1

MODULE IN PED001

Exercise Prescription
and
Management

Compiled by: RHEA MAE L. DETALLA, SAIDI I. HASSAN and RAUL A. YAPAC JR.

Name:___________________________________________________________

Section/Day/Time: ________________________________________________

Semester & A.Y.:_________________________________________________

Signature: ______________________________________________________
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PREFACE

Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines,
mandated that “The State shall promote physical education and encourage sports programs,
league competitions, and amateur sports, including training for international competitions, to
foster self-discipline, teamwork, and excellence for the development of a healthy and alert
citizenry”. Hence, teaching Physical Education is the only way to attain such mandates.

Physical Education is an integral part of any educational program that is designed for
the optimum development of the students through bodily movement, sports, games and other
physical activities that will lead them to a healthier and a more satisfying life.

This module will help students to be a healthy learner in this 21 st century; topics to be
discussed will serve as a guide to the learners to be a better learner and a better performer.
This module will guide them to be physically, socially, emotionally, spiritually and mentally
active in life.

This module is being compiled by the instructors. Some of the contents were taken
from the module of College of Sports Physical Education and Recreation – MSU-
MARAWI spearheaded by Dr, Vizminda L. Detalla. Some were taken from online that
were cited in the reference. Disclaimer, the instructor does not own the content of this
module, the contents are being compiled for educational purpose only and this module is not
for sale.
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TABLE OF CONTENTS

Page

PREFACE i

SYLLABUS ii

TIMELINE iii

Module 1 Physical Education

Lesson 1 What is Physical Education 4

Lesson 2 Legal Basis of Physical Education 6

Lesson 3 Main/Goal/Objectives of Physical Education 7

Module 2 Physical Fitness: The Way to Health

Satisfying Life Leading to Wellness

Lesson 1 What is Fitness? 10

Lesson 2 Physical Fitness Assessment 14

Lesson 3 Types of Exercise 20

Lesson 4 Exercise Prescription 26

Module 3 Health: Staying Healthy Leads to Quality Life

Healthy Diet: The Key to Healthy Body

Lesson 1 Nutrition 31

Lesson 2 First Aid 35

Lesson 3 Safety Education 37

Lesson 4 Stress and Stress Management 40

Lesson 5 Avoiding Destructive Habits 47

Lesson 6 Community and Environmental Health 53

References iv
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MODULE 1 PHYSICAL EDUCATION

Lesson 1 What is Physical Education?

Objective: At the end of the lesson, the students are expected to:

1. Understand the real meaning of physical education;

2. Know the aspects of life and how to value yourself
3. Give importance of the course.

Introduction

Physical education in tertiary is essential to the development of motor skills and the
enhancement of reflexes. Hand-eye coordination is improved, as well as good body
movements, which helps in the development of a healthy body posture.

Physical education teaches students the importance of physical health. High school
is an age where students misinterpret the meaning of "overweight" and eating disorders
prevail. Physical health and education informs students on sound eating practices and the
essential guidelines for nutrition.

Content

 Physical Education

It is an integral part of the educational program designed to promote optimum

development of the individual physically, social, emotionally, and mental through total body
movement in the performance of properly selected physical activities (Andin, 1988).

Physical education, also known as Phys Ed., PE and in some Commonwealth countries
as physical training or PT, is a class that pupils are required to take at school. It is taken
during primary and secondary education and encourages psychomotor learning in a play or
movement exploration setting to promote health.

3 Functions of Physical Education

1. Skills Development - PE's goal is to attain skills such as strength, sports IQ, speed,
power, endurance, and overall fitness.

2. Sportsmanship - Camaraderie and teamwork are developed and strengthened through

physical activities. Each student also knows how to gracefully win and fail, and this is an
added bonus.

3. Good health

 Like mental education, physical education is also important. The three

physical education roles are to encourage physical health and to allow
students to improve their skills emotionally and socially.
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 Physical education is the term researching the science and physical activity
of the human being for the whole growth of the human personality.

5 Aspects Of A Balanced Person: A Complete Picture of Well-Being

1. PHYSICAL
 The physical aspect of life includes our health and the way we take care of our
bodies.
 This includes what we consume, how often we exercise, keeping our bodies clean,
as well as our daily posture and how we carry ourselves.
 Our body is the most precious gift we have and without it we can’t exist. If we don’t
stay healthy we certainly can’t enjoy all the other aspects of life. For that reason,
taking care of our physical health is the very first step on the road to happiness.
 No matter what your current state of health is (or how old you are), it is never too
late to start changing our habits, even if it’s just something small like taking a walk in
the morning.
 A healthy body is a healthy mind, and by taking better care of ourselves we will feel
more confident, more motivated, and more energized.

2. MENTAL
 If you don’t take care of your body, then it will slowly deteriorate. And the same is
true for your mind.
 Just because you don’t have to go to school anymore doesn’t mean you can’t keep
learning new things and challenging your brain.
 Reading books. Learning about new topics. Following the news. These are all ways
to keep our minds sharp and continue to update our knowledge and beliefs.
 Learning is something that is a lifelong endeavor. And studies show that continuing
to exercise your brain is a great way to improve cognitive abilities and maintain
mental health into an old age (including preventing dementia and memory loss).

3. EMOTIONAL
 Under the “Mental” section I covered how to keep our brains active and be more
intelligent thinkers, but there is also a whole other side of our psychology that we
need to pay attention to as well: our “Emotional” side.
 Emotions can often seem like something that we have limited power over, but being
a more emotionally intelligent person means becoming more self-aware and
learning how to better regulate our emotions and behavior.
 It is crucial that we reflect on our emotional worlds and know how to navigate
them.
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4. SOCIAL
 Healthy relationships are an essential ingredient to happiness and well-being.
 There used to be a time when I believed “I don’t need people to be happy, all I need
is myself.” But over the years I’ve learned more and more that having a social life
and a sense of belonging is a basic human need that can’t be avoided.
 You can be the most introverted person in the world, but you still need a couple
good friends to give you a sense of purpose and meaning.

5. SPIRITUAL / MEANINGFUL
 Spirituality can sometimes be the most overlooked aspect to life. I define it as a
“search for meaning and purpose.”
 For many people, religion is their main source of spirituality and meaning, but we
don’t necessarily need religion to find a larger purpose to life.
 Art, culture, philosophy, relationships, introspection, and creativity can all play a
role in creating more meaning in our lives and living more purposefully.

Name: __________________________________________ Sec/Time: ______________

Course: _________________________________________ Date: _________________

Do not write anything in this module; write your answers in a yellow paper and submit
this on October 16, 2020.

Assessment Task

1. Define and explain briefly the following:

a. Physical Education
b. Physical Fitness
c. .In your point of view after learning the true meaning of physical education, write
your experience of physical education during your elementary and secondary years?

Activity

Research the 5 aspects of life by referring to this link

https://www.theemotionmachine.com/six-aspects-of-a-well-balanced-person-part-1/ list
down the important things to do on achieving the goal of becoming a balance person. And
then, create A THING TO DO for yourself (write this on a short bond paper) for one day that
you need to follow that makes you out of stress.
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Lesson 2 Legal Basis of Physical Education

Objective: At the end of the lesson, the students are expected to:

1. Give importance to the sports events in the school.

2. Learn the legal basis of the course; and
3. Know why is that sports is always included in the school
curriculum.

Introduction

It is important to know the legal basis of a subject and activities in school before
doing so. This lesson will tell you why we have intramurals and other big sports events in our
country and how relevant is this to each one of us.

Content

 Legal Basis

Article 1 of the International Charter of P.E and Sports, UNSECO, Paris, (1978),
interdisciplinary Regional Meeting of Experts in P.E., UNESCO, Brisbane, Australia,
(1982) states that PE and Sports is a fundamental right for all and this right should not be
treated as different principle from the right to adequate food, shelter, and medical care.

The International Charter of Physical Education, Physical Activity and Sport are a
rights-based reference that orients and supports policy- and decision-making in sport.

It promotes inclusive access to sport by all without any form of discrimination. It sets
ethical and quality standards for all actors designing, implementing and evaluating sport
programs and policies.

 Article 14, Section 19, 1987 Constitution of the Republic of the Philippines

States that the state shall promote PE and encourage sports programs, league
competition to foster self-discipline, team work, and excellence for the development of a
healthy and alert citizenry. All educational institutions shall undertake regular sports activities
throughout the country and in cooperation with athletic club and sectors.

Do not write anything in this module; write your answers in a yellow paper and submit
this on October 30, 2020.

Assessment Task

1. Discuss the legal basis of Physical Education

2. Discuss the Article 14, Sec. 19, 1987 Cons. of the Republic of the Philippines

Activity

a. List down the sports in SEA GAMES being held in our country last December 2019
and list down the athletes in our country who participated the said event.
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Lesson 3 Mission/Goal/Objectives of Physical Education

Objective: At the end of the lesson, the students are expected to:

1. Know the mission of Physical Education in the school.

2. Give importance to Physical Education not just a subject but as
part of daily living; and
3. Understand the main goal of Physical Education.

Introduction

College students have substantial amounts of stress due to curriculum, homework,

families and peer pressures. Involvement in sports, recreational activities or other forms of
physical fitness offer a method of stress relief.

Content

To actively participate in the promotion and development of the cultural communities

in MINSUPALA region. Also that the people may become physically fit, socio-culturally
adjusted, emotionally mature, mentally well and morally upright pursuing a peaceful and
prosperous quality of life.

Physical fitness is an important component to leading a healthy lifestyle. The

inclusion of regular fitness activity helps students maintain fitness, develop muscular strength
and improve cardiovascular health. A regular fitness activity improves the absorption of
nutrients by the body, improves digestive processes and increases physiological processes.

Main Goal of Physical Education

FITNESS is the main of Physical Education. To live a “good life” means to have an
ability to live a healthy, satisfying and useful life. This means that an individual satisfies his
basic needs as physical well-being for love, affection, security and self-respect. He lives
happily them.

Objectives of Physical Education

Total human development through properly and carefully selected physical activities
in terms of their physical, social, emotional, and mental well-being.

The following are objectives of physical education:

1. Physical development
(a) Proper growth and development
(b) Proper functioning of various systems of the body
© Development of skills through better neuromuscular coordination
(d) Development of strength and endurance.
2. Psychological development
(a) Development of healthy interests and attitudes
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(b) Satisfaction and channelizing of emotions

© Removing worry, tension, etc. through participation in sports.
3. Social development
(a) Developing qualities of sympathy and cooperation with others '(b) Becoming a
worthy member of home and society.
4. Moral development
(a) Development of self-control
(b) Development of sportsmanship
© Developing leadership qualities
(d) Development of personality.
5. Improvement in knowledge
(a) Acquiring the knowledge of the rules of games, sports and exercise
(b) Understanding health problems and
their prevention.

Definition of Terms

1. Health – the state of complete physical, mental, social, emotional, and

spiritual well-being, and not merely the absence of disease and
infirmity.
2. Fitness - the state or condition of being fit; suitably or appropriateness,
good health or physical condition, especially as the result of
exercise and proper nutrition.
3. Wellness - a condition obtained when a person achieves a level of health
that minimizes the chances of becoming ill.

Do not write anything in this module; write your answers in a yellow paper and submit
this on November 6, 2020.

Assessment Task

1. Fitness is the main goal of Physical Education, as a student how are you going to achieve
fitness in your own in this pandemic day.

2. In the objectives of Physical Education choose 1 and discuss farther and try to relate one
in our situation right now.

Activity

Make your own FITNESS BINGO where

you are going to take a photo of yourself
doing such exercise and paste it in a Short
bond paper and with the name of the
exercise itself. There must be 15
exercises that you are going to perform
and take a picture of how to perform it
properly. It is a way to motivate yourself to
stay fit in our situation right now (see picture inserted for your reference).
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MODULE 2 PHYSICAL FITNESS:

THE WAY TO HEALTH SATISFYING LIFE LEADING TO WELLNESS

Lesson 1 WHAT IS FITNESS?

