Physical education 10 learning material

10
Physical
Education and
Health
Learner’s Material
Department of Education
Republic of the Philippines
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Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
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Unit 1:Active Recreation
(Sports)
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Module No.: 1 Number of Sessions: 10
CONTENT STANDARD PERFORMANCE STANDARD
The learner …
• demonstrates understanding of
lifestyle and weight management
to promote societal fitness
The learner…
• maintains an active lifestyle to
influence the physical activity
participation of the community
and society
• practices healthy eating habits
that support an active lifestyle
I. Introduction
What activities make up your day? Do you spend time being active? Which
type of food do you usually eat? Do you
eat just anything you want?
Are you aware that the things
you do on a daily basis contribute a lot to
your health? Yes, the things that you do
like your daily routine, physical activities,
and eating practices can make you either
healthier or it can put you at risk even at
a young age.
People of all ages and health
conditions should learn to prioritize their
health through proper management of
lifestyle and weight. You can participate in physical activities and modify your
eating habits. As a member of society, you should give importance to your health.
The value you give to your health is of significance not only to you but to society as
well. Remember, a healthy individual is a productive individual.
For you to become familiar with lifestyle and weight management, this
module will help you take positive steps to have a healthier lifestyle through active
recreation. The activities are enjoyable and offer satisfaction to enhance the
quality of your life. You will understand the importance of taking care of your health
through physical activities and proper eating habits. You will also understand that
lifestyle and weight management will enhance not just your personal fitness but
your family’s fitness and society’s fitness as well! So get involved and be part of the
world of ACTIVE RECREATION!

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II. Learning Competencies
The learner...
1. describes the meaning and importance of managing lifestyle and weight;
2. understands risk factors for lifestyle diseases (obesity, diabetes, heart
disease);
3. determines physical and physiological signs and symptoms that calls for
lifestyle and weight management;
4. undertakes physical activity and physical fitness assessment;
5. assesses eating habits based on the Philippine Food Pyramid / My Food
Plate;
6. engages in moderate to vigorous physical activities;
7. applies correct techniques to minimize risk of injuries;
8. monitors periodically one’s progress towards the fitness goals;
9. analyzes the effects of media and technology on fitness and physical
activity;
10. critiques media information on fitness and physical activity issues;
11. expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs;
12. advocates society’s efforts to increase participation in physical activities
and improve nutrition practices.
III. Pre-Assesment
Read the following statements carefully and put a check mark (P) on the
statements that apply to you.
_____
1. I engage in physical
activities for at least
30 minutes several
days a week.
_____
5. I take care of the
environment by doing
small deeds such as
throwing my trash into
the trash bin.
_____
2. I engage in physical
activities that
challenge my heart
rate.
_____
6. I do warm-up,
stretching, and cool-
down exercises.
_____
3. I do not stress myself
about schoolwork
deadlines.
_____
7. I assess my physical
fitness level and my
participation in physical
activities.
_____
4. I make sure I have
my own personal
time.
_____
8. I wear a seatbelt
whenever I occupy the
front seat of a car.

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_____
9. I am conscientious
with what I eat.
_____
13. I have a first aid kit
handy and I know how
to use it.
_____
10. I try to eat
vegetables and fruits
as much as I can.
_____
14. I always find time to do
leisure activities.
_____
11. I take note of what
food labels say.
_____
15. I manage my time well,
allotting ample time for
schoolwork, leisure,
and rest.
_____
12. I do not easily fall
for fads and hypes
on TV about fitness,
health, and nutrition.
_____
16. I spend quality time
with family, friends,
and others in my social
circle.
Let’s see how you scored in the pre-assessment. Count the number of check
marks (P) to know your Healthy Lifestyle Assessment rating.
Excellent 13-16
Good 9-12
Fair 5-8
Needs improvement 0-4
Evaluate your results. Does your lifestyle prove to be beneficial or detrimental
to your overall health? Take note of your daily habits for these can greatly affect your
life. At the end of the module, it is expected that the number of your check marks (P)
will be more than your initial results in this pre-assessment.
INSTRUCTIONAL ACTIVITIES
Part I: What to KNOW
Hello Grade 10 students! Welcome to the part where
knowledge will be learned. You will be provided with activities
that will test your prior knowledge, stimulate your interest,
and elevate your understanding and level of excitement in
the different activities. This part of the module will help you
get started and be mentally ready for the next parts.

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Activity 1: WARM YOU UP
This activity will prepare your body for a more strenuous physical activity.
I. Objective:
To prepare yourself for physical activity using general or sports-specific warm
up exercises
II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
Activity 2: WHAT IS IT FOR YOU?
In this activity, your prior knowledge about lifestyle and weight management
will be assessed.
I. Objectives:
To discuss the meaning of lifestyle
To identify the different lifestyle factors and their importance
II. Materials/Equipment:
• manila paper
• masking tape
• pen
• activity notebook
III. Procedure:
1. Form groups of five to eight members each.
2. Using a concept map, write words associated with “Lifestyle” inside the
circles. You may add more circles if necessary. Do this in your activity
notebook.
3. Focus on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do you
think these words were given?
• What words were mentioned only once? Are these words important?
4. Define “Lifestyle” based on the words given by each member.
5. Choose one representative to do the presentation for 3 minutes.

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Your lifestyle is of utmost importance. Everything you do, whether good or bad,
has an effect on your health. Your lifestyle involves a lot of aspects like the physical
activities you engage in, the food you eat, the daily habits you observe, the choices
you make as a consumer, and many others. These different aspects of your lifestyle
affect your overall health. Therefore, it is a must that you give attention to these factors
to become a healthier individual.
What aspects of your lifestyle do you think you should be most attentive to?
Why do you think so?
Activity 3: RACE TO CONNECT
In this activity, you will discuss the relationship between lifestyle and weight
management.
I. Objective:
To discuss connections between lifestyle and weight management
• manila paper
• masking tape
• chairs
• words and pictures posted on chairs
III. Procedure:
1. Form groups with five to eight members each.
2. Each group races to stand behind the chair with the word that they think
significantly connects weight to lifestyle. Only one group can occupy a
chair. Groups could switch places until the signal to stay is given.
3. Discuss your group’s choice of word or picture. Categorize your choice: Is
it about nutrition/food, or physical activity/exercise?

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Many aspects of your life are connected to your weight and lifestyle. Your food
choices are only a part of them. Your age, gender, inherited characteristics, sleeping
habits, and physical activity are also aspects to be considered. Remember that they
contribute to your overall well-being as well as your susceptibility to disease. Giving
more consideration and attention to your present habits and practices are vital to
having a healthy lifestyle.
Activity 4: WEIGHT, THERE’S MORE!
In this activity, you will find out which among your eating practices and habits
are healthy.
I. Objectives:
To discuss proper nutrition and weight management
To differentiate between healthy and unhealthy eating practices
• checklist of healthy and unhealthy practices
• pen
III. Procedure:
1. Using the checklist, put a check mark (P) on the practices that show healthy
weight management and a cross mark (O) on the unhealthy ones. Explain
your answers briefly. Do this in your activity notebook.
2. Concentrate on the following:
• What practices do you consider healthy or unhealthy?
• Why are these practices considered healthy or unhealthy?
3. Discuss your answers with your seatmate.
Healthy or Unhealthy
Practices Healthy Unhealthy Reason/s
1. Eating fruits daily
2. Eating in moderation
3. Skipping meals on a
regular basis
4. Consuming sweets
uncontrollably
5. Substituting water for rice
6. Eating meat products
moderately

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Practices Healthy Unhealthy Reason/s
7. Choosing to eat home-
cooked meals rather than
buying fast food items
8. Leaving out vegetables
when eating sinigang
9. Minimizing intake of deep
fried food
10. Drinking beverages, like
soft drinks, as the first
option
Your lifestyle includes the nutrition practices you observe. Which among the
practices are considered healthy and which are unhealthy? Which of these do you
do? Now is a good time to review and change those unhealthy habits for a healthier
lifestyle.
Activity 5: SWEATING OFF THE RISKS
In this activity, the risk factors that can be addressed by active recreational
activities will be discussed.
I. Objectives:
To discuss risk factors of lifestyle diseases
To explain the importance of participating in active recreational activities
To identify active recreational activities that can address risk factors of lifestyle
diseases
• worksheet on risk factors
• pen
• task materials per station
• letter cut-outs as word puzzles
III. Procedure:
1. Form groups with five to eight members each.
2. There will be five stations that correspond to a specific scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
3. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, you need to list down in your activity notebook
the recreational activiites that can lessen/address the risk factor given.

