PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
Lesson title: TERMINATION STAGE Materials:
Lesson Objectives Activity sheet, extra piece of paper
At the end of the module, you should have:
1. Regularized your cardiovascular References:
conditioning and muscular resistance https://healthyliving.azcentral.com/five
training using the revised prescription. -stages-change-physical-fitness-
2. Achieved the target parameters of the 17437.html
new cardiovascular conditioning and https://sphweb.bumc.bu.edu/otlt/mph-
muscular resistance training program modules/sb/behavioralchangetheories/
that requires progression to much behavioralchangetheories6.html
higher levels.
A. LESSON PREVIEW/REVIEW
Introduction
Productivity Tip: Begin with an easily attainable 'trigger goal' (e.g. dragging yourself out of bed
to go to the gym before your morning lecture). Trigger goals are the perfect push you need to feel
more motivated, and the rest of your goals will feel more easily achievable when you've hit the
ground running.
When people in the Maintenance stage continue their healthier behaviour for at least two years, they
enter into Termination (sometimes also referred to as “Adoption”). In Termination, the behaviour change is
completely integrated, and the temptation to revert to the former behaviour is entirely gone. This element of
behaviour change is no longer something you have to “do” — it’s just who you are. But this doesn’t necessarily
mean that the evolution is complete. People in Termination often opt to keep building on their initial change,
adding bigger and broader goals and achieving even more success.
According to Prochaska, about only 15 to 20 percent of people ever make it to Termination. Still, he
notes, any significant forward progress you make between the stages brings real and important rewards, such
as confidence, knowledge, momentum and growth.
Until you enter Termination, hitting a wall or falling back into an earlier stage is very common. So, don’t
be too hard on yourself. If you can identify the stage you are at within TTM, you will always know what you
need to do to get back on track, recommit to your goal and make forward progress. And you’ll have a clear
sense of where you’re headed next.
B. MAIN LESSON
Context and Notes
Direction: Read the lecture notes and analyze the details so you can answer the questions that follow.
Health experts recommend moderate-intensity exercise on most days of the week. So, you
may be surprised to learn that you can get too much exercise. If you exercise often and find that
you are often tired, or your performance suffers, it may be time to back off for a bit. Learn the signs
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
that you may be exercising too much. Find out how to keep your competitive edge without
overdoing it.
How too much exercise can hurt
To get stronger and faster, you need to push your body. But you also need to rest. Rest is an
important part of training. It allows your body to recover for your next workout. When you do not get
enough rest, it can lead to poor performance and health problems.
Pushing too hard for too long can backfire. Here are some symptoms of too much exercise:
• Being unable to perform at the same level Needing longer periods of rest
• Feeling tired
• Being depressed
• Having mood swings or irritability
• Having trouble sleeping
• Feeling sore muscles or heavy limbs
• Getting overuse injuries
• Losing motivation
• Getting more colds
• Losing weight
• Feeling anxiety
If you have been exercising a lot and have any of these symptoms, cut back on exercise or rest
completely for 1 or 2 weeks. Often, this is all it takes to recover. If you are still tired after 1 or 2
weeks of rest, contact or see your PE instructor. You may need to keep resting or dial back your
workouts for a month or longer. Your PE instructor can help you decide how and when it is safe to
start exercising again.
How to avoid overtraining
You can avoid overdoing it by listening to your body and getting enough rest. Here are some
other ways to make sure you are not overdoing it:
• Eat enough calories for your level of exercise.
• Decrease your workouts before a competition.
• Drink enough water when you exercise.
• Aim to get at least 8 hours of sleep each night.
• DO NOT exercise in extreme heat or cold.
• Cut back or stop exercising when you don't feel well or are under a lot of stress. • Rest for at
least 6 hours in between periods of exercise. Take a full day off every week.
Compulsive exercising
For some people, exercise can become a compulsion. This is when exercise is no longer
something you choose to do, but something you feel like you have to do. Here are some signs to
look for:
• You feel guilty or anxious if you do not exercise.
• You continue to exercise, even if you are injured or sick.
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
• Friends, family, or your provider are worried about how much you exercise.
• Exercise is no longer fun.
• You skip work, school, or social events to exercise.
• You stop having periods (women).
Compulsive exercise may be associated with eating disorders, such as anorexia and bulimia. It
can cause problems with your heart, bones, muscles, and nervous system.
