improve your health. 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.
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    35 DEPED COPY Activity 6:MY MEAL AND MEAL HABIT LOG In this activity, your meal intake and eating habits will be reviewed to determine the different types of food you eat and the modifications that can be made to have a healthier lifestyle. I. Objective: To discuss meal intake and eating habits for a healthier lifestyle II. Materials/Equipment: • copy of assessment tool • pen • activity notebook III. Procedure: 1. Form groups of five to eight members each. 2. Using the Daily Meal Log, fill in your meals for three consecutive days. List down the components of meals as much as possible. Daily Meal Log Day 1 Breakdown of meal/number of servings Breakfast AM Snack (if applicable) Lunch PM Snack (if applicable) Dinner Snack (if applicable) Specific cravings (if applicable) 3. Encircle Y or N if you did these meal-related actions for the day. For Y answers, fill out the space with a concrete action to minimize or resolve these acts. Copy this in your activity notebook for the next two days. Eating Habits Inventory Did you... Yes/No What to do about it eat any of your meals quickly? Y N eat out today? Y N eat too much sweets today? Y N skip any of your meals today? Y N consume any soft drinks today? Y N eat any bag of chips today? Y N eat a big-portioned meal today? Y N 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.
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    36 DEPED COPY 4. Concentrateon the following: • What are the types of food do you usually eat? How many servings do you usually eat per meal? • What eating habits are common in the group? What do you think are the effects of these eating habits? 5. Share your answers on the following questions with the class. • How do you feel about the activity? What were your realizations? • What types of food do you eat that are close to the recommendations in the Filipino Food Guide? • Do you think you need to change your meal options? Your eating habits? Why or why not? READINGS MODIFYING EATING HABITS The active life is a magnet that attracts a composite of behaviors or habits, that when viewed one at a time, seems too simplistic to be valued. However, eating and our body’s response to eating are some of the most intriguing concepts in health. Eating is an intentional act. Each day people choose from the available food, prepare the food, decide where to eat, which rules to follow, and with whom to dine with. These make up your eating habits. Convenience is only one factor that drives food choices. Some of the other factors are: Advertising: Media might have persuaded you to eat such food. Availability: There are no others to choose from. Economy: They are within your means. Emotional comfort: They make you feel better for a while. Habit: They are familiar; you always eat them. Personal preference: You like the way such food taste. Positive associations: They are eaten by people you admire, or they are just for fun. Region/location: They are common or favored in your locality. Social pressure: They are offered; you feel you cannot refuse them. Values/beliefs: They fit your religious traditions, or honor your ethical beliefs. Weight: You think they will help to control body weight. Nutritional value: You think they are good for you. The last two factors are highly viable to nutritional health. Similarly, the choice of where, as well as what to eat, is often based more on social considerations than on nutritional judgments. Hence, you should be more conscious of the factors that affect your own personal food choices. Poor food choices contribute directly to obesity, heart disease, diabetes, cancer, and other health problems. Understanding the importance of food choices becomes even more critical as a greater number of people rely more on convenience food, take-out meals, and eating out. Poor diet coupled with lack of exercise contributes to an increased risk of diseases. 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.
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    37 DEPED COPY MODIFYING EATINGHABITS A modification in your eating habits is needed most especially when you are at risk of disease. Small and simple changes like adding more fruits to your diet can make a difference in your health. However, some situations may need major changes in one’s lifestyle. Some of the strategies in changing eating habits include making a plan and sticking to it. Eating habits can be modified according to the nutritional recommendations for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind these recommendations help ensure proper diet especially the changes being experienced as your body matures. Your eating habits should revolve around these recommendations to become healthier. Remember, your nutritional needs should not be neglected as you participate in active recreational activities. More attention on nutritional needs is necessary to energize your body and help your body recover as well. Figure 6. Eating Plan for Healthy Living Compute the recommended number of calories you should burn using FNRI’s Energy Calculator to find out what physical activities you need to do to burn these calories. Take note that in order to manage your weight well, you should give importance to both physical activity and nutrition. That is why you should take note of the calories you need to burn and the physical activities you can participate in to burn these calories. 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.
