Health Grade 10

HEALTHTeacher’s Guide Grade 10

VISIT DEPED TAMBAYANhttp://richardrrr.blogspot.com/1. Center of top breaking headlines and current events related to Department of Education.2. Offers free K-12 Materials you can use and share 10DEPED COPY Health Teacher’s Guide Unit 1 This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Educationand Health – Grade 10Teacher’s GuideFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Teacher’s Guide. Those who havenot entered in an agreement with FILCOLS must, if they wish to copy, contact the publishersand authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Teacher’s GuideConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INTRODUCTION As a teacher, you are faced with greater demands for quality and the challenge to impart the necessary 21st century skills to your students. You start searching for ways to better understand your teaching style and change your perspective to address the pressing demands of attaining good quality education. You make it your goal to provide concrete learning experiences for your students. And for you to carry this out, you integrate into your lesson plan effective teaching strategies, meaningful learning tasks and assessment to achieve the intended learning outcomes. As designed, this module intends to give you a clear direction on how to deliver procedures and instructions with great confidence, and the different dynamic approaches in your teaching-learning process. Similar to the learner’s material, this module follows the same instructional design but the approach relies on how you will implement the different learning tasks found in the learner’s material. Furthermore, each activity is provided with key answers to guide you in the assessment process. The essential things that you will need to face the challenges and meet your goal are found in this module. All that is needed is to ensure its efficacy in the classroom so that your learner’s engagement in the learning process will continue in the never-ending journey of self-learning. So let’s get started and make some difference in the lives of your students. All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Table of Contents HEALTH Unit 1: Consumer Health ..............................................................................................217 Overview....................................................................................................................218 Learning Competencies ............................................................................................219 Pre-Assessment ........................................................................................................219 Post-Test ...................................................................................................................229 References ...............................................................................................................232 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Unit 1: Active Recreation (Sports) 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Module No.: 1 Lesson: 1 Number of Sessions: 8Part I: Defining Learning Outcomes Grade Level Standard Grade Level Standard:Content Standard Performance Learning Competencies Standard The learner...The learner... The learner...• demonstrates • maintains an • describes the meaning and understanding active lifestyle importance of managing lifestyle of lifestyle to influence the and weight and weight participation of management the community • determines risk factors for lifestyle to promote and society diseases (obesity, diabetes, heart societal fitness in physical disease) activities • determines physiologic and physical signs and symptoms calling for lifestyle and weight management DEPED COPY • undertakes physical activity and physical fitness assessments • assesses eating habits based on the Philippine Food Pyramid/My Food Plate • engages in moderate to vigorous physical activities • applies correct techniques to minimize risk of injuries • monitors periodically one’s progress towards the fitness goals • analyzes the effects of media and technology on fitness and physical activity • critiques media information on fitness and physical issues 2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Content Standard Performance Learning Competencies Standard • expresses a sense of purpose and belongingness by participating in community services and programs that deal with physical activity • advocates society efforts to increase participation in physical activities and improve nutrition practicesDEPED COPYPart II: Planning for AssessmentProduct/Performances Assessment at the Level Assessment at the of Understanding Level of PerformanceCommunity Outreach Explanation Conduct of the Program Justify the importance of community active recreation in one’s fitness Interpretation Characterize a healthy person. Application Participate in recreational activities that are present in the community Perspective Share view on active recreation as a lifelong activity Self-knowledge Assess level of understanding on active recreation 3 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Part III: Planning for Teaching and LearningI. Introduction What activities make up your day? Do you spend time being active? Which type of food do you usually eat? Do you eat just anything you want? Do you know that the things you do on a daily basis contribute a lot to your health? Yes, the things that you do like your daily routines, physical activities, and eating practices can make you either healthier or can also put you at risk even at your young age. At any age, health should beprioritized through proper management of lifestyle and weight. One can participatein physical activities and may modify eating habits. As a member of the society,you should give importance to your health. The value you give to your health is ofsignificance not only to you but to the society as well. Remember, a healthy individualis a productive individual.DEPED COPY For you to become familiar with lifestyle and weight management, this modulewill help you take positive steps to have a