When to call a medical professional
Call your PE instructor who will refer you a medical professional once you:
Have signs of overtraining after 1 or 2 weeks of rest
Have signs of being a compulsive exerciser
Feel out of control about how much you exercise
Feel out of control about how much you eat
Your medical provider may recommend that you see a counselor who treats compulsive exercise or
eating disorders. Your provider or counselor may use cognitive behavioral therapy (CBT),
antidepressants medicines and support groups as treatments.
Skill-building Activities
1. Write an essay about:
a. Your experience derived from the implementation of your revised fitness program in the
past 4-6 weeks citing the reinforcing factors and the stumbling blocks.
b. Your experience with the motivational approach of your PE instructor from the start of the
semester until at present, and how this approach would motivate also other people to
follow your footstep in this endeavor.
c. The effect of your physical education experiences this semester to your pursuit for
happiness and success in life.
2. Record your new anthropometric measurements that include:
a. Weight in kilogram
b. Body mass index
c. Waist circumference in centimeter
3. Revise your exercise prescription using the FITT format for both cardiovascular conditioning
and strengthening based on your progress at the end of Module 5. Use the same format in
Annex A.
4. Document randomly the activities by video or photograph the activities involved in the
implementation of your newly revised cardiovascular conditioning and muscular resistance
training program.
5. Tabulate the parameters obtained in each session as shown in Annexes B and C.
Check for Understanding
At the end of the semester, the following will be evaluated: (File folder may be submitted to
Cloud, or mailed or, when health crisis is gone, hand carried)
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
A. Portfolio (File Folder in Cloud) must contain as shown in the table below. Absence of any
of the outputs would mean a grade of INCOMPLETE.
Module Output Check
s
Interview Report* (Relative)
Interview Report* (Non-Relative)
Essay* on Pursuit of Happiness and Success in life
1
Accomplished Table Physical Activity States of Change Questionnaire
Interpretation of the Table
Answers to Self-Assessment Questions
Essay* on Readiness for Exercise, Goals Setting, Prioritizing,
Controlling
2
Accomplished 2020 PAR-Q
Interpretation of 2020 PAR-Q
Essay* on Risk Stratification and Exercise Intensity
Baseline Anthropometric Measurements
3
Exercise Prescription for Cardiovascular Conditioning
Exercise Prescription for Muscular Resistance Training
Compilation of videos or photos each session
4 Cardiovascular Conditioning Monitoring Chart
Muscular Resistance Training Monitoring Chart
Essay* on experience derived from training using the first prescription
5
New Anthropometric Measurements
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
Progressed Exercise Prescription for Cardiovascular Conditioning
Progressed Exercise Prescription for Muscular Resistance Training
Compilation of videos or photos each session
Cardiovascular Conditioning Monitoring Chart
Muscular Resistance Training Monitoring Chart
Essay* on experience derived from training using the 2nd prescription
Essay* on the motivational approach of the PE instructor
Essay* on effects of PE 1 to the pursuit of one’s happiness/success
New Anthropometric Measurements
6 Progressed Exercise Prescription for Cardiovascular Conditioning
Progressed Exercise Prescription for Muscular Resistance Training
Compilation of videos or photos each session
Cardiovascular Conditioning Monitoring Chart
Muscular Resistance Training Monitoring Chart
*Minimum for all essay and narrative reports = 1,500 words
B. Progression in Cardiovascular Conditioning and Muscular Strength and Endurance: The rating
for these outcomes will be based on the mean of the target and the baseline. The mean is the
passing mark.
