Physical Education Copy 2

Physical Education and Health L e a r ne r ' s Ma t e r i a l

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Department of Education Republic of the Philippines

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Lesson "# A $ay to &et Fit

Acti9ity "# Let *e Thin: Directions# omplete the table below by listing all physical activities you have engaged in before and activities you are engaged in at present. When " was a kid, " used to…

*ow "0m a young adult, " do …

What is physical activity! "t is any movement made by the muscles of the body that re#uires e$ertion of energy such as running, swimming, dancing, etc. E$ercising is considered physical activity but more structured and planned. %egular physical activity promotes a healthy lifesty le as it improves our health and helps lower risks to illnesses like cancer, hypertension, cardiovascular disease, and diabetes. "t is necessary for us to engage in physical activities to enhance our level of fitness. &any of us e$ercise and do physical activities at home, in school, and at the gym. 'ome of these include aerobic, muscle strengthening, and bone strengthening activities, all of which are good for body composition. "t is important to know the nature of these physical activities for a better understanding of what it does to our body.

Aerobic, Muscle Strengthening, and Bone Strengthening Activities: How Do They Work and Differ Aerobic Activities (erobic activities are also called )cardio) e$ercises. *ormally, these activities increase our heart and breathing rate. These activities cause us to sweat profusely, and breathe harder. +ur heart pumps blood more vigorously, causing o$ygen to circulate throughout our body. This allows us to sustain our aerobic e$ercise for a few minutes. 'uch activities like ogging, running, swimming and dancing are some e$amples of aerobic e$ercises which improve our cardio respiratory fitness. "t also helps us to prevent disease like cardiovascular disease, diabetes, and osteoporosis. &ost aerobic activities can be done on a daily basis. To be physically fit, it is important to engage in aerobic activities.

Guidelines for Aerobic Exercise 

Fre;uency - (lways consider the number of aerobic e$ercise sessions per week. When doing cardio e$ercises, especially to lose weight, fre#uency is an important factor to make it more effective. 'tart cardio e$ercises for at least  days a week for the first few weeks, with not more than  days0 rest between sessions. (fterwards, we can gradually increase the fre#uency of e$ercise to 1 days a week.



'ntensity - To be effective, aerobic e$ercises should be done in moderate intensity, that is, our heart rate should be 23 to 435 of our ma$imum heart rate. 6irst, determine the target heart rate by getting the ma$imum heart rate and the recommended heart rate range. This will then tell how hard we should e$ercise during our training. Time - &ore time spent doing aerobic e$ercises means more calories burned and an increase in endurance. We can at least do 3 minutes per session at first, then gradually increase it to 23 minutes. Type - %unning, ogging, sprinting, swimming, and playing contact sports such as basketball are some activities that we can do to improve our heart rate. "t is also important to try different e$ercises and activities to avoid boredom.

 

Muscle Strengthening Activities &uscle strengthening activities are e$ercises in which groups of muscles work or hold against a force or some weight. &uscle strengt hening activities help build good muscle strength. When muscles do more work, it becomes stronger. Therefore, having strong and healthy muscles enable us to perform everyday physical tasks. With strong and capable muscles, we can rearrange the furniture in our living room and carry heavy grocery bags from the market to our home. During muscle strengthening activity, muscle contraction occurs. The repetitive contractions during e$erci se can cause damage to the muscle fibers. +ur body repairs these muscle fibers when they get damaged. The repair

happens after e$ercise while muscles are at rest. *ew muscle fibers are produced to replace or repair those that were damaged. The muscles in our body then start to grow larger and stronger. This stimulation and repair process is called muscle hypertrophy. "t is important to note that these muscle-strengthening activities —short high intensity e$ercises— should be alternately scheduled in a week allowing rebuilding of muscles during rest periods. "deally, one to two days of rest lets our muscles rest and recover. E$ercises like push-ups, sit-ups, s#uats, and lifting weights are some e$amples of muscle strengthe ning activities that you can do if you want to have strong and lean muscles. %emember that before you start doing these activities, be sure to do dynamic warm-up to avoid inury.

Bone !tren
Acti9ity )# =uestion Time. Directions# (nswer the following #uestions below. 9. Differentiate aerobic, muscle strengthening and bone strengthening activities! . :ow do these activities contribute to your overall health! ite at least 1 benefits. . E$plain the importance of 6re#uency, "ntensity, Time, and Type ;6"TT< in doing e$ercise!

!ummary Aerobic Acti9ities

*uscle !tren
Bone !tren
During aerobic activity, o$ygen is delivered to the muscles in our body allowing us to sustain the physical activity for few minutes.

&uscle contraction occurs during a muscle strengthening activity. The repetitive contractions during e$ercise cause damage to muscle fibers. :owever, these muscle fibers are ready to be repaired once they get damaged. The repair of muscle fibers happens after e$ercise while muscles are at rest. There will be

7one growth is stimulated by physical stress. (s skeletal muscles contract, they pull their attachment on bones causing physical stress. This conse#uently stimulates bone tissue, making it stronger and thicker. 'uch bone strengthening activities can increase bone density

new muscle fibers produced to throughout our skeletal replace and repair those fibers that system. were damaged. The muscles in the body then start to grow larger and stronger.

Lesson )# Ener
Readin<# +ur body needs specific amount of energy when we do physical activi ties. When we e$erc ise, a low or high amount of energy is supplied to muscles depending on the duration, intensity, and nature of the e$ercise. (ctivities like sprinting and umping re#uire a large amount of energy used in short a period of time. +n the other hand, marathon running and long-distance swimming re#uire low but steady amount of energy over a longer period of time. "t is important for our body to get the energy it needs to effectively perform these physical activities. The food that we eat is a source of energy. Eating before doing e$ercise can contribute to performance. There is a comple$ chemical process called cellular respiration in which our body takes in food and uses it to convert and produce adenosine triphosphate ;(T=<. (T= supplies energy to muscle cells for muscular contraction during physical activity. Creatine phosphate ;=<, like (T=, is stored in muscle cells. When it is broken down, a large amount of energy is released. Three energy systems work together as we e$ercise. :owever, a specific energy system can dominate depending on the intensity and of type of activity that is being done. What Are The Three !nergy Syste"s Anaerobic A#$actic %AT&#'&( !nergy Syste" Anaerobic A-Lactic or ATP-CP is a dominant source of muscle energy for high intensity physical activities. "t provides high bursts of startup energy that lasts around ten seconds or less. (T=-= provides immediate energy without re#uiring any o$ygen (anaerobic< and does not produce lactic acid (a-lactic. &any athletes who participate in sports competitions re#uire short amounts of acceleration. (thletic events like the shot put, weight lifting, and 933-meter sprint are e$amples of physical activities that utili8e the (T=-= energy system. :owever, the (T=-= system will not supply (T= again until the muscles have rested and have been able to regenerate. Anaerobic $actic %)lycolytic( !nergy Syste" Anaerobic Lactic is also known as the glycolytic energy syste m, an energy system that supplies energy for medium to high intensity physical activities. These high intensity activities usually last from ten seconds to two minutes. When an athlete sprints for >33 meters, lactic acid builds up in blood and muscle cells. *ormally, there is a shortness of breath, and a burning sensation in the muscles once lactic acid is produced. 'ame as with (T=-=, the anaerobic lactic system does not re#uire o$ygen but is capable of supplying energy for high intensity activities. The difference between the two systems is amount of time that the system can work. Thus, if an athlete e$ceeds ten seconds while sprinting, the anaerobic lactic system kicks in to provide energy. Aerobic !nergy Syste" &ost of sports and activiti es use aerobic energy sys tem. (erobic energy system provides energy for low intensity physical activities that last from two minutes to a few hours. (erobic energy system, compared to (T=-= and glycolytic energy system, re#uires much longer o$ygen in muscles in doing physical activities like long distance swimming running and playing sports ;e.g. basketball, soccer, futsal<. "f a person e$ercises for 4 minutes, aerobic energy system will become a dominant source of that person0s energy. (erobic energy system continually produces (T= energy to muscles as long as o$ygen is available to muscles in the body. ?nlike anaerobic lactic system, aerobic energy system does not produce lactic acid since o$ygen is available to the muscles. &ost sports and physical activities use these energy systems. Though there are times when one energy system dominates during a specific type of physical activity, it is important to understand that all energy systems are active. Each energy system changes during the activity depending on its duration and intensity. Therefore, once we engage in physical activities or sports, all three energy systems may be in use but in varying degrees.

Activity *: $et+s )et !nergied Directions! Divide yourself into 1 groups. Think of and list down physical activities that use three energy systems. =erform these activities. (naerobic (-actic 'ystem

(naerobic actic 'ystem

(erobic Energy 'ystem

Acti9ity ,# Let-s Reflect Directions# (fter doing (ctivity , answer the following #uestions below. 9. :ow will you differentiate anaerobic a-lactic and anaerobic lactic system! What do they have in common! E$plain. . :ow does the aerobic energy system work in our body! :ow does it differ from  anaerobic systems! E$plain. !ummary

Ener
'ntensity

Duration

Lactic Acid Production

Oy
Eamples

Anaerobic A Lactic

:igh

asts93 seconds or less

Does not produce lactic acid

Does not re#uire o$ygen

'hot put, 933-meter sprint

Anaerobic Lactic

&edium to :igh

asts 93 seconds to  minutes

=roduces lactic acid o$ygen

Does not re#uire

>33 to 433meter sprint

Aerobic Ener
ow

asts minutes to a few hours

Does not produce lactic acid

%e#uires o$ygen

-km run, long distance swimming, playing sports ;e.g. basketball, soccer, futsal<

Lesson ,# Let-s Be Health A>are. Acti9ity "# Describe *e in *y Picture Directions# Describe the picture below. an you tell what causes this person to act this way! Write your thoughts about it in the space provided.

&any of us try to live a healthy lifestyle. We do various things to become fit and to achieve our desired physi#ue — oftentim es without first kno wing and understanding the conse#uences. +ur health becomes at risk and prone to different risks that can affect our capacity to do daily physical activity. We need to reali8e that there are some common health practices — particularly when dealing with stress— that need to be corrected right away, especially among the young ones. 'ome stress-coping measures affect or show in a person0s eating or sleeping habits.

Eatin< Habits? !leep? and !tress *ana
?nderweight people are often found to suffer from malnutrition due to lack of ade#uate nutrients in the body. &any of them do not get the right amount of calories to fuel their bodies thus, they tend to lack the energy to do regular tasks at home, school, and work. Their immune system also gets weak and compromised, making them prone to health risk issues such as anemia and osteoporosis.

Anorexia (an-o-REK-see-uh) nervosa is an eating disorder wherein a person is abnormally underweight, has an intense fear of gaining, and an abnormal understanding of body weight, often due to coping with emotional problems stemming from self-worth.

