WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

PHYSICAL EDUCATION GRADE

AND HEALTH 11

I
LEARNING QUARTER

MODULE WEEK 1-6

8

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 0

 MODULE IN
PHYSICAL EDUCATION AND
HEALTH 11

QUARTER I
WEEK I-VI

Exercise Fitness

Development Teams
Writers: Arsenio Edgar N. Pascua III Imher Jun T. Rivera
Vincent John Lucagan David Ericson Eguia
John Paul Domingcil
Editors: Marlon Daquioag Jessie Cecil M. Munar
Reviewers: Sherberk F. Cabrales Luzviminda T. Sagario
Illustrator: Abraham S. Salvador
Management Team:
Vilma D. Eda Joye D. Madalipay
Lourdes B. Arucan Juanito S. Labao
Arsendio A. Cabacungan

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 What I Need to Know

This module provides you all that you need to know about physical fitness. In your
journey through the discussions and different tasks, you are expected to:
1. self-assess health-related fitness (HRF) status, barriers to physical activity assessment
participation and one’s diet (PEH11FH-lg-i-6);
2. sets FITT goals based on training principles to achieve and/or maintain HRF, analyze
physiological indicators such as heart rate, rate of perceived exertion and pacing
associated with MVPAs to monitor and/or adjust participation or effort (PEH11FH-Ik-t-
9);
3. engages in moderate to vigorous physical activities (MVPA’s) for at least 60 minutes
most days of the week in a variety of settings in and out of school, observe personal
safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during
MVPA participation (PEH11FH-Ik-t-10); and
4. Recognizes the value of optimizing one’s health through participation in physical activity
assessments (PEH11FH-Id-t-14).

The module is divided into 6 lessons, namely:

• Lesson 1 – Health-related fitness

• Lesson 2 – Skill-related fitness
• Lesson 3 – Aerobic Exercise
• Lesson 4 – Muscle-and bone-strengthening activities
• Lesson 5 – Health behavior
• Lesson 6 – Types of Eating

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 What I Know

Multiple Choice. Choose the best answer in each item. Write the letter of your answers on a
separate sheet of paper.
1. Which among the following is not an example of flexibility exercises?
a. shoulder and chest c. triceps stretch
b. arm across chest d. jumping jack
2. What does HRF stands for?
a. health-related fitness c. hand-related fitness
b. heart-related fitness d. none of the above
3. Which of the following benefits can be developed if one engages in recreational
activities?
a. social benefits c. refills energy
b. refresh senses d. all the above
4. What specific concept describes the use of barbells, dumbbells, and machines to improve
fitness, health, and appearance?
a. body building c. weight training
b. strength and conditioning d. strength exercise
5. Your body composition is influenced by which of the following?
a. age b. gender c. genetics d. all the above
6. Which among the following is not a characteristic of a physically fit individual?
a. healthy and strong c. gets tired easily
b. has a flexible body d. works efficiently
7. What component refers to the ability of the circulatory and respiratory system to supply
body needs during physical activity?
a. cardiovascular fitness c. muscular endurance
b. flexibility d. strength
8. It is the ability of the muscle to exert external force for many repetitions or successive
exertions.
a. cardiovascular fitness c. muscular endurance
b. flexibility d. strength
9. It refers to the amount of force that a muscle can exert.
a. flexibility b. body composition c. strength d. speed
10. The ability of the body to do a range of motion available in a joint, a quality of plasticity.
a. flexibility b. body composition c. strength d. speed

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 Lesson
HEALTH-RELATED FITNESS
1
Nowadays, people become less physically active because of various reasons. One
factor affecting our physical health is brought by the advancement of technology. Many are
no longer participative in fitness-related activities. We are aware of the health benefits and
importance derived from engaging in physical activities and yet we tend to take its significance
for granted. Unfortunately, many young people are no longer interested in performing
worthwhile exercises or physical activities anymore. Our lifestyle is slowly deteriorating and
the number of those who are physically unfit increases year by year.
This unit is designed to explore the needed knowledge and skills that will help you
and your family develop a lifelong habit of physical fitness and wellness.
Health–related fitness activities are provided for you to have a better grasp on the
lesson at hand and will equip you with various choices in selecting the most appropriate
exercises or activities that will help you and your family achieve a higher level of physical
wellness. Expectations from these activities should be clear to you and questions are
encouraged for your better understanding.

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 What’s In

Welcome to the first part of your lesson in Sports Officiating! In this phase, you will be
provided with activities that will activate your prior knowledge as regards the lesson. From
there, follow-up activities and fitness test will be given to elicit your tentative understandings.
As you go through the rest of the activities and fitness test, you will find out your strength and
weaknesses in performing the physical fitness test. Finally, your knowledge, considering its
adequacy and relevance will be assessed at the end of this phase.

How will you describe the guys on the picture? How are they different from each other?

Image Source: PPT produced by Marlon and Ferdinand

________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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 What’s New

Physical Fitness

Physical Fitness – is the ability of an individual to do a

certain task without undue fatigue and has some energy in case
of emergencies. To clarify this, fatigue can be defined as a
temporary loss of power to respond on a certain action or activity.

Physical Fitness –is a set of abilities needed to perform

physical activity. Physical activity is defined as any bodily
movement produced by the contraction of muscles.

Physically fit is to be in a state of health and well-being

while physically unfit is the reverse of it.

Image Source: PPT produced

Revised Physical Fitness Test (DO 034, s. 2019) by Marlon and Ferdinand

A review of the existing Physical Fitness Tests (PFT) introduced by Dr. Aparicio H.
Mequi, former Chair, Philippine Sports Commission (PSC) and Director, Bureau of Physical
Education and School Sports (BPESS) was conducted for the purpose of establishing testing
protocols considered to be more current and appropriate for the Special Program in Sports
(SPS) and in the new K to 12 program.

The development of the physical fitness tests which is the was conducted through a
workshop initiated by the Task Force on School Sports (TFSS) and was subsequently
reviewed by the Bureau of Secondary Education (BSE). This gave rise to the Physical Fitness
Tests Manual. The manual is intended for the use of the public and private schools for the
Physical Education and School Sports Program.

Passing the prescribed standards in the Physical Fitness Tests is a requirement for
admission into the Special Program in Sports. Moreover, under the K to 12 Basic Education
Curriculum, Physical Fitness is one of the major goals of the Physical Education Program and
shall be incorporated/adopted in the PE curriculum from Grades 4 to 10.

The PFT is a set of measures designed to determine a student’s level of physical

fitness. It is intended to test two categories of physical fitness commonly referred to as: Health-
Related and Skill-Related.

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 Health-related component refer to those physical attributes which enable a person to
cope with the requirements of daily living such as cardiovascular endurance or stamina,
muscular strength and endurance, flexibility, and the appropriate body mass index (BMI).

Skill-related components are physical abilities that show potential for good
performance in certain skills (usually in sports) like running speed, agility, reaction time or
quickness, balance, and coordination.

In determining the level of health-related and skill-related physical fitness status,

several test items are applied. These tests were specifically selected to suit various conditions
existing in schools such as a) the time it takes for a test to be completed, b) availability of
equipment and facilities, c) ease and simplicity in administering the test, d) easy recording of
the tests results, and e) challenging yet joyful participation among the pupils and everyone
involved in the program.

The administration and implementation of the testing program shall be treated as an

essential component of the Physical Education and School Sports Program for both
elementary (Grades 4, 5 and 6) and secondary levels.

PHYSICAL FITNESS TEST OBJECTIVES:

1. To determine the level of fitness of students.
2. To identify strength and weaknesses for development and improvement.
3. To provide baseline data for selection of physical activities for enhancement of health and
skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition, and lifetime participation.