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Risk Factors Scenarios Recreational Activity
1. Ana is constantly in a hurry
trying to meet deadlines.
2. Kathleen eats a lot of fast food
items like burgers and fries.
3. Paul’s belly and arms are
already flabby.
4. Bryan started getting hooked on
cigarettes when he was just 14.
5. Dennis and his friends drink beer
every other night.
4. Contemplate on the following:
• Which scenarios can you relate with the most? Are you aware of the
risk factors in these scenarios?
• How can recreational activities address risk factors?
5. Make your summary report and share with the class.
6. Assign your group representative to present your report within 3 minutes.
Risk factors to our health include the things that we do in our everyday lives
and the physiological characteristics that we inherit from our parents. They should
be taken seriously. Being aware of these risk factors as well as doing something to
prevent and counteract their effects are important. Engaging in active recreational
activities is highly promoted as one means of promoting a healthy lifestyle.
Activity 6: LECTURE-DISCUSSION
This is an opportunity to discuss and clarify the meaning and importance of
lifestyle and weight management and how active recreation contributes to lifestyle and
weight management.
I. Objective:
To describe how participation in active recreation contributes to the achievement
of a healthy lifestyle
• reading materials on lifestyle, weight management, and active recreational
activities
• slideshow presentation on lifestyle and weight management
III. Procedure:
1. From the reading assignment, make a summary of the essentials on
lifestyle and weight management, and active recreational activities.
2. Complete the worksheet. Do this in your activity notebook.

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Weight (kg) _______ BMI
_____
Physical activities to improve or maintain BMI
_____________________________________
_____________________________________Height (m2
) _______
DAILY FOOD LOG
Sun Mon Tue Wed Thu Fri Sat
Breakfast
AM Snack
Lunch
PM Snack
Dinner
MONTHLY PHYSICAL ACTIVITY LOG
June Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
It is very important to be mindful of your food intake and physical activities
because these greatly affect your overall health. Your food intake and physical activity
affect your weight, which consequently affect your BMI. It is important that your weight
is within what is recommended for your height. Conscious healthy food choices and
participation in regular moderate to vigorous physical activities, along with enough rest
would definitely help improve or maintain your BMI.

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READINGS
LIFESTYLE AND MANAGING IT
Introduction
The way in which an individual lives is called lifestyle. This includes the
typical patterns of an individual’s behavior like everyday routine at home, in school,
or at work; eating, sleeping, and exercise habits, and many others. These patterns
of behavior are related to elevated or reduced health risk.
Teenagers like you may have practices or habits at home or in school that
either elevate or reduce health risks. Do you spend a lot of your time at home just
sitting down and doing nothing? Do you move a lot by helping out at home, cleaning
your house for example? Do you love eating fruits and vegetables? Or do you prefer
junk food or fast food? Teenagers like you should be more aware on how your
nutritional practices can affect your health.
Managing your lifestyle entails making modifications in your routine especially
in those aspects that elevate health risks. Food choice, physical activity, and eating
habits are some of the aspects of your lifestyle that can be modified to improve
it. These modifications should be done gradually, like reducing the intake of fatty
food, getting up to reach for something instead of asking someone to get it for you,
or walking faster and more often. The idea is that for health risks to be reduced,
changes in your lifestyle should be made.
Risk factors are variables in your lifestyle that may lead to certain diseases.
Many aspects of your lifestyle can be considered risk factors. Aside from genetics or
heredity, age and physical make-up are some of the factors that cannot be changed;
however, your lifestyle can go around these factors to gain more benefits. For
instance, you cannot stop the aging process, but you can delay the signs of aging
from showing by being more active and avoiding vices.
The other variables in your lifestyle, however, can be modified to achieve
a healthier life. Such variables include nutrition, body weight, physical activity, and
health habits. What should be kept in mind is that these variables bring with them risk
factors that are serious concerns. Some of the risk factors associated with lifestyle
variables include hypertension / high blood pressure, overweight and obesity, excess
body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking,
unhealthy dietary practices, and alcohol consumption.
An unhealthy lifestyle brings with it certain diseases that can shorten your
lifespan. These diseases, known as non-communicable diseases (NCDs), are
not transmitted from person to person, yet kill more than 36 million people each
year. Also called chronic diseases, they are of long duration, and are generally of
slow progression. The four main types of NCDs are cardiovascular diseases (like
enlargement of the heart and hypertension), cancer, chronic respiratory diseases
(such as chronic obstructed pulmonary disease and asthma), and diabetes.

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All age groups are affected by NCDs, although they are often associated with
older age groups. Evidence shows that more than nine million of all deaths attributed
to NCDs occur before the age of 60. Children and adults are all vulnerable to the
risk factors that lead to non-communicable diseases, whether from unhealthy diet,
physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol.
(www.who.int/mediacentre/factsheets/fs355/en/‎ ).
Figure 1. Lifestyle Management Continuum
It is important that these risks factors are addressed even at your teenage
years. You could start by being more active, adding physical activity sessions to your
daily routine, or by being a healthy eater, opting for more nutritious food.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in
Physical Fitness and Wellness (5th
ed.). Boston: McGraw-Hill.
WEIGHT AND MANAGING IT
Introduction
You might find other individuals lucky because they eat a lot but do not gain
weight as much as you do. You might also think it is unfair that though you limit
your food intake, you do not lose as much weight as you want to. This is because
your weight is a result of metabolic responses of your body to your food intake,
energy expenditure, and physiologic processes. A simple elimination of food or
addition of physical activity does not encompass the entirety of weight management.
Understanding how your body works is a vital key as well as a combination of healthy
food practices and a more active lifestyle.
The concepts of weight gain and weight loss are important in weight
management. How to gain and lose weight are probably some of the more common
issues when it comes to health. Along with this concept is weight maintenance.
To understand it in simple terms, energy expenditure is the amount of energy you
spend through physical activity, while energy consumption is the amount of energy
you take in through food. They both play key roles in weight management. A simple
formula is shown here.