Objective: At the end of the module, the students are expected to:

1. Understand the physical fitness and its components;

2. Know the fitness levels through the fitness assessments;
3. Know how to fully utilize the results to design their exercise program, and
4. Fully understand the significance of having a physically fit body.

Definition of Terms:

Physical Activity - any body movement carried out by the skeletal muscles
and requiring energy.

Exercise - planned, structures, repetitive movement of the body

designed to improve or maintain physical fitness.

Physical Fitness - a set of physical attributes that allows the body to respond
or adapt to the demands and stress of physical effort.

What is Fitness?

Fitness means being in good physical condition. We often think of athletes as being
very fit. They had to focus on performance-related fitness for sports. But you do not have to
be an athlete to be fit. Doing more physical activities improves your fitness and health, no
matter what size or shape you are.

Physical Fitness

Physical Fitness is generally defined as a set of abilities that an individual

possesses in order to perform specific types of physical activity efficiently and effectively. It is
also the ability to carry out daily tasks with alertness and vigour, without undue fatigue, and
with enough energy reserve to meet emergencies or to enjoy leisure time.

A. HEALTH-RELATED FITNES (HRF) COMPONENTS

Is the ability of the body to meet the demands of daily physical effort and activity, to
have enough energy reserve for unexpected emergencies and to enjoy the feeling of well-
being that regular exercise bring.

A.1. MUSCULAR ENDURANCE - the ability of the muscles to repeatedly exert themselves
over a period of time.
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A.2. MUSCULAR STRENGTH - the ability of the muscle to exert maximum force.

A.3. CARDIO-VASCULAR ENDURANCE - the ability of the heart, blood vessels and
respiratory system to supply oxygen and fuel to the muscles at a steady rate for a
considerable length of time.

A.4. FLEXIBILITY - the ability to move the body joints through the full range of motion (ROM)
without discomfort or pain.

A.5. BODY COMPOSITION - the relative percentage of muscle fat bone and other tissues
that comprise the body

B. PEROFRMANCE – RELATED FITNESS (PRF) COMPONENTS

Components are associated more with performance than good health. To compete
in selected sporting activities, ones develops a high level of Health Related Fitness plus
Performance Related Fitness.
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e.g. Moderate amounts of strength are required to prevent back problems in daily life,
whereas high levels of strength (HRF) and power (PRF) contribute most to improved
performance in strength based competitive activities.

B.1. AGILITY - the ability to quickly and accurately change the direction of the movement of
the entire body in space.

B.2. BALANCE - The ability to maintain equilibrium while stationary or moving.

B.3. COORDINATION - the ability to combine the senses with the body parts to perform
activities smoothly and accurately. (e.g. Hand – eye and Foot- eye)

B.4. REACTION TIME - the time elapsed between stimulation and the start of reaction to that
stimulation.

B.5. POWER - the ability to transfer energy into force at a fast rate.
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B.6. SPEED - the ability to perform a movement in a short period of time.

The Benefits of Fitness

Lifestyle behaviors are the most important factors in short-term and long-term well-
being. Developing healthy lifestyle habits will have a dramatic effect on overall wellness.

Fitness helps you feel better and have more energy for work and leisure time.
When you stay active and fit, you burn more calories, even when you‟re at rest. It gives you
both physiological and mental benefits, and lowers your risk for heart attack, colon cancer,
diabetes, and high blood pressure

Physiological Benefits Mental Health Benefits

Aids the circulatory system Better Sleep
Fat loss Relieves Stress
Regulates Appetite Relieves Anxiety
Increased Flexibility Renewed Energy
Lowers blood pressure Keep mind sharp
Lowers blood fats
Strengthened Muscles
Stronger Bones
.

Activity #2. VIDEO PRODUCTION for PHYSICAL FITNESS. To be submitted on

November 20, 2020.

In your home, record yourself and make a video presentation doing all the
components under HRF and PRF starting from A.1 down to B.6.

 You can select any exercise that suits to each component ( only 1)
 Each exercise should have a duration of 30 seconds; 2 repetitions
 For submission you can submit it online through your instructor‟s email.
 File name should be your complete name.
 Can have background music and other effects.
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Lesson 2

PHYSICAL FITNESS ASSESSMENT

Objective: At the end of the module, the students are expected to:

1. Understand how the tests are conducted and taken; and

2. Know their fitness level.

Introduction

The topic deals on the different physical fitness assessment to evaluate the fitness
level of the students. It includes a series of measurements that help determine the health
status and physical fitness of an individual.

A fitness test, also known as a fitness assessment, is comprised of a series of

exercises that help evaluate your overall health and physical status. There is wide of range of
standardized tests used for these exams, some of which are intended for medical purposes
and others of which establish whether you are qualified to participate (such as with the Army
combat readiness test).

For general health and fitness purposes, the tests are considered the starting point
for designing an appropriate exercise program.1 They are meant to ensure you won't be at
risk of harm and provide the trainer with the insights needed to establish clear and effective
fitness goals.

Before starting a fitness program, it is important to share your medical history with
your trainer and to get the necessary approvals from your doctor to proceed.

Content

Station 1. Stork Balance Stand Test

The stork balance test requires the person to stand on one leg for as long as
possible.

Objective: To assess whole body balance ability.

Component: Balance
Equipment required: flat, non-slip surface, stopwatch, paper and pencil.
Procedure:
1. Remove the shoes and fold the end of the jogging
pants expose to standing foot.
2. Place the hands on the hips, then position the
non-supporting foot against the inside knee of the
supporting leg.
3. The subject is given one minute to practice the
balance.
4. The subject then raises the heel to balance on the ball
of the foot.
5. The stopwatch is started as the heel is raised from the
floor.
6. The stopwatch is stopped if any of the following occurs:
a. The hand(s) come of the hips
b. The supporting foot swivels or moves in any
direction
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c. The non-supporting foot loses contact with the knee

d. The heel of the supporting foot touches the floor.
Scoring: Record the highest seconds of the score

Station 2. Modified Abdominal Curl-Up Test

Objective: this test measures the muscular endurance of the abdominal muscles
Component: muscular endurance
Equipment required: a level surface on a blanket, mat, or other suitable padding, stopwatch
and meter stick, 4.5 cardboard strips
Procedure:
1. Start with the applicant lying their back, knees bent, with 10 inches from the heel
to the buttocks; feet flat on the floor with arms extended on the side, palms down
with fingers extended to the first strip board.
2. A partner hold the feet down firmly on the floor
3. The applicant must slide the hands with their fingertips touching on the tape mark
or cardboard. As the body moves up, curl the head, buttocks must remain on the
floor with no thrusting of the hips and the heel remain in contact to the floor.

Scoring: Record the correct abdominal curl up.

Note: no rest is allowed in every repetition

Station 3. Modified Sit and Reach Test

Objective: the sit and reach test is an important functional measure of hip region flexibility
including lower back and back of legs. Generally, lack of flexibility is associated with an
increased risk of injury and specifically lack of flexibility in this region is implicated in lumbar
lordosis, forward pelvic tilt and lower back pain.
Component: Flexibility
Equipment required: a. sit and reach box, meter stick and flat wall
b. meter stick is placed 15” at the edge of the box
Procedure:
1. After a proper warm-up and stretching, the subject is seated on the ground with the
back and buttocks against a flat wall, legs fully extended in front of them, feet eight
inches apart, toes pointed upwards, and soles of the feet flush with the base of the sit
and reach box.
2. If the subject is unable to fully straighten their legs, an assistant may help press the
legs down by applying slight pressure above or below the knees.
3. The subject then as the initial touch raises the hands upward without taking the
buttocks and head off from the wall, touching the meter sticks.
4. The subject, after the initial touch, reaches forward, slowly with the fingertips of both
hands remaining in contact with the slides.
5. Once the subject has reached their farthest extension point, the position should be
held for a “two count”. One thousand one……..two
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Scoring: It means the participant may have two and the best of these is recorded. The
scores are measured in quarter-inch, rounded to the nearest cm.
Station 4. Push-Up Test

Objective: to measure the endurance of the arms and shoulder girdle.

Component: muscular strength and muscular endurance
Equipment required: mat and clean floor
Procedure:
1. The hands are positioned slightly wider than shoulder with apart with elbows fully
extended.
2. The fingers are kept pointed forward.
3. The feet are no more than six inches (6”) apart.
4. A partner places their fist on the floor below the student‟s chest or a 3 inch
sponge is used as a replacement.
5. The body is lowered and raised with the legs, hips and torso staying in the same
plane.
6. The applicant must touch the fist or sponge and return to full arm extension to be
considered one repetition.
7. Rest only on the up position.

Scoring: the maximum of correct positions

Station 5. Quadrant Agility Test

Objective: to measure the agility level of the college students. This is non-running type agility
test, measuring the ability to move around in a small space with maximum speed, while
maintaining balance and control (coordination).
Component: Agility
Equipment required: tape measure, chalk or tape for marking the ground, stopwatch
Procedure:
1. A quadrant is marked out on the floor, as illustrated in the diagram (3 feet is about 90
cm).
2. Mark the starting line and number each quadrant
3. The subject stands with both feet together at the starting line.
4. On the command „go‟, they jump ahead across the line into the 1st quadrant, then in
sequence successively into quadrants 1, 2,3,4,1,2, etc.
5. This pattern is continued as rapidly as possible for 10 seconds. After a rest repeat the
trial.

Scoring: the highest number of repetitions within 10 seconds for three trials
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Station 6. 50 Meter Dash

Objective: the aim of this test is to determine acceleration and speed.

Component: Speed
Equipment required: measuring tape or marked track, stopwatch, cone markers flat and
clear surface of at least 70 meters
Procedure:
1. The test involves a single maximum sprint over 50 meters with the time recorder.
2. A thorough warm-up should be given, including some practice starts and
accelerations.
3. Start from a stationary satnding position (hands cannot touch the ground), with
one foor in front of the other.
4. The front foot must be behind the starting line.
5. Once the subject is ready and motionless, the starter gives the instructions “set”
and “go.”
6. The tester should provide hints for maximizing the speed and the participant
should be encouraged to not slow down before crossing the finish line.

Scoring: The lower the time consumed, the higher the point.

Station 7. Sergeant Chalk or Vertical Jump Test

Objective: to measure the power of the legs in jumping vertically up

Component: power
Equipment required: flat wall, chalk and meter stick
Procedure:
1. to accurately perform the vertical jump test the performer stands side on to a wall
and reaches up with the hand closest to the wall.
2. Keeping the feet flat on the ground, the point of the fingertips is marked or
recorded. This is called the standing reach.
3. The performer then stands away from the wall, and jumps vertically as high as
possible using both arms and legs to assist in projecting the body upwards.
4. Attempt to touch the wall at the highest point of the jump.
5. The difference in distance between the standing reach height and the jump
height is the score. The best of three attempts is recorded.
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Scoring: The difference in distance between standing reach height and jump height from the
best of the three attempts is recorded.

Station 8. Walking Test

Objective: to walk 1 mile as quickly as possible while maintaining a constant walking pace
the entire distance.
Component: cardiovascular endurance
Equipment required: a flat, measured running course, two or more stopwatches, pencils,
and score sheets are require. Heart rate monitor, if available, make a heart rate monitoring
much easier.
Procedure:
1. Students on the signal “Ready, start.” Participants should attempt to walk the full mile
as quickly as they can but at pace that can be maintained the entire distance.
2. As they cross the finish line, elapsed time should be called to the participants (or their
partners).
3. At the conclusion of the one-mile walk, each student should take a second heart rate
count and multiply by four to get the one minute heart rate.