TEST PROTOCOL

• Explain the purpose and benefits that can be derived from the physical fitness tests.
• Administer the tests at the beginning of the school year and on a quarterly basis,
thereafter, to monitor improvement.
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (and a small towel or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition – tape measure, bathroom scale, L- square

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 b. Flexibility – ruler, tape measure
c. Cardiovascular Endurance – stop watch, step box/stairs (Elem – 8”, Sec. –
12”), drum
d. Muscular Strength – exercise mat
e. Speed – stopwatch
f. Power – meter stick/tape measure, basketball ball (size 6 for elementary &
size 7 for secondary)
g. Agility – tape measure, masking tape/chalk, stopwatch
h. Reaction Time – plastic ruler (24 inches), table or armchair
i. Coordination – sipa (washer with straw)/20pcs bundled rubber bands/any
similar local materials
j. Balance – stopwatch

• Observe the following prior to actual day of testing:

1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start-of-the-year
testing and subsequent quarterly testing.
3. With the guidance of the teacher, allow students to go through the various tests with
minimal effort exerted to familiarize themselves with testing procedures.
4. The tests requiring cardio-vascular endurance and those other tests which involve
the same muscle groups should not be taken in succession.

• Let student record and keep the result of his own performance in the score card. The school
may include the results of the results of the tests in the school’s Enhanced Basic Education
Information System (EBEIS)/Learner’s Information System (LIS)/ Educational Management
Information System (EMIS).

• The students shall guide by family member in performing the activity.

• Students should wear appropriate clothing: t-shirt, jogging pants and rubber shoes, or any
suitable sports attire. However, when taking the BMI test, it is recommended that the students
wear shorts. Wearing different clothing in all the testing sessions for BMI could affect the
results.

• Conduct warm-up and stretching exercises before the tests except for the 3-Minute Step
Test.

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• Administer the tests in a challenging, encouraging and fun-filled environment

PART I: HEALTH-RELATED FITNESS

Classification:

below 18.4 - Underweight

18.5 – 24.9 - Normal
25.0 – 29.9 - Overweight
30.0 – above – Obese
Image Source: PPT produced by Marlon and Ferdinand

1. Weight (Body Mass) The heaviness or lightness of a person. (In

combination with stature (height) is used to determine body mass
index that indicates whether one is of normal weight, overweight or
obese.)
• Equipment: Weighing or Bathroom scale
• Procedure:
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect, and still with weight evenly
Image Source: Instructional
distributed on the center on the scale. Video produced by Sr. Jessie
Munar
For the Partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
• SCORING: record body mass to the nearest 0.5 kilograms
2. Height (Stature) - is the distance between the feet on the floor to
the top (vertex) of the head in standing position.
• Equipment: Tape measure laid flat to a concrete wall. The zero
point starts at the bottom of the floor; L-square and an even and firm
floor and flat wall.
• Procedure:
For the Test Performer:
a. Stand erect on bare feet with heels, buttocks and
shoulders pressed against the wall where the tape measure is Image Source: Instructional
Video produced by Jessie
attached. Munar

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For the Partner:
a. Place the L-square against the wall with the base at the top of the head of the person
being tested. Make sure that the L-square when placed on the head of the student is straight
and parallel to the floor.
b. Record the score in meters.
• Scoring – record standing height to the nearest 0.1 centimeters. (*** 1meter = 100
centimeter)
3. Flexibility – is the ability of the joints and
muscles to move through its full range of motion.
Zipper Test Purpose – to test the flexibility of
the shoulder girdle.
• Equipment: Ruler
• Procedure
• For the Performer:
Image Source: Instructional Video
a. Stand erect. produced by Jessie Munar

b. Raise your right arm, bend your elbow, and reach down across your back as far as
possible, extend your left arm down and behind your back, bend your elbow up across your
back, and try to reach/cross your fingers over those of your right hand as if to pull a zipper or
scratch between the shoulder blades.
c. To test the left shoulder,
repeat procedures a and b with the left
hand over the left shoulder.
• For the Partner:
a. Observe whether the fingers
touched or overlapped each other, if not,
measure the gap between the middle
fingers of both hands.
b. Record the distance in
centimeter. Image Source: PPT produced by Marlon and Ferdinand

• Scoring – record zipper test to the nearest 0.1 centimeter.

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Sit and Reach
Purpose – to test the flexibility of the
lower back and extremities.
• Equipment: Tape measure or meter
stick, cardboard or paper
Procedure
• For the Performer:
a. Sit on the floor with back, head and Image Source: Instructional Video produced by Jessie Munar

shoulders flat on the wall. Feet are 12 inches

apart.
b. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows.
Reach up.
c. Place hands on top of the cardboard or paper where the tips of the middle fingers are at the
top edge of the cardboard or paper. Start the test by pushing the cardboard or paper slowly
and try to reach the farthest distance possible without bending the knees. Hold for 2 seconds.
d. Bouncing or jerking movement is not
allowed.
e. Do it three times.
• For the Partner:
a. As the performer assumes the
(b) procedure, position the zero point of
the tape measure at the tip of the middle
fingers of the performer.
b. See to it that the knees are not
bent as the performer slides the farthest Image Source: PPT produced by Marlon and Ferdinand

distance that he could.

c. Record farthest distance reached in centimeters.
• Scoring – record the distance to the nearest 0.1 centimeters.

4. Cardiovascular endurance – is the ability of the heart, lungs and blood vessels to deliver
oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to
utilize the oxygen. Endurance may also refer to the ability of the muscle to do repeated work
without fatigue.

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3 – Minute Step Test
• Purpose – to measure cardiovascular
endurance.
• Equipment: Stopwatch, drum or clapper
Step: (height) Elementary – 8 inches
Secondary – 12 inches
Procedure
• For the Performer:
a. Position at least one foot away from the
step or bench.
b. At the signal “Go”, step up and down the Image Source: PPT produced by Marlon and Ferdinand

step/ bench for 3 minutes at a rate of 24

steps per minute. One step consists of 4 beats – that is, up with the left foot (ct. 1), up with the
right foot (ct. 2), down with the left foot (ct. 3), down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the signal to start the counting.
(Give 5 sec. to locate the pulse)
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 sec. Multiply it by 6.
• For the Partner:
a. As the student assumes the position in
front of the step, signal, “Ready” and “Go”,
start the stopwatch for 3-minute step test.
b. After the test, allow performer to locate
his/her pulse in within 5 seconds.

c. Give the signal to count the pulse beat.

d. Let the performer count his/her pulse beat

for 10 seconds and multiply it by 6.
Image Source: PPT produced by Marlon and Ferdinand
• Scoring – record the 60-second heart rate
after the activity.

5. Strength – is the ability of the muscle to generate force against physical objects.
Push-Up

Purpose – to measure strength of upper extremities.

Equipment: exercise mats or any clean mat.

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Procedure
• For the Performer:
a. Lie down on the mat, face down in standard pushup position; palms on the mat about
shoulder width, fingers pointing forward, and legs straight, parallel, and slightly apart, with the
toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight, then lower the arms
until there is 90-degree angle at the elbows (upper arms are parallel to the floor.)

Image from Benavinte et.al,2013, p.12

FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back
straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20 push-ups per minute.
(2 seconds going down and 1 sec. going up). Note: 60 beats/min.

Image from Benavinte et.al,2013, p.13

For the Partner:

a. As the performer assumes the position of push-up, start counting as the performer lowers
his/ her body until he/she reaches 90-degree angle at the elbow.
b. Make sure that the performer executes the pushups in the correct form.
c. The test is terminated when the performer can no longer execute the push-ups in the correct
form, if in. pain, voluntarily stops, or cadence is broken.