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Weight Gain = energy consumed is greater than energy expended
= more food intake but less physical exertion
Weight Loss = energy consumed is less than energy expended
= more physical exertion but less food intake
Weight Maintenance = energy consumed equals energy expended
= physical exertion is the same with food intake
Modifying your eating habits can aid you in managing your weight. Opting for
more nutritious food can help lessen health risks and improve your physique. Some
of the common tips in weight management are including fruits and vegetables in
your meals, reducing intake of sweets, preparing your meals in a healthier way, and
decreasing portion sizes.
Aside from taking note of your eating habits, you should also take note of
your actual weight as an indicator of health risk. This has to do with getting your
Body Mass Index (BMI). It is a rough measure of body composition that is useful
for classifying the health risks of body weight. It is also based on the concept that a
person’s weight should be proportional to height. BMI is calculated by dividing your
body weight (expressed in kilograms) by the square of your height (expressed in
meters).
Example:
Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg
Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m
BMI = wt in kg = 59 kg = 23 kg/m2
ht in m2
(1.6 m) 2
Classification BMI
Underweight <18.5
Normal 18.5–24.9
Overweight 25.0–29.9
Obesity (I) 30.0–34.9
Obesity (II) 35.0–39.9
Extreme Obesity (III) ≥40.0
At low values of BMI, weight gain should be achieved. For normal values,
weight maintenance is recommended. Healthy eating and active physical activity
will be beneficial in maintaining a healthy weight. At high values of BMI, however,
the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases
substantially. In classifying health risks associated with overweight and obesity, body
fat distribution and other disease risk factors are considered in addition to BMI.
If BMI and other assessment tests indicate that fat loss would be beneficial
for your health, your first step is to establish a goal. Make sure your goal is realistic
and will ensure good health. Genetics somehow limits your capacity to change
your body composition; however, you can improve your body composition through

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regular exercise and healthy diet. A lifestyle that includes regular exercise may be
more important for health than trying to reach any “ideal” weight. Once you have
established a body composition goal, you can then set a target range for body weight.
ACTIVE RECREATIONAL ACTIVITIES
Introduction
Recreational activities are those activities held during one’s leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.
These activities may require large body movements such as running,
throwing, and jumping, or small movements such as playing board games, doing
arts and crafts, and many others. When a recreational activity is athletics or sports,
this may require more physical exertion and competition. However, athletics and
sports may also be participated in more for the enjoyment they bring rather than
competitive play.
Active recreational activities are highly recommended for health promotion.
These activities require more amounts of energy to be expended than the usual
energy expenditure. This means that you do activities that make you exert more
effort than what you usually do.
Physical Activity Index
Score Activity
Intensity
5
4
3
2
1
Sustained heavy breathing and perspiration
Intermittent heavy breathing and perspiration, as in tennis
Moderately heavy, as in cycling and other recrational sports
Moderate, as in volleyball, softball
Light, as in fishing
Duration
4
3
2
1
Over 30 minutes
20 to 30 minutes
10 to 20 minutes
Less than 10 minutes
Frequency
5
4
3
2
1
6 to 7 times per week
A few times per month
Less than once a month
Computation: Intensity X Duration X Frequency = Score Total
Your Score: ______ x _______ x _________ = _________

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Evaluation of Activity Score
Score Evaluation Activity Category
81 to 100
60 to 80
40 to 59
20 to 39
Under 20
Very active lifestyle
Active and healthy
Acceptable but could be better
Not good enough
Sedentary
High
Very good
Fair
Poor
Very Poor
Moderate amounts of physical activity are recommended daily. The total
activity can be accumulated in multiple short bouts – for example, two 10-minute
brisk walk sessions and a 15-minute bike ride. This can also be done in continuous
sessions.
Choose recreational activities that you find enjoyable and fits into your daily
routine. Your participation in these activities could easily be sustained since you
personally enjoy doing them and you even do it in your own time. Hence, strict
adherence to a regular physical activity is very viable.
Regular physical activity, regardless of how hard it is, makes you healthier
and can help protect you from many chronic diseases. However, exercising at low
levels of exertion does little to improve physical fitness. It is recommended that you
exert more than your usual effort. For example, if you are used to walking for 15
minutes from home to work, you could walk faster or for a longer duration.
Some of the more common active recreational activities are sports like
badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These
activities require specific skills to be able to play them. For sports involvement to be
enjoyable, either recreational or competitive play may be pursued. It all depends on
you and your enjoyment.
Activity 7: YOUR TURN (Assessment of Knowledge)
To assess your knowledge, kindly note the important things about the lecture-
discussion. Copy this in your notebook.
Examples of active
recreational activity
Important formula for
weight management
Your BMI and recommended
weight management formula
Weight maintenance
Weight loss
Weight gain

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Your knowledge of lifestyle and weight management would be beneficial to
you as you get older. In general, lifestyle should be your focus. Knowing your weight
and how to manage it, coupled with participation in active recreational activities would
make you a healthier individual. However, take note that making significant cuts in
food intake in order to lose weight and body fat could be a difficult strategy to maintain;
focusing on increased physical activity is a better approach for many people.
Part II: What to PROCESS
You will be given activities about physical activity
and proper eating habits for you to understand their
importance to your fitness and well-being. As you go on
with the activities, you will learn that active participation in
recreational activities is not just fun and exciting but also
an opportunity to improve your fitness and enhance your
social skills. So, prepare yourself and get started!
Activity 1: ME AND MY DAY
This activity will assess your physical activity engagement using a survey.
I. Objective:
To discuss your daily activities that contribute to your health
• copy of survey form
• chairs
III. Procedure:
1. Form circles with eight to ten members each.
2. Using the survey, put a check mark (P) on the activities you do and the
estimated number of hours you do them.
Sentence Completion
When I am not in school, I...
___ watch TV for about ____ hours
___ use the computer/tablet/cell phone for about ____ hours
___ play sports such as _____ for about ____ minutes or ____ hours
___ jog or walk or dance for about ____ minutes or ____hours
___ sleep about ____hours even after my regular wake up time
___ usually go out to the mall or a friend’s house and spend about ____hours
there
___ do household chores for about ____ minutes or ____ hours
___ do something else like ______________________ for about ____
minutes or ____ hours

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3. Discuss these questions with the group:
• What activities were commonly marked?
• How many minutes or hours were usually spent on these activities?
• Which among the activities do most of the group spend time on?
• What can you say about the activities commonly marked and the time
spent doing them? Classify the activities into active or passive.
• Which of these activities do you enjoy the most? Why?
4. Share your answers to these questions with the class.
• How do you feel about the activity? What did you realize?
• What do you think about the daily activities of your classmates? Do you
have similar activities as your classmates?
• Should you stick to your daily routines or could changes be made?
Activity 2: FILLING IN MY SCHEDULE
This activity will provide an opportunity to get involved in active recreational
activities. This will determine possible times during the day where you could be more
active.
I. Objective:
To discuss opportunities of becoming more active based on your schedule
• copy of survey form
• manila paper
• masking tape
• pen
III. Procedure:
1. Work in pairs.
2. Using the Weekly Activity Log, fill in the spaces with how much time is
spent doing these activities. Do this in your activity notebook.
Weekly Activity Log
Activities Sun Mon Tue Wed Thu Fri Sat
Studying
Doing household
chores
Other activities
Free time
• How long do you spend on activities that make you move a lot? make
you stay still or not move a lot?

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• When are the best times and days for you to be more active?
• What activities can you do on these times?
4. Share your answers on these questions with the class.
• How do you feel about the activity? What were your realizations? or
What did you realize?
• Are you busy most of the week or do you have more free time?
• Are you busy doing active or passive activities?
• What can you do about your schedule to have a healthier lifestyle?
Activity 3: CHECK IT OUT!
In this activity, you will know your fitness levels in terms of cardiovascular
endurance, agility, and coordination.
I. Objective:
To determine cardiovascular endurance, agility, and coordination levels
• copy of physical fitness assessment tool
• bench/stairs
• metronome/timer
• tape measure
• cones/markers
• chalk
• stopwatch
• tennis balls
• masking tape
III. Procedure:
1. Pair up.
2. Do the different physical fitness tests with your partner. Perform the tests
alternately and record each other’s scores.
3. Monitor your physical fitness for the entire school year. Follow the physical
fitness protocols.
4. Record in the Physical Fitness Record
5. Take note of the following:
• Your fitness level and assessment compared to your partner
• What can you do to maintain and/or improve your fitness level scores?

