GRADE 12

Health Optimizing
Physical Education 4
Quarter 3 – Week 1-8
Health Optimizing Physical Education 4 – Grade 12
Alternative Delivery Mode
2nd Semester Quarter 3 Module 1-Recreational Activities
Revised Copy, 2021

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materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Development Team of the Module

Developer / Compiler: Bonifacio C. Bataclan, TIII, Apas National High School

Editor : Cindy O. Perigo, P2 , City Central HS

Venancio C. Esparaguera Jr., MTII, Apas NHS
Cristine R. Omalay, TIII, Barrio Luz NHS

Reviewer : Renezar T. Ferolino

EPSvr MAPEH

Management Team : Rhea Mar A. Angtud, EdD

Schools Division Superintendent
Bernadette A. Susvilla EdD
Assistant Schools Division Superintendent
Grecia F. Bataluna
Chief, Curriculum Implementation Division
Luis O. Derasin Jr, EdD
EPSvr AP, Senior High School Coordinator
Vanessa L. Harayo
EPSvr, LRMDS
Renezar T. Ferolino
EPSvr MAPEH

Printed in the Philippines by: DepEd Cebu City Division, RO7

Office Address: New Imus Road, Cebu City_____
Telefax: (032) 2551516/328-2020__
E-mail Address: cebucity@[Link].ph__________

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 12

Health Optimizing
Physical Education 4
Quarter 3 – Week 1-8
Recreational Activities

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Introductory Message

For the facilitator:

Welcome to the Health Optimizing Physical Education (HOPE 4 Alternative Delivery

Mode (ADM) Module on Recreational Activities.

This module was collaboratively designed, developed and reviewed by teachers from
public schools to assist you in meeting the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to the Health Optimizing Physical Education (HOPE) 4 : Third Quarter

Lessons on Recreational Activities.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we can learn, create, and
accomplish many things. Hence, the hand in this learning resource signifies that
you as a learner is capable and empowered to successfully achieve the relevant

iii
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This part includes an activity that aims to

What I Know check what you already know about the
(Pre-Test) lesson to take.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a
What’s New
(Presentation of the Lesson) story, a song, a poem, a problem opener,
an activity or a situation.

This section provides a brief discussion of

What Is It the lesson. This aims to help you discover
(Discussion) and understand new concepts and skills.

This section provides activities which will

What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

This includes key points that you need to

What I Have Learned remember.
(Generalization)
This comprises activities for independent
What I Can Do practice to solidify your understanding
(Enrichment Activities) and skills of the topic.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
(Post Test) competency.

This contains answers to the following:

Answer Key What I Know
What’s In
What’s More

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Submit the accomplished module at every end of the week.
7. Upon submission claim the module for the following week.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator through text, phone call, chat, or the
online classroom during the virtual orientation with students.

Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you, students, in mind. It is here to
help you achieve optimum health through active engagement in recreational
activities. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the Most Essential Learning Competencies
(MELCs) released by the Department of Education (DepEd) for this school year
2020 – 2021.

The 3rd Quarter is divided into 4 lessons, namely:

 Lesson 1- Barriers to Physical Activity Assessment Participation and One’s Diet

 Lesson 2- Training Principles
 Lesson 3- Moderate to Vigorous Physical Activities
 Lesson 4- Physiological Indicator

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 Third Quarter
Module 1- Weeks 1 to 8
Recreational Activities

------------------------------------------------------------------------------------------------------------------
Quarter : Third Quarter

Content Standard : The Learner demonstrates understanding of recreation

in optimizing one’s health as a habit; as requisite for
physical activity assessment performance, and as a
career opportunity.

Performance Standard : The Learner leads recreational events with proficiency

and confidence resulting in independent pursuit and in
influencing others positively.

Competencies : Self – assesses health – related fitness (HRF) status,

barriers to physical activity assessment participation
and one’s diet (PEH12FH-lig-i-6)

Sets FITT goals based on training principles to achieve

and / or maintain HRF (PEH12FH-Iii-j-7)

Engages in moderate to vigorous physical activities

(MVPAs) for at least 60 minutes most days of the week in
a variety of settings in and out of school (PEH12FH-IIa-t-
8)

Analyzes physiological indicators such as heart rate, rate

of perceived exertion and pacing associated with MVPAs
to monitor and/or adjust participation (PEH12FH-lk-t-9)

Duration : 8 Weeks

Topic : Recreational Activities

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 What I Know

Instructions: Read the statements carefully and choose the correct answer. Write
your chosen answer on a separate sheet of paper.

Reminder: Do not forget to write your name, grade and section, and the module
number.

1. It is an activity that people do during their free time.

A. Games B. Break
C. Recreational D. Fitness

2. It is characterized by self- induced starvation and extreme weight loss.

A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

3. It is a serious, potentially fatal emotional disorder characterized by a distorted

body image and an obsessive desire to lose weight.
A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

4. It is a type of eating disorder which involves out of control in eating.

A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

5. It is a principle which states that a body system (skeletal or muscular) must be

exposed to physical stress beyond the ordinary to adapt and improve function.

A. Principle of Overload B. Principle of Progression

C. Principle of Reversibility D. Principle of Recovery

6. It is a principle which states that a physical activity must be performed on a
regular basis for fitness to be effective and achieve the desired results.

A. Principle of Overload B. Principle of Progression

C. Principle of Reversibility D. Principle of Recovery

7. It is a principle which states that participating in an exercise program means

giving our body enough time to adjust to the demands of the program for
adaptation to take place.

A. Principle of Overload B. Principle of Progression

C. Principle of Reversibility D. Principle of Recovery

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8. What does FITT principle stand for?

A. Fitness, Intensity, Time and Type B. Fitness, Intensity, Time and Toning
C. Frequency, Indicators, Time and Type D. Frequency, Intensity, Time and Type

9. What does METs in MVPA stand for?

A. Metabolic Enquiries B. Metabolic Imbalance

C. Metabolic Equivalents D. Metabolic Engaging

[Link] refers to the ratio of your working metabolic rate relative to your resting
metabolic rate.
A. Metabolic Enquiry B. Metabolic Imbalance

C. Metabolic Equivalents D. Metabolic Engaging

[Link] does MVPAs stand for?

A. Moderate to Vigorous Physical Activity

B. Moderate to Vibrant Physical Activity

C. Modify to Vigorous Physical Activity

[Link] to Vigorous Physical Ambience

[Link] following are Physiological Indicators, EXCEPT:

[Link] Heart Rate(RHR) [Link] Heart Rate(THR)

[Link] Equivalents(METs) D. Maximum Heart Rate(MHR)

[Link] is the correct formula in getting your Resting Heart Rate (RHR)?

A.230 – age = _____bpm B.220-age=_______bpm

C. 200-age =______bpm D. 225- age= _____bpm

[Link] is the correct formula in computing your Target Heart Rate (THR)?