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Scoring – record the number of push-ups made.

Image Source: PPT produced by Marlon and Ferdinand

Basic Plank

Purpose – to measure strength/stability of the core muscles.

Equipment: exercise mats or any clean mat.

Procedure

• For the Performer:

a. Assume a push-up
position. Rest body on
forearms with the palms
and fingers flat on the

floor. Elbows are

aligned with the Image Source: Instructional Video produced by Jessie Munar

shoulders.

b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat. Head, neck and
spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow hips to rise.

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• For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can protect the forearms.
b. Give the signal “Start/Go” and
start/press the time piece.
c. Make sure that the back of the
head, neck, spine and ankles are in a
straight line.
d. Stop the time when the performer
can no longer hold the required
position, or when the performer has
held the position for at least 90
seconds. Holding the plank position
beyond 90 seconds is considered Image Source: PPT produced by Marlon and Ferdinand

unnecessary. (90 sec. – maximum time)

• Scoring – record the time in the nearest sec./min.

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 What is It

Fitness Assessment

The following template is provided for you to accomplish by filling the physical fitness score
card. Record your score and interpret the results of the tests from the DepEd prescribed
interpretation tool for physical fitness.

PHYSICAL FITNESS TEST SCORE CARD

(Last Name) (First Name) (Middle Name) (Date of Birth) Age Sex

Part I. HEALTH RELATED FITNESS TEST

A. BODY COMPOSITION:

1. Body Mass Index (BMI)

Height (in meters) Weight (in kgs.) BMI Classification

B. CARDIOVASCULAR ENDURANCE: 3-Minute Step Test

Heart Rate per minute

Resting Heart Rate Training Heart rate

C. MUSCULAR STRENGTH:

1. 90 Degrees Push-up 2. Basic Plank

Score: Interpretation: Time: Interpretation:

D. FLEXIBILITY:

1. Zipper Test 2. Sit and Reach

Overlap(in centimeters) Interpretation 1st Try 2nd Try BEST SCORE

R: L: R: L:

____________________________________ _________________________________

(Signature of student) (MAPEH TEACHER)

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Processing Questions:

1. How does physical fitness components affect physical activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Why is there a need to determine your strengths and weaknesses in physical fitness test?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Lesson
SKILL-RELATED FITNESS
2
Now that you have learned and performed the activities under Health-related
components, let us tackle the second component of physical fitness.

Skill–related fitness components are important to the athletics’ success and are not
crucial for health. The six health-related fitness components are important for the overall status
of health and the performance of daily functional activities.

What’s New

PART II: SKILL-RELATED FITNESS

1. Speed – is the ability to perform a movement in one direction in the shortest period of time.

40-Meter Sprint
Purpose – to measure running speed.
Equipment: Stopwatch, running area (40 meter)

Image from topendsports.com, 2020 sprint-40m.gif

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Procedure

* For the Performer:

a. At the signal “Ready”, stand behind the take-off line, the tips of the shoes should not
go beyond the line and assume a crouch position.
b. At the signal “Get Set”, assume an un-crouch position (buttocks up) with both hands
on the starting line.
c. At the signal “GO”, run to the finish line as fast as you can.

Image Source: PPT produced by Marlon and Ferdinand

• For the Partner:

a. Set the stopwatch to zero (0) point.
b. At the signal “GO” start the watch and stop it as the performer crossed the finish
line.
c. Record time in the nearest 0.00.01 seconds.
• Scoring – record time in nearest minutes and seconds.

2. Power – is the ability of the muscle to transfer energy and release maximum force at a fast
rate.

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Standing Long Jump
Purpose - To measure the explosive strength and power of the
leg muscles.
Equipment: Tape measure/meter stick
Procedure
• For the Performer:
a. Stand behind the take-off line with the feet parallel to
each other, the tips of the shoes should not go beyond
the line.
b. Bend the knees and swing arms backward once, then Image Source: Instructional
Video produced by Jessie
swing arms forward as you jump landing on both feet. Munar

Try to jump as far as you can.

c. Do not control the momentum of the jump (continuously move forward).
d. Perform the test twice in succession.
• For the Partner:
a. Place zero (0) point of the
tape measure at the take-off
line.
b. After the jump, spot the
mark where the back of of the
heel of either feet of the
performer has landed nearest
to the take-off line.
c. Record the best distance in
meters to the nearest 0.1
centimeters.
Image Source: PPT produced by Marlon and Ferdinand
• Scoring – record the best distance in
meters to the nearest 0.1 centimeters.

3. Agility – is the ability to move in different directions quickly using a combination of balance,
coordination, speed, strength and endurance.

Hexagon Agility Test

Purpose – to measure the ability of the body to move in different directions quickly.
Equipment: Tape measure, stopwatch, chalk or masking tape (1 inch width)
Hexagon Size: length – 24 inches (60.5 cm) each angle – 120 degrees

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Option: (16 inches – Elem. / 20 inches
– Sec.)
Procedure
• For the Performer:

a. Stand with both feet together

inside the hexagon facing
the marked starting inside. (facing 1 direction)

b. At the signal “ Go” using the ball of the feet with arms bent in front, jump clockwise
over the line, then back over the same line inside the hexagon. Continue the patter
with all the sides of the hexagon.

c. Rest for one (1) minute.

d. Repeat the test

counterclockwise.

• For the Partner:

a. Start the time at the signal

go and stop once the
performer reached the side
before the side where
he/she started.
Image Source: PPT produced by Marlon and Ferdinand
b. Record the time of each
revolution.

c. Restart the test if the performer jumps on the wrong side or steps on the line.

• Scoring – add the time of the two revolutions and divide by 2 to get the average. Record the
time in the nearest minutes and seconds.

4. Reaction Time – the amount of time it takes to respond to a stimulus.

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Stick Drop Test
Purpose – to measure the time to respond to a
stimulus.

Equipment: 24 inch ruler or stick; arm chair or table

and chair.

Procedure

• For the Performer:

a. Sit on an armchair or chair next to the table so that the elbow and lower arm rest
on the desk or table comfortably.
b. Place the heel of the hand on the desk/table so that only the fingers and thumb
extend beyond.
c. Catch the ruler/stick with the thumb and index finger without lifting the elbow from
the desk/ table as the partner drops the stick. Hold the stick while the partner reads
the measurement
d. Do this thrice (3x).
• For the Partner–

a. Hold the ruler or stick at the

top, allowing it to dangle
between the thumb and
fingers of the performer.
b. Hold the ruler/stick so that
the 24-inch mark index
finger. No part of the hand of
the performer should touch
the ruler/stick. Image Source: PPT produced by Marlon and Ferdinand

c. Drop the ruler/stick without warning and let the performer catch it with his/her thumb
and index finger.
• Scoring – record the middle of the three (3) scores (for example: if the scores are 21, 18,
and 19, the middle score is 19)

5. Coordination – the ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.

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Juggling

Purpose – to measure the coordination of the

eye and hand.

Equipment – Sipa (washer w/ straw)/20 pcs.

Bundled rubber bands/any similar local materials
(4-5 grams)
Image Source: Instructional Video produced by Jessie Munar

Procedure
• For the Performer:

a. Hit the sipa/rubber band material

alternately with the right and left palm
upward. The height of the material
being tossed should be at least above
the head. Two trials only.
• For the Partner:

a. Count how many times the performer

Image Source: PPT produced by Marlon and Ferdinand
has hit the material with the right and
left hand.
b. Stop the test if the material drops. Record the number of hits/trials.
• Scoring – record the number of hits the performer has done.