Scoring: the walking time and the post heart rate determine the score by counting the heart
rate taken for six seconds and multiplied it by 10 over the time consumed for the whole
lap.
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Do not write anything in this module; write your answers in a yellow paper and submit
this on December 4, 2020.

Assessment Task

1-2. physical fitness components

3-4. health – related fitness components

8-13 performance – related fitness components

14-20. give at least seven important benefits of physical fitness

21-28. name eight fitness assessment test (in order)

Activity

Do the 8 fitness assessments test in your house and then fill-up the table given below
(transfer it in another short bond paper). Make sure not to cheat on your remarks
because it will be recorded.

STATION # REMARKS DATE

8
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Lesson 3
TYPES OF EXERCISES

Objectives: At the end of the unit the students are expected to:
1. Identify the different types of exercises;
2. Differentiate each type and fit it according to individuals fitness goal;; and
3. Understand the importance of each type of exercise.

Introduction:

The type of exercise depends on the individual‟s fitness goal. The different types of
exercise vary according to its needs and its effects. Some types of exercise improve flexibility
and muscle strength. Others use the large muscles in your body to build heart strength. Still
others increase endurance. The three types of exercise fall into following categories –
aerobic, strength conditioning, and flexibility,

Content

Aerobic Exercises are any types of activity that utilizes oxygen to fuel your muscles. It
involves the ability of the heart, lungs, and the circulatory system. Any exercise that
repetitively uses the large muscles of your arms and legs for a sustained period of time
can be aerobic. Examples of aerobic exercise include brisk walking, running, jumping
rope, bicycling or stationary cycling, swimming, stair climbing, rowing, and cross-country
skiing. Sports that involve continuous running, such as basketball and soccer, also are
aerobic exercises.

Aerobic exercise is the kind that makes you breathe harder and builds your fitness up. This is
the type of exercise we all tend to think of when we hear the word exercise, and often it is the
thought of being out of breath and sweaty that puts people off starting to exercise. It is very
beneficial and even at moderate intensity will improve your health. You can get the benefits of
aerobic exercise from a brisk walk or a steady cycle ride.

Aerobics – is something that involves using the larger muscles like your legs/. So as you
can imagine there are many different way to do this. They can be divided into a number of
different categories. Indoors and outdoors exercise and with or without special equipment.

Examples of Aerobic Exercise

1. Running – is a high intensity, high-impact exercise so good technique is important to

ensure that you get the most from a run. It requires more power that walking; at one
point in the running action, both feet are off the ground at the same time. The feet hit
ground with more force, which makes running a high-impact exercise (Roberts,
2002).
2. Walking – is one of the best and certainly of the most versatile way to keep fit and
suitable to all fitness levels. It is a low impact exercise that works with the glutes and
all the muscles in the leg, specifically the quadriceps and hamstrings (Roberts, 2002).
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3. Aerobic Dances – involves any kind of dance put to music and can include
everything from Zumba (a Latin-inspired dance aerobics) to hip-hop dancing. A
typical dance class usually begins with a 5 to 10 minute warm-up, followed by a 20-
to 30-minute aerobic routine, and ends with a 5- to 10-minute cool down.
Types:
a. Zumba Dance – is a popular fitness program, inspired by Latin Dance. The word
“Zumba” comes from a Colombian word that means to move fast and have fun,
which is just how people describe the routine. Using upbeat Latin music together
with cardiovascular exercise, Zumba is aerobic dancing that is lots of fun and
easy to learn.
b. Hip-Hop - is a form of exercise that blends dance moves with strengthening
exercises. Most of the time, this sort of aerobics is designed to feel more like
dancing than exercising. It is usually paired with fast-tempo hip-hop music, and
incorporates many of the moves common to the dance style (Mitchell, 2020).
c. Taebo – is an inention of Billy Blanks that combines a series of martial arts
movements with aerobic steps.
d. Hataw
e. Aero Walk – is combination of walking steps and marching movements done
aerobically.

Benefits of Aerobic Exercises

1. Increase maximal oxygen consumption
2. Improve cardiovascular function
3. Lower blood pressure and heart rate
4. Increased threshold of lactic acid accumulation
5. Decreased triglycerides
6. Reduced body fat and improved weight control
7. Improved glucose tolerance and reduced insulin resistance

The Basic Heart Rate and Exercise

To determine if there is an effect in the aerobic exercises or any exercise that you do is to
monitor your heart rate. Monitoring heart rate determine the intensity of the effort you have
extended during exercise. This includes your resting heart rate, maximum heart rate, heart
rate reserve and target heart rate and the recovery heart rate. The intensity training will be
determined using the Karvonen Method.

Resting Heart Rate (RHR) – the number of pulse beat at resting phase. It is taken by
counting the beats for 1 minute. The best time to take the RHR is upon waking up in the
morning. The average RHR is 75 beats for male and 80 beats for females per minute (Tulio,
2010).

Maximum Heart Rate (MHR) – is the maximum number of beats the heart can beats in
1minute. To determine in a simpler method is to subtract one-s age from 220 (Tulio, 2010).
 22

Heart Rate Reserve (HRR) – refers to the range between resting and maximum heart rate.
For example, a 10 year old with a resting heart rate of 80 has a heart rate reserve of 130
(220-10+210; 210 – 80 + 130).

Target Heart Rate (THR) - refers to the heart rate needed to gain a training benefit. It is
divided into five different levels, or zones based on percentages of maximum heart rate
achieved.

 Five Zones/Levels

Zone/Level 1: 50%-60% of maximum heart rate.

This level is used for extended period of exercise with the purpose of building
endurance. The body will burn fats as fuel to this level.

Zone/Level 2: 60%-70% of maximum heart rate.

This level is used to build endurance, while helping to strengthen the heart. It is a
moderate intensity that allows the individual to continue for an extended period of time.

Zone/Level 3: 70%-80% of maximum heart rate.

This level is known as the target heart rate zone, is where optimal aerobic training
takes place. Overload occurs and aerobic gains maximized in this zone.

Zone/Level 4: 80%-90% of maximum heart rate.

This level is referred to as the anaerobic threshold and begins working anaerobically,
as opposed to aerobics. Interval training usually takes place in this zone.

Zone/Level 5: 90%-100% of maximum heart rate.

This is referred to as oxygen debt, meaning the cardio respiratory systems can no
longer supply oxygen to the working muscles to sustain movement at the current pace.
Pushing to this zone/level would lead to injury and danger if you are extremely fit.

 Karvonen Method

The most and simplest way to determine the target heart rate, based on VO2max and
their correlation with heart rate.

The Karvonen Formula:

Maximum Heart Rate (MHR) = 22- - age

Heart Rate Reserve (HRR) = maximum heart rate – resting heart rate
Target Heart Rate (THR) = (heart rate reserve X training zone percentage)
+ resting heart rate
 23

Example:
A 16 year old girl is figuring zone 2 in her training exercise with resting heart rate of 85
beats per minutes would look like this:

Computation:
MHR= 220 – 16 = 204 MHR
HRR = 204 – 85 = 119 HRR
THR @ 60% = 119 HRR x .60 + 85 bpm = 156.6/156 THR
THR @ 70% = 119 HRR x .70 + 85 bpm = 168.3/168 THR
Target Heart Rate Zone 2 = 156 – 168 THR

Strength-Conditioning Exercises complement aerobic exercises by building muscular

strength.

Benefits of muscular strength and endurance

a. Increase physical performance
b. Reduced chances of injury
c. Enhanced well-being in several areas
d. Prevents postural problems and low back pain
e. Protects the joints from sprains and strains

To improve muscular strength and endurance, the best way is through weight training,
using either free weights or weight machines. It is efficient way to strengthen your muscles.
Strength-conditioning exercises are called resistance exercises (Fahey, et.al, 1994).

Classification of strength training according to Type Of Muscular Contraction

a. ISOTONIC EXERCISE – the muscles are made to contract and relax to gain tones.
Muscles change length either shortening or lengthening.
b. ISOMETRIC EXERCISE – the muscles undergo tension and hold certain position for
some time in order to develop muscle strength. Muscle
remains in the same length.
c. ISKONETIC EXERCISE – the muscles contract at constant speed that is done with
machine velocity. Stack weights controls the performer to
move faster.
Example: Rubber Band Workouts
Resistance bands often come in different colors signifying different
levels of resistance. Resistance bands are a way of using rubber
bands to build strength. They rely on elasticity of rubber to create
resistance very similar to what people get during a workout with free
weights, and they allow for a number of exercises to work many
muscle groups.
 24

 Flexibility
Flexibility Training refers to any exercise method that helps the joints and
tendons become more flexible over time.

Benefits of Good Flexibility

a. Improved mobility in your joints and muscles
b. Muscle joints become more elastic and slow the less elastic process

The most important muscles to stretch include the hamstring (rear thigh). Lower back,
and shoulder muscles. There are various ways to accomplish this, primarily through safe
stretching exercises. Yoga, Pilates, and pre-exercise stretching may also be considered
flexibility training.

Yoga – the word yoga comes from a Sankskrit word “Yuj”

meaning to yoke, join or unite. This implies joining or
integrating all aspects of the individual – body with mind and
mind with soul – to achieve a happy, balanced and useful life,
and spiritually, uniting individual with the supreme being
(Cederic Taylor @http://iyengar-yoga.com/yoga/).

Pilates – Joseph Pilates called his method Contrology

(from control and Greek - ʎoyia. The Pilates method
seeks to increase the strength, flexibility and control of
the body. Pilates is a body conditioning routine that
helps to not only build flexibility, but also strength,
endurance, and coordination (Roberts, 2002).

Tips for a Good Stretch:

1. Do not search to the point at which you feel discomfort or pain. Stay within a
comfortable range. Any discomfort is a signal that you have stretch too far.
2. Stretch slowly and smoothly and never bounce or make jerking movements.
3. Sustain the stretch. Pause for 10 – 2 0 seconds when you have reached a full
stretch, and hold the position so your muscles and joints have enough time to benefit
from the stretch.
 25

Activity.

Do not write anything in this module; write your answers in a yellow paper and submit
this on December 11, 2020.

Name: _________________________________ Section/Time: _________________

Course: ________________________________ Date: ________________________

Assessment Task
A. Answer the following

1. What are the three types of exercises?

2. Give distinction in each type
3. Among the types of exercises what is the most considered and why?

B. Solve the following using the Karvonen Method (10 points each)
1. Given: Age – 27; RHR – 140; Zone 4
2. Given: Age – 19; RHR – 90; Zone 2

Activity
Make a video compilation of yourself performing Zumba and Yoga
Zumba – 3-5 mins.
Yoga – 3-5 mins.

 Wear proper attire

 Any music that you like can do
 Make sure to submit your video in my Gmail account of your instructor.
Reminder, your file name must be your full name.
 26

Lesson 4

Exercise Prescription

Objectives: At the end of the module, students are expected to:

1. Define Exercise Prescription;

2. Explain and understand the importance of exercise prescription to a
fitness program;
3. Be able to understand the phases and principles of fitness to exercise
program;
4. Track progress on their physical activity goals;
5. Develop an exercise plan to address all four components of physical
fitness; and
6. Use their previously written goals to develop their plan.

Introduction:

What is exercise prescription? Exercise prescription commonly refers to the specific

plan of fitness-related activities that are designed for a specified purpose. It is based on the
individual‟s level of health and fitness, and his or her aims. Due to the specific and unique
needs and interests of the individual, the goal of exercise prescription should be successful
integration of exercise principles and behavioral techniques that motivates the participant to
adhere, thus achieving their goals.

An exercise prescription should include mode, intensity, frequency, duration, and

progression. The following prescription applies to individuals who wish to improve their
fitness:

Content

A. Phases of Exercise Program

In a regimen, it is important to remember that phases of exercise should always

be included. The effectiveness of an exercise program depends on how the different
exercise should vary according to its phases and the principles.