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    38 DEPED COPY The EnergyCalculator or e-calc is an interactive and user friendly software that: • assesses the nutritional status of individuals • computes desirable body weight (DBW) and total energy requirement (TER) • calculates energy intake and energy expenditure to check energy balance • computes exercise equivalents and food energy equivalents to burn excess calories • calculates the body mass index (BMI) of individuals • calculates the basal metabolic rate (BMR) of individuals Sources: Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. Activity 7: DO YOU KNOW HOW TO ANALYZE? This is an opportunity to discuss and clarify the importance of critiquing media and technology regarding physical activity and nutrition. I. Objective: To describe the importance of critiquing media and technology related to physical activity and eating habits II. Materials/Equipment: • reading materials • slideshow presentation • video presentation of a product advertisement (e.g., Fit ‘n Right, etc) • poster of an athlete with a product being endorsed (e.g., Michael Jordan on Gatorade, Manny Pacquiao on Sting, etc.) III. Procedure: 1. Form three groups; each group will be assigned one particular viewpoint. • Group 1 – as an advertising company • Group 2 – as a consumer • Group 3 – as a health professional 2. Watch the video and/or study the poster and discuss the following questions with your group. • Based on your prior knowledge about physical activity and nutrition practices, what can you say about the advertisement? • What is the literal and implied message of the advertisement? Who is the target audience? • Is it an effective advertisement? 3. Discuss the value of analyzing the effect and power of media and technology 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.
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    39 DEPED COPY on physicalactivity and nutrition practices. 4. As a group, share your viewpoint in a creative manner such as in a slideshow presentation, news reporting, dramatization, etc. within 20-25 minutes. Media and technology can greatly influence the choices individuals make about their health, particularly their eating habits and participation in physical activity. You must be aware of the power of advertisements and how they affect you. You may be surprised to find out that a lot of your attitudes, beliefs, and practices have to do with what you see on TV, in advertisements, and what you hear from others. Activity 8: MINI COMPETITION (Assessment of Process) Your skills in specific sports will be tested in this activity. I. Objectives: To execute sports-specific skills in actual competition II. Materials/Equipment: • copy of teacher-made assessment tool • nets/posts/hoops • courts • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables III. Procedure: 1. Form groups necessary for mini competition. 2. Fill out the Mini Competition Log. Mini Competition Log Name: Teammate/s: Date Opponent/s Result/Scores Game Feedback Teacher’s Signature: Have you improved on the specific skills you focused on? Did you have fun while doing so? Remember, improving your personal skills can be enjoyable too. 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.
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    40 DEPED COPY Part III:What to REFLECT and UNDERSTAND This part provides activities that will draw your core understanding of the module. You will be given opportunities to reflect and understand the relevance of participation in active recreational activities and modifying eating habits for a healthier lifestyle. Activity 1: HI, I AM... The activity elicits your personal reflection on the knowledge and skills that you have gained. I. Objective: To realize the importance of participation in active recreational activities II. Materials/Equipment: • manila paper • masking tape • pen • bond paper III. Procedure: 1. If you were to introduce yourself using the lessons you have learned, what would you say? Write statements to complete the introduction diagram. Do this using a piece of bond paper. 2. Design and reflect on your diagram 3. Move around to show your diagram and to see your classmates’ diagrams. 4. Group with your classmates that have the same sports interests as you and play together. 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.
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    41 DEPED COPY Activity 2:WARM YOU UP This activity will prepare your body for physical activity. I. Objective: To prepare yourself for physical activity using general or sports-specific warm- up exercises II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck for several minutes. The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specific warm-up exercises. I am currently... because these activities... (Writetheactiverecreationalactivities (Writewhyyouarecurrently youareinvolvedwithnow) doingtheseactivities) Iwill... Iwill... (Writeherechangesyouwill Writeyournamehere. (Writeherethechangesyou makeinyourscheduleto (Becreativeinyourlettering) willmakeinyourdietto bemoreactive.) haveahealthierlifestyle.) I want to... because these activities... (Writetheactiverecreationalactivities (Writewhyyouwanttobe youwanttobeinvolvedwithinthefuture) involvedwiththeseactivities) 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.