6. Balance – is the maintenance of equilibrium while stationary or while moving.

Stork Balance Stand Test

Purpose – to assess one’s ability to maintain equilibrium.
Equipment: flat, non-slip surface, stopwatch
Procedure
• For the Performer
a. Remove the shoes and place hands on hips.
b. Position the right foot against the inside knee of
the left foot.
Image Source: Instructional Video
produced by Jessie Munar

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 c. Raise the left heel to balance on the ball of the foot.
d. Do the same procedure with the opposite foot.
• For the Partner
a. Start the time as the heel of the performer is raised
off the floor.
b. Stop the time if any of the following occurs:
• The hand(s) come off the hips
• The supporting foot swivels or moves (hops) in any direction Image Source: Instructional Video
produced by Jessie Munar
• The non-supporting foot loses contact with the knee.
• The heel of the supporting foot touches the floor.
• Scoring – record the time taken on both feet in the nearest seconds.

(“Physical Fitness Tests.” 2012,1-46)

Image Source: PPT produced by Marlon and Ferdinand

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 What’s In It

Fitness Assessment

The following template is provided for you to accomplish by filling the physical fitness
score card. Record your score and interpret the results of the tests from the DepEd prescribed
interpretation tool for physical fitness.

PHYSICAL FITNESS TEST SCORE CARD

(Last Name) (First Name) (Middle Name) (Date of Birth) Age Sex

PART II. SKILL-RELATED FITNESS TEST

A. SPEED: 40 meter sprint B. POWER

TIME (00:00) 1. Standing Long Jump

1st trial 2nd trial

C. AGILITY: Hexagon Agility Test

Clockwise(Time) Counterclockwise (Time) Average (Time)

D. REACTION TIME: Stick Drop Test

1st Trial: 2nd Trial: 3rd Trial: Middle score:

E. COORDINATION: Paper Juggling F. BALANCE: Stork Balance

Stand Test

1st Trial: 2nd Trial: Right Foot: Time (00:00) Left Foot: Time (00:00)

____________________________________ _________________________________

(Signature of student) (MAPEH TEACHER)

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 25

Processing Questions:
1. How does physical fitness components affect physical activities?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Why is there a need to determine your strengths and weaknesses in physical

fitness test?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 26

 Lesson
AEROBIC EXERCISE AND
3 DANCE FITNESS

Have you been exercising regularly? Have you tried lifting heavy weights? How about
stretching your muscles? Have you tried performing an activity that caused you to seat and
breathe hardly making your blood pump faster through your veins as it carries oxygen to your
muscles to keep you going? If you have been performing this activity, then you have been
engaging yourself from aerobic exercise.

The word aerobic literally means “with oxygen” or “in the he presence of oxygen”.
Aerobic activity trains the heart, lungs, and cardiovascular system to process and deliver
oxygen more quickly and efficient to every part of the body. Both the term and the specific
exercise method were developed by Dr. Kenneth H. Cooper of San Antonio air force hospital
in Texas and wrote his book “Aerobics” published in 1968. After the publishing his book, fitness
instructor Jackie Sorenson developed a series of dance routines known as the aerobic dance
to improve the cardiovascular fitness.

Image source produce by frogoodspaguide.co.uk

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 27

 What I Know

Multiple Choice. Choose the best answer in each item. Write the letter of your answers on a
separate sheet of paper.
1. The following are benefits of walking except one.
a. builds aerobics fitness
b. helps the heart and lungs to function well
c. improves mood
d. firmer muscles
2. Resistance training or weight training specifically aims to improve muscular strength and
endurance with the use of various methods such as a free weight or exercising
machines, except____________.
a. Various Home Gym equipment
b. Body weight
c. Exercise band
d. Bicycle
3. Which among of the following activities does not describe aerobic fitness?
a. Swimming
b. Dancing
c. Weightlifting
d. Cycling
4. The following are muscles of the upper body except_________.
a. Biceps
b. Deltoid
c. Gastrocnemius
d. Pectoralis major
5. The term “aerobic fitness” can be interchangeable with___________.
a. Ballistic
b. Cardio
c. Metabolic
d. all of the above

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6. The greatest amount of oxygen the body can take in during exercise is known
as___________.
a. Cardiac output
b. Cardiorespiratory endurance
c. VO2 mas
d. All the above
7. The body’s energy system that does not utilize oxygen is known as _________.
a. Aerobic
b. Anaerobic
c. Metabolic
d. None of the above
8. What does RM stands for in weight training?
a. Repetitious minimum
b. Repetitious maximum
c. Repetition minimum
d. Repetition maximum
9. What is the best way to improve cardiorespiratory endurance?
a. By performing aerobic exercises
b. By performing anaerobic exercise
c. By performing resistance training exercises
d. By performing daily stretching exercises
10. Exercise precautions for resistance training include the following except
a. Warm-up before beginning a workout
b. start fasts to finish fast
c. Lift through a full range of motion
d. Follow all safety rules.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 29

 What’s In

Study the pictures then answer the questions below. Write your answers on a separate
sheet of paper.

Images from dailymail.co.uk

Questions:

1. What is the general idea behind all the pictures?

2. How can one achieve the ideal body we all long for?

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 30

 What’s New

Aerobics is a form of physical exercise that combines rhythmic aerobic

exercise with stretching and strength training routines with the goal of improving all elements
of fitness (flexibility, muscular strength, and cardio-vascular fitness). It is usually performed
to music and may be practiced in a group setting led by an instructor (fitness professional),
although it can be done solo and without musical accompaniment.

Exercise is any bodily activity that enhances or maintains physical fitness and
overall health and wellness.

Dance is a performing art form consisting of purposefully selected sequences

of human movement. This movement has aesthetic and symbolic value, and is
acknowledged as dance by performers and observers within a particular culture.[nb 1] Dance
can be categorized and described by its choreography, by its repertoire of movements, or by
its historical period or place of origin.

Fitness is a general state of good health, usually because of exercise and nutrition.

Category of Exercise

1. Aerobic exercise any activity that you can sustain for more than a few minutes while
your heart, lungs, and muscles work overtime.
2. Dance Fitness is a type of group fitness (or group exercise) class that incorporates some
or many forms of dance. It is a full body aerobic workout divided into different track that
provide picks and though of intensity. The overall intensity of a class varies depending
on the styles you’re doing.
Dance Fitness elements are divided into different five (5) parts.

Elements
Body
Action
Space
Time
Energy

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 31

3. Dance Fitness is a full body aerobic workout divided into different track that provide
picks and though of intensity. The overall intensity of a class varies depending on the
styles you are doing.

Five Elements of Dance Fitness

• Body is the conduct between the inner realm of intentions, ideas, emotions and
identity and the outer realm of expression and communication. Whether watching
dance or dancing ourselves, we shift back and forth between the inner/outer sense
of body.
• Action is any human movement included in the act of dancing. It can include dance
steps, facial movements, partner lifts, gestures, and even everyday movements such
as walking. Dance is made up of streams of movement and pauses, so action refers
not only to steps and sequences, but also to pauses and moments of relative stillness.
• Space – dancers interact with space in myriad ways. They may stay in one place or
they may travel from one place to another. They may alter the direction, level, size,
and pathways of their movements.
• Time – The keyword for element of time is WHEN? Human movement is naturally
rhythmic in the broad sense that we alternate activity and rest. Breath and waves are
examples of rhythms in nature that repeat, but not as consistently as in a metered
rhythm.
• Energy is about how the movement happens. Choices about energy include
variations in movement flow and the use of force, tension, and weight. An arm gesture
might be free flowing or easily stopped, and it may be powerful or gentle, tight or
loose, heavy or light.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 32

 What is It

Types of Aerobic Endurance Training Programs

There are several types of aerobics endurance training programs, each having varying
frequency, intensity, duration, and progression. Each type is created for specific outcomes.
The Table that follows summarizes the types of aerobic training and their common prescriptive
guidelines. However, completely relying on the samples is not enough; a thorough assessment
is needed before engaging in type of aerobic endurance training program.