A. THR = [(maxHR – RHR)] x % intensity + RHR

B. THR = [(maxHR – RHR)] x intensity + RHR

[Link] = [(maxHR – RHR)] % intensity + RHR

D. THR = [(maxHR – RHR)] x % intensity + MHR

15. Which of the following demonstrate the good characteristics in playing a

recreational game?

A. Aim for enjoyment, learning, or competition

B. Guided by purpose, structure, and rules

C. Plan for mental, physical, or psychological prowess

D. All of the above

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 Barriers to Physical Activity
Lesson 1 Assessment Participation
Week
1-2 and One’s Diet

What I Need To Know

At the end of this lesson, you are expected to:

■ discuss the barriers of physical activity;
■ determine the eating disorders through answering activities; and
■ share personal experience in the different activities.

What’s In

Activity 1: Pag May Time

Directions: Remember the food and activities you have taken and done during your
quarantine time. Using the table/ matrix below, identify the activities that you do
in a day. Write your answers on a separate sheet of paper.

Time of the Day Food Activities Amount of Time

Spent in the
activities (in
minutes)

MORNING

AFTERNOON

EVENING

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Now, pause for a minute to reflect on the following questions.

[Link] among the activities attend to your leisure needs?

[Link] do you engage in those activities?

3. Are all the food you have taken healthy?

4. How would you categorize the food and activities listed above, good or bad?

What’s New

Direction: Take the quiz to determine if your eating habits are healthy. Answer
each of the following statements with a YES, if it is healthy or a NO, if it is not.

1. I go to the party and eat a lot of junk foods.

2. I don’t mind if I eat a lot.
3. I make sure that I don’t eat before doing exercise.
4. Food is my stress reliever.
5. Whenever I’m happy, I love to eat.
6. I don’t eat when I am sad.
7. I am compelled to eat every time we have a celebration.
8. I don’t binge eat food when I’m watching TV or any sports event.
9. I eat my meals regularly. I make sure that I don’t skip any meal.
10.I eat more than three meals in a day.

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 What Is It

[Link]

Barriers to Physical Activity Assessment Participation and

One’s Diet
Though physical activity in general is good for the body, sometimes there are
factors that might block ones physical activity assessment participation.

For example, in mountaineering, your body should be in tip-top condition

since the activity is physically strenuous and requires great effort. If you have pre-
existing cardiovascular disease/s, it is not advisable to participate in
mountaineering activities since high altitudes put greater stress on the body.

In swimming, if you have dermatological problems such as swimmer’s itch,

you might experience rashes after you swim. Though not fatal, it is uncomfortable.
However, the itching may be lessened using over-the-counter or prescription
medicines.

Thus, for your safety and well-being, it is important to get your doctor’s
clearance before you engage in any aquatics or mountaineering related activities.

Eating Disorders

[Link]

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Anorexia Nervosa

[Link]

While obesity has become a global epidemic, several disorders also exist that
come from individuals being dissatisfied with their body images and thus, report to
drastic means to lose weight or look thin. These eating disorders are anorexia
nervosa, bulimia, and binge eating.

Symptoms of those suffering from anorexia include: an intense fear weight

and getting fat feeling fat despite dramatic weight loss, loss of periods and extreme
concern with body weight and appearance. Anorexia involves self-starvation, where
the body lines itself essential nutrients that are needed to function normally.

Most people who suffer from anorexia include an abnormally slow heart rate,
a reduction in bone mass, hair loss, dry hair, and severe dehydration. Severe
dehydration can lead to kidney failure. Anorexia can be fatal, with 5-20% of people
dealing with this condition can die. In addition to the negative physical health
consequences, it has also become a significant concern for mental health, as it is
one of the most commonly diagnosed psychiatric cases for young women and has
one of the highest death rates of any mental condition.

Bulimia

[Link]

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 It is greatly associated to a destructive cycle of binging and purging, usually
caused by self-induced vomiting. It can be extremely destructive to the body as the
continuous cycle of binging and purging can have negative effect to the digestive
system. In addition, this can lead to electrolyte and chemical imbalances which can
affect the heart, and other organs of the body. People who struggle with bulimia are
usually those with average weight. Similar to anorexia, most but not all victims of
bulimia are female adolescents.

Binge Eating

[Link]

It is a type of eating disorder not otherwise specified and is characterized by

recurrent binge eating without the regular use of compensatory measures to
counter binge eating. Those struggling with binge eating disorders usually
experience distress, shame, and guilt over their eating behaviors. The health
consequences of binge eating are like those of obesity.

The most alarming thing about eating disorders is that they are rarely about
food. Most people who report eating disorders are usually suffering from a variety of
social, emotional, and physical issues. As such, eating disorders become a way of
coping from these issues. Negative body images are normally the first triggers of an
eating disorder, with most females reported being dissatisfied with how they look
and desire a certain body type.

There are other forms of eating disorders that are not covered by anorexia,
bulimia, and binge eating. Moreover, dysfunctional eating habits are also
dangerous and can potentially lead to eating disorders.

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 What’s More

Directions: Interview household members regarding their physical activity barriers

and eating habits. Follow the template below.

Name of Physical Reason for Food before Food after

Interviewee Activity/ies barriers activity activity
sometimes in
doing the
activity.
Personal or
Environment
1.

2.

3.

4.

5.

What I Have Learned

_________________is characterized by self –induced starvation and extreme weight

loss.

________________ is a serious, potentially fatal emotional disorder characterized by

distorted body image and an obsessive desire to lose weight.

_________________eating involves out of control eating.

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 What I Can Do

Two-Week Physical Activity

A. My Plan

Instructions:

1. Use a separate sheet of paper and copy the template below.

2. Do the physical activity that you enjoy performing that can be considered as
leisure.
3. Write down the plan in a paper before doing the activity and specific location
where it will take place.
4. You can make a different activity everyday but make sure to write down the
details in the template.
5. Let your parent/guardian affix his/her signature in the scoresheet as
witness.

SAMPLE TEMPLATE

Name:____________________________________ Sec.:______________________________

Week 1:__________________________________

Day Physical Time Accomplish Barriers of Reasons Remarks/

Activity and Or Physical if any Comment
Number Not Activity if
of accomplished Not
Minutes Accomplish

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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 SAMPLE TEMPLATE

Name:_______________________________ Sec.:____________________________
Week 2: _____________________________

Day Physical Time Accomplish Barriers of Reasons Remarks/

Activity and Or Physical if any Comment
Number Not Activity if
of accomplished Not
Minutes Accomplish

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

B. Execution

Instructions: Do the chosen physical activity enthusiastically but remember to

follow safety guidelines.

Important Reminder

Here are some precautions and safety tips to minimize injuries:

 Wear comfortable clothing and well-padded shoes.
 Always warm up before doing any exercise and cool down afterwards to lower
the risk of strains and sprains.
 Take appropriate breaks during the activity.
 Do not exercise with an empty stomach. Eat something light to give you some
stamina. But do not exercise immediately after a full meal because this will
affect digestion.
 Replenish extra fluids before, during, and after physical activity to avoid
dehydration.