People with anorexia use extreme efforts to prevent weight gain and keep on losing weight by restricting food intake, exercising excessively, or misusing diet aids, diuretics, and laxatives. These tend to significantly interfere with activities in their lives. (http:www.mayoclinic.orgdiseases-conditionsanorexiahomeovc-!"#$%&"' +vereating is also found to be one of the leading causes of overweight and obesity. Eating too much, especially processed food and sugary drinks, coupled with a sedentary lifestyle contribute significantly to weight gain. The calories consumed, particularly from fats and sugars, have to be burned off through physical activity or e$ercise. +therwise, these calories will be ust be stored in the body as fat. +verweight and obese people often encounter a lot of physical and emotional struggles in their daily lives. They often have a hard time doing simple tasks such as tying their shoelaces or walking up a short flight of stairs. They also find themselves the subect of bullying. 6urthermore, they are also at risk of developing other health conditions such as cardiovascular diseases, diabetes, among others. Slee- Manage"ent 'leep is essential to everyone0s health. *ormally, we need about 2 to 4 hours of night sleep everyday to allow the body to rest and regenerate. When we wake up in the morni ng after a good night0s sleep, we feel fresh and energetic. We become effectiv e and productive in our daily activities. :owever, a lot of people, in particular teens, practice bad sleeping habits such as the followingB "( !tayin< up all ni hours before falling asleep so we can be sure that our digestive system has done its ob. Stress Manage"ent We need to deal with the fact that stress is part of our lives. 'tress happens for many reasons - environmental factors, fatigue, too much work, illness, and loneliness. "t is inevitableA hence, needs to be handled properly. :andling stress seems to be tough to do but we need to learn how to cope with it the right way. "f not properly dealt with, it can lead to many health concerns —difficulties in sleeping, poor immunity, hypertension, and even heart disease. +ne may also perform poorly in physical activities because of stress. :owever, while some may be able to deal with stress, others may not and resort to ineffective—or worst, unhealthy—means of dealing with stress.

E$amples of such means that can be detrimental to health are the followingB 9.

'moking

2.

7ad Eating :abits - 'kipping meals and/or overeating E$cessive alcohol intake

3.

4. 5.

E$cessive sleeping =rocrastinating - Trying to hide and escape the problem using delaying tactics rather than facing theproblem

(ccording to the World :ealth +rgani8ation, in 39, out of 12 million deaths worldwide, 4 million were due to cardiovascular diseases. nowing this, making the decision to be aware of our health and to change to a healthier lifestyle— — would be to through balanced diet, regular physical activity, and enough sleep our advantage. Acti9ity )# Let-s Be Health A>are Essay Directions# "magine that you are writing an article for a health maga8ine. Cour task is to write a persuasive essay about health awareness. %emember to point out the best practices on how to maintain good health and bad health habits. Cour essay should be brief and easy to read.

!ummary 'kipping meals, overeating, too much intake of processed food, lack of sleep, staying up late, and the inability to cope with highly stressful environment are all part of having an unhealthy lifestyle. This can lead to the failure to perform daily tasks as these affect the physical and even emotional state of a person. hronic conditions such as cancer, diabetes, cardiovascular diseases may also develop and even compromise your immune system. "t is therefore a wise decision as early as now to be aware of your health, and to correct bad health practices, rather than to suffer the conse#uences later on.

Lesson 0# Eat Ri pictures have in common! (nswer the problem below by filling in the correct letters in the blank.

A & B  Eating is part of our daily routine. We eat food to increase our energy, to replenish our strength, and to power our minds to think more clearly to handle problems. "n our country, it has been tradition to prepare delicious food during celebrations—which happens several times in a year. During these times, most of us would pile up our plate with every type of food we see, and will not reali8e until later that we have already consumed a large amount of food. This shows that we usually don0t mind the amount of food that we eat. 'ome people choose to eat only a certain food group. egetarians, for e$ample, choose to eat only fruits and vegetables. +thers vary the food they eat and how they eat according to factors such as culture, location, age, and/or state of fitness or health. Each of us has preference in the type of food we chose and the way we eat. There are four types of eating we should know of and understand.

.our Ty-es of !ating That /ou Should 0now .ueling for &erfor"ance 7efore heavy training, an athlete needs the right kind of food that can provide the proper fuel for his or her energy re#uirement. There should be a balance among all food groupsB carbohydrates, protein, fats, minerals, vitamins,

and water that will provide the body what it needs for an effective and optimum performance. (thletes usually practice this sort of structured diet for good body composition, athletic performance, and recovery. "n addition, athletes need to eat a variety of food to stabili8e the condition of the body. They need to eat regular meals and snacks and get enough calories to fuel the body for training and athletic events. (thletes also need to drink more fluids as compared to non- athletes. This helps them to avoid dehydration which can cause di88iness, muscle cramps, and lightheadedness. !"otional !ating Emotional eating is the practice of consuming large amounts of food in response to emotions instead of hunger. &any people turn to food as a source of comfort, a stress reliever, or as a reward. Eating as a coping mechanism is unhealthy because the problem is not addressed. Eating makes someone feel better for a while but the emotion ;or its cause< remains unaddressed. +vercoming this unhealthy habit means teaching an emotional eater healthier ways to deal with stress and to develop better eating habits. "f it is not resolved, emotional eating can lead to obesity and weight gain. Social !ating &any times in our lives, we get invited to partake of all the scrumptious food on the table during celebrations. +ftentimes, we indulge even if we are not hungry for the sake of being sociable and to not offend the host or the group. This is called 'ocial Eating. 'ometimes, peer pressure is the reason why one feels compelled to consume more calories than planned. 'ocial eating can directly affect a person0s health, leading to obesity and other health-related problems. While most of us try to maintain a good eating habit, attending social events with lots of eating can get in the way. This only makes a healthy eating habit difficult to maintain. Distracted !ating :ave you tried eating while watching your favorite show or sports team on T! Eating while watching T for e$tended periods of time poses a serious risk to your health. &any do not pay attention to their meal as they are distracted with what they are watching, thus they tend to eat more. +thers spend time eating unk food, sweets and soft drinks while watching T. This type of diet leads to overweight, obesity, and even increased risk to diseases like diabetes and hypertension. (side from consuming too much food, it promotes an unhealthy lifestyle —leading a sedentary lifestyle rather than going out and doing physical activities. Eating is important but we must learn to manage it properly. Too much or too little food consumed is unhealthy. "t is better to maintain a balanced diet and healthy lifestyle to prevent illness. *o one have control our eating habits e$cept ourselves.

Acti9ity )# !elf5Chec: Directions# Do you have a healthy eating habit! (nswer the table below by writing )Ces) or )*o) in each situation given. *y Eatin< Habits

%eso

9. " go to the party and eat a lot with my family or friends. . " don0t mind if " eat a lot. . " make sure that " don0t eat before doing my e$ercise >. 6ood is my stress reliever 1. Whenever "0m happy, " love to eat. 2. " eat less when " am depressed. F. " feel compelled to eat every time we have a celebration. 4. " don0t eat food when "0m watching T or any sport event. G. " eat my meals regularly. " make sure that " don0t skip any meal. 93. " eat more than three meals in a day.

Acti9ity ,# ' Realie DirectionsB (nswer the following #uestions. 9. Do you have a healthy eating habit! Why did you say so! E$plain. . "n your self- check, what are some eating habits that you think should change! Why! . What eating habits should you continue! Why!

Acti9ity 0# *y $ee:ly *eal Planner Directions# :ave you scheduled what food you should eat for this week! Cour task in this activity is to make weekly meal

planner by completing the chartbelow. Time

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

t s a f k a e r B h c n u L s k c a n S r e n n i D

!ummary Eating is important. We need to eat for us to perform well. "n this lesson, we have learned that people have different eating habits. 

6ueling for =erformance - (thletes follow a

structured diet for good body composition, athletic perfo rmance and

recovery. They eat a balanced diet of carbohydrates, protein, fats, minerals and vitamins to be effective in their performance. 

Emotional Eating - "t is habitually consuming large amount of food in response to emotions instead hunger. 6ood is seen as a comfort, stress relief, or reward to make them feel better.



'ocial Eating - This is eating with peers ust for sake of being sociab le. =eer pressure is the main reason why one feels compelled to consume more calories than what it is planned.



Distracted Eating - =eople who spend more time eating while watching T is prone to being overweight, obese and contract diseases like diabetes and hypertension. Watching T and make it as part of lifestyle is unhealthy as it makes person spend less time in doingphysical activities.

Lesson +# *ana
1ncomfortable Demandin< !ituation

Actions you made to feel better

Home !chool Community

!tress and its Characteristics "n the daily challenges of life, individuals often encounter discomfort — circumstances and events that disturb one0s physical, mental, and emotional states. The body0s response to the discomfort it e$periences is called stress. 'tress is the body0s way of reacting to an e$ternal stimulus such as a discomfort. "t activates the sympathetic nervous system, which brings about a fight or flight response wherein cortisol and adrenaline is released into the bloodstream. These hormones stimulate your heart to pump faster, making your blood pressure rise. Cour muscles start to contract, your breathing #uickens, and your senses become more sensitive. These changes in your body caused by stress incre ases your stamina and strength, makes you react #uickly, and keeps you more focused.

'tress affects all—it is part of one0s life. The human body and its system are e#uipped to respond to stress. &ost of the events that happen to you and around you contribute stress to your body. The effects of stress differ for each individual, based on their ability to adust to certain changes from the environment and the people around them. 'ome are able to cope easily, but others have hard time. +n the one hand, stress can be helpful for it can keep a person alert and set to avoid vulnerability. +n the other hand, it becomes detrimental when a person is subected to stress without relief or rela$ation between situations. 'tress-related tension may build up and consume the person. ( negative stress reaction is referred to as distress( Distress triggers mental, emotional and physical problems and, even worse, certain symptoms or diseases. Sy"-to"s of Stress Emotional 



*ervousness, gets easily upset, moody +verwhelming feeling and sometimes uncontrollable e$perience in rela$ing the mind ow-self esteem, loneliness and the feelingof being worthless



ack of focus



Disturb mind setting



"ental

Physical • • • • • •

Weak and lesser strength, easily gets cold andinfection :eadache ?pset stomach, including diarrhea and constipation oss of appetite (ches, pains, tense muscles 'leeplessness

'o-ing with Stress through &hysicalActivity 'tress is inevitable and eliminating it entirely from one0s life is impossible. hanges in daily events are beyond any person0s capacity. :owever, one0s reaction to stressful changes can be managed. %egular e$ercise is sometimes done to cope with stress. 'pending time with friends or family, sleeping, watching movies, as well as listening to music, also work. These coping techni#ues are said to be of help but most health professionals recommend participation and engagement in physical activity and e$ercise as preferred strategy. &any of the physical symptoms of stress can be managed through physical activity. Physical acti9ityis defined as any bodily movement that works your skeletal muscles and physical skills, that re#uires strength and energy e$penditur e. This includes any motion performed throughout the day. Walking, running, dancing, swimming, yoga, and gardening are afew e$amples of physical activity. Types of Physical Acti9ity "( Aerobic - light to moderate-intensity physical activity that re#uires more o$ygen than sedentary behavior, and thus promotes cardiovascular fitness and other health benefits ;e.g., weight bearing e$ercises like umping rope, cycling, swimming, running playing football, basketball, or volleyball<. )( Anaerobic - high-intensity physical activity that is done in a short duration of time re#uiring high energy. (naerobic activities are strength-base activities in the absence of o$ygen ;e.g., sprinting during running, swimming, or cycling< re#uires ma$imal performance during the brief period. ,( Lifestyle - physical activities which have been a part of our daily routine ;e.g., walking, climbing stairs, sweeping or raking the yard<, which is usually light to moderate in intensity. 0( Physical acti9ity play - an intense play activity that re#uires substantial energy e$penditure ;e.g. playing tag, umping rope<. +( Play - simple and self-reflected activities with fle$ible rules for the purpose of enoyment. 4( !ports - a physical activity re#uiring skill and physical prowess that is governed by set of rules and regulations that is often done in a competition. There are two categories of sportsB individual and team.