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Physical Fitness Record
Name
Grade & Sec
HEALTH-RELATED
COMPONENTS
Pre-test
(1st
Qtr)
2nd
Qtr
Monitoring
3rd
Qtr
Monitoring
Post-test
(4th
Qtr)
Cardiovascular
Endurance
____ x 4 =
____ bpm
____ x 4 =
____ bpm
____ x 4 =
____ bpm
____ x 4 =
____ bpm
Muscular
Endurance
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Muscular Strength
Flexibility
Body Composition
Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___
Ht (m2
) ___ Ht (m2
) ___ Ht (m2
) ___ Ht (m2
) ___
BMI _____ BMI _____ BMI _____ BMI _____
SKILL-RELATED
COMPONENTS
Pre-test
(1st
Qtr)
2nd
Qtr
Monitoring
3rd
Qtr
Monitoring
Post-test
(4th
Qtr)
Agility
Balance
Coordination
Power
Reaction Time
Speed
Points of improvement:
Overall physical fitness assessment:
Student’s Name & Signature: Teacher’s Name & Signature:

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TEST PROTOCOLS
Cardiovascular Endurance: 3-minute Step Test Protocol
I. Materials/Equipment:
• 12-inch high bench for stepping
• clock with second hand or stopwatch for timing test and
counting heart rate
• metronome to help maintain cadence in proper
stepping rate
II. Procedure:
1. Step up on the bench using your right foot first, then
your left.
2. Step down the bench starting with the right foot, then the left.
3. Step up and down at 24 cycles (up-up-down-down) per minute for 3
minutes. (metronome setting at 96)
4. Immediately after 3 minutes, sit down.
5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be
your score in beats per minute (bpm).
6. Check your score against the table below.
Males (in bpm) Females (in bpm)
Excellent <71 <97
Good 71-102 97-127
Fair 103-117 128-142
Poor 118-147 143-171
Very Poor >148 >172
http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
Coordination: Hand-Eye Coordination Test
• tennis ball
• stopwatch
• smooth wall
• marker
II. Procedure:
1. Stand 2 meters away from a smooth wall.
2. At the signal, the stopwatch is started. With your
right hand, throw a tennis ball against the wall and
catch it with the left hand. Throw the ball again, now using the left hand and
catch it with the right hand. This cycle of throwing and catching is repeated
for 30 seconds.
3. Upon reaching 30 seconds, the number of catches is recorded.
Figure 3. Hand-Eye
Coordination
Figure 2. 3-Minute
Step Test

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The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).
Age High Score
Above
Average
Average
Below
Average
Low
score
15-16 years >35 30 - 35 25 - 29 20 - 24 <20
http://www.brianmac.co.uk/handeye.htm
Agility: Illinois Agility Run Test Protocol
• 8 traffic or road cones
• stopwatch
II. Procedure:
1. Arrange the cones as specified by
the in the figure.
2. Lie face down or prone with your
head beside the starting point.
3. At the signal, get up as quickly as
possible and run around the course
in the direction indicated without
knocking the cones down.
4. Upon reaching the finish line, stop
the timer and record the time.
5. Check your speed in seconds
against the table below.
Speed (in seconds)
Males Females
Excellent <15.2 <17.0
Good 15.2-16.1 17.0-17.9
Fair 16.2-18.1 18.0-21.7
Poor 18.2-19.3 21.8-23
Very Poor >19.3 >23
http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf
Figure 4. Illinois Agility Run Test

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PHYSICAL ACTIVITY AND PHYSICAL FITNESS
Alifestyle based on good choices and healthy practices maximizes the quality
of life. It helps you avoid diseases, remain strong and fit, and maintain your physical
and mental health. One of the most important practices is being physically active.
People of all ages benefit from regular physical activity. Significant health
benefits can be obtained by engaging in moderate amounts of physical activity on
most, if not all days of the week. Through a modest increase in daily activity, most
individuals can improve their health and quality of life. Additional health benefits can
be gained through greater amounts of physical activity. Individuals who can maintain
a regular regimen of a more vigorous or a longer-duration activity are likely to obtain
even greater benefits.
Lifestyle physical
activity
Moderate exercise
program
Vigorous exercise
program
Description Moderate physical
activity – an amount
of activity that uses
about 150 calories
per day
Cardio-respiratory
endurance exercise
(20-60 minutes, 3-5
days a week); strength
training and stretching
exercises (2-3 days per
week)
Cardio-respiratory
endurance exercise (20-60
minutes, 3-5 days a week);
interval training, strength
training (3-4 days a week),
and stretching exercises
(3-5 days a week)
Sample
activities or
program
One of the following:
• Walking to and from
work, 15 minutes
each way
• Cycling to and from
class, 10 minutes
each way
• Sweeping the yard
for 30 minutes
• Dancing (fast) for
30 minutes
• Playing basketball
for 20 minutes
• Jogging for 30
minutes, 3 days per
week.
• weight training, 1 set
of 8 exercises, 2 days
per week
• stretching exercises,
3 days per week
• Running for 45 minutes,
3 days a week
• Intervals: running 400m
at high effort, 4 sets, 2
days a week
• Weight training: 3 sets of
10 exercises, 3 days a
week
• stretching exercises, 5
days a week
Health and
fitness
benefits
Better blood
cholesterol levels,
reduced body fat,
better control of
blood pressure,
improved metabolic
health, and enhanced
glucose metabolism;
improved quality
of life; reduced risk
of some chronic
diseases
All the benefits of
lifestyle physical activity,
plus improved physical
fitness (increased
cardiorespiratory
endurance, muscular
strength, and
endurance, and
flexibility) and even
greater improvements
in health and quality of
life and reductions in
chronic disease risk.
All the benefits of a
lifestyle physical activity
and a moderate exercise
program with greater
increase in fitness and
somewhat greater
reduction in chronic
disease risk. Participating
in a vigorous exercsie may
increase risk of injury and
overtraining.
Physical Activity Intensity Chart

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Participation in regular moderate physical activity can lead to improved
physical fitness. It is a condition whereby the systems of the body are able to
function at their optimal efficiency, associated with an individual’s ability to work
effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond
easily to emergency situations.
Regular moderate physical activity means engaging in relatively vigorous
bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular”
here refers to being active in most, if not all days of the week. About 3 to 4 times per
week or more are the recommended times of exercise for an individual. You may opt
to have rest days or easy days in between to allow your body to recover from the
physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
Activity
Rest
day
45
minutes
brisk
walking
45
minutes
brisk
walking
Rest
day
45
minutes
brisk
walking
45
minutes
brisk
walking
45
minutes
brisk
walking
To know if the amount of effort exerted during physical activity will be beneficial
to you, the FITT formula should be kept in mind. FITT stands for:
Frequency (how often) – number of training sessions that are performed
during a given period (usually one week)
Intensity (how hard) – an individual’s level of effort, compared with their
maximal effort, which is usually expressed as a
percentage
Time (how long) – duration of a workout (including warm-up and
cool-down) or the length of time spent in training
Type – mode of physical activity
For example, you are used to leisurely walking for 20 minutes from your
home to school and back from Monday to Friday. Applying the FITT formula would
entail the following adjustments in your physical activity for it to become more than
your usual practice, such as increasing the intensity of your pace to moderate or
vigorous and decreasing the amount of time to do it.
Your usual More than your usual
Frequency
5x/wk (Monday-Friday)
2x/day (home-school;
school-home)
5x/wk (Monday-Friday)
2x/day (home-school; school-home)
Intensity easy (leisurely pace)
Moderate to vigorous
(moderate to fast pace)
Time 20 minutes 13 minutes
Type walking brisk walking
Changing from your “usual” to “more than your usual” does not necessarily
mean changing everything in the FITT formula. Frequency can be retained but
intensity is elevated; or both can be slightly adjusted but time is increased; or type is
changed to a more challenging one. Remember, changing your FITT formula should