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  Beware of the weather and environmental conditions. Avoid doing outdoor and
vigorous exercises in a hot or humid weather because this may lead to an
alarming increase of body temperature called hyperthermia.
 Don’t overdo the exercises. Overexertion or overtraining causes fatigue, sleep
problems, and increased risks for injuries.

C. Assessment

1. Your performance will be rated based on the rubric below.

2. Copy the template for your scoresheet in a separate sheet.
3. Put the check mark (✓) if the physical activity is performed and let your
parent/guardian affix his/her signature in the last column as witness.

WEEK 1 SCORE WEEK 2 SCORE

1ST day 1ST day
(Name of the
2ND day 2ND day
chosen physical
3RD day 3RD day
activity)
4RD day 4th day
5RD day 5th day
6RD day 6RD day
7RD day 7RD day
TOTAL SCORE

_______________________________________________________
Signature Over Printed Name of Parent or Guardian
Each day has a total score of 10 points. Perfect score is 140 points.

Physical Activity Performance Rubric

Criteria Excellent Good Fair Needs

5 points 4 points 3 points Improvement
2
Physical Completed the Completed two Completed one Completed one
Activity weekly activity days of the day of the first day of the first
Execution with with no first weekly weekly activity weekly activity
Safety injuries activity and and three days and two days of
Practices four days of of the second the second
the second weekly activity weekly activity
weekly activity without without
without injuries injuries
injuries
Utilization of Finished the Finished the Finished the Finished the
the Time weekly activity weekly activity weekly activity weekly activity
100% of the 80%- 90% of 60%-70% of 50% and below
allotted time the allotted the allotted of the allotted
time time time

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D. Self Reflection

a. What were the challenges you have encountered in the activity?

b. Do you consider this activity important? Why?

c. Explain your experience and learning during activity.

d. Did you feel tired during the activity? Why?

e. How can you improve your level of performance in participating the

activity?

RUBRICS FOR SCORING

Above Meets Approaching Below

Expectation Expectation Expectations Expectations

4 3 2 1
Reflective The The The The
reflection reflection reflection reflection
explains the explains the attempts to does not
students own students demonstrate address the
thinking and thinking thinking students
learning about about thinking and
processes, as his/her own learning but /or learning
well as learning is vague and
implications processes. / or unclear
for future about the
learning. personal
learning
process.
Analysis The The The The
reflection is reflection is reflection reflection
an in-depth an analysis attempts to does not
analysis of of the analyze the move beyond
the learning learning learning a description
experience, experience experience of the
the value of and the but the value learning
the derived value of the of the experience.
learning to derived learning to
self or learning to the student
others, and self or or others is
the others. vague and /
enhancement or unclear
of the
student’s
appreciation
for the
discipline.

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Making The The The The
Connections reflections reflection reflection reflection
articulate articulates attempts to does not
multiple connections articulate articulate
connections between this connections any
between this learning between this connection
learning experience learning to other
experience and content experience learning or
and content from other and content experiences.
form other courses, from other
courses, past past courses, past
learning, life learning learning
experience experiences, experiences
and / or and / or or personal
future goals. future goals. goals, but
the
connection is
vague and /
or unclear

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 Lesson 2
Week Training Principles
3-4

What I Need To Know

At the end of this lesson, you are expected to:

■ distinguish the training principles by answering the activities;
■ share the importance of applying training principle and FITT
principles in PE;
■ understand what training is and what FITT principles stand for;
■ create and join a game applying all the principles; and
■ follow instructions to ensure safety in every activity.

What’s In

Directions: Answer the following questions based on what you have learned in the
previous lesson. Write your answer in a separate sheet of paper.

1. Give at least one of the eating disorders discussed and describe its causes
and effects to the body.
2. Recall any Physical Education principle and elaborate its meaning and
uses.

What’s New

Prior to creating an exercise program, it is important to keep in mind the training

principles. These principles are the guidelines in creating an effective program.

Activity. Unscramble the letters of the training principles below to form the correct
word being described. Write your answer in a separate sheet of paper.

[Link] -refers to activities for particular adaptations.

[Link] -refers to pushing muscles to its limits.

[Link] -refers to gradual increase in exerting effort

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[Link] -refers to physical activity that must be performed on a
regular basis to be effective.

[Link] -refers to the decision in an exercise program; it is

important to note that all people are different and have
different ability.

[Link] -refers to the participation in an exercise program also

means giving our body enough time to adjust to the
demands of the program.

[Link] -refers to the number of sessions in a given period

usually in a week.

[Link] -refers to how hard the exercise is or how much work is

being done in the exercise.

[Link] -refers to the duration or amount of time you are

engaged in an exercise.

[Link] -refers to the type of activity selected.

What Is It

[Link]

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Training Principles
Safety is of paramount importance when engaging in any outdoor recreation
activity, specifically aquatics and mountaineering- related activities.

Thus, it is essential to familiarize yourself with the different training

principles and incorporate FITT principles whenever you engage in aquatics and
mountaineering activities to identify your current limitations, and prevent
overexertion that may result to accident and injuries or even death.

Prior to creating an exercise program, it is important to keep in mind the

training principles. These principles are the guideline for creating an effective
program.

The six main principles that you should know are the following: principles of
specificity, overload, progression, reversibility, individuality, and recovery.

Principle of Specificity – states that there are particular activities for

particular adaptations. The physical activity program should always reflect the
desired training outcome or adaptations. For example, if you want to go hiking, you
must train your body to respond to its demands. This means walking for a long
period of time, taking the stairs whenever possible to mimic the up and down
nature of the trail, and carrying heavy loads.

Principle of Overload –states that a body system (skeletal or muscular)

must be exposed to physical stress beyond the ordinary to adapt and improve
function.

Overload- pushing muscles to its limits. By doing this, the muscles adapt to this
workload and become stronger. This brings about a desired training adaption.

Overtraining – occurs when you exercise at a very high intensity and you do not
give yourself enough time to recover. People who suffer from overtraining usually
report fatigue, depression, aching muscles, loss of appetite, lack of energy, prone to
illnesses, and susceptibility to injury.

Principle of Progression – overload must be applied in a systematic and

logical fashion. Progress should be applied in a gradual manner to remain effective
and safe. If too much stress is applied too soon, the body will not adapt properly,
and benefits are delayed, or you are prone to injury.

Principle of Reversibility- physical activity must be performed on a regular

basis to be effective. Fitness gains will be lost if you discontinue your exercise
program.

Principle of Individuality: when deciding an exercise program, it is

important to note that all people have different abilities and genetic makeup. It is,
therefore, dangerous to promote a one size fits all strategy.

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Principle of Recovery- participating in an exercise program also means giving our
body enough time to adjust to the demands of the program. For adaptation to take
place, your body must be able to RECUPERATE.

An exercise program also considers the FITT principles prior to participation. The
FITT principles help you plan your exercise program.

FITT PRINCIPLES

Frequency – refers to the number of sessions in a given time usually in a week.

Intensity -refers to how hard the exercise is or how much work is being done in
the exercise.
Time-refers to the duration or amount of time you are engaged in an exercise.
Type -refers to the type of activity selected.