Warm-up

The warp-up phase of exercise prepares your body for the activity of the
conditioning part of your workout. Warming up before exercise allows your body to adjust
gradually to the increased demand on your heart, muscles, breathing ad circulation. War-
ups also increase your body temperature slowly, improve flexibility and protect against
injury and muscle soreness. War-ups involve light aerobic activities, such as walking
slowly for five to 10 minutes or a moderate version of your conditioning exercise, and
should be based on your physical characteristics and your conditioning activity. For
strength raining, warp up by moving your joints and muscles.
 27

Conditioning

During the conditioning phase, you perform the exercise that produces fitness
benefits, such as calories burning, building endurance or muscle strengthening. You may
choose an aerobic exercise, such as swimming or the elliptical jogger, or you may lift free
weights, perform circuit training on weight machines or play a high-intensity sport such as
soccer or basketball.

Cool-down

The cool-down phase ends your exercise session with recovery time for your
body. Cooling down requires you to keep moving after you end the conditioning phase.
Cool-down movements should allow your heart rate, blood pressure d body temperature
to return slowly to normal. A gradual decrease in physical activity, such as slow walking,
is a good way to cool down. You can also perform a few stretching movements to cool
down.

B. Principles of Fitness Training

1. Overload
To make improvements in your fitness you need to overload your body. You
need to stress or challenge the bodily system (aerobic/musculoskeletal) beyond what
it is used to. If you run to 20 minutes and find it difficult, your body will make
improvements while you rest. This makes it easier for you the next time you complete
the run.
- FREQUENCY: at least 3 days per week
- INTENSITY: between 60 to 80 per cent maximal heart rate
- TIME/DURATION: 15 to 60 minutes of continuous or discontinuous
activity, depending on the intensity
- TYPE/MODE: rhythmical exercise using large muscle groups (e.g.
aerobics; cross-country skiing; cycling; hiking; jogging; rope-skipping;
rowing; running; skating; swimming; walking)
- PROGRESSIO: increase the duration or intensity as fitness improves.
(Duration should be increased before intensity.)

2. Specificity
Your exercise program must be specifically related to your training goals.
This means you need to overload your muscles in the best way for your particular
purpose. For example, the training you do for building a hot set of 6 pack abs is very
different to the training to improve your physical performance at martial arts.
The common goal of total body fitness
Your exercise program should be designed specifically to get you to this
goal. Your exercise program for total boy fitness would include:
 Aerobic exercise/Cardio
 Flexibility
 Resistance exercises
 Etc.
 28

Many people think that by just lifting weights or running that they are building full-
body-fitness. However, in reality, a true full-body fitness program covers all bases
mentioned above.

3. Individual Principle
Remember this from school? “Everyone is different, which means everyone
is special”
 Everyone‟s body is different.
 Everyone has got different things which motivate them.
 Everyone has got different levels of exercise experience.
 Everyone has had different injuries.

This means that when you take up an exercise program you‟re going to get different
results.

4. Reversibility
“Use it or lose it”

Were you ever really good at something when you were younger? And the years later, after
trying it again, you discovered “It just aint what it used to be”. Well then you‟re experienced
the principle of reversibility. The exact same thing happens with fitness training. If you stop
exercising, gradually the gains that you initially made begin to disappear.
 29

Sample Prescription Exercise Program

by: Prof. Visminda L. Detalla – MSU-CSPEAR
Individual Circuit Conditioning Program
Name:_____________________________________

Goal: total body fitness

Mode: circuit exercises
Intensity: 50%-60% (training zone 1)
Frequency: 5 sessions/week
Duration: 30-60 minutes
Progression: increase the number of repetitions every week as you improve

Phase I. Warp-up for 5-8 minutes

Head
Shoulder
Arms
Torso
Legs
Feet
Brisk walk/ slow jogs in place/ jumping jack for 2 minutes

Phase II. Circuit conditioning

Station. 1 Abdominal exercises
A. Modified sit-up - 10 reps.
B. Reverse crunch - 10 reps.

Station. 2 Agility
A. Quadrant jump - 15 reps.
B. Step drills - 15 reps.

Station. 3 Leg power

A. Lunges - 15 reps.
B. Squat jump - 15 reps.

Station. 4 Balance
A. Stork stand - 15 reps r/l
B. Heel to toe walk - 15 reps x 2 rounds

Station. 5 Arms strength

A. Modified push-up/push up - 15 reps.
B. Chair dips - reps.

Station. 6 Flexibility
A. Chest stretch - 10 reps/5 secs. hold/reps.
B. Lower back stretch - 10 reps/5 secs. hold/reps.
C. Cat stretch - 10 reps/5 secs. hold/reps.
D. Hip flexor stretch - 10 reps/5 secs. hold/reps.
E. Quaricep stretch - 10 reps/5 secs. hold/reps.

Station. 7 Speed
 30

A. Uphill sprint/
Trees cruise - 2 minutes
Station. 8 Cardio Vascular Endurance
A. 1.0 mile walk

Phase III. Cool down / stretching – 5- 8 minutes

A. Slow walk
B. Lunges
C. Torso
D. Upper extremities
E. Head and neck

Note: Increase the number of repetitions as your body adapts to the routine every other
week.

Do not write anything in this module; write your answers in a yellow paper and submit
this on December 22, 2020.

Assessment Task
1. What is Exercise Prescription?
2. What are the modes to exercise prescription?
3. Why is exercise prescription important?

ACTIVITY: CREATE YOUR OWN EXERCISE PROGRAM.

1. By using the sample of individuals circuit conditioning program, design your own
circuit exercise program

2. Record yourself doing your created exercise program. You must wear proper attire;
submit this to my Gmail account of your instructor.
 31

Module 3: STAYING HEALTHY LEADS TO A QUALITY OF LIFE HEALTHY DIET:

THE KEY TO HEAL BODY

Lesson 1

NUTRITION
Objectives: At the end of the unit, the students are expected to:

1. Define nutrition and explain its role to health and well-being;

2. Identify essential nutrients and its functions to the body;
3. Learn the dietary guidelines in reducing the risk of developing certain chronic
diseases; and
4. Become familiar with the Food Guide Pyramid and learn how to use it to achieve
a balanced diet.

Introduction

Each of us eats in order to live. But, we just not only eat to live, what we eat is also
important and should be taken into consideration for it affects our ability to keep ourselves
healthy, to do work effectively and efficient, to be happy and to live well.

Knowledge of what we eat and in what quantities is a perquisite to the healthy and
happy life of an individual. The way we eat also affects our well-being.

And so, learning about nutrition, essential nutrients, dietary guidelines and the food
guide pyramid would be of great help in staying fir, healthy, and well.

Content

Definition

Nutrition is the science that deals with all the various factors of which food is
composed and the way in which proper nourishment is brought about. It is one key to
developing and maintaining a state of health that is optimal for you. Good nutrition requires a
satisfactory diet, which is capable of supporting the individual consuming it.

It is also according to the Council of Food and Nutrition of the American Medical
Association as the science of foods, the nutrients and the substances therein, their action,
interaction and balance in relation to heath and diseases.

Moreover, proper nutrition means that a person‟s diet supplies all the essential
nutrients to carry out normal tissue growth, repair, and maintenance. These nutrients should
be obtained from a wide variety of sources. Diet and nutrition often play a crucial role in the
development and progression of chronic diseases.

In addition, good nutrition means your body getting all the nutrients, vitamins, and
minerals it needs to work at its best level.

Nutrients

The essential nutrients the human body requires are carbohydrates, fat, protein,
vitamins, minerals, and water. The first three are called fuel nutrients because they are the
only substances the body uses to supply the energy needed for work and normal body
functions. Three others – vitamins, minerals, and water – are regulatory nutrients. They have
caloric value but still are necessary for a person to function normally and maintain good
health.

1. Carbohydrates constitute the major source of calories the body uses to provide
energy to work, maintain cells, and generate heat. The major sources of
carbohydrates are breads, cereals, fruits, vegetables, and milk and other dairy
products.
 32

2. Fats are sources of energy. Fat is the most concentrated energy source. Fats are a
part of the cell structure. They are used as stored energy and as an insulator to
preserve body heat. The basic sources of fat are whole milk and other dairy products,
and meats and alternatives.

3. Proteins are the main substances the body uses to build and repair tissues such as
muscles, blood, internal organs, skin, hair, nails and bones. Proteins also help
maintain the normal balance of body fluids. They can also be used as a source of
energy, too, but only if not enough carbohydrates are available. The main sources of
protein are meats and alternatives, and milk and other dairy products.

4. Minerals have important roles in body functioning. Minerals are contained in all cells,
especially those in hard parts of the body (bones, nails, teeth). Minerals are crucial in
maintaining water balance and the acid-base balance.

5. Water is the most important nutrient, involved in almost every vital body process: in
digesting ad absorbing food, in the circulatory process, in removing waste products,
in building and rebuilding cells, and transporting other nutrients. Approximately 60%
of total body weight is water. It is contained in almost all foods, but primarily in liquid
foods, fruits, and vegetables. Besides the natural content in foods, every person
should drink about eight glasses of fluids a day.

6. Vitamins is organic (carbon containing) substance required in small amounts to

regulate various processes within living cells.

The Food Pyramid

What is food pyramid? It is a guide to help

us determine what we should eat every day. It
does not have a set menu of food that you need to
eat per day. All it has is a guide that can help your
meals so that you get the correct amount of
nutrients into your system every day.

In addition, the food pyramid will show you

the path to keeping yourself fit and healthy through
a steady and healthy diet.

The Food and Nutrition Research Institute

(FNRI) has developed a food pyramid, a simple
and easy-to-follow daily eating guide for Filipinos.

Therefore, carbohydrate foods are at the base of the pyramid and are for liberal
consumption to meet 55 to 70% of energy needs. A viand or “ulam” is a combination of
vegetables and fish or other animal protein sources, capped by fruits. Vegetables and fruits
constitute the second level of the pyramid. Leafy greens and vitamin C rich fruits are the
best sources of vitamins and minerals, plus dietary fiber or roughage. You are advised to eat
more of these foods.

The third level consist of animal protein foods like fish, meat, poultry, seafood‟s, milk
and dairy products, as well as dried beans and nuts. These foods are recommended for
moderate consumption as they supply high quality protein, vitamins and minerals. Finally, at
the tip of the pyramid are the fats and oils that are to be taken just enough. In general,
however, the Filipino diet is lacking in fat. On the average, Filipinos are only taking 15% of
the calories from fat, which is one of the reasons why the total caloric intake is very low.
 33

Activity: Answer the review questions and the Lab Activity given, transfer your
answers in Yellow paper and make sure to submit this on January 15, 2021.

Review Questions

1. Describe the relationship of nutrition to health and well-being.

2. Is proper nutrition important to one‟s life? Explain.

3. How will nutrition help you as a student?

4. With the monthly allowances you received from your parents, how will you
achieve a healthy and balance diet?

ACTIVITY ASSESSING YOUR NUTRITIONAL HABITS

Name: ______________________________ Section: _________________

Date: _______________

PROCEDURE: Indicate the number that best describes the frequency of your food-related
behaviour.

Point Values: 0 = never 1 = rarely 2 = occasionally 3 = often 4=

always

________ 1. Every day I eat nutritious breakfast.

________ 2. I try to include recommended servings from each of the food groups in my daily
diet.

________ 3. I eat food without salting it.

________ 4. When I snack, I choose fruits, vegetables. Low-fat yogurt, or cheese.

________ 5. I try to include mostly fresh and less-processed foods in my daily diet.

________ 6. I avoid fatty foods and trim off the visible fat from meats.

________ 7. I include foods containing fiber, such as fruits, vegetables, whole-grain products,
and beans, in my diet

________ 8. I drink skim milk instead of whole or 2% milk.

________ 9. I consume fish at least once a week.

________ 10. I consume caffeine-free beverages.

________ 11. I avoid foods that contain large amounts of honey and sugar.

________ 12. For reliable nutrition information, I ask a qualified nutritionist instead of relying
on the popular press.

________ 13. I do not drink alcoholic beverages.

________ 14. I keep my weight within acceptable limits.

________ 15. I obtain my nutrients through foods rather than relying on nutritional
supplements.
 34

________ Total Points

Scoring and Interpretation:

Score Interpretation

50 – 60 - Excellent. Your food-related behavior should contribute to your ability to maintain

good health. Keep it up!