&hysical Activities Mechanis" in 'o-ing with Stress eeping your body physically active can help impro9e o9erall disposition? increase the release of endorphins and offer meditation5li:e ;ualities. E$ercise can alsoreduce the fi
*ood Booster Engaging in physical activity can improve moods and make us feel better, increasing self-confidence, thus reducing stress. E$ercise can also improve our #uality and ability to sleep, resulting in a fully rested body which can definitely have a positive impact on our overall disposition and cognitive function. Endorphin Release =articipating in physical activity can result in an increase in endorphin levels. Endorphins are chemicas or neurotransmitter hormones that are secreted from thebrain and nervous system. "t activates the body0s opiate receptors thus it has analgesic properties that can make you feel good. "t also gives a person the feeling of achievement and being in

control. *ind !timulator E$ercise can be a form of meditation. While involved in an engrossing physical activity, we may find that we are concentrating strictly on the physical work. We tend to forget the problems and worries you have at present. With this, our mind is somehow freed and stimulated to work and find solutions to our stress.

Reduction of Fi
=hysical activity and movement m etaboli8es and processes stress-generatedreturning it to normal level reducing the fight and flight response of a person.

Lesson 4# !elf5testin< Acti9ity for a Healthy *e. eeping the body physically active enables the body systems to function properly with vigor and alertness. 'taying in shape allows the individual to perform daily task efficiently and effectively resulting to better output and performance. &re#activity: )etting ready for &hysical Activity Directions# =rior to any physical activity, it is ust right to assess your general health through the =(%-H I C+? #uestionnaire. 6ill up the =(%-H as pre-re#uisite to check readiness for physical activity. =lease fill-up and answer the #uestions honestly.

%egular physical activity is fun and healthy and increasingly more people are starting to become more active every day. 7eing more active is very safe for most people. :owever, some people should check with their doctor before they start becoming much more physically active. "f you are planning to become much more physically active than you are now, start by answering the seven #uestions in the bo$ below. "f you are between the ages of 91 and 2G, the =(%-H will tell you if you should check with your doctor before you start. ommon sense is your best guide when you answer these #uestions. =lease read the #uestions carefully and answer each one honestlyB check CE' or *+. CE'

*+ 9. :as your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor! . Do you feel pain in your chest when you do physical activity! . "n the past month, have you had chest pain when you were not doing physical activity! >. Do you lose your balance because of di88iness or do you ever lose consciousness! 1. Do you have a bone or oint problem ;for e$ample, back, knee or hip< that could be made worse by a change in your physical activity! 2. "s your doctor currently prescribing drugs ;for e$ample, water pills< for your blood pressure or heart condition! F. Do you know of any other reason why you should not do physical activity!

&hysical .itness Testing (ssessing one0s health status will help the person know about one0s strengths and weaknesses. (wareness of individuals0 health-related fitness and its relevant interpretations will aid the person to efficiently create an action plan in observing a healthy lifestyle and selecting appropriate activities for areas that need improvement.

Activity 1: Self #testing Activities for Health#related fitness Anthropometric *easurements PurposeB To measure body composition. E;uipment neededB weighing scale, tape measure &oal# Take body measurements. Preliminary#=repare needed materials. ProcedureB 9. Hei
. $aistline. ocate your upper hipbone. 6ind the proper spot by placing your hands around your waist, s#uee8ing slightly, and then moving your fingers downward until you feel the top curve of your hips. =lace a tape measure around your bare stomach ust above the upper hipbone. %ecord in centimeters ;cm<. >. Hipline. =lace tape measure in the widest part of hip in line with the pubis. 1. Computations a. B*'5 Body *ass 'nde 5measure of body mass based on height and weight that aid in determining weight categories. 7&"J Weight in kg ;:eight in m< $ ;:eight in m< b. $aist to Hip Ratio 5 measure stored body fats percentage b y the relative measurement of waist and hip W:% J Waist ircumference ;cm< :ip ircumference ;cm< , 5 *inute !tep Test PurposeB Test for ardiovascular Endurance level based on how #uickly your heart rate will come back down after a physical activity E;uipment neededB stopwatch, 9-inch bench bo$, ametronome &oal# "n a constant pace, step on and off the bench for  minutes straight ProcedureB 9. 'tand close to the 9-inch bench bo$ while partner will set the metronome in G2 beats per minute ;bpm<. . When ready to begin, start the stopwatch, step one foot at a time to the beat ;up, up, down, down<. When  minutes is up, stop immediately get your pulse rate. . %ecord the E$ercise :eart %ateB KKKKKKKbpm Hamstrin< and Hip Fleor Test Purpose# E;uipment neededB &oalB Preliminary#

To test fle$ibility of the :amstring and hips protractor eeping onboth the legs floor.straight, lift one leg to the ma$imum angle with other leg remain flat "llustrate angles on a poster board and paste it on the wall.

Procedure# ie on your back onthe floor beside a wall. 'lowly lift one leg off the floor. eep the other leg flat on the floor. . eep both legs straight. >. ontinue to lift the leg until either leg begins to bend or the lower leg begins to lift off the floor. 1. =lace a yardstick against the wall to mark the spot to where the leg was lifted. ower the leg. 2. ?sing a protractor, measure the angle reated by the floor and the yardstick. The greater the angle thebetter your score. F. %epeat with other leg. !.

2.

'2( ipper Test PurposeB Test for the shoulder fle$ibility E;uipment neededB tape measure &oal# %aise one arm across back with bent elbow reaching down fingers of the other hand Preliminary#=repare needed materials

Procedure# 9. "n standing position, raise one arm across you back, bend the elbow and reach down as far as possible, simultaneously, brin g other arm down and behind the back trying to cross fingers over those with the other hand. . &easure the distance of overlapped fingers in cm. "f they fail to meet score as a minus or L3. Write 8ero if the fingertips ust touched with no overlap. . %epeat the procedure with the other hand. %ecord the score. 2( Curl 5 up GDynami c Purpose# Test abdominal muscles strength and endurance E;uipment neededB mat, adhesive tape &oalB =erform curl-up with proper pacing ; seconds per curl< PreliminaryB =repare the mat. =lace two tape marks > M inches apart on thefloor. ProcedureB 9. 'it on a mat in a long sitting position. 7end your legs more than G3 degrees with feet remaining flaton the floor. . ay down with arms e$tended at the sides, palm facing down with fingers e$tended touching the 9st tape mark. . 6rom that position, curl your trunknd with heels in contact with the up floor until your fingers reach the  marker. >. ?pon reaching, lower back to the starting position. %epeat one-curl up every  seconds. 1. ontinue the curl-ups and stop when you are unable to keep the pace. %ecord the number of repetitions

Tape marks, 4 ½ inches apart

2'( 865de. %epeat as many times as possible. 2''( Fleed5Arm !upport G!tatic Purpose# Test the muscular strength ofthe shoulder and upper arm. E;uipment needed#mat, stopwatch &oal# :old the push-up position not more than1 seconds ProcedureB

9. ?se the =ush-up procedure 9 I  for preparatory position. 6rom the starting position, lower the body until the upper arm is parallel to the floor and elbow fle$ed at G3 degrees see; illustration abo$e<. . :old the position as long as possible. . %ecord the obtained holding position. &easuring your fitness level is one way to find out your level of physical fitness. 7elow are references for interpretation.

Ratin< !cale for Dynamic *uscular Endurance

Ratin< !cale for !tatic Endurance

Ratin< !cale for Fleibility

Activity *: Self # Assess"ent 'ard: Health # related fitness status "( Body Composition Test

B*' Result 'nterpretation

Analysis

B*' $aist to hip ratio )( Cardio9ascular Endurance Reco9ery PR I 'nterpretation ,( *uscular !tren
'mplications

The strongest HRF component: Curl-up: abdominal strength My weakest HRF component: Push-up: Upper arm strength  endurance Reali!ation"Conclusion: That # ha$e to prioriti!e e%ercises that can

)ark with a dot the performance description obtain.

Health5related fitness components# Cardio9ascular enduranceis the ability of the heart, lungs, and blood vessels to supply o$ygen to your body tissues during sustained physical activity . This allows the body to endure physical movement for aperiod of time. (lso, efficient delivery of o$ygen to its tissues will take place giving the person a lower breathing rate and the ability to perform the task longer. *uscular !tren
Barriers to Physical Acti9ity Netting involved in physical activities can be attributed to personal and environmental factors. ( person may e$perience a variety of challenges along the way. This hinders the person to be physically active, hence, referred to as barriers.

&ersonal barriers With the current trends in technology and development, people0s lives have become convenient and easier as well as less active. They may also have reasons or own ustifications of their inactivity that forms their attitude towards physical movement, letting them live a sedentary life. 'ome common e$planations ;barriers< that people cite for resistance to e$ercise areB  insufficient time to e$ercise 

inconvenience of e$ercise



lack of self-motivation



non-enoyment, boredom of e$ercise



lack of confidence in their ability to be physically active ;low self-efficacy<



fear of being inured or having been inured recently



lack of self-management skills, such as the ability to set personal goals, monitor progress, or reward progress toward

such goals 

lack of encouragement, support, or companionship from family and friends



non-availabi lity of parks, sidewalks, bicycle trails, or safe and pleasant walking paths close to home or the workplace

!nviron"ental barriers 'ome may not notice but the space and the setting where people live greatly influence a person0s participation to physical activity. The constant e$posure and the daily interaction with the people and things around has a great impact on a person0s preference towards bodily e$ecution and movement. The environment in which we live has a great influence on our level of physical activity. &any factors in our environment affect us. +bvious factors include the accessibility of walking paths, cycling trails, and recreation facilities. 6actors such as traffic, availability of public transportation, crime, and pollution may also have an effect. +ther environmental factors include our social environment, such as support from family and friends, and community spirit. "t is possible to make changes in our environment through campaigns to support active transportation, legislation for safer communities, and the creation of new recreation.

Activity 4: $ead "e to where 5 a"2 Directions# isted below are e$amples of physical activity barriers. Draw a line connecting its type whether =E%'+*( or E*"%+*&E*T( barrier.

Nuide #uestionsB 9. During the pre-activity on =ar-H I Cou, have you encountered any physical activity barrier! "s there any personal or environmental barrier! "f yes, please list it down. . ite some ways to overcome situations that hinders you to engage in physicalactivity.

Activity 6: Diet and 7utrition Assess"ent Directions# 9. 'urf the net and open the site httpB//www.takingcharge.csh.umn.edu/enhance-your-wellbeing/health/dietnutrition/diet-nutrition-ass essment!idJ1F9Ff2ffG1IstepJ3 . +n that site, undergo steps 9-. =rint the downloaded assessment results reflecting your diet and nutrition. . 'et at least 1 goals for the items that needs improvement.

!ummary# 6itness level assessment determines the current health status of an individual. (ssessing one0s health status will help a person be informed of his or her strengths and weaknesses leading him/her to observe a healthy lifestyle and to select appropriate activities for improvement. To maintain general fitness, develop the health-related physical activities that include cardiovascular endurance, muscular strength, muscular endurance, fle$ibility and body composition.