In addition, your body should be trained to reduce the risk of injury

occurring in the outdoors. A sprained ankle during trekking is a possible injury if
you misstep. Also, the heavy loads that you carry while trekking or mountaineering
may affect your balance. Exhaustion can also set in when hiking for long hours,
which increases the chances of injuries occurring.

Trail conditions can also expose our joints and muscles to more stress. Mud, loose
rocks, and slippery trails can affect our balance. Also, walking uphill and downhill
provide different kinds of stress to our bodies.

Because of the varied nature of outdoor activities, it is difficult to prescribe a

standardized workout. Rather than improving muscular fitness, training for the
outdoors emphasizes proper movement across different planes and maximizing
range of motion.

What’s More

Let’s Do It!!!!

Instructions: In applying the training principles, you will perform an activity at a

time and supply the needed information by filling in the table.

Within the member of your family, find someone you can do this activity with. You
may have one as your partner or if you can invite more, the better. Let’s do
jumping. Face each other. You will make the star jump and the other person will do
the jumping jacks. These activities will help you improve posture and strengthen
the legs, which will be helpful in playing the games in this lesson. After three to five
minutes, switch exercises with your partner.

Note: Remember to take documentation (pictures or videos) in this activity and

submit it to your teacher.

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Describe the activity based Star Jump Jumping Jump
on the following:
What principles do you
think are being applied in
the activity?

How are you feeling?

Is it safe doing this activity?

Where did you perform this

activity?

Did you enjoy doing the

activity?

Star Jump

[Link] upright with feet slightly apart, look straight ahead, and keep hands on the
sides.

[Link] a half knee bend and jump as high as you can into the air.

[Link] legs apart and arms above the shoulders as you jump, so your body’s
silhouette resembles a star shape form. Keep back straight and head up.

[Link] on a half knee bend with feet slightly apart and arms on the sides.

[Link] the star jump.

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 [Link]

Jumping Jacks

[Link] upright with feet together, look straight ahead , and keep hands on the
sides.

[Link] into the air, spread legs apart , and make a single clap of the hands over
head.

[Link] to starting position. Then repeat the jumping jack.

[Link]

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 What I Have Learned

What are the six main Training Principles?

What does FITT Principles stand for?

What I Can Do

Play and Learn

A. My Plan

Instructions:

1. Use a separate sheet of paper and copy the template below.

2. Do the game/physical activity given below.
3. Write down in the template the time, day, place, participants, and training
principles being applied in the games.
4. Follow the instructions given. During the first week, you will follow the game
in the module but in the second week, you will create or perform a preferred
game which is familiar to you.
5. Let your parent/guardian affix his/her signature in the scoresheet as
witness.
6. Remember to take documentation (pictures or videos) in the activity.
7. You will pass/send it to your teacher.

21
 SAMPLE TEMPLATE

Name:________________________________ Sec.:___________________________
Week 1: _____________________________

Day Activity Time Specific Participants Training Comment/Remarks

/Game Game Principles

WEEK 1

Let’s Play. SAMSON, DELILAH, AND THE LION

Samson , Delilah , and the Lion is modified version of rock, paper, scissors
or Jack En Poy

ttps://[Link]/9uvq6BYYWHayo7Z4A

22
MECHANICS

[Link] someone from the members of your family. Have a partner or a group
depending on how many you are in the family. Be sure that you are equal in
numbers when you play this game. Choose a leader in each team. Then, line up,
facing the opposite direction.
[Link] members of the team will choose which character to play when they face
their opponents. They can pick from the following:

[Link] – Grunt and Flex muscles

[Link] – Put hands on hips and shake hips back and forth

[Link] – Show fangs and claws and growl.

[Link] leader gives the signal; the teams must jump and turn around to face each
other and act out the character they chose. Samson beats Lion, Lion beats Delilah,
and Delilah beats Samson.

4.A team will be awarded one-point if

a. their character beats the other teams or

b. one or more members of the other team fail to mimic what the rest of their team
acted out.
5. The team who first achieves the predetermined ceiling score wins.

NOTE: If you like to see the sample video of the game, the link is given
below. Do not forget to take pictures of videos for documentation purposes that will
be used in the compilation in this module.

[Link]

WEEK 2
Play Now !

Directions: Check out and play a game /activity that interests you or is familiar to
the entire family. Something that you considered as recreational. It also must apply
the training principles mentioned. Do this at home with you family members as the
participants. Complete the table below and show a proof of your activity (e.g.,
pictures during the activity or even videos and etc.).

23
 SAMPLE TEMPLATE

Name:____________________________ Sec.:______________________
Week 1: _________________________

Day Activity/ Time Specific Participants Training Comment/Remarks

Game Game Principles

B. Execution
Instructions: Do the chosen physical activity enthusiastically and remember to
follow safety guidelines.

Important Reminder

Here are some precautions and safety tips to minimize injuries:

 Wear comfortable clothing and well-padded shoes.
 Always warm up before doing any exercise and cool down afterwards to lower
the risk of strains and sprains.
 Take appropriate breaks during the activity.
 Do not exercise with an empty stomach. Eat something light to give you some
stamina. But do not exercise immediately after a full meal because this will
affect digestion.
 Replenish extra fluids before, during, and after physical activity to avoid
dehydration.

24
  Beware of the weather and environmental conditions. Avoid doing outdoor and
vigorous exercises in a hot or humid weather because this may lead to an
alarming increase of body temperature called hyperthermia.
 Don’t overdo the exercises. Overexertion or overtraining causes fatigue, sleep
problems, and increased risks for injuries.

C. Assessment
1. Your performance will be rated based on the rubric below.
2. Copy the template for your scoresheet in a separate sheet.
3. Put the check mark (✓) if the physical activity is performed and let your
parent/guardian affix his/her signature on the last column as witness.

WEEK 1 SCORE WEEK 2 SCORE

1ST day 1ST day
(Name of the
2ND day 2ND day
chosen physical
3RD day 3RD day
activity)
4RD day 4th day
5RD day 5th day
6RD day 6RD day
7RD day 7RD day
TOTAL SCORE

_______________________________________________________
Signature Over Printed Name of Parent or Guardian
Each day has a total score of 10 points. Perfect score is 140 points.

Physical Activity Performance Rubric

Criteria Excellent Good Fair Needs

5 points 4 points 3 points Improvement
2
Physical Completed the Completed two Completed one Completed one
Activity weekly activity days of the day of the first day of the first
Execution with with no first weekly weekly activity weekly activity
Safety injuries activity and and three days and two days of
Practices four days of of the second the second
the second weekly activity weekly activity
weekly activity without without
without injuries injuries
injuries
Utilization of Finished the Finished the Finished the Finished the
the Time weekly activity weekly activity weekly activity weekly activity
100% of the 80%- 90% of 60%-70% of 50% and below
allotted time the allotted the allotted of the allotted
time time time

25
D. Self Reflection

a. What were the challenges you have encountered in the activity?

b. Do you consider this activity important? Why?

c. Explain your experience and learning during activity.

d. Did you feel tired during the activity? Why?

e. How can you improve your level of performance in participating the

activity?