45 – 49 – Good. If you make some minor improvements to your foods – related behavior, it
should be easy to move into the excellent rating category.

39 – 44 – Fair. Analyze the statement to determine which had the lowest scores. Then think
about actions you can take to improve your nutritional behavior.

< 39 – Poor. You need to make major changes in your food-related behavior to improve your
nutritional status and your over
 35

Lesson 2 FIRST AID

Objectives: At the end of the unit, the students are expected to:

1. Distinguish the basic techniques in first aid; and

2. Inculcate the importance of first aid in everyday living.

Introduction

Our present way of life is not always free from accident. Statistics shows that
accidents are the leading causes of disability and death. Like most kind of accident, they are
likely to happen when situations are hazardous to ones‟ self and to others. Accidents happen
when we least expect it and most of the time, when we are least prepared. Nobody want‟s
accidents but our knowledge on what to do when accidents happen will save us from total
loss of our lives. We should always be prepared when accidents happen. This preparedness
calls for knowing and having a thorough familiarity with the basic principles of first aid. First
aid can save lives. In this unit, the concept of first aid as a necessary knowledge and skill is
given importance.

Content

FIRST AID

First aid is the provision of initial care for an illness or injury. It is usually performed by
a non-expert person to a sick or injured person until definitive medical treatment can be
accessed. Certain self-limiting illnesses or minor injuries may not require further medical care
past the first aid intervention. It generally consist of a series of simple and in some cases,
potentially life-saving techniques that an individual can be trained to perform with minimal
equipment.

The key aims of first aid:

1. Preserve life. The overriding aim of all medical care, including first aid, is to save
lives.
2. Prevent further harm. Also sometimes called prevent the condition from
worsening, or danger of further injury, this covers both external factors, such as
moving a patient away from any cause of harm, and applying first aid techniques
to prevent worsening of the condition, such as applying pressure to stop a bleed
becoming dangerous.
3. Promote recovery. First aid also involves trying to start the recovery process
from the illness or injury, and might involve completing a treatment, such as in
the case of applying a plaster to a small wound.

To help you recall the proper initial steps in first aid, remember the words: RICE

 REST:
1. Rest the injured area immediately
2. Crutches may need to be used temporarily to keep weight off the injured
area.
3. If it hurts to move, use a splint for extra support.
 36

4. Pain is your body‟s message to decrease use of the injured area.

5. Your child can return to normal activity or sports when there is no more
pain with use.

 ICE:
1. Applying ice immediately to the injured area limits swelling.
2. Place crushed ice in a plastic zip-lock bag with water added to make it
softer or a cold pack on the injured area. To avoid frostbite, use a thin
piece of material (tee-shirt) between the ice and the skin.
3. Apply ice for 10-20 minutes every 2-4 hours. Stop if the area becomes
numb. Numbness will usually go away after 30 minutes. Longer than 30
minutes use of ice at one time may cause more swelling or damage to
the skin.
4. Continue applying ice each day until the swelling is gone.

 Compression:
1. Immediately after the injury, use an elastic ace bandage wrapped over
an ice pack to reduce swelling.
2. Wrap the injured area with an elastic ace bandage. Wrap the bandage
firmly and evenly, but not too tightly. If numbness, tingling, bluish color to
skin or increased pain occur, the bandage is too tight.
3. For the knee, start about 4 inches below knee and wrap to the four
inches above the knee, so that the upward pressure pushes fluid away
from the knee and toward the heart.
4. For ankle, start below the ankle on the foot. Use a figure of eight pattern
when wrapping around the heel. When finished, the heel and toes should
be exposed. Continue the wrap 2-3 inches above the ankle.
5. Remove the bandage for several hours each evening and elevate the leg
to relieve or prevent swelling.

 Elevation:
1. After applying ice and wrapping the knee or ankle, elevate the leg to a
height above the child‟s waist.
2. This can be accomplished by having child rest on a couch or bed with
the injured leg elevated by several pillows. This helps reduce further
swelling.

EVERYDAY FIRST AID

1. SPRAIN is an injury to a ligament, tissue connecting one bone to the same or

another bone. Ligaments generally cross a joint, the intersection of two different
bones. Therefore, a joint dislocation is a type of sprain.

TREATMENT
Initial treatment for all strains and sprains of any degree is PRICE:
protection, rest, ice, compression, and elevation. It reduces swelling and pain
associated with the injury. It also helps prevent additional damage to nearby cells
 37

from the pressure of the swelling. If a lower extremity sprain or strains is painful when
bearing weight, the athlete should not walk until the injury is evaluated by a medical
professional. If an upper extremity sprain of strain is painful during movement, the
arm should be immobilized in a sling until evaluated by a medical professional.

2. NOSEBLEED may be very common and many occur spontaneously, unless they are
a direct result of an impact to the nose. Simple, treatment whereby the blood is
encouraged to clot is usually effective. The priority is to protect the victim‟s airway
and to try and prevent blood from being swallowed.

TREATMENT
1. Lean the patient forward and encourage her to split into a handkerchief
for some other receptacle.
2. Pinch the nose just below the hard part at its to and apply frim pressure
for 10 minutes. If the bleeding has not stopped for 10 minutes, apply
pressure for two further periods of 10 minutes.
3. If bleeding continues then take the patient to the hospital.
4. Once the bleeding has stopped, advice the patient not to scratch, pick, or
blow her nose, not to drink hot liquid, and not to exert her, because all
these activities can dislodge the clot and cause the bleeding to start
again.

3. MINOR WOUNDS
Most minor wounds can be treated in the home without the need for further
medical attention. First aid treatment can promote recovery and prevent infection.

TREATMENT

1. Check there is nothing embedded in the wound and clean and dry it.
2. Clean the wound with antiseptic wipes or swabs, and then cover it with a dressing for
protection and to apply pressure.
3. Raise the wound if necessary to reduce blood flow to the affected area.

4. CRAMPS are muscle spasms generally caused by exercising and loss of fluid, for
example, through heatstroke. However, they can also occur spontaneously, often at
night, particularly in older people. Common sites for cramps include the sole of the
calf, and the thigh. If the abdominal muscle are affected, the condition is known as a
stitch

TREATMENT
A gentle stretching and message of the affected area will help to relieve
cramps. Give the affected person plenty of fluids and something salty to eat.

For the Thigh

 38

1. Straighten the knee and raise the leg if the cramp is in the back of the
leg.
2. Bend the knee if the cramp is in the front of the thigh.
3. Massage the affected muscle firmly.

For the Foot

Often if the affected person stands on the foot with the sole flat on the
ground, this may relieve the pain. If this does not work, accompany this with gentle
massage.

For the calf

Straighten the person‟s knee and gently push the foot up toward the shin.
Massage the affected muscle.

5. FAINTING is a brief loss of consciousness due to decreased amount of oxygen in the

brain.

SIGN AND SYMPTOMS OF FAINTING

1. Observing paleness, sweating

2. Person complaining of dizziness and sickness

TREATMENT

1. Loosen clothing especially at the neck, waist and feet

2. Lay person down on back with legs raised 25cm to 30cm, head turned to side
3. Supply fresh air
4. When person regains consciousness, make them comfortable, keep them lying down
for 15 minutes
5. Remain with person until medical help arrives
 39

Answer the review questions and the Lab Activity given, transfer your answers in
Yellow paper and make sure to submit this on January 15, 2021.

Name: ____________________________________ Date: __________

Section/Time: ______________________________ Score: _________

INSTRUCTION:

From the choices below, choose and encircle the most applicable treatment suited for every
given injury.

1. NOSEBLEEDS
a. Lean the patient forward and encourage her to spit into a handkerchief
for some other receptacle.
b. Clean the wound with antiseptic wipes or swabs, and then cover it with a
dressing for protection and to apply pressure.
c. Raise the wound if necessary to reduce blood flow to the affected area.

2. CRAMPS
a. A gentle stretching and massage of the affected area will help to relieve
b. Help the person to clean himself up and to change clothes as necessary.
c. Settle the person into a comfortable position and provide a covered hoy-
water bottle to provide some relief from the pain.

3. WOUNDS
a. Clean the wound with antiseptic wipes or swabs, and then cover it with a
dressing for protection and to apply pressure.
b. Cover the wound with a sterile dressing and bandage into place
c. Raise the injured part if possible, to reduce swelling and pain.

4. FAINTING
a. Loosen clothing especially at the neck, waist and feet
b. Straighten the knee and raise the leg if the cramp is in the back of the
leg.
c. Check there is nothing embedded in the wound and clean and dry it.

5. SPRAIN
a. Bandage the area firmly (but not too tightly), starting just below the injured
area and moving up towards your torso.
b. Raise the wound if necessary to reduce blood flow to the affected area.
c. Massage the affected muscle firmly

Activity – FIRST AID

Perform the RICE METHOD in one

member of your family. Follow the
given picture and do the same
procedure. Take a picture and put it in
long bond paper.
(Injury First Aid – the RICE Method)
 40

Lesson 3 SAFETY EDUCATION

Objectives: At end of the unit, the students are expected to:

1. Understand the importance of safety education in their lives;

2. Apply the safety measures on actual situation; and
3. Be more conscious of their safety.

Introduction

Safety education is the knowledge to recognize and minimize the risk of harm or
hazard by practicing behavior that promotes safety. It is deemed important that we are
basically equipped with this knowledge to promote safe living. This unit delves on the safety
education and measures for exercises, homes, school, and pedestrian.

Content:

A. Exercise Safety – is important to avoid injury and maintain good health. Learning to
be safe by doing exercises must be in participants‟ minds for exercises or workouts
are prone to injuries if you are not doing what is right.

How to be Safe:

1. Wear right shoes, gear, equipment and attire

2. Warm up and do stretching
3. Drink a lot of water
4. Get good advice from an expert
5. Take care and listen to your body

Things to remember

1. Training too hard or fast is a common cause of sports-related

injuries.
2. Consult with your gym instructor, coach, sporting association,
exercise physiologist or physiotherapist for instruction on how to
safely approach physical activity.
3. Wear appropriate protective gear and make sure your sporting
equipment (including shoes) is well maintained.
B. Home Safety – families need to be aware of the dangers related to homes and take
the proper safety precautions to prevent unintentional injuries and deaths.

Common Home Injuries:

Falls – the risk of falling, and fall-related problems, rises with age and is a
serious issue in homes and communities. Take the time to remove slip, trip
and fall hazards to keep your family safe.
 41

Common Locations for falls

 Doorways
 Ramps
 Cluttered hallways
 Areas with heavy traffic
 Uneven surfaces
 Areas prone to wetness or spills
 Unguarded heights
 Unstable work surfaces
 Ladders
 Stairs

Fall prevention tips

 Secure electrical and phone cords out of traffic areas

 Remove small throw rugs or use non-skid mats to keep them from slipping

 Remove tripping hazards (paper, boxes, toys, clothes, shoes) from stairs and
walkaways

 Periodically check the condition of walkways and steps, and repair damages
immediately

 Never stand on a chair, table or other surfaces on wheels

 Clean up all spills immediately

Fires – are more likely to happen in certain areas or by certain equipment in your house. Be
extra careful while you‟re cooking, smoking, around candles, furnaces, electrical cords and
fireplaces, and with children, toddlers and babies nearby

Home Fire Safety

A. Plan a family escape route

1. Practice it on a monthly basis.
2. Practice with everyone in your family, even children, toddlers and infants.
3. Practice from every room in the house.