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    42 DEPED COPY Activity 3:REFLECTION AND PARTICIPATION The activity shows one’s plan for future recreational pursuits. I. Objective: To develop a plan for participation in active recreational activities II. Materials/Equipment • worksheets/activity notebook • pen • sports or activity materials III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reflect on your schedule and physical activity then and now. 3. Analyze the knowledge and experiences that you have gained from the lesson. List down activities that you think you can maintain. 4. From the activities that you can maintain, continue active participation by playing in class. 5. Concentrate on the following: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying these changes in your schedule? Activity 4: MY PERSONAL CONTRACT (Assessment of Understanding) The activity shows one’s plan for future recreational pursuits. I. Objective: To develop a plan to regularly participate in active recreational activities II. Materials/Equipment • worksheets/activity notebook • pen III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reflect on your schedule and physical activity then and now. 3. Using the knowledge and experiences that you have gained from the lesson, ask yourself the following: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying changes in your schedule? 4. Fill out your personal contract. 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.
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    43 DEPED COPY My PersonalContract I agree to increase my participation in active recreational activities particularly _____________ for ____________ days per week. I will begin my program on _______________ and plan to reach my final goal by _______________. My plan for increasing my participation includes the following strategies: 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ I will keep in mind that the reason why I participate in active recreational activities is to have a healthier lifestyle and these other reasons: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ I understand that it is important for me to make a strong personal effort to make the change in my behavior. I sign this contract as an indication of my personal commitment to reach my goal. Name ____________________ Witness _______________________ Applying your knowledge about the importance of physical activity to your daily routine is vital if you want to live a healthier lifestyle. You make decisions for yourself. Commit to the changes you want to do in your lifestyle so that your health will improve. 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.
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    44 DEPED COPY Part IV:What to TRANSFER The end product of this module is an activity that will give you the chance to influence the society in living a healthy lifestyle and maintaining a desirable weight through your active participation in active recreational activities. Activity 1: School-Based Weekend Camp In this activity, you will extend your commitment in fitness development to your immediate community. You will be provided with an opportunity to maximize your knowledge and skills, together with the understanding that you have acquired, in influencing the community on the importance of active recreational activities in improving fitness. I. Objectives: To show appreciation of the value of active recreational activities in improving fitness To realize an advocacy project on the value of active participation in physical activities to the community through Weekend Camp II. Materials/Equipment: • sample request letters to the principal for approval and to the respective community leader/s for coordination and if possible, for funding of transportation, meals, and snacks • sample budget proposals • schedule of activities/matrix • photo album • notebook and pen III. Procedure: 1. You will now extend your fitness commitment to the community as required. You will be given ample guidance by your teacher as you do this. 2. Take note of the following details of the School-Based Weekend Camp. 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.
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    45 DEPED COPY School-Based WeekendCamp Goal: Maintain an active lifestyle to influence the physical activity participation of the community. Clientele: Students/community members/barangay SK members/ Church members/ Indigenous group in the community Venue: nearby schools/resorts/recreation parks Schedule: to be arranged Rationale: The Weekend Camp is a culminating activity of the Grade 10 students which aims to influence the community to participate in active recreational activities. Objectives: Specifically, the School-Based Weekend Camp aims to: • offer a variety of active recreational activities such as badminton, tennis, table tennis, basketball, volleyball, baseball, and/or football/soccer; • provide activities to enhance fitness benefits; and • inculcate the idea of being active to maintain optimal fitness levels throughout one’s lifetime Activities: 1. Planning • Selecting of clientele, venue • Planning of activities • Planning of budget • Scheduling of activities • Choosing food for lunch 2. Organizing • Creating different committees • Drafting the functions of the committees • Visiting the place • Communicating with the clientele 3. Managing the actual activity day • Time management • Activity management • Personnel management • Clientele participation 4. Evaluation • Clientele satisfaction • Narrative report with proper documentation 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.
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    46 DEPED COPY Activity 2:Voluntary Physical Activity Participation You will extend your commitment in fitness development with your family and other families in the community by participating voluntarily in various physical activities such as fun runs, barangay palaro, aerobics, etc. I. Objectives: To show appreciation of the value of active recreational activities in improving fitness To participate actively in recreational activities voluntarily II. Materials/Equipment: • copy of assessment tool • photos • notebook and pen III. Procedure: 1. Extend your fitness commitment to your family and/or the community in your free time. 2. Fill out the Activity Participation for Fitness Advocacy. Activity Participation for Fitness Advocacy Date Activity Nature of Participation (participant or organizer) Organizers/ Sponsoring Individuals/Groups 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.