About your Activity:

a. How did you motivate the members of your family to participate in

your activity?

b. Were there problems you have encountered during activity?

c. Describe the activity performed?

d. Rate your activity from 1-10. Explain.

RUBRICS FOR SCORING

Above Meets Approaching Below

Expectation Expectation Expectations Expectations

4 3 2 1

Reflective The reflection The reflection

The reflection The reflection
explains the explains the attempts to does not
students own students demonstrate address the
thinking and thinking thinking students
learning about about thinking and
processes, as his/her own learning but /or learning
well as learning is vague and
implications processes. / or unclear
for future about the
learning. personal
learning
process.
Analysis The reflection The reflection The reflection The reflection
is an in-depth is an attempts to does not
analysis of the analysis of analyze the move beyond
learning the learning learning a description
26
 experience, experience experience of the
the value of and the value but the value learning
the derived of the derived of the experience.
learning to learning to learning to
self or others, self or the student
and the others. or others is
enhancement vague and /
of the or unclear
student’s
appreciation
for the
discipline.
Making The The reflection The reflection The reflection
Connections reflections articulates attempts to does not
articulate connections articulate articulate
multiple between this connections any
connections learning between this connection to
between this experience learning other
learning and content experience learning or
experience from other and content experiences.
and content courses, past from other
form other learning courses, past
courses, past experiences, learning
learning, life and / or experiences
experience future goals. or personal
and / or goals, but
future goals. the
connection is
vague and /
or unclear

27
 Lesson 3
Moderate to Vigorous
Week
Physical Activities
5-6

What I Need To Know

At the end of this lesson, you are expected to:

■ recognize and specify physical activities from moderate to vigorous;
■ appreciate the importance of physical activities focusing in MVPAs;
■ perform physical activity applying the MVPAs; and
■ perform the task given in the module.

What’s In

Activity [Link] Me!!!

Directions: Inside the box, there are 10 training principles we discussed from the
previous lesson. Find the words arranged in horizontal and vertical direction and
write them in a separate sheet of paper.
B R A S D G A M E T I M E C P H Q N Q D
R E A P A A G J A R E C O V E R Y U F K
E V S E N R B J A I U H Y O G A E B Q A
V E D C C D A G L M C G C L H E R V G M
E R F I I E S G J M A F V K F R T C H O
R S G F N N A G H I T Y P E F B T X J U
S I H I T I S S F N P A N I B I Y Z K N
I V J C E N D D Q G I P N V M K U T G T
B I K I N G A A W T N O M I N I U R S A
I L L T S F X A E U G I A N P N I E S I
L I Z F I D C A R I T U S G I G O K F N
I T X R T K Y D I V I N G J U E A K G E
T Y C E Y G C J T N F Y D H U E S I Y R
Y U V Q G U R I N D I V I D U A L I T Y
Y T B U H G V C O V E R L O A D O V E R
H G N E L G B A Y P I C N I C Y G D S G
J N M N H G N A U V J E G F E U H F F D
K B Q C J R U N N I N G H D R I H G H T
G C W Y J G F D I X J W H S T O H H H T
F A R H J H P R O G R E S S I O N S F H

28
 What’s New

Exercise experts measure activity in metabolic equivalents or METs

(Metabolic Equivalents).One MET is defined as energy it takes to sit quietly. For the
average adult, this is about one calorie per every 2.2 pounds of body weight per
hour; someone who weighs 160 pounds would burn approximately 70 calories an
hour while sitting or sleeping.

Directions: Identify the following physical activities according to its category.

Choose your answer from the word pool and write your answer on the table
provided for.

[Link] slowly [Link] very brisk [Link] [Link] using computer

[Link] cleaning [Link] [Link] [Link] heavy loads
[Link] sitting [Link] [Link] [Link] single
m. Tennis doubles [Link] lawn [Link] light work

Light Moderate Vigorous

3.0 below METs 3.0 -6.0 METs 6.0 and above METs

29
 What Is It

Moderate to Vigorous Physical Activities

The intensity of the physical activity you engage in is expressed using
Metabolic Equivalents (METs). MET is the ratio of your working metabolic rate
relative to your resting rate. One MET is equivalent to the caloric consumption of
1kcal/kg/hour. Based on estimates, compared with just sitting your caloric
consumption is 3-6 times higher when you are being moderately active (3-6 METs),
such as when you walk briskly, and greater than 6 times higher when you are
being vigorously active(>6 METs), such as when you hike and trek.
There are various Moderate to Vigorous Physical Activities (MVPAs) which
you can engage in. Aside from swimming and mountaineering, you can also try
beach workout.

Beach Workout

To some people, spending time in the beach and under the sun provides
‘mood boost’ apart from the fun in looking at beautiful views while exercising.
Beach exercise gives your muscles more challenges in stabilizing your body in the
sand. It helps you condition the whole body efficiently eliminating the need for
equipment.
There are several benefits of working out in the beach. Working out on the
sand provides an unstable surface for your feet. This gives you a perfect
opportunity to train for the different trail conditions that you can encounter. The
waves on the shoreline also provide an added challenge as the unpredictability of
the waves cause you to make adjustments. Do single-leg-exercises on the sand to
improve your balance (Jansen, 2008).
Doing cardiorespiratory exercises on the sand, such as sprints or jumps, can
also improve your cardiorespiratory fitness. The contact phase between your feet
and the ground is longer, which means you are practising a slower movement
pattern than if you were running on a harder surface. Compare running on the
sand that running on the road. Which is more tiring? Sand exercises are an
effective way of improving ones cardiorespiratory fitness.
Exercising in the water also provides a good resistance workout. Buoyancy is
a key factor when exercising in water. Exercising in water reduces the gravitational
pull on the body. The deeper the body is submerged, the greater the effects on
buoyancy.
Exercising in water reduces the weight on our joints, which are normally
required to carry when you are standing or moving in land. Because of the
gravitational forces in water, the impact is dramatically reduced. You can actually
exercise for a longer duration and more frequently, without increasing the risk of
injury.
It is important to perform activities at the appropriate water depth. Working
with buoyancy can assist in the improvement of mobility and flexibility. Working
against buoyancy will assist in the improvement of local muscular strength and
endurance.

30
 What’s More

Let’s Do It!!!!

Instructions: In applying the MVPAs you will perform an activity at a time and
supply the information by filling –in the table.

Do this activity with a partner from any member of the family.

Note: Remember to take documentation (pictures or videos) in the activity and

submit it to your teacher.

Describe the Walking Dancing for 4 Running for 3 Fetching

activity based on around for 5 minutes minutes water for 2
the following: minutes minutes
How are you
feeling?

How is your
breathing?

How is your
sweat?

How is your
talking ability?

How is the place of

the activity?

31
 What I Have Learned

What does MVPAs stand for?