B. Learn how to use your fire extinguisher

1. Use a fire extinguisher when a fire is contained, like in a waste basket.
2. Keep your fire extinguisher in an easily accessible place.
3. Call your local fire department if you have question on how to use a fire
extinguisher.
4. Fire extinguishers have gauges on them indicating when they need to be
replaced. They should be checked regularly to make sure they are still functional.

C. If a fire occurs in your home

1. Never open a door feels hot. Escape another way.
 42

2. Take the safest route, but if you have to go through smoke, crawl low and under
the smoke. Cover your nose and mouth with a towel (if possible) or an article of
clothing.
3. Immediately leave your house, and the call for help.
4. Once you‟re out, stay out. Don‟t go back in, not even to grab someone else.

Burns – can result from everyday things and activities in your home. The most common
causes of burns are from scalds (steam, hot bath water, hot drinks and foods), fire,
chemicals, electricity and overexposure to the sun. Some burns may be more serious than
others.

Scalds

Scalding injuries and burns are caused by hot tap water, hot beverages and food, and steam.
Although scalding injuries can happen to anyone at any age, children, older adults and
persons with disabilities are the most vulnerable. Sixty percent of all scald injuries are
suffered by children between the ages 0-4 years. The most common areas where scalding
injuries occur are in the kitchen or dining area from spills with hit liquids or foods and in the
bathing area from hot water.

Electrical Burns

You may not recognize an electrical burn at first, but they can cause serious injury. Very
often, the entry and exit points for the electrical current are not easily found so it‟s important
to be extremely careful around a person with an electrical burn.

An electrical current, including lightning, can easily pass through our bodies. This can cause
severe internal injury including disturbance in heart rhythm, cardiac arrest or respiratory
difficulty or respiratory arrest. Seek medical attention if you think an electrical burn may have
occurred.

Chemical Burns

Chemicals that are strong acids or vases can cause chemical burns. Households items may
cause burns include bleach, concrete mix, drain or toilet bowl cleaner, metal cleaners, or pool
chlorinators. All chemical burns are medical emergencies. Most will need outpatient care,
some may develop into or cause deep tissue damage.

Signs and symptoms include:

1. Redness or irritation at the site of contact

2. Pain or burning sensation at site of contact
3. Formation of blisters or discolored skin at contact site
4. Vision changes if the chemical gets into your eye
5. Cough or shortness of breath
 43

And in severe cases, some may develop:

1. Low blood pressure

2. Faintness, weakness, dizziness
3. Shortness of breath or severe cough
4. Headache
5. Muscle twitches or seizures
6. Cardiac arrest or irregular heartbeat

SCHOOL SAFETY

Accident in school could be avoided by having an orderly and safe building,

playground, and furniture. A school should be located away from unsafe and crowded places.
Safety precautions and correct practices should be followed in the gymnasium, science
laboratory, home arts, shop, auditorium, and classrooms. Teachers, students, and
administrators can help each other by doing their share of responsibility of keeping the school
safe for everybody.

Safety Services

Safety Services and the protection of the students, faculty, staff, and visitors
represent another aspect of the school safety program. This service includes:

1. Planned emergency drills

2. Cooperate efforts among staff and faculty
3. School safety patrol organization
4. Crossing guards
5. Accident-reporting system
6. Replacement of broken equipment

A safe School Environment

Safe living is independent upon our physical environment and the social environment
in which we live. A safety program must establish and maintain an environment that is free
hazards. The concerns central to establishing safe environments and the physical, social,
and emotional situation which are potentially dangerous top students and staff.

The School Building

The school building and surrounding grounds are two areas to consider in affecting a
safe school environment. a safe school environment requires that accident records be
consulted for evidence of particular danger spots. Both the building and the surrounding
grounds must be thoroughly examined for possible hazards. Special attention should be
given to the condition and stairways; they should be free of obstacles and sharp projections,
ad frim handrails should be located on both sides of the stairways.

The playground

The school grounds require constant attention if they are to be kept clear of hazards.
Besides supervising play areas and furnishing adequate instruction in all activities, school
 44

personnel should inspect the playground thoroughly every day to see that it is in good
operating condition. The area should be as level as possible, well drained, and large enough
to accommodate all students who are likely to use it at one time.

Sports Facilities and Equipment

To help ensure the sports facilities and equipment as safe as possible, the following
are some of the preventive tips.

Tips for Ensuring

Ensure that:

1. The playing area is level, firm and free from obstructions (for example, foreign
objects, water, excessive dirt on the floor, holes or exposed sprinkler heads)
2. Permanent fixtures such as goal posts are padded, flexible and highly visible
3. Corner posts and other fields posts cannot injure participants on contact (these
should be made of cardboard or other „no-threatening‟ material)
4. There is adequate lighting if playing at night
5. There is adequate matting where necessary (for example. Gymnastics, high
jump)
6. Perimeter fences are well back form the playing area
7. Spectators are kept well away from the playing area
8. Facilities (for example, field, change room, pool) are maintain according to
required standards
9. Students understand and follow the rules and regulations for the facility or the
sport they are playing.

Tips for Ensuring the Safety of Protective Equipment

Check that protective equipment:

1. is worn by students during their P.E. class, training competition

2. fits the students correctly
3. is regularly checked and maintained
4. is specific and appropriate for the sport, size and age of the students
5. is being used according to the manufacturer‟s guidelines and the
recommendations of the governing sporting body.

Tips Ensuring the Safety of Environmental Conditions

In hot or humid conditions:

1. encourage students to wear loose, lightweight, light-colored clothing made from a

natural fibre (for example, cotton).
2. Avoid intense activity in hot or humid conditions and monitor students carefully
for signs of heat illness.
3. Help students avoid sunburn by encouraging them to wear long-sleeves, apply
on some sunscreen and wear a hat.
 45

4. Encourage students to drink plenty of fluid before the activity begins and
schedule regular drink breaks during the activity.

In cold and/or wet conditions:

1. Encourage students to wear clothing appropriate for cold conditions (for example,
dress in layers to trap heat, wear gloves and a hat to reduce heat loss).
2. Avoid students standing exposed to the cold for long periods.
3. Encourage students to change wet clothing as soon as possible.
4. Alternative venues (for example, indoors) should also be considered, to ensure
the safety and well-being of the students.

ROAD SAFETY

Safety in the road is an everyday responsibility of the citizens. Safety rules are
important to protect the citizens from accidents. Traffic rules should be imposed and followed.
Traffic lights have colors that give warnings: red means stop, while yellow means warning
because signals are about to change, and green means go. Self-discipline will be developed
and there will be unity in having good life.

REVIEW QUESTIONS

1. How important is exercise safety to students enrolled in P.E. courses?

2. In doing physical activities, such as exercise, how can a student keep
himself/herself safe?
3. List the various areas in your home (stairways, living room, kitchen, bedroom,
bathroom, closets, porches and balcony). Note the hazards you discover in each
area.
4. From the list of the hazards you noted in each area of your home, state what you
have done or will do to remove them, or if they cannot be removed, what will you
do to prevent them from causing accidents?
5. What is the importance of safety precautions in schools?
6. What are the responsibilities held by the students, teachers, and school
administrators in order to avoid school accidents?
 46

Answer the review questions and the Lab Activity given, transfer your answers in
Yellow paper and make sure to submit this on January 22, 2021.

Name: _______________________________________ Date: ___________

Section/Time: ___________________________________ Score: __________

INSTRUCTION:

Put a check mark of your response on the given statement below:

1. How safe do you feel at school?

( ) very safe ( ) safe ( ) unsafe
2. Are there certain times of day when these places are unsafe?
( ) before school ( ) during class ( ) during lunch
( ) after school ( ) entire school day ( ) other:

3. Have you had something stolen from your desk, locker, or other place at school?
( ) never ( ) one to two times
( ) three to four times ( ) more than four times

4. Has someone taken money or things directly from you by using force, weapons or
threat at school?
( ) never ( ) one to two times
( ) three to four times ( ) more than four times

5. Has your personal property been damaged while on school property or at school-
sponsored events?
( ) never ( ) one to two times
( ) three to four times ( ) more than four times

6. Has someone physically threatened, attacked, or hurt you at school?

( ) never ( ) one to two times
( ) three to four times ( ) more than four times

7. Have you been verbally abused at school?

( ) never ( ) one to two times
( ) three to four times ( ) more than four times

8. Have you ever seen a student carrying a weapon at school?

( ) yes ( ) no

Activity. HOME SAFETY

A SAFE-HOME CHECKLIST

Yes No
1. Are handrails provided for every stairway of three or more steps
that leads to an entrance you your house?
2. Are entrances to the house adequately lighted?
 47

3. Do inside stairs have a firm and continuous handrail?

4. Are stairs well lighted, with a light switch located at both the top
and the bottom of the stairway?
5. Are floors thinly waxed and thoroughly polished to prevent
slipping?
6. Are there sufficient outlets for all appliances to prevent
overloading the wires?
7. Are all electrical appliances, such as pressing or curling irons,
fans, heaters, etc, disconnected when not in use?
8. Are all curtains located near a gas stove of non-flammable
material? If not, are they securely fastened to prevent them from
blowing over the flame?
9. If grease or water is spilled on the floor, is it promptly wiped up
to remove the danger of slipping?
10. Are safety matches used, and are all matches kept out of the
reach of children?
 48

Lesson 4 STRESS AND STRESS MANAGEMENT

Objectives: At the end of the unit, the students are expected to:

1. Explain what stress is and its causes and effects;

2. Described the negative effects of stress on a person and explain how stress can
have a positive effect on a person; and
3. Be aware of the different ways to combat stress and apply these in their daily
lives.

Introduction

Stress is the way human beings react both physically and mentally to changes,
events, and situations in their lives. People experience stress in different ways and for
different reasons. The reaction is based on your perception of an event or situation.

Content

WHAT IS STRESS?

Stress is the combination of a new or possibly threatening situation and your body‟s
natural response to the situation. It is psychological and emotional response that is a result of
a new or uncomfortable situation. Depending on how we deal it, stress can have a positive or
negative effect on our lives (Meeks & Heit, 2006). Stress can be physical, mental, emotional,
or social. Some stressors are stronger stressors than others.

A stressor is anything that triggers a stress response. It may be something small,

such as not being able to find your favorite shirt. Or it may be something big, such as a
serious illness or the death of a loved one. You have control over some stressors. For
example, you can study more for an upcoming examination. But other stressors, such as
moving to a new school, cannot be controlled.

Distress and Positive Stress

When you hear the word stress, you may think of something negative or harmful.
Distress is any stress that keeps you from reaching your goals or that makes you sick. It can
leave you feeling tired and depressed or may make you lose sleep. It can keep you from
studying properly. It may affect your relationships and damage your health.

Some kinds of stress are good for you. Positive stress is stress that makes you feel
good. It is triggered by something that makes you excited or happy, such as having a special
debut party, winning a speech tournament, or making it to the school‟s basketball team. And
positive stress usually leaves you feeling relaxed and calm.

Physical Effects of stress

When you face a stressor, your brain analyzes the situation quickly. For, example,
imagine that you are walking and suddenly a strange dog runs up to you and starts and
 49

growing. Your brain must decide if this stressor is important or not? Is the dog dangerous or
just looking you mover? If your brain decides the dog is a threat, it orders the release of
epinephrine, a hormone that triggers your body‟s stress response. The stress response is a
set of physical changes that prepare your body to act in response to a stressor. This
response is called the “fight-or-flight” response because the release of epinephrine gives you
quick burst of energy. The following are the major physical changes that make up the stress
response:

- More blood goes to brain

- Hearing and vision sharpen
- Heart beats faster and harder
- Breathing speeds up
- Epinephrine release gives energy boost
- More blood goes to arms and leg

Other Effects of Stress

One common effect of long-term stress is fatigue. Fatigue is physical or mental

exhaustion. Physical fatigue can cause aches and pains all over your body. It also makes you
extremely tired. Other long-term effects of stress include stomachaches, headache, and
changes in appetite. Stress can weaken your immune system. It may cause high blood
pressure or make asthma worse.