healthier lifestyle through active recreation.The activities are enjoyable and offer satisfaction to enhance the quality of your life.You will understand the importance of taking care of your health through physicalactivities and proper eating habits. You will also understand that lifestyle and weightmanagement will enhance not just your personal fitness but your family’s fitness andthe society’s fitness as well! So get involved and be part of the world of ACTIVERECREATION!II. Diagnostic / Pre-Assesment Read the statements carefully and put a check mark (P) on the statementsthat apply to you._____ 1. I engage in physical _____ 4. I take care of the activities for at least 30 environment by doing small minutes several days a deeds such as throwing my week. trash into the trash bin. 2. I engage in physical _____ 5. I do warm-up, stretching,_____ activities that challenge and cool-down exercises. my heart rate. 3. I do not stress myself 6. I assess my physical fitness_____ about schoolwork _____ level and my participation in deadlines. physical activities. 4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

_____ 7. I make sure I have my 12. I wear a seatbelt whenever own personal time. _____ I occupy the front seat of a car._____ 8. I am conscientious with _____ 13. I have a first aid kit handy what I eat. and I know how to use it. 9. I try to eat vegetables _____ 14. I always find time to do_____ and fruits as much as I leisure activities. can._____DEPED COPY10. I take note of what food_____15. I manage my time well, labels say. allotting ample time for schoolwork, leisure, and rest._____ 11. I do not easily fall for 16. I spend quality time with fads and hypes on TV _____ family, friends, and others in about fitness, health, and nutrition. my social circle. Let’s see how you scored in the pre-assessment. Count the number ofcheck marks (P) to know your Healthy Lifestyle Assessment rating. Excellent 13-16 Good 9-12 Fair 5-8 Needs improvement 0-4 Evaluate your results. Does your lifestyle prove to be beneficial ordetrimental to your overall health? Take note of your daily habits for these havegreat effects. At the end of the module, it is expected that the number of your checkmarks (P) will be more than your results in this pre-assessment.INSTRUCTIONAL ACTIVITIES Part I What to KNOW This is the part where the learners will gain knowledge on various activities that deals with being fit. They will be provided with activities that will assess what they know, stimulate their interest, and elevate their understanding and level of excitement in the various topics. This part of the module will help them get started and prepare them for the succeeding parts. 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 1: WARM YOU UP This activity prepares the body for strenuous physical activityI. Objective: Prepare learners for physical activity using general or sports-specific warm up exercisesII. Procedure: 1. Let learners choose a partner. 2. Ask learners to do light jogging around the venue to gradually elevate their heart rate. 3. Ask them to stretch their legs, arms, back, and neck for several minutes. The time allotted to properly warm up the body can spell the difference betweenperforming well and getting oneself injured. Learners should spend about 5-10 minuteson warm up routine. Learners should execute either general warm-up exercises likejogging or running, or sports-specific warm-up exercises by using the movements thatwill be used in the actual physical activity.Sample Warm up Exercises Ehs.utoronto.ca Make warm-up sessions interesting for the learners. You can come upwith games or activities that make use of locomotor movements like running orjogging, or specific movements in sports. 6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYIntroduce the next activity by giving a leading question on the concept of lifestyle. What type of lifestyle do you have? Activity 2: WHAT IS IT FOR YOU? In this activity, learner’s prior knowledge about lifestyle and weight management will be assessed. I. Objective: Discuss the meaning of lifestyle and the importance of lifestyle factors II. Materials/Equipment: • manila paper • masking tape • pen • activity notebook III. Procedure: 1. Group learners into five to eight members each. (Consider the number of learners in groupings. You can have more number of members per group to accommodate everybody.) 2. Show the Lifestyle concept map. Ask learners to write words associated with “Lifestyle” inside the circles. Explain that they may add more circles if necessary. Ask them to do this in their activity notebook. 3. Focus the discussion on the following: • Describe the words given. • What were the words commonly given by the group? Why do you think these words were given? • What words were mentioned only once? Are these words important? 4. Ask the groups to define “Lifestyle” based on the word/s given by each member. 5. Ask a group representative to present their definition in class in 3 minutes. (Time may vary.) 7 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Examples of words that they may associate with “lifestyle” are nutrition/food,exercise, sports, rest and sleep, smoking, and drinking. They may write other words;the important thing is that the learners should be able to connect these words with“lifestyle.” Help them make this connection. Elaborate on the importance of the wordsthey write. Your lifestyle is of utmost importance. Everything you do whether good or badhas an effect on your health. Your lifestyle involves a lot of aspects like the physicalactivities you engage in, the food you eat, the daily habits you observe, the choicesyou make as a consumer, and many others. These different aspects of your lifestyleaffect your overall health. Therefore, it is a must that you give attention to these factorsfor you to become a healthier individual. What aspects of your lifestyle do you think you should be more attentive to?Why do you think so? Introduce the next activity by challenging their vocabulary. What wordsor concepts come to mind when they hear the word “weight”?Activity 3: RACE TO CONNECT In this activity, the relationship between lifestyle and weight management willbe discussed.I. Objective: Discuss the connections between lifestyle and weight management 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

II. Materials/Equipment: Physical Activity/Exercise • manila paper • masking tape • chairs • words and pictures posted on chairs Examples of words and pictures Nutrition/FoodDEPED COPYjunk food runningvegetables exercisingfruits weight trainingIII. Procedure: 1. Divide learners into groups of five to eight members each. 2. Give these instructions to the learners: a. Each group races to stand behind the chair with the word that they think significantly connects weight to lifestyle. Only one group can occupy a chair. Groups could switch places until the signal to stay is given. b. Discuss your group’s choice of word or picture. Categorize your choice: Is it about nutrition/food, or physical activity/exercise? 