Cardiovascular Conditioning
Parameters Baseline 2nd 4th week 6th week 8th week nth week
week
Waist Circumference
Weight
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
BMI
Target Heart Rate
Peak Exercise
Heart Rate
Borg RPE
Muscular Strength and Endurance
Parameters Baseline 2nd 4th week 6th week 8th week nth week
week
Volume
Load, % 1RM
Exercise 1
Exercise 2
Exercise 3
Exercise 4
RPE
Exercise 1
Exercise 2
Exercise 3
Exercise 4
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Student Activity Sheet: Lesson 6
REFERENCES
A. Most of the content of these modules were lifted from the Exercise is Medicine, Philippines
Pre- Course Book 2017 with the following references:
➢ ACSM’s Guidelines for Exercise Testing and Prescription 8th Edition ➢ ACSM’s Resource Manual
for Guidelines for Exercise Testing and Prescription Sixth Edition
➢ ACSM’s Exercise Management for Persons with Chronic Diseases and Disabilities; J. Larry Dustine,
Geoffrey E. Moore, Patricia L. Painter and Scott O. Roberts ➢ ACSM’s Exercise is Medicine; A
Clinician’s Guide to Exercise Prescription by Steven Jonas and Edward Phillips
➢ ACSM’s Exercise is Medicine; A quick guide to Exercise Prescription by Technogym Medical
Scientific Department
➢ 2011 National Physical Activity Guidelines Health Promotion Board Singapore ➢ Exercise
and Type 2 Diabetes: American College of Sports Medicine and the American Diabetes
Association: Joint Position Statement by the American College of Sports Medicine and the
American Diabetes Association; approved by Executive Committee of the American Diabetes
Association Medicine & Science in Sports & ExerciseR and Diabetes Care; July 2010
➢ Appropriate Physical Activity Intervention Strategies for Weight Loss and Prevention of
Weight Regain for Adults; ACSM Position Stand ; Donnelly, Joseph E. Ed.D (Chair); Blair,
Steven N. Ped; Jakicic, John M. Ph.D.; Manore, Melinda M. Ph.D., R.D.; Rankin, Janet W.
Ph.D.; Smith, Bryan K. Ph.D.; Med Sci Sports Exerc. 2009; 41(2):459-71
➢ Exercise and Hypertension; ACSM Position Stand by; Pescatello, Linda S. Ph.D., FACSM,
(Co-Chair); Franklin, Barry A. Ph.D., FACSM, (Co-Chair); Fagard, Robert M.D., Ph.D.
FACSM; Farquhar, William
B. Ph.D.; Kelley, George A. D.A., FACSM; Ray, Chester A. Ph.D., FACSM; Medicine &
Science in Sports & Exercise: March 2004 -
Volume 36 - Issue 3 - pp 533-553
➢ Harmonizing the Metabolic Syndrome: A Joint Interim Statement of the International
Diabetes Federation Task Force on Epidemiology and Prevention; National Heart, Lung, and
Blood Institute; American Heart Association; World Heart Federation; International
Atherosclerosis Society; and International Association for the Study of Obesity; K.G.M.M.
Alberti, FRCP; Robert H. Eckel, MD, FAHA; Scott M. Grundy, MD, PhD, FAHA; Paul Z.
Zimmet, MD, PhD, FRACP; James I. Cleeman, MD;
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PED 025: Movement Enhancement
Student Activity Sheet: Lesson 6
C. LESSON WRAP-UP
Thinking about your Learning
Thinking about my learning: Since you are done with today’s lesson, please carefully read the
question below and give your honest answer to it.
Write your reflection about all your learnings on these 6 stages (Pre-contemplation, Contemplation,
Preparation, Action, Maintenance and Termination Stage) this semester.
____________________________________________________________________________________
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FAQ’s
Read some of the answers to these Frequently Asked Questions to add to your knowledge about today’s topic:
What is the difference between physical education and physical activity?
The terms physical education and physical activity are often used interchangeably, but they differ
in important ways. Understanding the differences between the two is critical to understanding why
both contribute to the development of healthy and active youths. Every student need both a
quality PE program and physical activity program.
Physical education instructional programs provide students with the skills and knowledge they
need to establish and sustain physical activity as a key component of their lifestyle, as children,
adolescents, and adults. The PE model content standards adopted by the State Board of
Education involve five overarching standards in kindergarten through grade eight and three
overarching standards in grades nine through twelve, including eight required content areas that
provide a developmentally appropriate, standards-based sequence of instruction. PE instruction
provides students with essential skills and knowledge through a broadly-based curriculum that is
age-appropriate and links learning experiences in a sequential and articulated manner.
Physical activity is any bodily movement that is produced by the contraction of skeletal muscle
and that substantially increases energy expenditure, including exercise, sport, dance, and other
movement forms. PE programs, recess periods, intramural sports programs, and athletic
programs involve physical activity, but each serves a different purpose. Intramural sports and
athletic programs provide opportunities for student learning but are not likely to constitute high-
quality, standards-based PE instruction.
Great job! You have reached the end of this lesson.
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