Repeated or long-term stress can also cause mental, emotional, and social effects.
Metal effects include confusion and memory problems. Emotional effects include
sleeplessness, anxiety, and sadness. One of the most serious long-term effects of stress is
psychological fatigue which can even lead to depression. The following are the emotional and
mental effects of stress:

Emotional Effects Mental Effects

-depression -boredom
-anger -confusion
-distrust -memory problems
-frustration -lack of concentration
-guilt -psychological fatigue
-sadness and crying -anxiety
-sleeplessness, insomnia -poor decision-making
-irritability, irrational behaviour -becoming accidents-prone
-jealousy

Long-Term Effects of Stress on the Body

Part Problem
Brain Anxiety disorder or depression; stroke (from high blood pressure)
Heart Heart disease and heart attacks
Circulatory System High blood pressure and coronary artery disease
Immune System Increased risk of infection and disease
 50

Digestive system Digestive problems such as diarrhea, constipation, cramps,

abdominal bloating, and a type of ulcer
Skin Acne, hives, psoriasis, and eczema
Weight Loss of appetite and weight; cravings for “comfort foods,” such as
salty or sweet food, which can lead to weight gain
Other Diabetes, chronic pain (arthritis), and sleep disorder, all of which
may be made worse by long-term stress

STRESS MANAGEMENT

Stress management skills are ways to prevent and reduce its harmful effects on the
mind and the body. It is the ability to handle stress in healthy ways. Stress management is
part of mental, emotional, and physical health.

Three common ways to manage stress are relaxation, redirection, and reframing.

Relaxation is doing something to take your mind off the problem and to focus on something
else that is not stressful. Relaxing activities include listening to music, reading a book, or
going for a walk.

Redirection is taking energy from your stress response and directing it into an activity that is
not stressful. For example, jogging or riding your bike burn off energy caused by stress.

Reframing is looking at the situation from another point of view and changing your emotional
response to the situation. For example, falling a quiz can be distressful. But if you look at the
question you got wrong, you can study that material and do better on the final test.

Other ways to manage distress are the following:

1. Asserting Yourself – Tell others how you feel. Speak up for yourself without hurting
others.
2. Planning Ahead – Make time to do things you must do eve if you don‟t like them,
such as your homework.
3. Laughing – Laughter is important. Make it a habit t find something to laugh about
each day.

Daily Stress Busters

Here are some everyday activities that can help you reduce the stress you feel:

1. Plan your time wisely – try not to pack too many activities into one day. This helps
you from feeling overwhelmed.
2. Get plenty of physical activities – physical activity can reduce the tension in your
muscle and help you relax. It uses up the extra sugar that is released into the
bloodstream when you have stress.
3. Eat healthful foods – stress uses up vitamins B and C. eat foods such as lean
meats, nuts, enriched bread, green, and oranges to get more of these nutrients.
 51

4. Get plenty of sleep – sleep helps keep the body from being tired. It is hard for the
tired body to fight germs that cause disease. Sleep also helps your heart rate and
blood pressure slow down.
5. Avoid foods and drinks that contain caffeine – soda, coffee, tea, and chocolate
are all high in caffeine.
6. Use breathing exercises – this simple breathing exercise slows the heart rate, blood
pressure, and breathing rate. With your mouth closed, breathe in gently through your
nose for a count of 4. Hold your breath for a count of 4. Then slowly breathe out for a
count of 4. Repeat this exercise 3-4 times.
 52

Answer the review questions and the Lab Activity given, transfer your answers in
Yellow paper and make sure to submit this on January 22, 2021.

Unit Quiz Understanding Concepts

1. What is stress? Is it positive or negative?

2. What are some physical, mental, and emotional symptoms that you might experience
if you are feeling too much stress?
3. Are there ways that you could do to deal with stress? How?

For each sentence, fill in the blank with proper word from the word from the word bank
provided below:
Stressor Reframing Relaxation

Redirection Stress

1. _________________ is a response to a new or uncomfortable situation.

2. _________________ is doing something to take your mind off the problem and
to focus on something else that is not stressful.
3. _________________ is looking at the situation from another point of view and
changing your emotional response to the situation.
4. _________________ is taking energy from your stress response and directing it
into an activity that is not stressful.
5. A _________________ is anything that triggers a stress response.

Activity-

A. Stress Test

For each of the following statements, record how often you have experienced that situation.
Write your answer before the number of each item.

1 = Never; 2 = Almost Never; 3 = Sometimes; 4 = Often; 5 = Always

1. Feeling angry or frustrated

2. Feeling lonely
3. Feeling pressure to perform well in school
4. Feeling pressure to perform well in sports
5. Feeling behind in schoolwork
6. Fighting with friends
7. Fighting with parents or caretakers
8. Worrying
9. Losing your temper
10. Suffering headaches
11. Feeling tired
 53

12. Experiencing stomach pain

For the following list of events, check off every event that has happened to you in the 12
months. Then record the number of points next to each event that has happened to you.

1. Starting at a new school (6)

2. Failing a class or an important exam (3)
3. Parents separating (10)
4. Joining a sports team (2)
5. Losing at an important competition (3)
6. Death of a close friend or relative (8)
7. Large increase in number of arguments with family members or friends (5)
8. Birth of new brother or sister (5)
9. Serious injury or illness (6)
10. Moving to a new town or city (7)
11. Being teased or bullied regularly (5)

Now add up your score, and measure your results against the following scale:

12 – 40 – Low to moderate stress: You are experiencing little stress in your life. It is good that
you are not dealing with a lot of negative stress. Be sure that you are not missing out on
activities that can cause positive stress.

41 – 90 – Average stress: You are experiencing an average amount of stress. Look at your
answer for this test. Where did most of your points come from? Keep an eye on these
sources of stress, and be sure that they do not start causing too much negative stress in your
life.

91 – 120 – Stressed out: You have too much stress in your life. Talk to a parents or trusted
adult about the result of this test, and see what you can do to reduce the level of stress in
your life. Do this before the stress causes you many serious problems.

B. Be a stress Manager
 Approach 15 people in your place and ask them what are there stressors
 Each one of them you must ask how they cope up with their stress
 Tally the same stressors
 Tally the same coping strategies

Table 1. Ask each one of them their 3 major stressors and each coping strategy.

Stressor(s) Coping Strategy

Person 1 1.
2.
3.
Person 2

Table 2. In the 15 people list down the stressors and coping strategy if it is repeating then
count only as 1. Do the same with coping strategy.

Different Stressors Coping Strategy

Money Problem 5 Savings 7
 54

Lesson 5 AVOIDING DESTRUCTIVE HABITS

Objectives: At the end of the unit, the students are expected to:

1. Define what are drugs, alcoholism, and smoking;

2. Learn and classify the different kinds of drugs and its effects on the body; and
3. Know the risks of diseases with the use of prohibited drugs, alcohol, and tobacco
smoking.

Introduction

Causes Childhood trauma via sexual and physical abuse, as well as disrupted
parental care, have been linked with self-destructive behavior. Usually, behavior like this
results from the lack of realization of healthy coping mechanisms.

Content

A. WHAT IS A DRUG? A drug is any substance that alters the user‟s ability to function
properly. Any drug can be misused or abused. Drug misuse implies the intentional
and inappropriate use of over-the-counter or prescribed medications. Drug abuse is
the intentional and inappropriate use of a drug resulting in physical, emotional,
financial, intellectual, social, spiritual;, or occupational consequences of the abuse.
Based on the definition of (Corbin, 2000), a drug biologically active substance that is
foreign to the body and is deliberately introduced to affect its functioning.

Drug addiction – is a complex brain disease. It is characterized by compulsive, at times

uncontrolled, drug craving, seeking, and use that persist even in the face of extremely
negative consequences.

Commonly Abused Drugs and its Effects:

a. Narcotic Drugs
- May include morphine, codeine, and heroin
- May cause drowsiness, nausea, respiratory distress, coma and death.
b. Stimulants
- Include cocaine, amphetamines, and caffeine.
- Increased metabolism, increased blood pressure, dilated pupils,
hypothermia
c. Depressants
- Barbiturates, sedative, alcohol, inhalants
- Slow breathing, impaired coordination and judgments Stress Test
Stress Test Stress Test Stress Test Stress Test Stress Test, relax
muscles
d. Marijuana
- Sense of euphoria, relaxation, decreased coordination, shortened
memory, and heightened awareness.
e. Hallucinogens
- LSD, PCP, angel dust, and ecstasy.
- Increased blood pressure, visual distortion, mood swings, paranoia.
 55

Chemical Addiction: Addiction can best be described as a compulsive continued use of a

drug substances and a complete inability to stop. An addict is a person who is controlled by
a drug or substance.

B. ALCOHOLISM
Alcohol is a depressant drug that affects the brain and slows down central nervous
system activity.
Alcoholism is a disease in which an individual loses control over drinking alcoholic
beverages.

EFFECTS OF ALCOHOL DRINKING: The effects of alcohol intake include:

1. Impaired peripheral vision
2. Decreased visual and hearing acuity
3. Slower reaction time
4. Reduced concentration and motor performance
5. Impaired judgement of distance and speed of moving objects.

Further, alcohol alleviates fear, increases risk taking, stimulates urination, and induces sleep.

HOW TO CUT ON DRINKING:

1. Set reasonable limits for yourself

2. Learn to say “no”
3. Drink slowly
4. Dilute your drinks
5. Do not drink on your own

C. SMOKING

WHY DO PEOPLE SMOKE?

People typically begin to smoke without realizing its detrimental effects on their health
and life in general. Although people start to smoke for many different reasons, the three
fundamental instigators are:

1. Peer pressure
2. The desire to appear “grown up”
3. Rebellion against authority.

BREAKING THE HABIT

The following seven-step plan has been developed as a guide to help you quit
smoking.

1. Decide positively that you want to quit. Avoid negative thoughts of how difficult this
can be. Think positive.
 56

2. Initiate a personal diet and exercise program. About one-third of the people who quit
smoking gain weight.
3. Decide on the approach you will use to stop smoking. You may quit cold turkey or
gradually cut down the number of cigarettes you smoke daily.
4. Keep a daily log of your smoking habit for a few days.
5. Set the target date for quitting. When you set the target date, choose a special date
to add a little incentive. An upcoming birthday, anniversary, vacation, graduation,
family reunion- all are examples of good dates to free yourself from smoking.
6. Stock up on low-calorie foods. Carrots, broccoli, cauliflower, celery, popcorn, fruits,
sunflower seeds, sugarless gum and drink plenty of water.
7. On your quit day and first few days thereafter, do not keep cigarettes handy. Stay
away from friends and events that trigger your desire to smoke and drink a lot of
water and fruit juices.
 57

Answer the review questions and the Lab Activity given, transfer your answers in
Yellow paper and make sure to submit this on January 29, 2021.

REVIEW QUESTIONS:

1. What are the different types of drugs? What are its effects?
2. In your own perspective, how can you help your community especially the youth to
stay away from drug addiction?