9 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Make sure to explain clearly and extensively the connections between“weight” and “lifestyle” using the different words and pictures. Emphasize thattheir lifestyle, which includes nutrition and physical activity, affects their weight. Many aspects of your life are connected to your weight and lifestyle. Your choiceof food is only a part of them. Your age, gender, inherited characteristics, sleepinghabits, physical activity, and many others are also to be considered. Remember thatthese aspects are attributed to your well-being, susceptibility to diseases, amongothers. That is why you should be aware of the practices that affect your lifestyle,especially when it comes to your weight and nutrition. Introduce the next activity by asking them what type of food they love toeat? Is it meat, snacks, sweets, fruits, or vegetables? Is it sweet, salty, or sour?Activity 4: WEIGHT, THERE’S MORE! In this activity, personal considerations of nutrition practices will be known.I. Objective: Discuss weight management, and healthy and unhealthy eating practicesII. Materials/Equipment: • copy of checklist • penIII. Procedure: 1. Distribute the Healthy or Unhealthy checklist. 2. Ask the learners to do the following: a. Put a check mark (P) on the practices that show healthy weight management and eating practices and a cross mark (O) on the unhealthy ones. b. Explain your answer briefly. Do this in your activity notebook. 3. Concentrate the discussion on the following: • What practices did you consider healthy or unhealthy? • Why were these practices considered healthy or unhealthy? 4. Ask learners to discuss their answers with their seatmate. 10 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Practices Healthy or Unhealthy Reason/s Healthy Unhealthy1. Eating fruits daily 2. Eating in moderationDEPED COPY 3. Skipping meals on a regular basis 4. Consuming sweets uncontrollably 5. Substituting water for rice 6. Eating meat products moderately 7. Choosing to eat home-cooked meals rather than buying fast food items 8. Leaving out vegetables when eating sinigang 9. Minimizing intake of deep fried food 10. Drinking beverages like soft drinks as the first option Discuss the repercussions of their eating practices and weightmanagement. Ask them how they feel about their answers. Which practicesshould they retain and which should they modify? Your lifestyle includes the nutrition practices you observe. Which among thepractices are considered healthy and which are unhealthy? Which of these do youobserve? Now is a good time to reconsider the nutrition practices you observe to havea healthier lifestyle. Introduce the next activity by showing them pictures from or video clipsof The Amazing Race. 11 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 5: SWEATING OFF THE RISKS In this activity, ways on how risk factors can be addressed through activerecreational activities will be discussed.I. Objectives: Discuss the different risk factors of lifestyle diseases Explain the importance of participating in active recreational activities Identify active recreational activities that can address risk factors of lifestyle diseasesII. Materials/Equipment: • copy of worksheet • pen • task materials placed per station • letter cut-outs as word puzzles (body fat, stress, unhealthy diet, smoking, drinking) • activity notebookDEPED COPYIII. Procedure: 1. Group learners with five to eight members each. 2. Give these instructions to the learners: a. There will be five stations that corresponds to a specific scenario. Each station has a word puzzle that gives the risk factor of the scenario. b. Each group must race to solve the puzzle to get the risk factor. After identifying the risk factor, they need to list down in their activity notebook the recreational activiites that can lessen/address the risk factor given.Risk Factors Scenarios Recreational Activity 1. Ana is constantly in a hurry trying to meet deadlines. 2. Kathleen eats a lot of fastfood items like burgers and fries. 3. Paul’s belly and arms are already flabby. 4. Bryan started getting hooked on cigarettes when he was just 14. 5. Dennis and his friends drink beer every other night.3. Ask them to contemplate on the following: • Which scenarios can you relate with the most? Are you aware of the risk factors in these scenarios? • How can recreational activities address risk factors?4. Ask learners to make a summary report and share with the class. 