Lesson 3# Fitness &oals "mproving fitness is an important goal for achieving optimum health. "f carefully planned, performed, monitored, and evaluated, positive health-related outcomes will be achieved and that reduces their risks to ac#uiring health problems. To ma$imi8e the results of a physical fitness program there is a need to be ac#uainted with the =rinciples of E$ercise and appropriate modification of the 6"TT - 6re#uency, "ntensity, Type, and Time. The Principles of Physical Acti9ity O9erload Principle( This is the most basic principle that indicates doing )more than normal) for improvement to happen. "n order for the skeletal muscles to get stronger, additional load must be added and e$erts greater than load what was used to.

Principle of Pro
The F'TT Principle of Physical Acti9ity Fre;uency The fre;uency of e$ercise refers to number of times a physical activity is done in each week. (ccording to the (merican ollege of 'ports &edicine guidelines, it is recommended to e$ercise -1 days per week and for more optimal results, e$ercise can be done in most days of the week with a combination of light- moderate-vigorous activity.

'ntensity The rate at which the activity is performed is called 'ntensity( "t is also referred to as the magnitude of the effort re#uired to perform an activit y or e$ercise. "t describes how easy or how hard a person has to work in a certain activity, and it varies from one person to another. The determination of intensity depends on some individual factors such as e$ercise e$perience, relative level of fitness, and needs of fitness. The intensity level target may be determined by computing the tar
Directions# ompute your Target :eart %ate %ange in > steps. 6ill in the blanks below. 9. Net the &a$imum :eart %ate. &:% J 3 - KKKKKKKK ;your age< &:% JKKKKKKKKKKKK . Determine the :eart %ate %eserve. :%% J &:% - KKKKKKKKKKKKKKKK ;%esting :eart %ate< ;O=lease refer to 'elf-testing activities< :%%J KKKKKKKKKKKKK . Take 235 and 435 of the :%% a. 235 $ :%% J KKKKKKKKK b. 435 $ :%% J KKKKKKKKK >. (dd each :%% to %esting :eart %ate ;%:%< to obtain the Target :eart %ate ;T:%< range. a. 235 :%% KKK P KKKKKK J KKKKKK beats per minute ;%:%< b. 435 :%% KKK P KKKKKK J KKKKKK beats per minute ;%:%< Therefore* your tar%et heart rate ran%e is  to  beats per minute. (3.a (3.b

('hen performin% physical acti$ities* your heart rate is 2ithin the normal ran%e therefore you ha$e to select moderate - $i%orous acti$ities that 2ill ma4e you heart pump 2ithin the T01 ran%e.

Ty-e The type of activity is determined by following the principle of progression and specificity. To attain a higher level of fitness, select the type of physical activity that challenges the body to accept an increase of work and that answers your need. Activity *B Directions# "dentify what :%6 component these physical activities belong to. hoose your answer from the word pool and write your answers on the table provided for. ardiovascular6itness

$al:in< Dynami c stret chin< !tretchin < Body5 >ei
6le$ibility

Jo<immin< !;uats Bris:>al:in<

&uscular'trengthIEndurance

Lun
Ti"e Time is the duration or the length of session of a physical activity. "t is inversely related to "ntensity for the more intense a work is done, the shorter time it is performed. 0ere are some examples of physical acti$ity and exercises that you may inte%rate in your o2n fitness plan. 1emember that the intensity of exercise as 2ell as the type of acti$ity to be done 2ill $ary for each person* as it is based on the fitness le$el results durin% self-testin%. Cardio9ascular Fitness

Aerobic Exercises to impro$e Cardio$ascular Endurance 

2al4in%



5o%%in% cyclin%6bi4in%

 

hi4in%



s4atin%



rollerbladin%



step aerobics



cardio machines e.%. treadmill



sports e.%. football* bas4etball* $olleyball

Fleibility Fitness

*uscular !tren
Activity 4: How intense are you Directions# =erform one activity at a time and supply the information by filling-upthe table. Describe the activity based on the Walking around for 1 7risk walking for > minutes following minutes :ow are youfeeling! :ow is your breathing! :ow is your sweat! :ow is your talking ability! %eflectionB 9. Which among the three ;walking around, brisk walking, -minute ump acks< is consideredB a< ight activityB KKKKKKKKKKKKKKKK QustificationB KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK b< &oderate activityB KKKKKKKKKKKKKKK QustificationBKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK c< igorous (ctivityB KKKKKKKKKKKKKKK QustificationBKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

-minute ump acks

7M!T7 is another name for metabolic e8ui$ alent* a measure of exercise intens ity based on oxy%en consumption. "ore specifically* a sin%leM!T is defined as the amount of oxy%en a person consumes (or the ener%y expended per unit of body 2ei%ht durin% # minute of rest. +t is e8ual to about ).9 milliliters (ml of oxy%en consumption per 4ilo%ram (4% of body 2ei%ht per minute* or # 4ilocalorie (4cal per 4% of body 2ei%ht per hour. :ource! www.ideafit.com/fitness-library/using-mets-program-design Activity 6: My .itness &lan Directions# (. Determine your weakest component and strongest component. %efer

to your results obtained during the self-testing activities. %ank them by writing 9- >, where 9 is the weakest and thus, should be given top priority in making your fitness plan. KKKKKKKKKK ardiovascular Endurance ;-min step test< KKKKKKKKKK &uscular strength and endurance of arm ;push-up/fle$ed< KKKKKKKKKK &uscular strength and endurance of abdominal ;curl-up< KKKKKKKKKK 6le$ibility of the hamstring muscles ;hamstring I hip fle$or test< KKKKKKKKKK 6le$ibility of the shoulder muscles and oints ;8ipper test< 7. 6ollowing the fitness plan design shown below, select activities guidedby the =rinciples of E$ercise and the 6"TT goals. FITTGoa ls Parts of the Fitness Plan

Frequency

(Indicate days of the week

Intensity

Light, Moderate Vigorous

Type Form of eercises, se!ected physica! acti"ities

Warm - up Work-out

(Prioritize the weakest component based on data in cti!ity " # a$%%%%%%%%% cti!ity &'ercise b$%%%%%%%%% cti!ity &'ercise

Time (Tota! fitness p!an not !ess than #$ minutes%

c$%%%%%%%%% cti!ity &'ercise d$%%%%%%%%% cti!ity &'ercise e$%%%%%%%%%

ool-down Acti9ity +# *y Daily FitnessRecord. Directions# 6ill in your data

&chedu!e

)esting *eart )ate

+ercise *eart )ate

)eco"ery *eart )ate

)emarks

'eek 

Day 9 KKKKKKKKKK Day  KKKKKKKKKK Day  KKKKKKKKKK Day > KKKKKKKKKK Day 1 KKKKKKKKKK !1**AR% The =rinciples of Traini ng suggest that overloading is the key to muscle development and that it entails doing more than the body is used to. The benefit brought about by overl oading will only las t if the overloading is continuous,otherwise, the muscle development will go back to its srcina l state. "t is important to take in consideration the 6"TT principle in achieving the optimum fitness development. 6"TT stands for fre#uency, intensity, time, and type. 6"TT sets the guidelines in your physical activity program and used as basis for your fitness routine for better results. The more fre#uent an activity is done, the greater chances of fitness development. E$ercise e$ecution is also relative to "ntensity. :ow hard or how easy the task is accomplished defines the magnitude of work, referred to as intensity. The intensity of your activity is determined by the body0s response characteri8ed by the number of times the heart pumps measured in beats per minute. omputing the target heart rate ;T:%< range will give you an idea on your workable heart rate according to your capacity. 'election of appropriate activities will help you achieve the desired results by being able to specify the target muscles for development. Engaging in moderate to vigorous physical activity in different settings can help avoid boredom, thus making activities more e$citing and interesting.

Lesson /# Eercise for Fitness War"#u- Activity: 8ank +!"2 Directions: Rank the following physical activities according to the level of eort you would have to exert to accomplish them. Rank rst (1th the physical activity that re!uires the most level of eort to accomplish and 1" the physical activity least re!uiring level of eort. #xplain your rankings. KKKKK competitive badminton for 3 minutes KKKKK running uphill for 1 minutes KKKKK sprinting for 3 seconds KKKKK climbing 9 flight of stairs KKKKK leisurely biking

Reading:

KKKKK volleyball spiking and blocking drills for 93 minutes KKKKK -on- basketball for 3 minutes KKKKK swimming 93 laps continuously KKKKK k fun run in 9 hour KKKKK walking in the mall

$hen you engage in physical activities for health and tness improvements% you need to monitor the eort you are giving. &his is 'ecause the eort given in doing physical activities contri'utes to the achievement of your tness goals. y monitoring your eort% you will 'e a'le to know if you are reaching at least a moderate intensity level and at most a vigorous one. %emember, it is important that your body is challenged to do more than what it is used to for changes to occur. "f the physical activity you do is too easy for your body, changes ;if any< would be minimal. :ence, your body should be challenged. Cou need to sustain moderate to vigorous intensity of physical activity for your body to be challenged. Cou will be able to monitor your effort through physiological indicators. =hysiological indicators are those signs that are physiologic in nature or have to do with bodily processes. These include heart rate, rate of perceived e$ertion ;%=E<, and pacing. Each of these physiological indicators is important. :owever, depending on your fitness goal and personal preference, each indicator has its own advantages. Heart Rate( (lso known as pulse rate, this is the number of times a person0s heart beats per minute. "t indicates the effort your heart is doing based on the demands you place on your body. The more demanding your physical activity means that the heart rate is faster. Each time your heart beats, it pumps blood into the arteries of your body. The surge of blood causes a pulse, which is what you feel by holding your fingers against an artery. The maor arteries that are easy to locate and fre#uently used for pulse counts are the radial artery ;ust below the base of the thumb< and the carotid artery ;ust below the sides of aw<. 'ome people find it easier to locate the carotid artery but locating the radial artery is easier for others. To determine your pulse rate, locate your pulse using your inde$ and middle fingers. =ress gently to feel the pulse. ount the number of beats in 93 seconds and multiply by 2 to get your number of beats per minute. The 91-second count is also used by multiplied by > to get the number of beats per minute.. The heart rate provides a good indicator of the relative challenge e$perienced during physical activity. ?sing the heart rate as a physiological indicator, ma$imal heart rate ;ma$ :%< is typically used. %ecommendations for physical activity indicate that physical activities used as e$ercises should be between 23 to 41 percent of your ma$ :% to maintain or improve cardiovascular fitness. This means that for each e$erciser, getting the ma$ :% and the heart rates e#uivale nt to 2 3 to 41 percent of the ma$ :% are important in achieving your fitness goals. Think of it as 235 heart rate is your moderate intensity and 415 heart is the limit of your vigorous intensity. from Corbin et al (&;;<

Take note of the concepts of threshold of training and target 8one. The threshold of training is the minimum amount of physical activity ;fre#uency, intensity, and time< necessary to produce benefits. The target 8one, on the other hand, begins at the threshold of training and stops at the point where the physical activity becomescounterproductive. Cou can think of threshold of training as (merican ollege of 'ports &edicine0s ;('&< mi nimum recommendation of training intensity ;235< and the target 8one ranging from 21 to 41 percent training intensities. :ence, you need to reach these training intensities to produce health, wellness, or fitness benefits. Cou can compute your target heart rate for these training intensities by following several steps. (ccording to :oeger and :oeger ;399<, research indicates a more favorable prediction using the computation below than the e#uation 3 - age. :ere are the steps to get your target heart rate.