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    47 DEPED COPY SUMMATIVE TEST Yourfinal challenge is to pass the following test. It will assess the knowledge, processes, and understanding you have acquired on active recreational activities. Answer this in your activity notebook. Good luck! Error Identification: Read the statements carefully. If the statement is false, choose the word/s that make/s the statement false. If the statement is true, write NA for “not applicable.” Do this in your activity notebook. 1. Vigorous physical activity is always recommended for a beginner. 2. Convenience and personal preference are some of the factors affecting food choices. 3. Exercise for a healthy lifestyle should be done at most three times a week. 4. BMI is dependent on a person’s height and weight. 5. If the goal is weight loss, a person should minimize energy expenditure. 6. Non-communicable diseases could be affected by genetics. 7. Changes in a person’s lifestyle only affect the physical aspect. 8. Active recreational activities are recommended for the promotion of health because they are enjoyable and effective in keeping the body in motion. 9. Dieting is not as effective as participating in regular physical activity when trying to lose weight. 10. Basic skills in basketball include behind-the-back dribble, dunk, and alley hoop. SUMMARY The value of having a healthier lifestyle through participation in physical activities and eating healthier should be everybody’s priority. Even at a young age, you need to take care of yourself by exercising your body and by making the proper food choices. Being as healthy as you are now will not only be of value to you but to others and to the society as well. 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.
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    48 DEPED COPY GLOSSARY Active recreational activities activitiesthat require large body movements such as running, throwing, or jumping or those that are sports- specific Agility skill-related component of physical fitness that refers to the ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture Body Mass Index (BMI) a rough measure of body composition that is useful for classifying the health risks of body weight; also based on the concept that a person’s weight should be proportional to height; calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters) Cardiovascular endurance the ability of an individual to perform prolonged work continously, where the work involves large muscle groups Coordination skill-related component of physical fitness that refers to the ability to perform complex motor skills with a smooth, flow of motion Eating habits patterns of behavior with regards to eating like choosing available food, preparing it, deciding where to eat, which rules to follow, and who to dine with FITT formula stands for frequency, intensity, time, and type Frequency part of the FITT formula that refers to number of training sessions that are performed during a given period (usually one week) Health-related components of physical fitness those components that contribute to the development of health and functional capacity of the body such as cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition Intensity part of the FITT formula that refers to an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage Lifestyle the way in which an individual lives; includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others; are related to elevated or reduced health risk 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.
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    49 DEPED COPY Non-communicable diseases (NCDs) diseasesthat are not passed from person to person; also known as chronic diseases; includes cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma) and diabetes Physical fitness tests tests that gauge your fitness level; may be health-related and skill-related Rate of Perceived Exertion (RPE) an assessment of the intensity of exercise based on how the participant feels; basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in between Recreation activities activities done during one’s leisure time both for relaxation and enjoyment; may require large body movements such as running, throwing, or jumping or small body movements such as playing board games, doing arts and crafts, and many others Regular moderate physical activity being active for 30 minutes to 1 hour, doing physical activities that elevate your heart rate more than you are used to; being active in most, if not all, days of the week, about 3-4 times per week or more Risk factors variables in your lifestyle and genetics that may lead to certain diseases; include age, gender, nutrition, body weight, physical activity, and health habits, etc (i.e. stress, unhealthy diet, physical inactivity, exposure to tobacco smoke or the effects of the harmful use of alcohol) Skill-related components of physical fitness components that contribute to the development of skills; include agility, balance, coordination, power, reaction time, and speed Time part of the FITT formula that refers to timeframe of a workout (including warm-up and cool-down) or the length of time spent in training Type part of the FITT formula that refers to mode of physical activity Warm up preliminary activity done to prepare the body for actual physical activity; can be general or sports-specific Weight Gain energy consumed is greater than energy expended (i.e. more food intake but less physical exertion) Weight Loss energy consumed is less than energy expended (i.e. more physical exertion but less food intake) Weight Maintenance energy consumed equals energy expended (i.e. physical exertion is the same with food intake) 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.
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    50 DEPED COPY REFERENCES Fahey, T.D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/ http://www.stopsportsinjuries.org/ www.sportsinjurybulletin.com/archive/table-tennis.php‎ www.who.int/mediacentre/factsheets/fs355/en/‎ 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.