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be done gradually to give your body time to adjust to the demands you place on it.
When your body is challenged to do more than what it is used to , changes
in your body start to occur. If the physical activity is too easy for your body, changes,
if any, would be minimal. Hence, your body should be challenged and more effort
should be exerted.
One way to gauge this is through the Rate of Perceived Exertion or RPE. It
is an assessment of the intensity of exercise based on how the participant feels. It is
basically a subjective assessment of effort which ranges from 6 (very, very light) to
20 (very, very hard) with 1 point increment in between. The target zone for aerobic
activity is from 12 to 16.
Rate of Perceived Exertion (RPE)
Rating
Description Rating Description
6 14
7 Very, very light 15 Hard
8 16
9 Very light 17 Very hard
10 18
11 Fairly light 19 Very, very hard
12
13 Somewhat hard 20
Remember, if you find the activity as “very, very light” (7) to about “fairly light”
(11), you need to increase the intensity of your physical activity to reach “somewhat
hard” (13), depending on your goal. You can also increase frequency and time, or
change the type. However, if you find the activity as “very hard” (17) to “very, very
hard” (19), you might want to check your FITT formula. Remember, health promotion
does not mean exhaustion or risking yourself of getting injuries.
Physical fitness tests are also good gauges of your fitness level. Health-related
and skill-related components are tested to determine points of improvement of an
individual. Health-related components are those that contribute to the development
of health and functional capacity of the body. These include cardiovascular strength,
cardiovascular endurance, muscular strength, muscular endurance, flexibility,
and body composition. Skill-related components on the other hand are those
components that contribute to the development of skills. These include agility,
balance, coordination, power, reaction time, and speed.
Here are just some of the components of physical fitness:
• Cardiovascular endurance - the ability of an individual to perform prolonged
work continously, where the work involves large muscle groups (Fahey, Insel, and
Ruth 2007)
• Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and
change direction quickly, while maintaining posture
• Coordination - ability to perform complex motor skills with a smooth, flow of
motion

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Good physical fitness is important because it contributes directly to
the physical component of good health and wellness, and indirectly to the other
components. Good fitness has been shown to be associated with reduced risk
for chronic diseases, such as heart disease, and has been shown to reduce the
consequences of many debilitating conditions.
Factors affecting physical fitness include age, gender, heredity, nutrition,
activity and disability, among others. These factors affect physical fitness in varying
degrees since they are relative to the individual. For instance, if you eat ample
amounts of food regularly, your fitness level will likely be higher than somebody
who does not get enough nutrients on a regular basis. The same can be said with
somebody who is very active compared with somebody who is very sickly.
Participating in regular physical activities should be enjoyable to be able
to make you continue doing it. Reasons for participating and dropping out from
the activity depend on the individual; that is why it is important to know what your
reasons for participating are so that dropping out can be avoided. Some reasons for
participating include: the thrill and excitement of competition; desire to succeed or
win and/or be good at something; a sense of personal accomplishment; enjoyment in
playing and mastering new skills; socialization or being with others; challenge limits;
release of stress and frustration; improvement of self-image, self-confidence, and
appearance; improvement of health, wellness, and fitness levels; and prevention of
disease.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical
Fitness and Wellness (5th
This activity will prepare your body for physical activity.
I. Objective:
To prepare yourself for physical activity using general or sports-specific warm-
up exercises
II. Procedure:
3. Stretch your legs, arms, back, etc for several minutes.

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Activity 5: LET’S GET STARTED!
In this activity, you will engage in sports activities to gauge your present skills
in active recreational activities.
I. Objective:
To determine the skills needed in a specific sport
To engage in active recreational activities such as sports
To identify risks of injuries when participating in active recreational activities
• copy of assessment tool
• nets/posts/hoops
• court
• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables
• pen
III. Procedure:
1. Pair up.
2. Do sports activities to determine skills in a specific sport. Be aware of
sports-related injuries and injury prevention and management.
3. Continue engaging in sports activities outside PE time. Log them in your
Sports Participation Log.
Sports Participation Log
June Sun Mon Tue Wed Thu Fri Sat
Week 1
Week 2
Week 3
Week 4
4. Share your answers to these questions with the class.
• How do you feel about the activity? What are your realizations?
• What skills do you already have? What skills do you need to improve on?
• How can these sports skills help you in attaining a healthier lifestyle?
• Does participation in these sports need to be highly competitive for you
to have a healthier lifestyle?

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READINGS AND SPORTS ACTIVITIES
BENEFITS OF ACTIVE PARTICIPATION
IN SPORTS AND RECREATIONAL ACTIVITIES
Individuals benefit a lot from actively participating in sports and recreational
activities. These include health, physical, mental, emotional, and social benefits.
Health Benefits
• road map to good health and longevity
• improved quality of life
• lower blood pressure, reduced arthritis pain, weight loss and lowered risk
of diabetes, certain cancers, osteoporosis and cardiovascular disease
Physical Benefits
• improvement of skills specific to a particular activity
• relaxation, rest, and revitalization
Mental and Emotional Benefits
• release of stress from demands of everyday living
• greater personal confidence and self-esteem
• sense of achievement
• reducing risks of depression, anxiety, psychological distress, and emotional
disturbance
• more restraint in avoiding risky behavior
Social Benefits
• bonding with family and friends
• opportunity to make new friends and acquaintances
• strengthen social networks and community identity

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Badminton
Skills – service, lob, clear, drive, drop, smash, footwork
Figure 5. Badminton Footwork
Sample program for playing badminton with moderate to vigorous intensity
Moderate Vigorous
Frequency 3-4x/week 4x or more/week
Intensity RPE of about 11-13 RPE of about 13-16
Time 30 minutes and up 45 minutes and up
Type
series of light hitting drills
with partner followed by
light competition/game
series of footwork and
hitting drills with partner
followed by slightly heavy
competition/game
Injury Prevention and Risk Management
Badminton injuries are either acute, traumatic injuries such as ankle
sprains, or are overuse injuries such as impingement syndromes. Both types
of injury can be prevented by using the right equipment, warming up, cooling
down and ensuring you are strong and fit enough to compete.
(http://www.stopsportsinjuries.org/)
Activity: Shuttle ‘Minton
For this volleyball-like lead-up game, you will need a racket for each
player and one birdie. Form two teams, with 6-9 players each. The objective of
the game is hit the birdie over the net to the other team’s boundaries. A team is
allowed to hit the birdie up to three times while on its side before it goes over
the net. Note that the same player may not hit the birdie twice in a row. The
serving team will score when the other team cannot return the birdie legally
and within the serving team’s boundaries. However, if the serving team fails to
return the birdie to the other team, that specific play is over and the other team
is up to serve. Set a limit of points at the beginning of the game. The first team
to reach this number of points is the winner.
(http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/)

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Table Tennis
Skills – forehand and backhand grips, push, block, serve, receive
Sample program for playing table tennis with moderate to vigorous intensity
Moderate Vigorous
Intensity RPE of about 13 RPE of about 14-17
Time 45 minutes and up 1 hour and up
Type
series of hitting drills with
partner followed by slightly
heavy team competition/
game
The most common table tennis injury is very similar to standard tennis
injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the
more frequent table tennis injuries.
Table tennis is a non-contact sport but injuries are often acquired when
athletes suddenly change direction or twist their body quickly, leading to pulled
muscles and other injury problems. Players who do not warm up properly or stretch
their muscles before taking to the table also put themselves at a high risk of injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php‎)
Activity: Table Tennis Ten Pin
Set up 10 targets fairly close together at the end of the table. Group 3
players for each team and assign them the following tasks: 1 hitter, 1 fielder at the
back and 1 fielder in front, who is in charge of returning the ball to the hitter. The
hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit
scores one point. Take turns in keeping score. Each player has 10 balls to use to
score as many points as possible. Replace or re-set targets and change hitters
and fielders.