9. Estimate your ma$imal heart rate ;ma$ :%/&:%< according to thefollowing formulaB ma$:%/&:% J 3F - ;3.F $ age< . heck your resting heart rate ;%:%< sometime in the evening after sitting #uietly for 91 to 3 minutes. Cou may take your pulse for 3 seconds and multiply by , or take itfor a full minute. . Determine heart rate reserve ;:%%< using this formulaB :%% J &:% - %:% >. alculate the training intensity at 3, >3, 23, and 41 percent. &ultiply :%% by the respective 3.3, 3.>3, 3.23, and 3.41, and then add the :%% to all four training intensities. E$ampleB 235 Training "ntensity J :%% $ 3.23 P %:% Activity 1: My Target Directions# ompute your threshold of training and target 8ones. "dentify physical activities that you could do to reach these 8ones. (lthough counting the heart rate during e$ercise is #uite difficult, it is still one of the best ways to accurately count e$ercise heart rate values. To do this, while e$ercising, continue moving while #uickly locating the pulse, then stop and take a 93- second count. &ultiply the number by 2 to convert the heart rate to beats per minute. This measurement can be used to make necessary adustments to reach your target 8one. :eart rate monitors can also be used to get your heart rate during physical activity. These monitors, which are strapped on your chest, work along with wristwatches that register the heart rate. 'ince the wristwatch will show your heart rate as you move, you can adust the level of effort accordingly. &ost models of heart rate monitors show the heart rate along with calories burnt, target 8one, and time or duration of e$erci se. :oweve r, sophisticated models may feature other information. Rate of Percei9ed Eertion GRPE This is an assessment of the intensity of e$ercise based on how you feel. "t is basically a subective assessment of effort which ranges from 2 ;very, very light< to 3 ;very, very hard< with 9 point increments in between. The target 8one for aerobic activity is from 9 to 92. "f you are engaged in physical activity, you rate your effort level based on how light or how hard you perceive it. ( rating of 2 means that your effort level is )very, very light) while a rating of 94 means that your effort is more or less )very, very hard.) Think of each rating in the %=E as a reflection of your heart rate during the physical activity, that is, when multiplied by 93. This means that an %=E of 2 is about a heart rate of 23 while an %=E of 94 is about 943 beats per minute. 'ince an %=E of 2 means your heart rate is only at 23 beats per minute, your physical e$ertion is very minimal, while an %=E of 94 means that your heart is doing 943 beats per minute, pushing yourself to the limit. Activity *: 8ate it this ti"e Directions# ook at your answers in the warm-up activity. *ow knowing about %=E, rate the different physical activities according to your perceived e$ertion if you were to accomplish those physical activities. E$plain your answers. ( practical way to know your level of effort is to try singing or talking while engaged in physical activity. "f you are still able to sing during physical e$ertion, then the %=E is probably ust between 2 - 4. :owever, if you cannot hold a conversation, then the level of effort is high and the %=E is probably between 9> - 9F. "f you are ogging and are still able to sing, you could og a bit faster to increase %=E. :owever, if you cannot talk anymore, you could lower the effort level by ogging slower or inserting brisk walks between ogs. %emember, the recommended target level of effort is from 9 to 92 ;93 to 923 beats per minute< for your health to improve. 'o rate your physical e$ertion to be able to ma$imi8e the effects of your participation in physical activity. ?sing the %=E also avoids the need to stop and count the heart rate during e$ercise. With practice, most people can recogni8e when they are in the target 8one using %=E. "t now becomes easier to make necessary adustments in the effort e$erted since you have perceived the physical e$ertion accordingly.

Pace and Pacin<( These refer to the rate or speed of doing physical activities. This means that a person can take it slow when engaged in physical activities or do them #uickly depending on the 6"TT =rinciple. =acing allows you to change the way you perform or complete an e$ercise or physical activity so that you can successfully see changes. "t regulates your participation in physical activities through gradual and careful introduction of changes in the physical activity, whether an increase in intensity, fre#uency, or participation. Depending on the fitness level of an individual, pacing may be through fre#uency, intensity, and time of doing physical activities. The normal fre#uency could be  to > times a week which can be increased or decreased depending on the changes done in intensity and time. "f intensity is increased, fre#uency and time could be decreased, or vice versa. Cou must be able to pace your participation in physical activities well so that you will benefit more and that you will not get inured. %emember to listen to your body, so pace yourself if needed. Activity 4: &ace /ourself Directions# ook at your answers in (ctivity  and write them on the table below. "f you were to do the different physical activities, how will you pace yourself! omplete the table below.

When you make modifications or adustments in your e$ercise program, you have to take note of the principles of progression and adaptation. "ncrease elements in your e$ercise program gradually so that your body can adapt accordingly. Take serious note of the principle of overload as well. Too easy a load will not be beneficial to your body in the long run. "f you have ust started having a more active lifestyle, you may want to start with physical activities of relatively moderate intensity. =erforming this type of activity at about >3 percent of your ma$ :% or an %=E of 9 ;somewhat hard< for several weeks would be recommended for gradual adaptation. Time spent on physical activity may be shorter than the recommended 3 minutes. :owever, as fitness improves, accumulated minutes should at least account for 3 minutes a day, and the 6"TT principle can be increased as well. The table below shows recommended progression.

"t is important that you monitor your fitness improvements since these will eventually dictate your progression. "f your body has adapted to the demands you place on it, then it would be best to progress to another level until you reach your optimum level of overload. This is the principle of progression. 6ollowing this principle, the load you place on your body should occur in gradual succession rather than in maor bursts for safe and effective results. The new challenge now posed on your body is how to advance to another level.

:owever, as you become more fit, the rate of improvement levels off. (s the principle of diminishing returns indicates, once you get more and more fit, the benefit you get for each additional amount of activity may not be the same as before. When your physical activity level is high, you can e$pect to have lesser

improvements despite additional amounts of physical activity. When this happens, the challenge is on how to maintain that level of physical activity.

Lesson 8# Eercise for Fitness (s you engage in moderate to vigorous physical activity, you need to observe some personal safety precautions to avoid certain conditions relat ed to physical activity participation. These conditions include dehydration, overe$ertion, hypothermia, and hyperthermia. Each of these conditions should be taken seriously for each poses health risks to you as an e$erciser. These conditions are usually associated with e$ercising in different types of environment, like a hot or cold environment. :owever, dehydration and overe$ertion may be e$perienced even when e$ercising in environments that do not have e$treme temperatures. Each condition will be discussed with ample safety precautions to guide you as you engage in moderate to vigorous physical activities. Dehydration This refers to e$cessive loss of water from the body, usually through perspiration or sweating, urination, or evaporation. During participation in physical activities, the body regulates its temperature depending on the intensity of the activity. &ore fre#uently during moderate to vigorous physical acitivities, the body perspires or sweats and you get thirsty. Sweating3 +n a normal day, the body loses about .1 liters of water from the lungs and skin, from urine and feces, and from perspiration. The body must replace this through proper hydration. To offset fluid losses, it is suggested that 913 to 13ml of fluid should be taken every 91 minutes. Thirst3 Thirst is a sensation of dryness in the mouth and throat associated with a desire for li#uids. &aintaining water balance is an important consideration during e$ercise. =hysical activity results in increased heat production, and evaporation of sweat from the skin allows the body to dissipate this heat and maintain a normal body temperature. The amount of fluid lost as sweat varies according to factors such as the intensity and duration of activity and the air temperature or humidity. &ost of the time, an individual waits for thirst to kick in before replenishing lost water. :owever, it is advisable to replenish lost fluids even before feeling thirsty. This is especially important when an individual e$ercises in the heat or does so for an e$tended period of time. Acti9ity "# Analyin< fluid replenishment ad9ertisement Directions# (naly8e the different sports-related advertisements on fluid replenishment to be shown by your teacher. Take note of the claims presented in the advertisements like replenishment information, effects of drinking the product, etc. E$plain your answers. 

'hat are the recommendations for fluid replacement durin% prolon%ed aerobic exercise (de#uate water replacement is the most important factor in preventing heat disorders. Drinking about 2 to 4 ounces of cool water every 91 to 3 minutes during e$ercise seems to be ideal to prevent dehydration. old fluids are absorbed more rapidly in the stomach. ommercial fluid replacement solutions or sports drinks that contain 2 to 4 percent glucose seems to be optimal fo r fluid absorption a nd performance in most cases. Thes e are recommended espec ially when e$ercise is strenuous and is carried out for more than an hour. :owever, water is sufficient for e$ercise lasting less than an hour. =alatability ensures greater fluid intake so choose a drink that suits your taste as well.

(nother condition that you need to be aware of is overe$ertion or overtraining. This condition is actually independent of weather conditions, but you need to be aware of the signs and symptoms.

O9ereertion or O9ertrainin< This refers to the detrimental cause of e$cessive training. 'ome individuals engage in too much physical activity. 'ome e$ercisers and athletes often push themselves too hard in their pursuit of high-level performance. Thus, they are susceptible to a variety of hyperkinetic conditions known as overload syndrome. This condition is characteri8ed by fatigue, irritability, and sleep problems, as well as increased risks for inuries. "n an over-trained status, performance is known to decline sharply and this can cause individuals to train even harder. This dip in performance may be mistaken for dip in physical effort so the e$erciser or athlete increases the effort to pull up the performance. ( useful physical indicator of overtraining is a slightly elevated morning heart rate ;> or 1 beats more than normal values<. Essentially, an elevated morning heart rate reveals that the body has had to work too hard to recover from the e$ercise and is not in its normal resting mode. When doing resistance training, an individual is likely overtraining and may not reap the full benefits of the program if the body is not allowed to recover completely in  or  days after ma$imal effort. Decrease in total number of sets or e$ercises, or both, is recommended. Cou also need to pace your workout properly to avoid staleness. 'taleness, or getting bored or uninterested, is usually a conse#uence of overtraining. Acti9ity )# 5dentifying sy"-to"s of overtraining Directions# (nswer the #uestions by placing a check ; <. 'hare your answers with your seatmate. KKKKK 9. :as your performance decreased dramatically in the last week or two! KKKKK . Do you notice signs of unusual an$iety or anger! KKKKK . Do you feel depressed! KKKKK >. Do you feel unusual fatigue! KKKKK 1. (re you less energetic than usual! KKKKK 2. Do you have trouble sleeping! KKKKK F. Do your arms and/or legs feel heavy! KKKKK 4. Do you e$perience loss of appetite! KKKKK G. Do you lack interest in training! 7ecause the weather here in the =hilippines is normally hot most of the year, e$ercisers should be conscious about it when engaging in physical activity whether indoors or outdoors. 'ince indoor conditions can easily be adusted with cooling mechanisms such as air conditioners and electric fans, outdoor conditions pose more challenges to you as an e$erciser. +ne of the things you need to be aware of is hyperthermia.

Hyperthermia This is an alarming rise in body temperature, which is an effect of e$ercising in a very humid environment. "t sets the stage for heat stress and even heat stroke, the potentially fatal collapse of the temperature-regulating mechanism. "n hot environments, the body is able to maintain temporary thermal balance during e$ercise through circulatory adustments and evaporation of sweat. :owever, the body responds differently in a hot, dry environment. The body actually gains heat when the air temperature e$ceeds the temperature of the skin. ?nder these conditions, the evaporation of sweat allows the maintenance of thermal e#uilibrium. When humidity is also high and evaporation cannot take place, the body temperature continues to rise, and performance is severely impaired . 