Type Frequency per week Duration Intensity

Long, Slow Distance Once or twice Race Distance or 70% of VO2 max
Longer

Pace/Tempo Once or twice 20-30 minutes At the lactate

threshold

Interval Once or twice 3-5 minutes with a Greater than

work-rest ratio of 1:1 VO2max

High Intensity Once 30-90 seconds with a Greater than

Interval Training work-rest ratio VO2max

Fartlek Once 20-60 minutes Varies between LSD

and pace/tempo

LONG SLOW DISTANCE TRAINING

Athletes, coaches, recreational players, or those who want to get back in shape have
used the long slow distance (LSD) type of training for quite some time. LSD refers to training
intensities at around 80% of maximum heart rate. You should understand that the term “slow:
refers to a pace that is slower than a race pace.

LSD is a form of aerobic endurance training in running and cycling. The moderate
intensity of LSD is effective in improving endurance and maximum oxygen uptake in

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 33

individuals who are undertrained or moderately trained. (Gamble, "Metabolic conditioning for
team sports". Strength and Conditioning for Team Sports: Sport-Specific Physical Preparation
for High Performance. New York: Routledge / Taylor & Francis. pp. 67–68. ISBN 978-0-415-
49626-1. Retrieved April 25, 2012.)

LSD running has many benefits. It helps to adapt joints and muscles to give them the
endurance for long runs. It also improves the cardiovascular system, strengthens the heart,
and increase the blood supply in the muscles; it therefore enhances the body’s capacity to
deliver oxygen to the muscle.

PACE/TEMPO TRAINING

Pace/Tempo aerobic endurance training refers to intensity at slightly higher than race
competition. This type of training is also coined as threshold training or aerobic-anaerobic
interval training. There are two ways to conduct a pace/tempo training.

1. Steady pace Training

2. Intermittent Pace

INTERVAL TRAINING

Interval training involves exercises at intensities close to VO2max. VO2max refers to

the maximum exercise. It is measured as ‘milliliters of oxygen used in one minute per kilogram
of body of weight.”

Work intervals last between three to five minutes; they can be as short as 30 seconds.
The rest interval for a 3 minute to 5 minute workout should be equal to the work interval, or at
a work-rest ratio of 1:1. This type of training should not be performed by an individual without
a firm base of aerobic endurance training. It is stressful and should be used carefully.

HIGH-INTESITY INTERVAL TRAINING

High-intensity interval training or HIIT is a form of training that uses repeated high
intensity exercises with brief recovery periods. For an optimal stimulus it is necessary for
athletes or individuals to spend several minutes within the HIIT session. Less than 45 seconds
and long 2-minutes to 4 minutes HIIT intervals can be used to see different training responses.
In performing HIIT, the amount of rest between repetitions is critical. An example of this is a
long interval HIIT training greater than 2-3 minutes with relief bouts of less than 2 minutes.

HIIT gets and keeps your heart rate up and burns more fat in less time-the workout
increases the body to require for more oxygen during the effort and creates an oxygen

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 34

shortage, causing the body to require for more oxygen during recovery. HIIT has other
benefits, as follows:

1. It increases metabolism
2. It is quick and convenient
3. It requires no equipment

FARTLEK TRAINING

Fartlek training is mostly associated with running, but it can also be done with cycling
and swimming. A sample of this involves easy running combined with either short fast burst
running or uphill work for a short period of time. Individuals can combine and apply the basic
format for themselves with long slow distance training, pace training, and interval training.

10 benefits of Aerobics Exercise

1. It helps you lose weight and keep it off.

2. Increases your stamina, fitness, and strength
3. Wards off viral illnesses.
4. Reduces your health risks
5. Manages chronic conditions
6. Strengthens your heart.
7. Keeps your arteries clear
8. Boosts your mood.
9. Makes you stay active and independent as you age.
10. Lengthens life.

What’s More

In this activity, your task is to write the things that you used to do on these two specified
stages of your life. Write your answer on a separate sheet of paper.
When I was a kid, I used to… Now that I am a young adult, I do…
1
2
3
4
5

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 35

 What I Can Do
Perform an Aerobic dance including the warm-up and cool down exercises. The
performance should not exceed 6 minutes.

CRITERIA 4- Very Good 3- Good 2- Fair 1- Poor

The video The video The video The video
presentation uses a presentation uses a presentation shows presentation does not
CONTENT highly visual format good visual format an attempt at using a use a visual format
that greatly attracts that mostly attracts visual format that that attracts the
the viewers’ attention the viewers’ attracts the viewers’ viewers’ attention
attention attention
The video The video The video The video
presentation is highly presentation is presentation is presentation lacks
creative and creative and somewhat creative creativity and is not
CREATIVITY entertaining with well entertaining withand entertaining with very entertaining. It
thought out relevance good relevance to some relevance to shows very little
to the music and lyrics the music and lyrics
the music and lyrics relevance to the music
and lyrics
The video The video The video The video
presentation met the presentation was presentation was presentation was
TIMELINESS deadline of submitted two days submitted five days submitted seven days
submission after the deadline after the deadline after the deadline

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 36

 Assessment

Designing of Exercise Program

Design an exercise program for a 20-year-old male who wishes to:
(1) Lose 25lb.
(2) Develop greater strength; and
(3) Develop cardiorespiratory endurance.

1. Suggested Frequency of exercise.

2. Suggest Intensity of Exercise: _______________________
3. Suggested Duration of Exercise: _____________________
4. Suggested Type Activities: __________________________
5. Write the activity in the weekly calendar below with the suggested amount of time
devoted to each activity.

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 37

 Lesson
MUSCLES AND BONE
4 STRENGTHENING ACTIVITIES

Muscles and bones are two of the most important parts of the human anatomy. Aside
from the necessary nutrients needed to strengthen our muscles and bones, appropriate sets
of exercises are highly needed. This lesson will give us a better understanding of the activities
needed in muscled and bone strengthening.

What’s In

Direction. Identify the specific muscle-and-bone-strengthening activity shown in each

picture.

Image from breakingmuscle.cpm Image from fitnessbin.cpm

1 3

Image from breakingmuscle.cpm Image from breakingmuscle.cpm Image from en.wikipedia.org

4 5 6

Image from healthline.com

Image from breakingmuscle.cpm
Image from breakingmuscle.cpm

7 8 9

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 38

 Image from sportshdwallpapers.com

10

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 39

 What’s New

Muscle Strengthening Activity. This kind of activity which includes resistance

training and lifting weights causes the body’s muscles to work or hold against an applied force
or weight. These activities often involve relatively heavy objects, such as weights, which are
lifted multiple times to train various muscle groups. Muscle-strengthening activity can also be
done by using elastic bands or body weight for resistance.

Muscle-strengthening activity also has three components:

• Intensity, or how much weight or force is used relative to how much a person can lift.
• Frequency, or how often a person does muscle strengthening activity; and
• Repetitions, or how many times a person lifts a weight (analogous to duration for aerobic
activity). The effects of muscle-strengthening activity are limited to the muscles doing the
work. It’s important to work all the major muscle groups of the body: the legs, hips, back,
abdomen, chest, shoulders, and arms.

Muscle-strengthening activities provide additional benefits not found with aerobic

activity. The benefits of muscle-strengthening activity include increased bone strength and
muscular fitness. Muscle-strengthening activities can also help maintain muscle mass during
a program of weight loss.