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Tennis
Skills – forehand and backhand strokes, serve, smash, drive
Sample program for playing tennis with moderate to vigorous intensity
Moderate Vigorous
Type
series of hitting and serving
drills with partner followed
by slightly heavy team
competition/game
Tennis injuries are generally defined as either cumulative (overuse) or acute
(traumatic) injuries. These injuries occur over time due to stress on the muscles,
joints, and soft tissues without proper time for healing. They begin as a small,
nagging ache or pain, and can grow into a debilitating injury if they aren’t treated
early.
Many sports injuries result from overuse, lack of proper rest, lack of proper
warm uip or poor conditioning. Safety precautions are recommended to help
prevent tennis injuries like warming up thoroughly prior to play, wearing the right
tennis shoes with skid-resistant soles, using good technique in the different tennis
movements, cleaning of courts before play to check for slippery spots or debris,
getting adequate rest and time for recovery after each play, and staying hydrated.
Activity: Bucket Game
Five buckets, bins, or containers are placed in various locations on each side
of the net. The participating players each stand on their respective baselines. The
first player tries to hit 10-20 balls into any of the buckets accross the net. If the ball
does not cross the net or does not land into the buckets, it is added to the balls that
the other player will use. After all balls are hit, those balls that don’t land in any of
the buckets are given to the other player, who in turn will try to hit the balls into the
buckets across the net.
When all the balls are in the buckets, they are counted and the player who
gets the most balls into his opponent’s buckets wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)

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Baseball
Skills – pitching, hitting, base running, catching, fielding
Sample program for playing baseball with moderate to vigorous intensity
Moderate Vigorous
Type
series of catching, fielding,
and hitting drills followed by
series of catching, fielding,
and hitting drills with base
running, pitching drills
competition/game
If you use too much effort in pitching the ball, or continuously pitch without
rest, a serious elbow or shoulder injury may be on the horizon. If you complain of
elbow or shoulder pain the day after pitching, or movement of the joint is painful
or restricted compared to the opposite side, see a a physician familiar with youth
sports injuries. Warm up properly by stretching, running, and easy, gradual pitching.
Emphasize control, accuracy, and good mechanics. Do not play all year-round.
Your body needs to recover from the physical demands of playing.
Activity: Base Running-Catch-Stealing Base Game
Three markers are used as bases. Three players stand near the markers
while another player is positioned away from the 3 markers and is the designated
hitter. The hitter has to hit the ball with a bat to any of the players positioned in the
3 bases. As the player nearest the ball catches it, they all run to steal a base. The
player who fails to steal a base will be the hitter in the next round.

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Football/Soccer
Skills – pass, receive, attack, shoot, heading, goalkeeping, defending, tackling
Sample program for playing football/soccer with moderate to vigorous intensity
Moderate Vigorous
Type
series of light footwork
and passing drills
followed by light
competition/game
series of footwork,
passing, shooting,
defending, and tackling
drills followed by slightly
heavy competition/game
Injuries occur during football/soccer games and practice due to the
combination of high speed and full contact. While overuse injuries can occur,
traumatic injuries such as concussions are most common. The force applied to
either bringing an opponent to the ground or resisting being brought to the ground
makes football/soccer players prone to injury anywhere on their bodies, regardless
of protective equipment.
Activity: Partner Soccer Score
Partners stand 6-8 meters apart, facing each other. At the signal, one
partner will attempt to shoot the ball between their partners’ outstretched legs.
They also must retrieve the ball and go back to the starting point to shoot the
ball again. This goes on within a minute, afterwhich they switch roles. Whoever
scores the most goals in one minute wins, and assigns a task for the non-winner to
perform. Variation can be done using teams instead of individuals.

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Basketball
Skills – dribbling, passing, shooting, defending
Sample program for playing basketball with moderate to vigorous intensity
Moderate Vigorous
Type
series of spot shooting and
light dribbling drills with
partner followed by light
competition/game
series of spot shooting, and
dribbling with defending
drills, and transition drills
with partner and team
team competition/game
Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot
fractures are common basketball injuries. To avoid these injuries, maintain proper
fitness and hydrate adequately. Remember, injury rates are higher in athletes who
have not adequately prepared physically.
Activity: Dribble Tag
This game is played on a hard court. Select 4 players to be “it” and give them
a basketball each. Their objective is to tag other players who are scattered on the
court while dribbling the ball. The players who are tagged must get a new ball and
also become “it.” Once the majority of students have been tagged, start the game
over by selecting new players to be “it”.

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Volleyball
Skills – passing, receiving, serving, attacking, digging, blocking
Sample program for playing volleyball with moderate to vigorous intensity
Moderate Vigorous
Type
series of light passing,
hitting, setting, receiving,
and serving drills with
partner followed by light
competition/game
series of serving, digging,
and attacking drills with
partner or team followed
by slightly heavy team
competition/game
Since volleyball involves repetitive overhead motions, such as spiking and
blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball
players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate
ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non-
operatively with bracing and physical therapy, or home rehabilitation exercises.
However, treatment can vary significantly depending on the injury. Recovery time
usually depends on the injury.
Activity: Catch, Toss, Set and Over
The class will be divided into groups of 4-6 students each. The teacher
tosses a ball to one team wherein the first contact must catch it. The person who
catches the ball tosses it towards a player near the net (preferably in the middle).
That person volleys (or bumps) the ball along the net to another player who then
plays the ball over towards the other team and within the scoring area. The process
is then repeated for the second team. If the ball falls or if the second player catches
the ball, that team must leave the floor and the next team enters the court.
Participation in sports-related recreational activities is one ofthe best ways of
achieving a healthy lifestyle. Participation can either be recreational or competitive.
The important thing to keep in mind is that regular moderate participation in such
activities will help improve your health.

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Activity 6: MY MEAL AND MEAL HABIT LOG
In this activity, your meal intake and eating habits will be reviewed to determine
the different types of food you eat and the modifications that can be made to have a
healthier lifestyle.
I. Objective:
To discuss meal intake and eating habits for a healthier lifestyle
• pen
III. Procedure:
1. Form groups of five to eight members each.
2. Using the Daily Meal Log, fill in your meals for three consecutive days. List
down the components of meals as much as possible.
Daily Meal Log
Day 1 Breakdown of meal/number of servings
Breakfast
AM Snack (if applicable)
Lunch
PM Snack (if applicable)
Dinner
Snack (if applicable)
Specific cravings (if applicable)
3. Encircle Y or N if you did these meal-related actions for the day. For Y
answers, fill out the space with a concrete action to minimize or resolve
these acts. Copy this in your activity notebook for the next two days.
Eating Habits Inventory
Did you... Yes/No What to do about it
eat any of your meals quickly? Y N
eat out today? Y N
eat too much sweets today? Y N
skip any of your meals today? Y N
consume any soft drinks today? Y N
eat any bag of chips today? Y N
eat a big-portioned meal today? Y N

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• What are the types of food do you usually eat? How many servings do
you usually eat per meal?
• What eating habits are common in the group? What do you think are
the effects of these eating habits?
5. Share your answers on the following questions with the class.
• How do you feel about the activity? What were your realizations?
• What types of food do you eat that are close to the recommendations
in the Filipino Food Guide?
• Do you think you need to change your meal options? Your eating
habits? Why or why not?
READINGS
MODIFYING EATING HABITS
The active life is a magnet that attracts a composite of behaviors or habits,
that when viewed one at a time, seems too simplistic to be valued. However, eating
and our body’s response to eating are some of the most intriguing concepts in health.
Eating is an intentional act. Each day people choose from the available food,
prepare the food, decide where to eat, which rules to follow, and with whom to dine
with. These make up your eating habits. Convenience is only one factor that drives
food choices. Some of the other factors are:
Advertising: Media might have persuaded you to eat such food.
Availability: There are no others to choose from.
Economy: They are within your means.
Emotional comfort: They make you feel better for a while.
Habit: They are familiar; you always eat them.
Personal preference: You like the way such food taste.
Positive associations: They are eaten by people you admire, or they are
just for fun.
Region/location: They are common or favored in your locality.
Social pressure: They are offered; you feel you cannot refuse them.
Values/beliefs: They fit your religious traditions, or honor your
ethical beliefs.
Weight: You think they will help to control body weight.
Nutritional value: You think they are good for you.
The last two factors are highly viable to nutritional health. Similarly, the choice
of where, as well as what to eat, is often based more on social considerations than
on nutritional judgments. Hence, you should be more conscious of the factors that
affect your own personal food choices.
Poor food choices contribute directly to obesity, heart disease, diabetes,
cancer, and other health problems. Understanding the importance of food choices
becomes even more critical as a greater number of people rely more on convenience
food, take-out meals, and eating out. Poor diet coupled with lack of exercise
contributes to an increased risk of diseases.