+s it safe to exercise in hot 2eather

=rolonged, vigorous e$ercise can be dangerous in hot and humid weather. :eat from e$ercise is released in the form of sweat, which cools the skin and the blood circulating near the body surface as it loses evaporates. The hotter the weather, the more water the body loses through sweatA the more humid the weather, the less efficient the sweating mechanisms is at lowering bodytemperature. "f you lose too much water or if your body temperature rises too high, you may suffer from heat disorder such as heat e$haustion or heat stroke. ?se caution when e$ercising if the temperature is above 43 6 or if the humidity is above 235. To e$ercise

safely, watch for the signals of heat disorder, regardless of the weather. Acti9ity ,#Donaire in 'ebu Directions# (naly8e the case of *onito Donaire, Qr.0s (pr il , 392 title defense fight against Rolk 7edak in ebu. (round that time, the =hilippines was e$periencing one of the hottest temperatures. E$plain what the two bo$ers needed to do to be able to give out their best in such hot temperatures. Heat Acclimatiation(+n the first day of vigorous e$ercise in hot weather, one may e$perience near ma$imal heart rate, elevated skin and core temperatures, and severe fatigue. 7ut after a few days of similar e$posure, the same task can be accomplished with a reduced heart rate, made possible by improved blood distribution and increased blood volume. 'kin and core temperatures are lower, since sweating begins at a lower temperature. :ighly fit individuals become acclimati8ed in > days while sedentary ones take about 4 days. The best way to get acclimati8ed is to work in the actual conditions ;temperature and humidity< one has to endure.

When you e$ercise in hot environments, you need to be aware of heatdisorders.

old temperatures do not pose a threat similar to that posed by hot, humid condition because of the metabolic heat generated through e$ercise. "n the =hilippines, there are only a number of places where cold temperatures can be e$perienced. Even so, e$ercisers should be aware that severe e$posure to low temperatures and high winds can lead to frostbite, hypothermia, and even death. Hypothermia E$cessively low body temperature, characteri8ed by uncontrollabl e shivering, loss of coordination, and mental confusion This occurs when the body begins to lose heat faster than it can be produced. =rolonged e$ertion leads to progressive muscular fatigue. (s e$posure continues and additional body heat is lost, the cold reaches the

brain. +ne loses udgment and the ability to reason. 'peech becomes slow and slurred and control of the hands is lost.

onstricting blood vessels ;vasoconstriction< increases the stimulating capacity of the skin, but it also results in a marked reduction in the temperature of the e$tremities. =rotective vasoconstriction often leads to discomfort in the fingers and toes. 7lood is rerouted to the deeper, more vital body organs. To relieve pain, it is necessary to warm the affected area or raise the core temperature. While shivering may cause some increase in temperature, gross muscular activity is far more effective in restoring heat to the troubled area. 'hivering is the defense mechanism of the body against cold. ore temperature is the temperature of the deep organs. The temperature of the body is normally at F degrees elsius or G4.2 degrees 6ahrenheit. "t adusts for en8yme activity within the muscles. hanges in core temperature can be reflected in the skin. Acti9ity 0# S-orts clothing "odeling Directions# Discuss and accomplish the given task for the assigned clothing to your groupB basketball clothing, running clothing, sports-appropriate cold weather clothing. "dentify common sports clothing specific to your group. What features are common in the sports clothing that make them suited in =hilippine weather! (ssign - members of your group as sportswear models and present these types of clothing in class. 

+s it safe to exercise in cold 2eather

"f you dress warmly in layers and do not stay out in very cold temperatures for too long, e$ercise can be safe even in subfree8ing temperatures. Take both the temperature and wind-chill factor into account when choosing clothing. old weather clothing provides an insulating barrier of air and can be peeled off as temperature rises and put back on as it falls. Wool can be used as well as windproof or rainproof ones. Dress in layers so you can remove them as you warm-up and put them back on if you get cold. ( substantial amount of heat loss comes from the head and ne ck, so keep the se areas covered. "n subfree8ing temperatures, protect the areas of the body most susceptible to frostbite - fingers, toes, ears, nose, and cheeks - with warm socks, gloves, cap, or hood. Wear clothing that )breathes) and will absorb or drain moisture away from your body to avoid being overheated by trapped perspiration. Warm up thoroughly and drink plenty of fluids. Cold Acclimatiation( This refers to the metabolic adustments done as well as the improved tissue insulation. arge body mass, short e$tremities and increased levels of body fat help to get acclimati8ed to cold weather.

Others Concerns# Heat Rash - also called prickly heat, is a benign condition associated with a red, raised rash accompanied by sensations of prickling and tingling during sweating. "t usually occurs when the skin is continuously wet with unevaporated sweat. "t is generally locali8ed to areas covered by clothing. Heat !yncope - heat collapse, is associated with rapid physical fatigue during overe$posure to heat. This results in di88iness or fainting. "t is #uickly relieved placing the individual in a cool environment and replacing fluids. !un protection factor G!PF('unscreen applied to the skin can help prevent many of the damaging effects of ultraviolet radiation. ( sunscreen0s effectiveness in absorbing the sunburn-inducing radiation is e$pressed as the sun protection factor ;'=6<. (n '=6 of 2 indicates that an individual can be e$posed to ultraviolet light 2$ longer than without a sunscreen. Acti9ity +# Safety features in school Directions# 6orm a group of -> members and visit the specific area in your school assigned to your group ;e.g. playground, gym, canteen, etc<. "dentify safety features in your assigned area related to e$ercise- and weatherrelated conditions as discussed in class. E$amples of safety features like water fountains, wash areas like sinks and faucets, e$haust fans, etc can be identif ied. +nce identified, make recommendations to improve the assigned area of the school

Lesson "6# Eercise for Fitness (s you particip ate in physical activiti es, whether in school or in the community, it is good practice to know your school and community0s resources in case of inury or emergency. 7eing familiar with it makes response to inuries or emergencies more immediate and efficient, thus lessening the severity of the inury or emergency. %esources refer to the supplies, e#uipment, facilities, and services that can be utili8ed in case of a sports- or fitness-related inury or emergency. They include both material and human resources such as safety supplies, e#uipment, facilities, #ualified and trained emergency personnel, as well as standard protocols set for such situations. Emergency response begins with the preparation of both e#uipment and personnel. When these have been prepared ade#uately, the school and community are deemed ready for an inury or emergency. "t is important that you are able to identify these resources so that inuries or emergencies will be addressed immediately and efficiently. These resources are discussed here. 

First Aid Kit

6irst aid is the immediate care given to a person who has been inured or suddenly become ill. 6irst aid deals with self-help and proper home care, especially if medical assistance is not immediately available. The goal of first aid is to alleviate suffering, prevent added/further inury or danger, and prolong life. The first aid kit is a set of supplies and e#uipment used to administer first aid. "n your school and community, first aid kits should be available, visible, and readily accessible in case of inuries or emergencies. "t should also be regularly checked for completeness and freshness of supplies. The usual supplies found in a first aid kit include the followingB  

triangular bandage tongue depressor

scissors wound dressings

rubbing alcohol swabs







gloves gau8e



athletic tape



cotton



forceps



penlight 

adhesive bandage



iodine  

+ther e#uipment that should be included to aid in first aid are the followingB  spine board  blankets  sets of splints  shorrit boarddevice k0s /endric e$t cation  wheelchair  poles The first aid kit is usually located in strategic places in school like the clinic, gym, playground, and security stations. "n the community, first aid kits should be located in the community centers like community hall or office and recreation centers. "t is advisable that a signage be placed where the first aid kit and e#uipment are located. This can either be attached to a wallor post or suspended. Activity 1: Search for it2 Directions# Do an ocular visit in your school gym, community hall, andrecreation center. ook for emergency response e#uipments and supplies including first aid kits, spine board, etc. *ote down if are signage for these and if they are accessible in case of inury or emergency. omplete the checklist write your observations



Emero5>ay Radio

Emergency numbers include police department, fire department, =hilippine %ed ross ;=%<, and other pertinent numbers. These numbers are usually compiled per area ;i.e. locality, municipality, city< and written on a calling card or bookmark or even larger. "n schools, emergency numbers could include the clinic, security, and other offices. Emergency numbers should also be posted near phones and inside offices. "t is advisable that in the gym and recreation centers, phones are visible so that school personnel or other individuals can notify pertinent offices or departments in case of inury or emergency. Emer
there and

9. Emergency =ersonnel - detailed 6irst (id arrangements for on-site emergenciesA may consist of teachers, physicians and nurses, athletic coaches, security and maintenance personnel ;for schools<, or community leaders, homeowners0 association president, etc ;forcommunity< . Emergency ommunication - emergency numbers, phones/two-way radio, public announcement ;=(< system . Emergency E#uipment - first aid kit, wheelchair, spine board, stretcher, blankets, poles, etc >. &edical Transportation - confirmation of local ambulance ;c/o =%<, 7asic ife 'upport, etc 1. *on-medical Transportation - wheelchairs, stretcher, etc 2. Emergency ontact ist - clinic, local hospital, etc F. enue "nformation - transportations, identified entrance, e$its, and access routes 'chool personnel ;e.g. teachers, security and maintenance personnel< and community leaders know, understand, and follow these procedures every time an emergency happens because it is standardi8ed. These procedures are usually laid out in writing so that personnel crucial in the emergency response are notified and that immediate attention is given. "n the community, it is advisable to form a community emergency response team which will be the emergency personnel in your E(=. "t is advisable that the members of the community know who forms this emergency response team. Cou may not know all the procedures of your school and community on responding to emergencies. :owever, what is important is you know who to notify in case an emergency happens. The most immediate personnel you need to notify in case you are in your school especially in the gym are the =E teachers or any teacher present, maintenance personnel, orsecurity personnel. Activity *: And the -rocedures are  Directions# "nterview school personnel and community leaders regarding the emergency response procedures they follow. When interview ing school personnel, try totarget those who you think are unlikely to e$perience inuries or emergencies, to know what procedures they know and follow. "n class, compare your answers with your classmates who interviewed school personnel within the same office or nature of work ;e.g. librarians, &ath teachers, office staff< and share with the class. 6or those belonging to the same community, compare your answers andpresent commonalities with class. =art of the services that the school and community should offer is training their personnel and community leadersinemergencyresponses.Thisise$pectedsince effectivenessofemergencyresponsegreatlyrelieson knowledge and skills of school personnel and community leaders in first aid and other emergency responses.

the the

The =hilippine %ed ross ;=%< is the national branch of the "nternational %ed ross that cares for the wounded, sick, and homeless and now, providing help during and following natural disasters. =% gives training on basic life support, cardiopulmonary resuscitation ;=%<, first aid, and many more. The school and community should set a schedule with =% volunteers who can impart the necessary knowledge, training, and certifications to e#uip them in times of emergency and disasters. %ed ross volunteers during a 7asicaining Tr course ;taken from httpB//carmonagov.net/home/home/latestnews/3-carmon aforms-municipal-red-cross-9>.html< +nce certified, school personnel and community leaders should be able to respond to inuries and emergencies. :owever, certification should be renewed yearly or every two years, depending on the type of certification. (ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.



Entrance? Eit? and Access Routes

(de#uate ent ry and e$it points should be available in all areas. (ccess routes ;paths of travel< going to the clinic, emergency e$its, main gate, and others should also be known. isible and strategically located signages are important so that these can easily be seen even from a distance. These should always be accessible and free from obstructions. Widepassageways are a must. ( good estimate of the right width of the passageway is to check if a wheelchair, spine board, or stretcher can be easily transported and still have room for first aiders or rescuers to maneuver. httpB//stlouis.939mobility.com/wheelchair-ramps-stlouis.php< %amps and elevators make access easier and these arenecessary especially for structures that are higher than three storey. These also make transport #uicker.