What is the ratio of your working metabolic rate relative to your

resting rate?

What I Can Do

Play and Learn

A. My Plan

Instructions:

1. Use a separate sheet of paper and copy the template below.

2. Perform the game/physical activity given below.
3. Write down in the template the time, day, place, participants and MVPAs
being applied in the games.
4. Follow the instructions given. First week you will follow the game in the
module but in the second week will create or do a familiar game to you.
5. Let your parent/guardian affix his/her signature in the score sheet as
witness.
6. Remember to take documentation (pictures or videos) in the activity. You will
pass/send it to your teacher.

32
 SAMPLE TEMPLATE

Name:____________________________ Sec.:___________________________
Week 1: _________________________

Day Activity Time Specific Participants MVPAs Comment/Remarks

/Game Game movement

WEEK 1

Let’s Play : BLINDFOLD RELAY

This relay game gives emphasis on trust, coordination, and cooperation.

MECHANICS

1. You with the member/s of your family will form a partner or group with equal
number of members.
2. Someone will draw a line in the area of the house to mark the starting line and
place a marker about five meters away from the starting line to indicate the area
where the players must turn.

3. The teams will assemble behind the starting line. All players are blindfolded
except for the last one in the line who will be the guide.
4. The guide will place his/her hands on the shoulders of the blindfolded player in
front of him/her. At the signal of someone representing your group, he/she will
start giving signals to the player in front of him/her until they reach the marker.
5. During the game, the players are restricted from verbally communicating with
their teammates. To give signals, the guide is only allowed to tap the shoulders of
the person in front of him / her.

33
 [Link] Turn – tap right shoulder

[Link] Turn – tap the left shoulder

[Link] – tap both shoulders

[Link] – pull both shoulders.

5. The first pair or group must return to the starting line. The guide must give
signals to the player in front of him/her to connect to the next player that they
fetch. The players must only communicate through signals from the guide which
they must pass on to each other. The race continues until all group members are
fetched and connected to the line.

6. The team will start all over again if any member utters a word or if their line is
broken.

7. The first partner / team to complete the race wins.

[Link]

NOTE: If you like to see the sample video of the game link is given below. Do
not forget to take pictures of videos for documentation purposes that will be used
in the compilation in this module.
[Link]

WEEK 2

Play Now !

Directions: Check out and play a game /activity that interests you or is familiar to
the entire family. Something that you considered as recreational. It also must apply
the training principles mentioned. Do this at home with you family members as the
participants. Complete the table below and show a proof of your activity (e.g.,
pictures during the activity or even videos and etc.).

34
 SAMPLE TEMPLATE

Name:____________________________ Sec.:_________________________
Week 1: _________________________

Day Activity/ Time Specific Participants MVPAs Comment/Remarks

Game Game movement

B. Execution
Instructions: Do the chosen physical activity enthusiastically and remember to
follow safety guidelines.

Important Reminder

Here are some precautions and safety tips to minimize injuries:

 Wear comfortable clothing and well-padded shoes.
 Always warm up before doing any exercise and cool down afterwards to lower
the risk of strains and sprains.
 Take appropriate breaks during the activity.
 Do not exercise with an empty stomach. Eat something light to give you some
stamina. But do not exercise immediately after a full meal because this will
affect digestion.
 Replenish extra fluids before, during, and after physical activity to avoid
dehydration.
 Beware of the weather and environmental conditions. Avoid doing outdoor and
vigorous exercises in a hot or humid weather because this may lead to an
alarming increase of body temperature called hyperthermia.

35
  Don’t overdo the exercises. Overexertion or overtraining causes fatigue, sleep
problems, and increased risks for injuries.

C. Assessment
1. Your performance will be rated based on the rubric below.
2. Copy the template for your scoresheet in a separate sheet.
3. Put the check mark (✓) if the physical activity is performed and let your
parent/guardian affix his/her signature on the last column as witness.

WEEK 1 SCORE WEEK 2 SCORE

1ST day done 1ST day done
(Name of the
2ND day done 2ND day done
chosen physical
3RD day done 3RD day done
activity)
4RD day done 4th day done
5RD day done 5th day done
6RD day done 6RD day done
7RD day done 7RD day done
TOTAL SCORE

_______________________________________________________
Signature Over Printed Name of Parent or Guardian
Each day has a total score of 10 points. Perfect score is 140 points.

Physical Activity Performance Rubric

Criteria Excellent Good Fair Needs

5 points 4 points 3 points Improvement
2
Physical Completed the Completed two Completed one Completed one
Activity weekly activity days of the day of the first day of the first
Execution with with no first weekly weekly activity weekly activity
Safety injuries activity and and three days and two days of
Practices four days of of the second the second
the second weekly activity weekly activity
weekly activity without without
without injuries injuries
injuries
Utilization of Finished the Finished the Finished the Finished the
the Time weekly activity weekly activity weekly activity weekly activity
100% of the 80%- 90% of 60%-70% of 50% and below
allotted time the allotted the allotted of the allotted
time time time

D. Self Reflection

a. What were the challenges you have encountered in the activity?

b. Do you consider this activity important? Why?

c. Explain your experience and learning during activity.

36
 d. Did you feel tired during the activity? Why?

e. How can you improve your level of performance in participating

the activity?

About your Activity:

a. How did you motivate the members of your family to participate in

your activity?

b. Were there problems you have encountered during activity?

c. Described the activity performed?

d. Rate your activity from 1-10. Explain.

RUBRICS FOR SCORING

Above Meets Approaching Below

Expectation Expectation Expectations Expectations

4 3 2 1

Reflective The reflection The reflection The reflection The reflection

explains the explains the attempts to does not
students own students demonstrate address the
thinking and thinking thinking students
learning about about thinking and
processes, as his/her own learning but /or learning
well as learning is vague and
implications processes. / or unclear
for future about the
learning. personal
learning
process.
Analysis The reflection The reflection The reflection The reflection
is an in-depth is an attempts to does not
analysis of the analysis of analyze the move beyond
learning the learning learning a description
experience, experience experience of the
the value of and the value but the value learning
the derived of the derived of the experience.
learning to learning to learning to
self or others, self or the student
and the others. or others is
enhancement vague and /

37
 of the or unclear
student’s
appreciation
for the
discipline.
Making The The reflection The reflection The reflection
Connections reflections articulates attempts to does not
articulate connections articulate articulate
multiple between this connections any
connections learning between this connection to
between this experience learning other
learning and content experience learning or
experience from other and content experiences.
and content courses, past from other
form other learning courses, past
courses, past experiences, learning
learning, life and / or experiences
experience future goals. or personal
and / or goals, but
future goals. the
connection is
vague and /
or unclear

38
 Lesson 4
Physiological Indicators
7-8
Week

What I Need To Know

At the end of this lesson, you are expected to:

■ describe the use of physiological indicators;
■ understand what physiological indicators are;
■ apply the importance of physiological indicator by answering the
activities; and
■ perform the tasks given in the module.

What’s In

Fill me up!!!