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MODIFYING EATING HABITS
A modification in your eating habits is needed most especially when you are
at risk of disease. Small and simple changes like adding more fruits to your diet
can make a difference in your health. However, some situations may need major
changes in one’s lifestyle. Some of the strategies in changing eating habits include
making a plan and sticking to it.
Eating habits can be modified according to the nutritional recommendations
for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind
these recommendations help ensure proper diet especially the changes being
experienced as your body matures. Your eating habits should revolve around these
recommendations to become healthier. Remember, your nutritional needs should
not be neglected as you participate in active recreational activities. More attention
on nutritional needs is necessary to energize your body and help your body recover
as well.
Figure 6. Eating Plan for Healthy Living
Compute the recommended number of calories you should burn using
FNRI’s Energy Calculator to find out what physical activities you need to do to burn
these calories. Take note that in order to manage your weight well, you should give
importance to both physical activity and nutrition. That is why you should take note
of the calories you need to burn and the physical activities you can participate in to
burn these calories.

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The Energy Calculator or e-calc is an interactive and user friendly software that:
• assesses the nutritional status of individuals
• computes desirable body weight (DBW) and total energy requirement
(TER)
• calculates energy intake and energy expenditure to check energy balance
• computes exercise equivalents and food energy equivalents to burn excess
calories
• calculates the body mass index (BMI) of individuals
• calculates the basal metabolic rate (BMR) of individuals
Sources:
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies
(2nd
ed.). Ontario: Nelson Education Ltd.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th
ed.).
Australia: Wadsworth.
Activity 7: DO YOU KNOW HOW TO ANALYZE?
This is an opportunity to discuss and clarify the importance of critiquing media
and technology regarding physical activity and nutrition.
I. Objective:
To describe the importance of critiquing media and technology related to
physical activity and eating habits
• reading materials
• slideshow presentation
• video presentation of a product advertisement (e.g., Fit ‘n Right, etc)
• poster of an athlete with a product being endorsed (e.g., Michael Jordan on
Gatorade, Manny Pacquiao on Sting, etc.)
III. Procedure:
1. Form three groups; each group will be assigned one particular viewpoint.
• Group 1 – as an advertising company
• Group 2 – as a consumer
• Group 3 – as a health professional
2. Watch the video and/or study the poster and discuss the following questions
with your group.
• Based on your prior knowledge about physical activity and nutrition
practices, what can you say about the advertisement?
• What is the literal and implied message of the advertisement? Who is
the target audience?
• Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media and technology

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on physical activity and nutrition practices.
4. As a group, share your viewpoint in a creative manner such as in a slideshow
presentation, news reporting, dramatization, etc. within 20-25 minutes.
Media and technology can greatly influence the choices individuals make
about their health, particularly their eating habits and participation in physical activity.
You must be aware of the power of advertisements and how they affect you. You may
be surprised to find out that a lot of your attitudes, beliefs, and practices have to do
with what you see on TV, in advertisements, and what you hear from others.
Activity 8: MINI COMPETITION (Assessment of Process)
Your skills in specific sports will be tested in this activity.
I. Objectives:
To execute sports-specific skills in actual competition
• copy of teacher-made assessment tool
• nets/posts/hoops
• courts
• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables
III. Procedure:
1. Form groups necessary for mini competition.
2. Fill out the Mini Competition Log.
Mini Competition Log
Name:
Teammate/s:
Date Opponent/s Result/Scores Game Feedback
Teacher’s Signature:
Have you improved on the specific skills you focused on? Did you have fun
while doing so? Remember, improving your personal skills can be enjoyable too.

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Part III: What to REFLECT and UNDERSTAND
This part provides activities that will draw your core
understanding of the module. You will be given opportunities
to reflect and understand the relevance of participation in
active recreational activities and modifying eating habits for
a healthier lifestyle.
Activity 1: HI, I AM...
The activity elicits your personal reflection on the knowledge and skills that you
have gained.
I. Objective:
To realize the importance of participation in active recreational activities
• manila paper
• masking tape
• pen
• bond paper
III. Procedure:
1. If you were to introduce yourself using the lessons you have learned, what
would you say? Write statements to complete the introduction diagram. Do
this using a piece of bond paper.
2. Design and reflect on your diagram
3. Move around to show your diagram and to see your classmates’ diagrams.
4. Group with your classmates that have the same sports interests as you and
play together.

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This activity will prepare your body for physical activity.
I. Objective:
To prepare yourself for physical activity using general or sports-specific warm-
up exercises
II. Procedure:
3. Stretch your legs, arms, back, and neck for several minutes.
The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.
I am currently... because these activities...
(Writetheactiverecreationalactivities (Writewhyyouarecurrently
youareinvolvedwithnow) doingtheseactivities)
Iwill... Iwill...
(Writeherechangesyouwill Writeyournamehere. (Writeherethechangesyou
makeinyourscheduleto (Becreativeinyourlettering) willmakeinyourdietto
bemoreactive.) haveahealthierlifestyle.)
I want to... because these activities...
(Writetheactiverecreationalactivities (Writewhyyouwanttobe
youwanttobeinvolvedwithinthefuture) involvedwiththeseactivities)

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Activity 3: REFLECTION AND PARTICIPATION
The activity shows one’s plan for future recreational pursuits.
I. Objective:
To develop a plan for participation in active recreational activities
II. Materials/Equipment
• worksheets/activity notebook
• pen
• sports or activity materials
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Analyze the knowledge and experiences that you have gained from the
lesson. List down activities that you think you can maintain.
4. From the activities that you can maintain, continue active participation by
playing in class.
• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed since
applying these changes in your schedule?
Activity 4: MY PERSONAL CONTRACT (Assessment of Understanding)
The activity shows one’s plan for future recreational pursuits.
I. Objective:
To develop a plan to regularly participate in active recreational activities
II. Materials/Equipment
• worksheets/activity notebook
• pen
III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Using the knowledge and experiences that you have gained from the
lesson, ask yourself the following:
• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed since
applying changes in your schedule?
4. Fill out your personal contract.

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My Personal Contract
I agree to increase my participation in active recreational activities particularly
_____________ for ____________ days per week. I will begin my program on
_______________ and plan to reach my final goal by _______________.
My plan for increasing my participation includes the following strategies:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
I will keep in mind that the reason why I participate in active recreational activities is
to have a healthier lifestyle and these other reasons:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
I understand that it is important for me to make a strong personal effort to make
the change in my behavior. I sign this contract as an indication of my personal
commitment to reach my goal.
Name ____________________ Witness _______________________
Applying your knowledge about the importance of physical activity to your daily
routine is vital if you want to live a healthier lifestyle. You make decisions for yourself.
Commit to the changes you want to do in your lifestyle so that your health will improve.