Muscle-strengthening activities make muscles do more work than they are

accustomed to doing. That is, they overload the muscles. Resistance training, including weight
training, is a familiar example of muscle-strengthening activity. Other examples include
working with resistance bands, doing calisthenics that use body weight for resistance (such
as push-ups, pull-ups, and sit-ups), carrying heavy loads, and heavy gardening (such as
digging or hoeing).

Muscle-strengthening activities count if they involve a moderate to high level of

intensity or effort and work the major muscle groups of the body: the legs, hips, back, chest,
abdomen, shoulders, and arms. Muscle strengthening activities for all the major muscle
groups should be done at least 2 days a week.

No specific amount of time is recommended for muscle strengthening, but muscle-

strengthening exercises should be performed to the point at which it would be difficult to do
another repetition without help. When resistance training is used to enhance muscle strength,
one set of 8 to 12 repetitions of each exercise is effective, although two or three sets may be
more effective. Development of muscle strength and endurance is progressive over time.
Increases in the amount of weight or the days a week of exercising will result in stronger
muscles.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 40

 Locomotor Movements- are those that incorporate traveling from one point to
another. Some locomotor movements are even rhythm, or equal, unvarying actions, like
hopping, defined as springing from one foot and landing on that same foot, or leaping, defined
as springing from one foot but landing on the other foot.

⚫ Walking is one of the main gaits of locomotion

among legged animals. Walking is typically slower
than running and other gaits.

Image from healthline.com

⚫ Running is a method of terrestrial locomotion

allowing humans and other animals to move rapidly on
foot.

Image from businessinsider.com

⚫ Hopping means bouncing lightly or jumping

from place to place.

Image from skimble.com

⚫ Jumping launching off both feet landing on both

feet

Image from healthline.com

⚫ Skipping move along lightly, stepping from one

foot to the other with a hop or bounce.
Image from shape.com.sg

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 41

 ⚫ Leaping jump or spring a long way, to a great
height, or with great force.

Image from medium.com

⚫ Galloping one of the gait types

that humans are able to perform. In contrast to many
animals, where gallop is the preferred gait at higher
speeds, human bipedal gallop only occurs
spontaneously in very specific conditions

Image from Canada.humankinetics.com

Bone Strengthening Activity. This kind of activity (sometimes called weight-

bearing or weight-loading activity) produces a force on the bones that promotes bone growth
and strength. This force is commonly produced by impact with the ground. Examples of bone-
strengthening activity include jumping jacks, running, brisk walking, and weight-lifting
exercises. As these examples illustrate, bone-strengthening activities can also be aerobic and
muscle strengthening.

The five basic strength training exercises

⚫ Push-up is a common calisthenics exercise

beginning from the prone position. By raising and
lowering the body using the arms, push-ups exercise the
Image from fitnesseducation.edu.au
pectoral muscles, triceps, and anterior deltoids, with
ancillary benefits to the rest of the deltoids,

⚫ Crunches is one of the most popular abdominal

Image from fitness19.com
exercises. It involves the entire abs, but primarily it works
the rectus abdominis muscle and also works the obliques.
It allows both building six-pack abs and tightening the
belly.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 42

 ⚫ Squat is a strength exercise in which the trainee
lowers their hips from a standing position and then
stands back up. During the descent of a squat, the hip
and knee joints flex while the ankle joint dorsiflexes;
conversely the hip and knee joints extend and the
ankle joint plantarflexes when standing up.

Image from self.com

⚫ Lunge can refer to any position of the human

body where one leg is positioned forward with knee
bent and foot flat on the ground while the other leg
is positioned behind.

Image from blog.fitbit.com

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 43

 What’s More

It’s “Word Scramble” time! Find the words associated with Skill-Related
Fitness. The words could be in any directions if the letters are all inter-connected. Write the
words you have found on a separate sheet of paper and briefly define them.

W C R U N C H O L

L A E N D U R A U

E L L V I T A N N

A F L K X I B I G

P C S Q U A T S E

I S O P O G F Y S

T I O N S P T A G

M A X I M U M H E

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 44

 What I Have Learned

REFLECTION: My Learning Log

You will prepare a Learning Log. A Learning Log is a simple and direct way to
help you integrate the lesson content, process, and personal feelings that you
experience in every lesson. Make entries in your logs after your class in P.E.H

1. What did I do in my P.E. class today?

_________________________________________________
_________________________________________________

2. What did I learn?

_________________________________________________
_________________________________________________

3. What did I find interesting about the lesson?

_________________________________________________
_________________________________________________

4. What questions do I have about what I learned?

_________________________________________________
_________________________________________________

5. What is the point of today’s lesson?

_________________________________________________
_________________________________________________

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 45

 What I Can Do

NAME: _________________________
SECTION:_____________________
LRN#__________________________
DATE:_________________________

DIRECTION: Perform the different kinds of various locomotor movements and record the
rep, set and time after each activity.

Activity Monday Tuesday Wednesday Thursday Friday

Walking Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Running Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Hopping Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Jumping Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Leaping Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Skipping Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:
Galloping Set: Set: Set: Set: Set:
Time: Time: Time: Time: Time:

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 46

 DIRECTIONS: Perform the different kinds of strengthening exercises. Record the set
and repetition after the activities.

FIRST WEEK SECOND WEEK THIRD WEEK

SET: 1 SET: 1 SET: 1

REPETITION: 15 REPETITION: 20 REPETITION: 25

Image from fitnesseducation.edu.au SET: 2 SET: 2 SET: 2

REPETITION: 20 REPETITION: 25 REPETITION: 30
SET: 3 SET: 3 SET: 3

PUSH-UPS REPETITION:25 REPETITION:30 REPETITION:35

SET: 1 SET: 1 SET: 1

REPETITION: 15 REPETITION: 20 REPETITION: 25

Image from fitness19.com SET: 2 SET: 2 SET: 2

REPETITION: 20 REPETITION: 25 REPETITION: 30

SET: 3 SET: 3 SET: 3

REPETITION:25 REPETITION:30 REPETITION:35

CRUNCHES

SET: 1 SET: 1 SET: 1

REPETITION: 15 REPETITION: 20 REPETITION: 25
SET: 2 SET: 2 SET: 2
REPETITION: 20 REPETITION: 25 REPETITION: 30
SET: 3 SET: 3 SET: 3
Image from self.com
REPETITION:25 REPETITION:30 REPETITION:35
SQUATS

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 47

 SET: 1 SET: 1 SET: 1

REPETITION: 15 REPETITION: 20 REPETITION: 25

SET: 2 SET: 2 SET: 2

REPETITION: 20 REPETITION: 25 REPETITION: 30

SET: 3 SET: 3 SET: 3

Image from blog.fitbit.com

REPETITION:25 REPETITION:30 REPETITION:35

LUNGES

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 48

 Lesson
Health Behaviors (Eating Habits,
5 Sleep and Stress Management)

What’s In

In this graphic organizer, write words or phrases that are associated with Health
Behaviors. Write your answers on a sheet of paper.

Health
Behaviors

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 49

 What’s New

In the past, a disease or sickness caused by bacteria is a constant threat to people.