Acti9ity ,# Real life inury situation Directions# (ra Nalang, De a 'alle ?niversity volleyball player, got inured in a match versus *ational ?niversity in &arch F, 391. 'he was grimacing in pain and crying, and was later reported has suffered s erious inuries to her knees. What do you think were he t emergency response procedures followed by the emergencypersonnel who attended to her! Activity 6: Safety features in school Directions# %eview your answers to (ctivity 1 on )'afety features in school) from the previouslesson. 7ased on the current lesson, analy8e your answers if it reflects your school as being e#uipped with necessary resources in case of inury or emergency. Nive special attention to entrances, e$its, and access routes. +nce identified, make recommendations to improve each area of theschool to make it emergency-ready.

Activity 9: Safety features in the co""unity Directions# Do the same activity as in (ctivity  in your community. "dentify safety features that are visible in the community and those that only community leaders have a ccess to. &ake a short po rtfolio about your fi ndings and make recommendations. Acti9ity 4# .irst Aid 'ertification and Basic $ifeSaving 'ourse Directions! "dentify local %ed ross office near your school or community. "n#uire regarding necessary procedures to be able to have a first aid and basic life saving course in your school and/or community. With your teacher0s help, coordinate with the school adm inistration and/or community leaders to have this arranged, if possible.

Lesson ""# Eercise for Fitness War"#u- Activity: Directions# "dentify the different types of e#uipment and facilities that are usually found in a gym. :ow are they usually set up! Draw them and share your answers with the class. When you engage in aerobic, muscle-, and bone-strengthening activities, you are likely to make use of different e#uipment and facilities. These resources help in your enoyment and participation so you have to care of them. (s a courtesy to other individuals who also make use of these e#uipment and facilities, you always need to observe the proper manners or eti#uette inside a gym. Depending on the venue or facility, there is a specific decorum e$pected from those who use them. The following are the different venues with its commonly e$pected eti#uette.

(ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.

Playin< court or field ( playing court or field may be found indoors or outdoors, depending on the sport. enues and facilities are usually readyto-use where minimal setup is needed since these are specifically catered to a certain sport ;e.g. basketball, football<. :owever, some venues need to set up some e#uipment first, like volleyball, tennis, badminton, table tennis, taekwondo, udo, etc. Depending on the venue arrangements ;i.e., rented or otherwise<, those who utili 8e and set up e#uipment are e$pected to properly fi$, return, or store the e#uipment after use. "t is common manners to keep the venue clean and as orderly as possible after use. :ereare some e$amplesB  Wipe off wet spots caused by drinks and sweat  Throw away used or unneeded supplies and e#uipment like empty water bottles, athletic tapes, shuttlecock feathers in badminton, etc. Activity 1: /our wn Design Directions# &ake a signage about appropriate eti#uette in the court. &ake sure to think about the si8e, color, and contents of the signage. Think of strategic locations on where you can post it, such as in school or in the community recreation center.

Dance areas or studios These are either open or enclosed spaces with full-si8ed mirrors on one or more sides. They usually cater to different types of dancers, which is why most have wooden or metal railings called barres. 'peakers and music players are usually available for u se and are set up in strategic locations ;i.e., at the corners or center<. ike in playing courts and fields, depending on the venue arrangements, users of dance area or studios are e$pected to keep music players after use, turn off lights and ventilation when not in use, and maintain the venue orderly for the ne$t users. The following are other e$pectations when using dance areas or studiosB 

eep footwear and other belongings on the sides o r designated spots ;i.e. lockers, benches, tables< Wipe off wet spots caused by drinks and sweat on the floor.  "f it is an open area, keep music at accepted volume so as not to disturb other users.  now the studio schedule every time so that you will not be rushed to move out for ne$t users. 

&ym or >ei


Wipe off drinks and sweat off e#uipment and floor. ower volume of music or wear earphones.  &inimi8e grunting, refrain from yelling and using profanity.  Wear appropriate clothes including footwear. Do not take them off to look at your body in the mirror. 'ome gyms or weights areas have some reminders posted on strategic locations so that users will always be reminded. %ead them and make sure to follow them to have a worry-free time working out.

"mage taken from httpsB//www.fitneass.com/wp-content/uploads/39>/3F/Nym-%ules-Nym-Eti#uette.png Activity *: Are There Any Directions# isit gyms or weights areas in your community. ook for signage on the rules of proper use and manners in the gym. +bserve gym users if they follow theserules. "f you were the gym manager, what actions would you take for gym users to observe proper gym eti#uette! 'hare your answers with theclass.

Lesson ")# Eercise for Fitness War"#u- Activity: 7a"e +!"2 Directions# List as many cate%ories of health- and fitness-related e$ents as you can. =nder these cate%ories* name some local and national e$ents related to it. :hare your ans2ers 2ith the class. (s you become more involved in physical activities, you can elevate your participation by oining events that promote health and fitness as well as address health issues like diabetes, obesity, nutrition, smoking, and many more. 7y oining events like these, you can learn more about these health concerns, what is being done to handle these concerns, and at the same time, you also get to increase your physical activity. The usual obective of the organi8ers of these events is to raise funds for awareness about these health issues. Depending on their advocacy, events may range from fun-filled activities that can engage entire families, to more physically demanding ones. Cour participation in these events not only increases your activity but also gives you an advocacy to work on. Cour choice would depend on your interests and preferences. :ere are some viable options for you.



6un runs

These are usually 9- day events that focus on running various distances ;i.e., k, 1k, 93k, or longer<. They cater to a wide variety of participants - competitive or recreational runners, and even families. Whether you are a recreational or competitive runner, fun runs are good ways to elevate participation in physical activities since some fun runs are held in different surfaces ;e.g. concrete, off-road, beach< and with different challenges posed on runners like an uphill run. (ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.

+ther than the fitness benefits you would get from oining fun runs, you also get to help out certain causes. 'ome organi8ations or associations, and companies organi8e fun runs as one of their cause-oriented events. +ther benefits of oining fun runs are meeting new friends, enoying the outdoors, and bringing home participant race kits. %ace kits, which usually include a race bib or shirt and other items from sponsors, are good incentives for your effort and you can get more freebies and giveaways depending on the event sponsors. Cou can also use your participation in fun runs as a gauge ofyour physical fitness by trying to beat your own time, or setting new records, or even aiming to finish among the top participants. "f you do so, it is best that you prepare properly for fun runsand scout for more opportunities to race.



Dance e9ents? competitions? or marathons

These events focus on dance as the main activity, whether as competition ;e.g. streetdance, dancesport< or as recreation ;e.g. aerobic dance marathons, RumbaT& events<. These may last for hours depending on the event and variety of dances, intensity levels, and music usually used, thus, elevating participation. +ther than f itne ss benefits, you can get a lot out from oining dance competitions and marathons. "f events are competitionbased, usually cash pri8es, trophies, and freebies are the main incentives, along with bragging rights. :owever, if the events are recreation- type, participant kits ;e.g. event shirt, sponsor freebies< are the usual takeaway. :owever, the enoyment and fun of dancing are the main attraction in these types of events. &any people are getting into e$ercising because of the populari ty of some aerobic forms of T e$c ises e$ particularly Rumba ,. The attractiveness of physical activities like Rumba comes from the lively music an d instructors, c olorful vibe, and relatively easy to follow dance routines. :owever, the most crucial effect thatT& popular e$ercises like Rumba have is the encouragement and support to participate in e$ercise, which in effect, makes people more aware of theirT&health and fitness. That is why some groups and organi8ations choose Rumba at their event to promote awareness for their various causes. :owever, you can also engage in other aerobic e$ercises in the form of dances such social dance, streetdance, etc. 

!ports tournaments These are the most common type of health- and fitness-related organi8ed events. They mainly focus on sports in a tournament type of play where individual players and/or teams compete. These are usually organi8ed for school teams S;e.g. ?niversity (thletic (ssociation of the =hilippines ;?((=<. :owever, sports associations, cause-oriented groups, organi8ations, brands, and companies also hold sports tournaments for various purposes, levels, and sports. "t may not be e$plicit that health andfitness are the main highlights when oining such events because the nature of such events is usually competitive. (thletes and competitors treat their hea lth and fitness seriousl y because of this same nature. That is why they train not only for their sports skills but also for their conditioning. Through sport tournaments, athletes and (ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.

competitors are actually good role models of health and fitness.

Cou can oin sports tournaments of varying levels of competition and different sports. During summer, local government units ;N?s< hold sports leagues especially for basketball and volleyball. 'everal categories are open for basketball based on age groups. 6or both basketball and volleyball, teams usually represent different baran%ays, sitios* puro4, or subdivisions. 'ome N?s also hold sports programs or sports clinics for the youth and other individuals. The 'angguniang abataan ;'<, the youth leaders of the community, commonly organi8e events like these. "n school, intramurals are the common sports competitions for students. Different grade or year levels compete against each other in different sports. Names are usually played after classes where semi-finals and championship games are usually the highlights. Cear levels are represented by team colors and are called by their common year level labels ;i.e., green for 9 st year/freshmen, yellow for  year/sophomores, red for  year/uniors, blue for th > year/seniors<. Cou can also try out for your school0s varsity teams. They represent your school in differ ent sports competitions which usually include district level competitions. When successful, team s move to higher level competit ions that could eventually lead to )alarong )am'ansa. This is organi8ed by the Department of Education ;DepEd< which is the national competition for students. :ere, student-athletes from all over the =hilippines compete in different sports representing their respective regions. This is held in one particular region where event s are held in different venues or locations. Cou can also oin sports tournaments organi8ed by other institutions. 'ports outlets, product brands, and companies organi8e sports tournamen ts. They usually advertise to invite participants so you might want to look for tournaments in sports that you like.



!ummer sports clinics

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

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

Outdoor recreation e9ents li:e bi:in< e9ents? triathlon?

marathons? football e9ents? etc These are speciali8ed events that target sports enthusiasts and athletes. These are held in speciali8ed venues and locations, and usually have different categories for different levels of participants. Depending on the event, categories such as beginner, intermediate, and advanced are formed or opened.

When you oin such events, you get to e$perience recreation-level of participation to higher level of competition. Cou also get to e$perience a different atmosphere because of the ambiance in such events. 'ponsors0 booths and stalls are usually set up along with other related set ups. 

Talks, seminars, or conferences

&hese are usually lecture* 'ased events that cover topics discussed with an audience. +ome events are held for dierent lengths (i.e.% half*day% 1*day% ,* day% -* day% weeklong and some include workshops or hands on training. +ome also are held with dierent formats like classroom* type lecture% panel discussions% parallel sessions% and the like. redi'le resource persons and speakers are invited to speak so that relia'le information are shared and learned.

ause*oriented associations% product 'rands% companies% professional organi/ations% among others hold such events for various purposes% some to increase awareness% promote various causes% and to inform.

0t would 'e 'enecial for you to attend such events for you to learn more things a'out health and tness% 'ecome more aware of issues and concerns regarding health and tness% and have a clearer understanding of these things.  !chool? club? community? or company e9ents These are events that are organi8ed by schools, clubs, communities, and companies for specific purposes. These cover a wide range of activities like the ones mentioned above. 'chools and companies commonly hold events to coincide with special dates and occasions. Events are usually dependent on themes and duration is also relative to the celebration. (side from summer sports clinics, some communities also offer recreation programs within the year to encourage an active lifestyle. (ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.