Directions: Complete the table below based on your experience in the previous
lesson. In the first column, you list down all the light physical activities, second
column is for the moderate activities, and in the third column is for the vigorous
activities you did for 2 weeks. List down as many as you can.

Light Activities Moderate Activities Vigorous Activities

39
 What’s New

Physiological indicators, such as heart rate and rate of perceived exertion, are used
to monitor and/ or adjust participation when you engage in aquatics or
mountaineering- related activities.

Monitoring Your Heart Rate

Shown below are the steps on how you can monitor your heart rate.

[Link] your pulse.

[Link] your heart rate. This is your Resting Heart Rate (RHR)

______bpm (beats per minute)

220- age = ________bpm

Get your Maximum Heart Rate (maxHR):

Max HR – RHR = bpm

3. Compute for your Target Heart Rate (THR):

THR = [(maxHR – RHR)] x % intensity + RHR

 Zone 1: 65-75 % ________bpm

 Zone 2: 75- 85% ________bpm
 Zone 3: 85 – 95 % _________bpm

What Is It

Rate of Perceived Exertion (RPE)

The Rate of Perceived Exertion (RPE) scale is used to measure effort in a

particular activity. The scaling is rated 1-10; the higher the number, the more
intense the physical activity is.

Pacing is also important when you engage in MVPAs to make sure that your
body is not overexerted and to prevent injuries.

It is important to monitor your heart rate, rate of perceived exertion, and

pacing so that you can adjust accordingly the intensity of the activities that you
engage in.
Always check the RPE of a particular outdoor recreation activity before
engaging in it to ensure that it would be safe for you to do so.

40
 For example, in swimming, do not immediately push yourself to swim far
distances, especially if you experience palpitations. It might do more harm than
good if you immediately and forcefully push your body beyond its limits. Instead,
try to set small goals, such as swimming only a meter, then two meters, and so on,
gradually increasing the distance as you condition and prepare your body.

In hiking, start by aiming to hike short distances first, and familiarizing with
the terrain. Afterwards you can gradually increase the distance that you hike.

What’s More

Directions: Compute your resting heart rate, maximum heart rate, and target
heart rate.
Resting Heart Rate(RHR): __________bpm

Maximum Heart Rate (MHR):__________bpm

Target heart rate(THR):

Zone 1: ________bpm

Zone 2: ________bpm
Zone 3: ________bpm

What I Have Learned

What does RPE stand for?

How can you get your THR? Show the formula.

What is RHR?

41
 What I Can Do

Play and Learn

A. My Plan

Instructions:
1. Use a separate sheet of paper and copy the template below.
2. Do the game/physical activity as shown below and do not forget to get your
RHR, THR and MaxHR before and after your physical activity.
3. Write down in the template the time, day, place, participants and
physiological indicators being asked.
4. Follow the instructions given. In the two-week activity, you will do any
physical activity but remember to compute all physiological indicators.
5. Let your parent/guardian affix his/her signature in the scoresheet as
witness.
6. Remember to take documentation (pictures or videos) in the activity and
submit it to your teacher.

SAMPLE TEMPLATE

Name:________________________ Sec.:______________________

Week 1 and 2: _____________________

Day Activity Time Participants Remarks

/Game and
comments

42
Monitoring Heart Rate

Directions: Fill in your data. Remember to compute this entire physiological

indicator before the activity and repeat the computation after the activity.

Schedule Resting Target Maximum Remarks

Week 1 heart Heart Heart Rate and
rate Rate comments

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

B. Execution

Instructions: Do the chosen physical activity enthusiastically and remember to

follow safety guidelines.

Important Reminder

Here are some precautions and safety tips to minimize injuries:

 Wear comfortable clothing and well-padded shoes.
 Always warm up before doing any exercise and cool down afterwards to lower
the risk of strains and sprains.
 Take appropriate breaks during the activity.
 Do not exercise with an empty stomach. Eat something light to give you some
stamina. But do not exercise immediately after a full meal because this will
affect digestion.
 Replenish extra fluids before, during, and after physical activity to avoid
dehydration.

43
  Beware of the weather and environmental conditions. Avoid doing outdoor and
vigorous exercises in a hot or humid weather because this may lead to an
alarming increase of body temperature called hyperthermia.
 Don’t overdo the exercises. Overexertion or overtraining causes fatigue, sleep
problems, and increased risks for injuries.

C. Assessment
1. Your performance will be rated based on the rubric below.
2. Copy the template for your scoresheet in a separate sheet.
3. Put the check mark (✓) if the physical activity is performed and let your
parent/guardian affix his/her signature on the last column as witness.

WEEK 1 SCORE WEEK 2 SCORE

1ST day 1ST day
(Name of the 2ND day 2ND day
chosen physical 3rd day 3RD day
activity) 4RD day 4th day
5RD day 5th day
6RD day 6RD day
7RD day 7RD day
TOTAL SCORE

_______________________________________________________
Signature Over Printed Name of Parent or Guardian
Each day has a total score of 10 points. Perfect score is 140 points.

. Physical Activity Performance Rubric

Criteria Excellent Good Fair Needs

5 points 4 points 3 points Improvement
2
Physical Completed the Completed two Completed one Completed one
Activity weekly activity days of the day of the first day of the first
Execution with with no first weekly weekly activity weekly activity
Safety injuries activity and and three days and two days of
Practices four days of of the second the second
the second weekly activity weekly activity
weekly activity without without
without injuries injuries
injuries
Utilization of Finished the Finished the Finished the Finished the
the Time weekly activity weekly activity weekly activity weekly activity
100% of the 80%- 90% of 60%-70% of 50% and below
allotted time the allotted the allotted of the allotted
time time time

44
D. Self Reflection

a. What were the challenges you have encountered in the activity?

b. Do you consider this activity important? Why?

c. Explain your experience and learning during activity.

d. Did you feel tired during the activity? Why?

e. How can you improve your level of performance in participating the

activity?

About your Activity:

a. How did you motivate the members of your family to participate in

your activity?

b. Were there problems you have encountered during the activity?

c. Described the activity performed?

d. Rate your activity from 1-10. Explain.

RUBRICS FOR SCORING

Above Meets Approaching Below

Expectation Expectation Expectations Expectations

4 3 2 1

Reflective The reflection The reflection The reflection The reflection

explains the explains the attempts to does not
students own students demonstrate address the
thinking and thinking thinking students
learning about about thinking and
processes, as his/her own learning but /or learning
well as learning is vague and
implications processes. / or unclear
for future about the
learning. personal
learning
process.
Analysis The reflection The reflection The reflection The reflection

45
 is an in-depth is an attempts to does not
analysis of the analysis of analyze the move beyond
learning the learning learning a description
experience, experience experience of the
the value of and the value but the value learning
the derived of the derived of the experience.
learning to learning to learning to
self or others, self or the student
and the others. or others is
enhancement vague and /
of the or unclear
student’s
appreciation
for the
discipline.
Making The The reflection The reflection The reflection
Connections reflections articulates attempts to does not
articulate connections articulate articulate
multiple between this connections any
connections learning between this connection to
between this experience learning other
learning and content experience learning or
experience from other and content experiences.
and content courses, past from other
form other learning courses, past
courses, past experiences, learning
learning, life and / or experiences
experience future goals. or personal
and / or goals, but
future goals. the
connection is
vague and /
or unclear

46
 Assessment

Instructions: Read the statements carefully and choose the correct answer. Write
your chosen answer on a separate sheet of paper.