However, with medical advances, most sickness and disease that affect a person’s health
couple of years ago can now be prevented. Today, most health problems are related to
lifestyle or the way we live. Lifestyle disease are partly attributed to unhealthy behaviors. Some
of these unhealthy behaviors are watching television or surfing the internet for few hours,
smoking, eating at fast food restaurants more often, and substances abuse.
Health behavior is any activity undertaken for the purpose of averting or detecting
disease or for improving health and well-being. It is the behavior patterns, actions and
practices that speak about health preservation, health restoration and health improvement.
Risk factors on the other hand are behaviors or situations that increase the possibility
of developing a disease. Uncontrollable risk factors are factors that you cannot change such
as heredity, age and others. Controllable health risk factors are risk factors that you can do
something about. They can be controlled by your behavior. Your health behavior will determine
the level of physical health that you will have in the years to come.
There are some health behaviors that will likely cause health problems to young people
like you.

Sedentary Lifestyle
Sedentary lifestyle is defined as a type of
lifestyle where an individual does not
receive regular amounts of physical
activity. This results to a number of
overweight teenagers and heart attack
even at an early age. This is characterized
by “inactivity”.

Image from crucible-ng.com

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 Alcohol and Drug Use
Teenagers, in their search for personal
identity, are often influenced into taking drugs
or resorting to alcohol use. This affects one
health since alcohol is the major cause of liver
disease and drug use as the culprit for a
number of car accident cases, depression,
mental disorder and others.

Image from ndarc.med.unsw.edu.au

Addiction to Cigarette/Tobacco
Smoking leads to disease like respiratory
problems, cancer, heart disease and others
that young people should avoid.

Image from pinterest.com

Unhealthy and Poor Eating Habits

Your eating habits can either help or prevent you from
developing many diseases

Image from weightlossbyfasting.com

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 51

Stress
Stress more often more often causes
physical symptoms including headaches,
upset stomach, elevated blood pressure,
chest pain, and sleeping problems.
Research suggests that stress also can
bring on or worsen certain symptoms or
diseases.

Image from psychologytoday.com

The table below are some examples of health behaviors, its risk factors, and the suggested
physical activity that maybe adopted by an individual.

Health Behavior Risk Factor Physical Activity Performance

Eating Overweight /Obesity • Work your way up to 150 minutes of
Habit Heart Disease/Stroke moderate to intensity aerobic activity,
High Blood Pressure 75 minutes of vigorous- intensity
High Blood Cholesterol aerobic activity, or an equivalent mix of
Diabetes the two each week.
• It is possible that you will need to do
more than the equivalent of 150
minutes of moderate-intensity activity a
week to maintain your weight.

Sleep and Stress High Blood Pressure • Aerobic or mix of aerobic and muscle-
Management High Blood Cholesterol strengthening activities 3 to 5 times a
Heart Disease week for 30 to 60 minutes can give you
these mental health benefits.
• Be sure to get the amount of sleep that
you regularly need in order to function
optimally and care for your health.
• Try different types of exercise and
levels of intensity. Moderate aerobic
exercise such as walking or cycling has
been shown to be effective at improving
sleep. Even stretching may offer some
relief from insomnia. Strength training
and heavy aerobic exercise, however,
seem to be less effective.
• Exercising too close to bedtime may
disrupt sleep. Try to schedule physical
activity earlier in the day, or at least 3
hours before bedtime.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 52

 What is It

Directions. Answer the following questions: (Write your answers on a separate

sheet of paper)

1. What is Health Behavior?

2. What are the Health Risk Factors?
3. How can one be healthy and adopt healthy behaviors?
4. What are the possible benefits of adopting healthy behaviour?
5. What are the possible consequences of adopting a sedentary lifestyle?

What’s More

Directions. Answer the following questions honestly. Your answer will reflect the health
behavior that you have.

1. How often do you skip breakfast?

A. Most mornings B. Some Days C. Almost never

2. Do you usually take snacks instead of eating regular meals?

A. Most of the time B. Sometimes C. Almost never

3. Do you think eating junk food can have an effect on the health of young people like you?
A. Very serious C. Mild effect
B. Serious effect D. No effect at all

4. Do you pay attention to observing a healthy diet?

A. A lot B. Sometimes C. Not at all

5. Do you observe the amount of fat you eat?

A. Most of the time B. Sometimes C. Almost never

6. Do you over eat because you are upset about something?

A. Often B. Sometimes C. Almost never

7. Do you over eat just because you are bored?

A. Often B. Sometimes C. Almost never

8. Do you sleep late at night?

A. Often B. Sometimes C. Almost never

9. Do you eat healthy snacks like fruits instead of candies, pizza, hamburger, etc.?
A. Often B. Sometimes C. Almost never

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10. Do you drink soda every day?
A. Often B. Sometimes C. Almost never

What I Have Learned

REFLECTION: My Learning Log

Prepare a Learning Log. A Learning Log is a simple and direct way of helping you
integrate the lesson’s content, process, and personal feelings that you have
experienced in every lesson. Make entries your logs after your class in P.E.H

6. What did I do in my P.E. class today? ____________________________

7. What did I learn? ____________________________________________
8. What did I find interesting about the lesson?
__________________________________________________________
9. What questions do I have about what I learned?
__________________________________________________________
10. What is the point of today’s lesson? _____________________________

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 What I can do

Activity: Health Behavior Daily Plan

Accomplished the daily plan to manage healthy diet, stress and how to cope-up with
stress.

Food Intake Monday Tuesday Wednesday Thursday Friday

Morning
Lunch
Dinner
Sleep Monday Tuesday Wednesday Thursday Friday
Time
Hour
Minute

Activity: Body Mass Index

Record your BMI at the end the day.

To Compute:

Formula: Weight (In kilograms)

Height (in meters)2

Example: 30 _ 30 = 20.83

(1.2)2 1.44 (normal)

Classification:
Below 18.5 Underweight
18.6 – 24.6 Normal
25 – 29.9 Overweight
30.0 – Above Obese

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 Assessment

Journal Entry
1. Looking back at the activities you did, what can you say about your lifestyle?
Your eating habits? Are you happy and proud?
2. Are you practicing a healthy lifestyle or not? If not, what should you do now?

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 Lesson
Types of Eating
6 (for exercise)

What’s In

Activity: Picture Parade!

Image from delish.com Image from seriouseats.com

Image from pinterest.com

Image from divascancook.com

Image from seriouseats.com Image from savvynana.com

Guide Questions:

1. Are you fond of eating these kinds of foods?

2. How frequent do you eat them?
3. Do you think they’re healthy?

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 What’s New

Eating Habits
Eating is such an enjoyable experience that we often choose to eat foods that taste
very good, but that don’t make us feel very good afterward. We also enjoy these foods so
much that we eat more than what our bodies actually need, which in turn makes us fat,
unhappy and depressed. Moreover, it’s not only the choices of food that should be given
attention. Many young people are slowly adopting eating habits that are detrimental to their
health. Many people do not even know how great it feels to eat a healthy meal because they
have been making bad food choices for too long.
What individual eats before, during and after exercise is essential for comfort and
performance throughout the exercise. While eating soon before exercise does not give the
immensity of the fuel required for the activity, it can avoid the disturbing indications of hunger
for the duration of exercise. The main source of energy for active muscles is carbohydrate
which accumulates in the muscles as glycogen in the days prior to exercise. This is why post-
exercise meal is important to revitalization and being prepared for the subsequent set of
exercise.
Food provides the energy and components our bodies need for development and
movement. For our bodies to be able to use the energy stored in food, we must first extract it
through digestion and store it so we can repeatedly draw on it to generate the energy molecule
that drives all actions of the body. In other words, we consume energy, store it, use it, and
diminish the supply. We eat again and the cycle goes on. By accurately filling your energy
systems that were quickly depleted trough exercise, you can delay exhaustion and optimize
performance during activity.
Exercising on a full stomach is not suitable as food stored in your stomach during an
event may cause stomach distress, vomiting, and spasm. You must let a meal be fully digested
before starting on any workout to ensure you have sufficient energy, yet lessen stomach
distress. In general, digestion takes place in about one to four hours, depending on you have
consumed and how much you have eaten. Every person is a little different, and you must test
prior to workouts to find out what works best for you. It is best to wake up early and prepare
yourself to eat your pre-exercise meal if you have an early morning event or workout.
Otherwise, you must strive to eat easily digestible food about 20 to 30 minutes ahead of the
event.
The nearer you are to the moment of your activity, the less you must eat. You can
include a liquid meal closer to your event instead of taking a solid meal.