Activity. Smoking Questionnaire

Please respond to the following statements and questions:

Age group: __ (18 – 20) __ (21 – 24) __ (25 – 30) __ (31 -34) __ (35 up)

Gender: ____ Male ___ Female Major: ___________________________

1. Does one or more of your parents(s) or guardian(s) currently smoke? ____ yes ____
no
2. In the home in which you grew up, did anyone else smoke? ___ yes ___ no
3. If yes in number 1 and 2, how many members of your immediate household (parents,
siblings, and grandparents) smoke? ____
4. How many times per day are you (not including yourself, if you are smoker) in an
environment where you can smell smoke or someone or someone smoking? ____

If you smoke, please answer questions number 5-14. Skip if you don‟t and proceed to
number 15.
5. Do you smoke cigarettes? ____ yes ___ no
If you responded with yes, please continue with question 6.
If you responded with no, please skip to question 15.

6. At what age did you begin smoking? _____

7. What were the three main reasons you started smoking?
8. Approximately how much do you smoke?
_____ Cigarettes per day or _____ cigarettes per week
9. What are the main reasons you continue to smoke?
10. Name the three palaces you smoke most often.
11. What triggers your urge to smoke?
12. Do you anticipate health problems related to smoking? ___ yes ____ no
13. Have you tried to stop smoking? ___ yes ___ no IF YES, how many times? _____
If YES, what methods did you try? ____________________________________
14. Do you feel you could stop smoking whenever you wanted to? ____ yes ____ no
If you are anon-smoker, please answer questions number 15-18.
15. If you do not smoke now, did you ever smoke? ___ yes __ no
16. If you did smoke, what were the two most important factors that prompted you to quit
smoking?
 58

17. If you have never smoked, what factors have influenced you to not smoke?

18. As a non-smoker how does a smoking environment affect you?

Reference:

www.emedicinehealth.com/first-aid-and.../center.htm

1Saunders JB, Aasland OG, Babor TF et al. Development of the alcohol use disorders
identification test (AUDIT): WHO collaborate project on early detection of persons with
harmful alcohol consumption – II. Addiction 1993, 88: 791-803.

Activity. QUESTIONNAIRE FOR ALCOHOLISM. With regards to this ask 3 people who
drink alcohol to answer this one and audit their answers right after you have collected
the data.

Circle the number of your answer.

1. How often do you have a drink containing alcohol?

Never [0] Monthly or less [1] 2-4 times a month [2] 2-3 times a week [3]
4 or more times a week [4]
2. How many standard drinks containing alcohol do you have on a typical day when
drinking?
1 or 2 [0] 3 or 4 [1] 5 or 6 [2] 7 or 8 [3] 10 or more [4]
3. How often do you have six or more drinks on one occasion?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
4. During the past year, how often have you found that you were not able to stop
drinking once you had started?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
5. During the past year, how often have you failed to do what was normally expected of
you because of drinking?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
6. During the past year, how often have you needed a drink in the morning to get
yourself going after a heavy drinking session?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
7. During the past year, how often you have you had a feeling of guilt or remorse after
drinking?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
 59

8. During the past year, have you been unable to remember what happened the night
before because you had been drinking?
Never [0] Less than monthly [1] Monthly [2] Weekly [3] Daily or
almost daily [4]
9. Have you or someone else been injured as a result of your drinking?
No [0] Yes, but not in the past year [2] Yes, during the past year [4]
10. Has a relative or friend, doctor or other health worker been concerned about your
drinking or suggested you cut down?
No [0] Yes, but not in the past year [2] Yes, during the past year [4]

Scoring the audit

Scores for each question range from 0 to 4, with the first response for each question (eg
never) scoring 0, the second (eg less than monthly) scoring 1, the third (eg monthly) scoring
2, the fourth (eg weekly) scoring 3, and the last response (eg. daily or almost daily) scoring 4.
For questions 9 and 10, which only have three responses, the scoring is 0, 2 and 4 (from left
to right). A score of 8 or more is associated with harmful or hazardous drinking, a score of 13
or more in women, and 15 or more in men, is likely to indicate alcohol dependence.
 60

Lesson 6 COMMUNITY AND ENVIRONMENT HEALTH

Objectives: At the end of the unit, the students are expected to:

1. Increase awareness of the importance if sanitation to one‟s daily lifestyle, health

and dignity;
2. Improve people‟s behavior through the correct use of sanitation facilities and
good hygiene practices;
3. Promote the continued identification, documentation and replication of sanitation
best practices; and
4. Promote innovative approaches towards the acceleration of sanitation
implementation programs.

Introduction

Keeping clean and disposing human waste (feces and urine) are necessary for good
health. If they are not taken care of in a safe way, our feces and urine can pollute the
environment and cause serious health problems, such as diarrhea, worms, cholera, and
bladder infections.

Content:

A. Sanitation and Cleanliness for the Healthy Environment

Keeping clean and disposing human waste (feces and urine) are necessary for good
health. If they are not taken care of in a safe way, our feces and urine can pollute the
environment and cause serious health problems, such as diarrhea, worms, cholera,
and bladder infections.

Many of these problems can be prevented through:

Personal Cleanliness (hygiene) – washing hands, bathing, and wearing clean clothes.

Public Cleanliness (sanitation) – using clean and safe toilets, keeping water sources clean
and disposing of garbage safety.

Promoting Sanitation

Many diseases are spread from person to person by germs in feces. Some experts
believe problems from poor sanitation can be prevented only if people change their personal
habits, or “behaviors,” about staying clean. But this idea often leads to failure because it does
not consider the barriers that people face in their daily lives, such as poverty or lack of access
to clean water. Then when behavior does not change, people are blamed for their own poor
health.

The diseased caused by germs from poor hygiene and sanitation will not be
prevented if people are blamed for their own poor health, or if only technical solutions are
promoted. To improve health in lasting way, health promoters must listen carefully and work
together with people in the community.
 61

Areas of Concern for Community Health

1. Proper waste disposal

2. Toilet
3. Water Cleanliness

When communities use hygiene and sanitation methods that fit their real needs and
abilities, they will enjoy better health.

WASTE DISPOSAL

Waste Disposal is the management of waste to prevent harm to the environment,

injury or long term progressive damage to health. Disposal of waste is where the intention is
to permanently store the waste for the duration of its biological and chemical activity, such
that it is rendered harmless.

Methods of Waste Disposal

Waste disposal is a growing problem worldwide and is directly connected to industrial

development and population growth.

Prevention and Reduction

The best method of managing waste is prevention and reduction, which can be achieved
in a number of ways like recycling and making use of second hand items.

Generally sanitation is referred to those facilities that safely dispose manmade and
natural waste keeping human safety hazards in mind:

1. Liquid waste material also known as “municipal waste” is generally handled by the
city authorities. They usually store and transport this type of waste in the garbage
trucks. These truck pick and drag the garbage from one corner of the city to the other
and then they transport it to the facilities.
2. Landfill is also one of the major services of the sanitation. In the service a temporary
storage for the garbage is provided until it can be disposed properly. The area in
which the garbage is stored for a temporary period of time is completely safe and
isolated from any residential area.
3. Recycling the garbage is also one of the sanitation services. Basically in this
technique, the solid waste is crushed and processed. Glass, paper, metal and plastic
are some of the materials that can be recycled easily. This is the main reason that
people around the globe are urged to recycle the materials if they have the facility to
get goods recycled.
4. Filtration is also a sanitation service in which the impure and polluted water is
filtered and cleaned to make it pure enough to drink and bathe. These are different
organizations working today for sanitation and they are specialized in this process.

Toilet

The toilet consists of a waste receptacle (bowl) or squatting plate with or without a
superstructure. The erect a toilet at home or in a public place is to assign a stationary area for
urination and defecation. This prevents the practice of defecating in open areas, which results
 62

into a health hazard for the community. Toilets isolate human excreta to prevent direct or
indirect transmission of diseases. Toilet bowls that allow the separate collection of urine and
faces are called urine diverting toilets.

What people want from toilets?

Health is not always the main reason why people want to have clean toilets, better
water supplies, or improved hygiene. Other needs include:

Privacy: A toilet can be as simple as a deep hole in the ground, but the need for privacy
makes it important for a toilet to a have a good shelter. Making a door or enclosed entrance
to a toilet, or building it away from where people usually walk, will make it nicer to use. The
best shelters are simple and are built from local materials.

Safety: If toilet is badly built it can be dangerous to use. And if it is far from the home, women
may be in danger of sexual violence when they take care of their sanitation needs. For a toilet
to be safe it must be well-built and in a safe place.

Comfort: People will more likely use a toilet with a comfortable place to sit or squat, and a
shelter large enough to stand up and move around in they will also be more likely to use a
toilet that is close to the house and that gives protection from wind, rain, or snow.

Cleanliness: If a toilet is dirty and smelly, no one will want to use it – and it may spread
disease. Sharing the task of cleaning or paying for cleaning with money or other benefits will
help to ensure that toilets are kept clean.

Respect: A well-kept toilet brings status and respect to its owner. Often this is a very
important reason for people to spend the money and effort to build one

Water for life

Water is essential for life. People, animals, and plants all need water to live and grow.
But in many parts of the world people lack enough water to stay healthy. Many people have
to travel long distance to collect water. And often, the water that is available is not safe to
drink. If people do not have enough water for the daily needs; they face hardship and serious
illnesses. And if the available water is not safe – because it is contaminated with germs,
worms, or toxic chemicals – this can also lead to many illnesses. When a community has a
water supply that is accessible (easy to get to) and safe, everyone‟s health is improved.

Water security improves community health. To ensure access to enough, safe water it is
important to understand how to conserve, protect, store, and treat water, but understanding is
not enough. The community must be motivated to change what does not work and to make
these changes sustainable through community organization and action.

Methods for safe water for health

How to purify untreated water?

1. Bring water to a rolling boil for one minute. Pour into a clean container as soon
as the water cools and store in a safe place.
2. Purification tables. These tablets are iodine based and are specifically made to
purify water. Tablets have a shelf life of several.
3. Iodine
 63

Answer the review questions and the Lab Activity given, transfer your answers in
Yellow paper and make sure to submit this on February 5, 2021.

Guide Questions

1. What is community health?

2. What is waste disposal? Do you think this is one factor that greatly affects
human health?
3. What are the methods for proper waste disposal?
4. Do you think that having a clean toilet would lessen diseases in the
surroundings?
5. How do you purify the untreated water?

Activity:

a. Plan an activity that would help the community in having proper waste
disposals.

b. Answer the SURVEY QUESTIONNAIRE FOR SOLID MANAGEMENT

SURVEY QUESTIONNAIRE FOR SOLID MANAGEMENT

1- Do you have idea of solid waste management?

1. YES 2. NO
2- Do you have solid waste as a problem in MSU-LNAC?
1. YES 2. NO
3- What is your opinion about the sweepers of MSU-LNAC?
1. Satisfactory 2. Non-satisfactory
4- What is your opinion about solid waste disposal in MSU-LNAC?
1. Satisfactory 2. Non-satisfactory
5- What is your opinion about solid waste treatment in MSU-LNAC?
1. Satisfactory 2. Non-satisfactory
6- What is your opinion about solid waste management system in MSU-LNAC?
1. Satisfactory 2. Non-satisfactory
7- How many times waste is disposed of from your home?
1. Once 2. Twice 3. Thrice
8- Do you waste items?
1. YES 2. NO
9- If yes, then which things you reuse?
10- Who cleans the streets, garbage, drums and drains?
1. Sweeper 2. Others
11- Do you feel any dirtiness in the streets due to solid waste?
1. YES 2. NO
11. Give suggestions to improve the present solid waste management condition of MSU-
LNAC
 64
iv

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Prentice, William. (1999). Fitness and Wellness for Life. New York: McGraw Hill Company.

Tuio, Doris (2010). Physical Education 1 for College.Philippnes: Cacho Hermanos Inc.

Roberts, Matt. (2002). Fitness for Life Manual.London: Dorling Kindesley Ltd.

Florio, A.E. et.al. (1997). Safety Education, New York: MCcGraw-Hil, Inc.

Corbin, C. (2002). Concept of Physical Fitness. USA: McGraw Hills Companies.