Reminder: Don’t forget to write your name, grade and section, and the module
number.

[Link] does MVPAs stand for?

A. Moderate to Vigorous Physical Activity

B. Moderate to Vibrant Physical Activity

C. Modify to Vigorous Physical Activity

[Link] to Vigorous Physical Ambience

[Link] following are Physiological Indicators, EXCEPT:

[Link] Heart Rate(RHR) [Link] Heart Rate(THR)

[Link] Equivalents(METs) D. Maximum Heart Rate(MHR)

[Link] is the correct formula in getting your Resting Heart Rate (RHR)?

A.230 – age = _____bpm B.220-age=_______bpm

C. 200-age =______bpm D. 225- age= _____bpm

[Link] is the correct formula in computing your Target Heart Rate (THR)?

A. THR = [(maxHR – RHR)] x % intensity + RHR

B. THR = [(maxHR – RHR)] x intensity + RHR

[Link] = [(maxHR – RHR)] % intensity + RHR

D. THR = [(maxHR – RHR)] x % intensity + MHR

5. Which of the following demonstrate the good characteristics in playing a

recreational game?

A. Aim for enjoyment, learning, or competition

B. Guided by purpose, structure, and rules

C. Plan for mental, physical, or psychological prowess

D. All of the above

6. It is a principle which states that a physical activity must be performed on a

regular basis for fitness to be effective and achieve the desired results.
A. Principle of Overload B. Principle of Progression

47
 C. Principle of Reversibility D. Principle of Recovery

7. It is a principle which states that participating in an exercise program means

giving our body enough time to adjust to the demands of the program for
adaptation to take place.

A. Principle of Overload B. Principle of Progression

C. Principle of Reversibility D. Principle of Recovery

8. What does FITT principle stand for?

A. Fitness, Intensity, Time and Type B. Fitness, Intensity, Time and Toning
C. Frequency, Indicators, Time and Type D. Frequency, Intensity, Time and Type

9. What does METs in MVPA stand for?

A. Metabolic Enquiries B. Metabolic Imbalance

C. Metabolic Equivalents D. Metabolic Engaging

10. It refers to the ratio of your working metabolic rate relative to your resting
metabolic rate.
A. Metabolic Enquiry B. Metabolic Imbalance

C. Metabolic Equivalents D. Metabolic Engaging

11. It is an activity that people do during their free time.

A. Games B. Break

C. Recreational D. Fitness

12. It is characterized by self- induced starvation and extreme weight loss.

A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

13. It is a serious, potentially fatal emotional disorder characterized by a distorted

body image and an obsessive desire to lose weight.

A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

14. It is a type of eating disorder which involves out of control in eating.

A. Bulimia B. Anorexia Nervosa

C. Binge Eating D. Social Eating

15. It is a principle which states that a body system (skeletal or muscular) must be
exposed to physical stress beyond the ordinary to adapt and improve function.

A. Principle of Overload B. Principle of Progression

C. Principle of Reversibility D. Principle of Recovery

48
 49
LESSON 4
What I have learned
[Link] of Perceived Exertion
2. THR – [(maxHR – RHR)] x % intensity +
RHR
[Link] Heart Rate
LESSON 3
light moderate vigorous
-walking -walking very -shoveling
slowly brisk -jogging
-fishing sitting -cleaning -carrying
-sitting using heavy heavy loads
computer -badminton -tennis single
-standing light -tennis -basketball
work doubles
-mowing lawn
What I Have Learned
[Link]-Moderate to Vigorous Physical Activities
[Link] Equivalents
LESSON 2
What’s New
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
What I have learned
1. [Link]
[Link]
[Link]
[Link]
[Link]
[Link]
F-frequency
I-Intensity
T-Time
T-Type
LESSON 1
What I have Learned
[Link] Nervosa
[Link]
[Link] Eating
Answer Key
References

Book

 Conrada R. Aparato, Zyra Ruth Talaroc-Brebante, Lualhati Fernando-Callo,

and Peter Fermin Dajime, Physical Education and Health Volume II, First
Edition, Rex Book Store, 2017 pp. 109-112,
 Ryan [Link] , Richardson C. Gialogo , Fit for Life , Phoenix Publishing
House , pp.101-102 , 104-105 ,
 Regine D. Manuel , Al Denn John B. Lozada, Prescila [Link], and Jerome
Porto , Recreation for Life, C and E Publishing [Link].6-9 , pp 19-21

Online Sources

 Retrieved from [Link]

disorder#bulimia Retrieved on December 5, 2020
 Retrievedfrom[Link]
on-eating-disorder Retrieved on December 5, 2020
 Retrieved from [Link]
Triathlon/News/Blogs/Multisport-lab-Principles-of-Exercise-and -
Sport-Training Retrieved on December 6, 2020
 Retrieved from [Link]
source/moderate-and-physical-activity Retrieved on Dec10,2020
 Retrieved from [Link]
comparison retrieved on December 18,2020
 Retrieved from [Link]
games/#:~:text=Relays%20are%20team%20races%20where,the%20fir
st%20team%20finished%20wins retrieved on December 18,2020


Images

 Retrievedfrom:[Link]
eved on November 5, 2020 ages
 Retrieved from [Link]
Retrieved on November 5, 2020
 Retrieved from [Link] /
Retrieved on November 5, 2020
 Retrievedfrom [Link] /
Retrievedon November 5, 2020
 Retrievedfrom [Link] /
Retrievedon November 15, 2020
 Retrieved from [Link] /
Retrieved on November 15, 2020
Retrieved from [Link] / Retrieved
on November 15, 2020

50
  Retrieved from [Link] /
Retrieved on November 18, 2020
 Retrieved from [Link] /
Retrieved on November 18, 2020
 Retrieved from [Link]
Retrieved on November 20, 2020
 [Link] images /
Retrieved on November 25, 2020 ages
 Retrieved from [Link] Retrieved
on November 25,2020
 Retrieved from [Link]
retrieved on November 25,2020

Videos

 Retrieved from :[Link]

Retrieved on November 11,2020
 Retrived from : [Link]
Retrieved on November 11, 2020
 Retrieved from [Link]
retrieved on November 12,2020
 Retrieved from [Link]
Retrieved on November 12,220
 Retrieved from [Link]
retrieved on November 15,2020

51
 For inquiries and feedback, please write or call:
Department of Education – Cebu City Division,
Curriculum Implementation Division
3rd Floor, DepEd Bldg., Imus Avenue, Cebu City, Philippines 6000
Telefax: (632) (032) 255 1516
Email Address: [Link]@[Link]