Activity 1: What+s )oing n Directions# onduct an interview with your comm unity leaders. (sk about the community activities they hold during the year. 6ind out if these types of activities were successful in the previous years.

Activity *: ;oin 7ow2 Directions# heck out organi8ed events that interest you and sign up for them to maintain your active lifestyle. omplete the table below and show proof of your participation. ;e.g., picture during the event, race bib, event giveaways, registration form, etc<.

Date

E9ent ame

Type of E9ent

Or
Proof of Participation

Lesson ",# 2alue of Participatin< in Physical Acti9ities

+bectivesB 9. "dentify the value of participating in physical activities. . ?nderstand the health benefits of participating in physical activities. . Describe the characteristic of a responsible and initiative leader in fitness activities. Acti9ity "# Assess your PA ( Directions# lose your eyes and think of all the activities that you do for the whole day. ist it all in the table below and tell whether it is healthy or not by putting the corresponding smile on the provided table beside the activities. (n e$ample is provided.

DA'L% ACT'2'T%

HEALTH%

1HEALTH%

'crubbing the floor

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"n recent years, there has been a decline in physical activity among teenagers. They have lot s of demands on their time, so they find it hard to be physically active. Cet physical activity keeps teenage bodies and minds fit and healthy. During adolescence, they need at least 23 minutes of activity every day. With the rise of modern technolo gy and proliferation of personal entertainment gadgets, peoples0 life has become more sedentary. Their physical activities, whether recreational or regular, became limited. This has been most evident with teenagers nowadays. 6ew teenagers engage in physical activities and outdoor sports. "nstead, they spend their leisure hours inside the house playing computer games or games on gadgets and watching television and movies. This sedentary lifestyle leads to poor health and limited activities. &otivation is a great factor to influence them to an active lifestyle. They have to see and understand the reason for engaging in regular physical activity instead of playing with gadgets or watching T.

Acti9ity )# $here do ' Belon<@ Directions# "n the bo$ below is a list of different physical activities. lassify the activities on whether they are moderate or vigorous activities. %ewrite the activities on the table provided below.

>al:in<

dancin< playin< soccer

playin< bas:etball *ODERATE ACT'2'T%

bi:in<

o<
s>immin< aerobics

2 '&ORO1!ACT'2'T%

=hysical activity simply means movement of the body that uses up energy. Walking, gardening, sweeping and mopping, mopping the floor, climbing the stairs, playing soccer, or dancing are all good e$amples of being active. :owever, for it to be beneficial for one0s body, there are various factors to be considered such as the intensity, duration, and fre#uency of the physical activity performed. :ere are some points to considerB 9. =hysical activity done at a moderate or vigorous intensity level is good for a teenager0s health. . &oderate physical activities generally make them move. These could include brisk walking, dancing, biking, swimming and ogging. Even helping out with some of the more active chores inside and outside your home like gardening can be good. . igorous activities increase their heart rate and make them sweat and may let them enoy being active even more. They can be a game with lots of running - for e$ample, playing basketball. They can also be running or ogging, or sports like soccer, tennis, swimming and football. 7eing active is an important part of a teenager0s growth and development, especially if done regularly. et them reali8e that it is a great way to spend time with friends, meet new people, feel good, and break up long stretches of playing online games and watching movies. "t is invigorating to move the entire body, even by ust cheering, or running after the ball. 7eing active every day can help teenagers achieve the followingB  

improve heart health and fitness develop strong muscles

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

develop strong bones develop good posture  maintain a healthy weight  improve concentration and memory  learn new skills increase self-confidence  reduce stress  make and keep friendships   improve sleep  develop leadership skills and initiative  awaken a sense of responsibility (ccording to the World :ealth +rgani8ation, in 393, physical inactivity or the lack of physical activity has been identified as 

the fourth leading risk factor for global mortality ;25 of deaths globally<. &oreover, physical inactivity is estimated to be the main cause of appro$imately 9-15 of breast and colon cancer cases, F5 of diabetes cases, and appro$imately 35 of ischemic heart disease cases. The following are the common results of physical inactivity. increased risk of overweight and obesity  hypertension/high blood pressure   an$iety  depression  type  diabetes mellitus "t is alarming to see that these conditions, which were seen before to only affect adults are now affecting teenagers due to an improper diet and the lack of physical activities. The sedentary lifestyle that most of them practice leads to a deterioration of their health as well as their bodies. Netting enough physical activity doesn0t ust happen - there should be conscious effort and the decision to engage in it. *ot all teenagers are keen on doing physical activities. +thers need motivation and encouragement to start an active lifestyle. 'ometimes teens need to e$plore a range of different organi8ed and recreational activities to find one that they like and enoy. 'imple, non-competitive activities will allow them to sociali8e in a positive way. These can help them feel good about doing physical activities rather than ust sitting down playing video games. Netting teenagers involved in lots of fun physical activities keeps them active and healthy. "t0s easy when you help them find activities that they enoy - and that they can do as part of everyday family life. Teenagers may also oin groups like community youth clubs, such as scouting, which will keep them physically active while getting new knowledge or learning new skills. These groups often do lots of physical activities be it indoor or outdoor. They are good training grounds for future leaders, particularly in developing responsible young adults as they motivate them to have the initiative to do and finish tasks. When teenagers get involved in groups like these, they may also feel a sense of achievement. They can be elected as leaders of the groups and could somehow get more involved in activities that could open doors for them to learn how to lead more efficiently. ooperation and camaraderie will also become natural to them, building self-confidence and boosting their self-esteem. E$posure to competition in groups such as in a basketball league could improve their leadership skills, give them a sense of responsibility, and inculcate values on fair play. With these activities, teenagers will enoy physical activities more and will make their leisure hours more productive and competitive leading them not only to a healthy lifestyle but to become responsible individuals.

Acti9ity ,# P(A( Benefits Directions# 7elow are umbled letters/words of the different benefits you can get from getting enough physical activity and the conditions you are at risk of when they have an inactive lifestyle. %earrange the letters to form the correct word and put them on the corresponding table where they belong. trongs nobes neyita$ duceer serests bisetoy ehtlhay reath lopedev edarlipesh likls

7enefits from doing physical activities

odog turesop thyealh ightwe betisdia romdpivepeels gihh dolob srespure presniodes

onditions from not doing physical

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activities

!ummary The term )physical activity) should not be mistaken with )e$ercise). E$ercise, is a subcategory of physical activity that is planned, structured, repetitive, and purposeful in the sense that the improvement or maintenance of one or more components of physical fitness the obective. =hysical activity includes e$ercise house as wellchores as other which involve bodily movement and are doneisas part of playing, working, active transportation, andactivities recreational activities. Due to the rising technological advancement in our country, the physical activities of teenagers have become limited and are often neglected. &otivation and involvement is needed for them to be active. +nce they are motivated they will sure open doors for physical activities and they will surely enoy it.

&otivation and parental guidance is needed to encourage teenagers to engage in physical activity so that they could enhance their skills as well as improve their body conditions and health, leading to a physically fit individual. "t is also important to help them manage their time and lead them to wise use of their leisure hours. "nspire and motivate them to oin youth groups that could help them enoy the physical activities and allow them to be competitive. These healthy competitions will develop their initiative and sense of leadership and responsibility. While competing, camaraderie, patience and cooperation will also be learned. We can have not only physically active and healthy teenagers but we will also develop well-mannered teenagers who can be future responsible leaders as well.

Lesson "0# Career Opportunities 'n Health And Fitness

+bectivesB 9. "dentify the potential career for health and fitness. . %eali8e ones potential in health and fitness career. . reate a fitness event for a particular health issue. Acti9ity "# Find *e... Directions# "n the bo$ below are the ten different career opportunities in health and fitness. They are written hori8ontally and vertically. 6ind the words and write them on your activity notebook.

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The health and fitness field offers many career opportunities. "ndividuals interested in helping others maintain their physical well-being may pursue degree and certification programs in this field of interest. "f you0re interested in the physical well-being of yourself and others, you may consider an education in health and fitness. "f you want to be of help to improve public nutrition standards, helping people recover their fitness after an inury, or ust improving a person0s overall wellness, a career in health and fitness may be right for you. Degree and certification programs are available in fields such as the followingB    

nutrition athletic training physical therapy fitness trainers

This training can lead to careers asB    

nutritionists fitness trainers personal trainers aerobics instructors or coaches

"n this field, one must be outgoing, in good health, organi8ed, have good communication skills and able to motivate others. &eanwhile, other career opportunities await students inclined in health and fitness. They can pursue a career in the following fieldsB =rofessional athlete in basketball, football etc  …  =hysical education or =.E. instructor 'ports trainer  (thletic coach  Acti9ity )# Pic: and *atch Directions# 7elow are images of the different careers in health and fitness. *ame them and describe it in a sentence.

"( KKKKKKKKKKKKKK

KKKKKKKKKKKKK  .

. KKKKKKKK

>. KKKKKKKK

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1 . KKKKKKKKKKKKKKKK

Acti9ity ,# Thin: and *atch. Directions# ist at least ten things that interest you. Think of the different career opportunities suited for those interests and write it on the table below. (nswer the #uestions that follow. 'TERE!T

CAREER

Processin< =uestions# 9. Which among those interests takes most of your time! Why! . Does it fascinate you! :ow! . Do you think it will be your stepping stone for your future career! Why! Acti9ity 0# E9ent for the 'ssue Directions# Due to the rise of modern technology, the lifestyle of many teenagers has become sedentary increasing their risk of being overweight and obese. The activity below will improve their awareness and motivate them to change their lifestyle for the better. 9. 6orm four ;>< groups. . reate a >-minute Rumba e$ercise fitted for teenagers. . =ractice the e$ercise and present it in class. >. (sk the teacher if you could lead the morning e$ercise during flag ceremony. 1. The Rumba e$ercise will be graded by the teacher using to the rubrics below. Timing oordination &usic (ttitude T+T(

11 11 3

!ummary +ftentimes we ask other people about what their interest are because somehow we want to know what track they want to take. "t is true that what interests us now will be the stepping stone for our future career. "n choosing a career, it should be something that really fascinates and interest us. Though you may face challenges along the way, it would be easier for you to succeed knowing that you want what you are doing. There are many career opportunities in health and fitness. Depending on their interest, one may pursue a career in professional athletics,nutrition, or fitness. 'o for now, prepare yourself for what career you would like to take. hoose what really interests you and pursue it.

References # > ?ad Eatin% 0abits and 0o2 to ?rea4 Them . ;39>. Qan 9<. %etrieved from httpB//www.everydayhealth.com/diet-and-nutrition-pictures/bad-eating-habits-and- how-to-break-them.asp$ 7erger,incent. ;331<. Emotional Eatin%. %etrieved from httpB//www.psychologistanywhereanytime.com/weightKandKeatingKdisorders/psychol ogistKweightKemotionalKeating.htm Causes of @besity. ;392. Qun 91<. %etrieved from httpB//www.nhs.uk/onditions/+besity/=ages/auses.asp$ Edwards, %o$anne D. ;&D<.Emotional Eatin%. ;392. (pr 9<. %etrieved from (ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.

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(ll rights reserved. *o 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 entral +ffice. 6irst Edition, 392.