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Part IV: What to TRANSFER
The end product of this module is an activity that
will give you the chance to influence the society in living a
healthy lifestyle and maintaining a desirable weight through
your active participation in active recreational activities.
Activity 1: School-Based Weekend Camp
In this activity, you will extend your commitment in fitness development to
your immediate community. You will be provided with an opportunity to maximize
your knowledge and skills, together with the understanding that you have acquired,
in influencing the community on the importance of active recreational activities in
improving fitness.
I. Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
To realize an advocacy project on the value of active participation in physical
activities to the community through Weekend Camp
• sample request letters to the principal for approval and to the respective
community leader/s for coordination and if possible, for funding of
transportation, meals, and snacks
• sample budget proposals
• schedule of activities/matrix
• photo album
• notebook and pen
III. Procedure:
1. You will now extend your fitness commitment to the community as required.
You will be given ample guidance by your teacher as you do this.
2. Take note of the following details of the School-Based Weekend Camp.

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School-Based Weekend Camp
Goal: Maintain an active lifestyle to influence the physical activity
participation of the community.
Clientele: Students/community members/barangay SK members/
Church members/ Indigenous group in the community
Venue: nearby schools/resorts/recreation parks
Schedule: to be arranged
Rationale: The Weekend Camp is a culminating activity of the Grade 10
students which aims to influence the community to participate
in active recreational activities.
Objectives: Specifically, the School-Based Weekend Camp aims to:
• offer a variety of active recreational activities such as
badminton, tennis, table tennis, basketball, volleyball,
baseball, and/or football/soccer;
• provide activities to enhance fitness benefits; and
• inculcate the idea of being active to maintain optimal fitness
levels throughout one’s lifetime
Activities:
1. Planning
• Selecting of clientele, venue
• Planning of activities
• Planning of budget
• Scheduling of activities
• Choosing food for lunch
2. Organizing
• Creating different committees
• Drafting the functions of the committees
• Visiting the place
• Communicating with the clientele
3. Managing the actual activity day
• Time management
• Activity management
• Personnel management
• Clientele participation
4. Evaluation
• Clientele satisfaction
• Narrative report with proper documentation

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Activity 2: Voluntary Physical Activity Participation
You will extend your commitment in fitness development with your family and
other families in the community by participating voluntarily in various physical activities
such as fun runs, barangay palaro, aerobics, etc.
I. Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
To participate actively in recreational activities voluntarily
• photos
• notebook and pen
III. Procedure:
1. Extend your fitness commitment to your family and/or the community in
your free time.
2. Fill out the Activity Participation for Fitness Advocacy.
Activity Participation for Fitness Advocacy
Date Activity
Nature of Participation
(participant or
organizer)
Organizers/
Sponsoring
Individuals/Groups

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SUMMATIVE TEST
Your final challenge is to pass the following test. It will assess the knowledge,
processes, and understanding you have acquired on active recreational activities.
Answer this in your activity notebook. Good luck!
Error Identification: Read the statements carefully. If the statement is false, choose
the word/s that make/s the statement false. If the statement is true, write NA for “not
applicable.” Do this in your activity notebook.
1. Vigorous physical activity is always recommended for a beginner.
2. Convenience and personal preference are some of the factors affecting
food choices.
3. Exercise for a healthy lifestyle should be done at most three times a week.
4. BMI is dependent on a person’s height and weight.
5. If the goal is weight loss, a person should minimize energy expenditure.
6. Non-communicable diseases could be affected by genetics.
7. Changes in a person’s lifestyle only affect the physical aspect.
8. Active recreational activities are recommended for the promotion of health
because they are enjoyable and effective in keeping the body in motion.
9. Dieting is not as effective as participating in regular physical activity when
trying to lose weight.
10. Basic skills in basketball include behind-the-back dribble, dunk, and alley
hoop.
SUMMARY
The value of having a healthier lifestyle through participation in physical
activities and eating healthier should be everybody’s priority. Even at a young age,
you need to take care of yourself by exercising your body and by making the proper
food choices. Being as healthy as you are now will not only be of value to you but to
others and to the society as well.

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GLOSSARY
Active recreational
activities
activities that require large body movements such as
running, throwing, or jumping or those that are sports-
specific
Agility skill-related component of physical fitness that refers to
the ability to start (or accelerate), stop (or decelerate and
stabilize), and change direction quickly, while maintaining
posture
Body Mass Index
(BMI)
a rough measure of body composition that is useful for
classifying the health risks of body weight; also based on
the concept that a person’s weight should be proportional to
height; calculated by dividing your body weight (expressed
in kilograms) by the square of your height (expressed in
meters)
Cardiovascular
endurance
the ability of an individual to perform prolonged work
continously, where the work involves large muscle groups
Coordination skill-related component of physical fitness that refers to the
ability to perform complex motor skills with a smooth, flow
of motion
Eating habits patterns of behavior with regards to eating like choosing
available food, preparing it, deciding where to eat, which
rules to follow, and who to dine with
FITT formula stands for frequency, intensity, time, and type
Frequency part of the FITT formula that refers to number of training
sessions that are performed during a given period (usually
one week)
Health-related
components of
physical fitness
those components that contribute to the development
of health and functional capacity of the body such as
cardiovascular strength, cardiovascular endurance,
muscular strength, muscular endurance, flexibility, and
body composition
Intensity part of the FITT formula that refers to an individual’s level of
effort, compared with their maximal effort, which is usually
expressed as a percentage
Lifestyle the way in which an individual lives; includes the typical
patterns of an individual’s behavior like everyday routine at
home, in school, or at work; eating, sleeping, and exercise
habits, and many others; are related to elevated or reduced
health risk

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Non-communicable
diseases (NCDs)
diseases that are not passed from person to person;
also known as chronic diseases; includes cardiovascular
diseases (like enlargement of the heart and hypertension),
cancer, chronic respiratory diseases (such as chronic
obstructed pulmonary disease and asthma) and diabetes
Physical fitness
tests
tests that gauge your fitness level; may be health-related
and skill-related
Rate of Perceived
Exertion (RPE)
an assessment of the intensity of exercise based on how
the participant feels; basically a subjective assessment of
effort which ranges from 6 (very, very light) to 20 (very, very
hard) with 1 point increments in between
Recreation
activities
activities done during one’s leisure time both for relaxation
and enjoyment; may require large body movements such
as running, throwing, or jumping or small body movements
such as playing board games, doing arts and crafts, and
many others
Regular moderate
physical activity
being active for 30 minutes to 1 hour, doing physical
activities that elevate your heart rate more than you are
used to; being active in most, if not all, days of the week,
about 3-4 times per week or more
Risk factors variables in your lifestyle and genetics that may lead to
certain diseases; include age, gender, nutrition, body
weight, physical activity, and health habits, etc (i.e. stress,
unhealthy diet, physical inactivity, exposure to tobacco
smoke or the effects of the harmful use of alcohol)
Skill-related
components of
physical fitness
components that contribute to the development of skills;
include agility, balance, coordination, power, reaction time,
and speed
Time part of the FITT formula that refers to timeframe of a workout
(including warm-up and cool-down) or the length of time
spent in training
Type part of the FITT formula that refers to mode of physical
activity
Warm up preliminary activity done to prepare the body for actual
physical activity; can be general or sports-specific
Weight Gain energy consumed is greater than energy expended (i.e.
more food intake but less physical exertion)
Weight Loss energy consumed is less than energy expended (i.e. more
physical exertion but less food intake)
Weight
Maintenance
energy consumed equals energy expended (i.e. physical
exertion is the same with food intake)

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REFERENCES
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs
in Physical Fitness and Wellness (5th
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th
ed.).
Australia: Wadsworth.
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and
Controversies (2nd
ed.). Ontario: Nelson Education Ltd.
http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm
http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/
http://www.stopsportsinjuries.org/
www.sportsinjurybulletin.com/archive/table-tennis.php‎
www.who.int/mediacentre/factsheets/fs355/en/‎

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