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Types of Eating Habits
Emotional Eating
Emotional eating is the tendency of its
sufferers to react to stress by eating, even
when not hungry, frequently high-calorie or
high-carbohydrate foods that have least
nutritional value. Emotional eaters often
crave for comfort foods such as ice cream,
cookies, chocolates, chips, fries, pizza,
and other junk foods. According to a study,
about 40% of people tend to eat more
when stressed while about 40% eat less
and 20% experience no change for food Image from joshillis.com
they eat when exposed to stress.

Clueless Eating
This refers to the behavior of people who
know nothing about nutrition. People falling
into this category may be significantly
overweight and perhaps experiencing a
variety of degenerative disease. A subset of
clueless eating is alcohol use. There are far
more calories used while drinking than most
people understand and, for a lot, it
comprises a major amount of excess
weight.
Image from independent.co.uk

Trance Eating
Trance eating speaks about a form of
negative multitasking such as reading
books, watching tv, emailing, etc. while
eating, making a person entirely insensible
to what they are doing. Another obvious
example of trance eating is eating inside a
movie theater. Imagine for instance,
someone who is watching a movie inside a
theater with popcorn on an extra-large
container, unconscious about how much
he has been eating. Image from pergectmindhypnosis.com

Sleep-Deprived Eating
For reasons not fully understood, lack of sleep wreaks havoc on the hormones connected to
appetite. It is one of the lesser-known facts about sleep deprivation affecting the appetite. In
short, you eat more and gain weight.

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 Medication Eating
Food is most often the drug of choice of all
the substances that we swallow and
consume to make ourselves feel better.
When we are apprehensive, depressed,
distressed, annoyed, bothered, irritated,
ashamed, or guilty, we eat. Dealing with
hard emotional conditions is never an easy
task. However, it is not an excuse for
constant abuse of food.

Diet Eating
The only difference of diet eating over the other kinds of eating is the belief that something
good will come out of it. However, to achieve such goal, one must choose a specific diet that
he intends to have as a permanent lifestyle change. Consequently, there are many patterns
that need to be change, but the first and most important step towards change is identification
of the problem and awareness.
This is especially true for people who have always been heavy. Developing the skills to cope
with it is not an easy issue. In addition, it takes a huge measure of courage to be successful.
Social Eating
People use eating as a way to socialize,
going out to dinner with friends, snacking
while watching a movie, eating junk food
during “girls’ night.” However, social
eating can have serious effects on the
way we view food and nutrition, leading
to overeating, obesity, malnutrition and
other health problems. Even when a
person attempts to change his or her
eating habits for the better, the social
Image from adrwealth.com.au aspect of eating can cause that person
to feel isolated and unable to participate
in many group activities, like eating with friends in the dining hall or a restaurant while trying
to diet. This may make maintaining those healthy habits difficult.
In reality, though each student is a decision-making adult who ultimately makes the choice of
how to eat, each student is also a human living in a social environment where his or her
decisions are, consciously or not, affected by the decisions of friends and peers. Meanwhile,
the effects of social eating remain a factor in the rising rates of obesity and nutrition-related
illness. The solution, then, is to ignore neither problem: Educators must take care to teach
individuals about the value of good nutrition, while businesses and institutions that work to
feed groups of students should strive to incentivize collective good choices, encouraging a
culture where gathering around to share a salad is as prized as gathering around a grease-
laden pizza

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 What is It

Directions. Answer the following questions: (Write your answers on a separate sheet
of paper).
1. How will you describe emotional eating? How does this attitude affect’s
one’s health?
2. What are the negative effects of clueless eating?
3. What is trance eating? Give examples.
4. Why do sleep-deprived persons like call center agents have more tendency
to gain weight?
5. How do social gatherings affect one’s choices of food?

What’s More

Activity: Puzzle-puzzle!

Arrange correctly the jumbled letters to determine the types of eating habits. Give examples
or situations prior to the types of eating habits and cite the causes and effects of these
unhealthy practices. Write your answers on a separate sheet of paper.

1. ONALTIMOE GNEAIT
2. SLESSUCL TIEANG
3. CENTRA INGEAT
4. PLESE-RIVEDDEP TAEING
5. CATIONDIME NGITEA
6. TIDE AINGTE
7. LAICOS EAINGT

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 What I Have Learned

REFLECTION: My Learning Log

You will prepare a Learning Log. A Learning Log is simple and direct way to help you
integrate the lesson content, process, and personal feelings that you experience in
every lesson. Make entries in their logs after their class in P.E.H

1. What did I do in my P.E. class today?

_________________________________________________

2. What did I learn?

_________________________________________________

3. What did I find interesting about the lesson?

__________________________________________________

4. What questions do I have about the topic?

__________________________________________________

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 What I can do

Activity: My Slogan!

Create a slogan about unhealthy eating habits and the healthy eating practices (proper diet).

Assessment

Journal Entry
Describe the eating lifestyle you have been practicing the whole week.

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64 MAPEH Self-Learning Module MELC-Aligned WBLS-OBE
Lesson 1 Lesson 3 Lesson 4 Lesson 5 Lesson 6
What I Know What I Know What’s In What’s More What’ More
1.D 1.A 1. Bone Strengthening 1. Leap 1. Emotional Eating
2.A 2. C 2. Bone Strengthening 2. Lounges 2. Clueless Eating
3.B 3. A 3.Muscle Strengthening 3. Squats 3.Trans Eating
4.B 4. C 4.Bone 4. Crunch 4. Sleep Deprived Eating
5.D 5. D 5.Muscle 5. Calf 5. Medication eating
6.A 6. D. 6.Muscle 6. Diet eating
7.A 7. D 7.Bone 7. Social Eating
8.C 8. D 8.Muscle
9.C 9. A 9.Bone
10A 10. B 10.Muscle
Key Answer
 References

Corbin, Lindsey, Welk, and Corbin. Concept of Wellness: A comprehensive lifestyle approach
(6th ed.) New York: McGraw-Hill Companies, 2006.

Devries and Housh. Physiology of exercise of fitness and wellness: A comprehensive lifestyle
approach (6th ed.) New York: McGraw-Hill Companies, 1994.

Greenberg, Dintiman and Oakes. Physical Fitness and wellness. Needham, heights, USA: A
simon and Schuster company,1995.

Lacy and Hastad. Measurement and evaluation in Physical education and exercise science
(5th ed.). san Francisco, USA: Pearson Education, INC, 2007.

Panlasigui, Leonora. Nutrition and physical Fitness manual. Manila, Philippines: Merriam and
Webster Bookstore, Inc,2005.

Powers and Dodd. Total Fitness: Exercise, nutrition, and wellness. A Simon and Schuster
Co,1996.

Robbins, Power and Burgess. A wellness way of life (5th ed.). New York: McGraw-Hill
Companies,2002.

Whitney and Rolfes . Understanding nutrition (9th ed.). Australia: Thomson,2002.

WBLS-OBE MELC-Aligned Self-Learning Module MAPEH 65

 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Laoag City

Curriculum Implementation Division

Brgy. 23 San Matias, Laoag City, 2900

Contact Number: (077)-771-3678

Email Address: [email protected]

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