12 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 5. Let their group representative present their summary in class in 3 minutes. (Time may vary.) Explain the risk factors. Emphasize that individuals respond differently to stress and stressful situations; however, it is advantageous if stress is minimal. An unhealthy diet refers to unhealthy food/nutrition choices. Diet here is used interchangeably with nutrition. Intake of fatty foods should be minimized to lower risks of certain diseases. However, body fat in certain areas such as the abdomen, arms, and legs may need to be reduced through proper diet and physical activity. Smoking and drinking are lifestyle choices that, if often indulged in, especially in excess, could lead to health conditions and/or diseases like lung cancer and kidney failure. Discuss the learners’ vulnerability to these risk factors because of their lifestyle choices. Which among the risk factors are they most vulnerable? Which risk factors do they need to focus more on? Risk factors to our health include the things that we do in our everyday lives and the physiological characteristics that we inherit from our parents. They should be taken seriously. Being aware of these risk factors as well as doing something to prevent and counteract their effecits are important. Engaging in active recreational activities is highly promoted as one means of promoting a healthy lifestyle. This part of the module will bring out their creativity in presenting lecture- discussions. Find this part of the module as a guide in your discussion; you can have more supplementary readings if you find it necessary. Introduce the concept of active recreation and the benefits they can get from participating in such activities. Mention that recreational activities include sports, games, music, arts, hobbies and collecting activities, and outdoor or nature activities. Emphasize that their recreational activities work together with their food practices to help manage their weight. Activity 6: LECTURE-DISCUSSION This is an opportunity to discuss and clarify the meaning and importance of lifestyle and weight management and how active recreation contributes to lifestyle and weight management. I. Objective: Discuss how participation in active recreation contributes to the achievement of a healthy life II. Materials/Equipment: • reading materials on lifestyle and weight management and active recreational activities as previous meeting’s reading assignment • slideshow presentation 13 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

III. Procedure: 1. From the reading assignment, ask the learners to make a summary of the essentials on lifestyle and weight management and active recreational activities. 2. Distribute the worksheet. Ask learners to do this in their activity notebook. Weight (kg) ___________ BMI Physical activities to improve or maintain BMI Height (m2) ___________ _____ DAILY FOOD LOG Breakfast Sun Mon Tue Wed Thu Fri Sat AM Snack Lunch PM Snack DEPED COPYDinner MONTHLY PHYSICAL ACTIVITY LOG Fri Sat Sun Mon Tue Wed Thu JuneWeek 1Week 2Week 3Week 4 After the activity, emphasize the relevance of all their lifestyle choices.Focus on how these choices affect their overall wellness. Make them realizethat as early as teenage years, they should be conscious about their lifestyle,keeping in mind their physical activity and food practices. It is very important to be mindful of your food intake and physical activitiesbecause these greatly affect your overall health. Your food intake and physicalactivities affect your weight, which consequently affects your BMI. It is important thatyour weight is within what is recommended for your height. Conscious healthy foodchoices and participation in regular moderate to vigorous physical activities, along withenough rest would definitely help you to improve or maintain your BMI. 14 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY READINGS LIFESTYLE AND MANAGING IT Introduction The way in which an individual lives is called lifestyle. This includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others. These patterns of behavior are related to elevated or reduced health risk. Teenagers like you may have practices or habits at home or in school that either elevate or reduce health risks. Do you spend a lot of your time at home just sitting down and doing nothing? Do you move a lot by helping out at home, cleaning your house for example? Do you love eating fruits and vegetables? Or do you prefer junk food or fast food? Teenagers like you should be more aware on how your nutritional practices can affect your health. Managing your lifestyle entails making modifications in your routine especially in those aspects that elevate health risks. Food choice, physical activity, and eating habits are some of the aspects of your lifestyle that can be modified to improve it. These modifications should be done gradually, like reducing the intake of fatty food, getting up to reach for something instead of asking someone to get it for you, or walking faster and more often. The idea is that for health risks to be reduced, changes in your lifestyle should be made. Risk factors are variables in your lifestyle that may lead to certain diseases. Many aspects of your lifestyle can be considered risk factors. Aside from genetics or heredity, age and physical make-up are some of the factors that cannot be changed; however, your lifestyle can go around these factors to gain the more benefits. For instance, you cannot stop the aging process, but you can delay the signs of aging from showing by being more active and avoiding vices. The other variables in your lifestyle, however, can be modified to achieve a healthier life. Such variables include nutrition, body weight, physical activity, and health habits. What should be kept in mind is that these variables bring with them risk factors that are serious concerns. Some of the risk factors associated with lifestyle variables include hypertension / high blood pressure, overweight and obesity, excess body fat, high levels of stress, lack of excercise and sedentary lifestyle, smoking, unhealthy dietary practices, and alcohol consumption.
An unhealthy lifestyle brings with it certain diseases that can shorten your lifespan. These diseases, known as non-communicable diseases (NCDs), are not transmitted from person to person, yet kill more than 36 million people each year. Also called chronic diseases, they are of long duration, and are generally of slow progression. The four main types of NCDs are cardiovascular diseases (like heart attack and stroke), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma), and diabetes. 15 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY All age groups are affected by NCDs. NCDs are often associated with older age groups. Evidence shows that more than nine million of all deaths attributed to NCDs occur before the age of 60. Children, and adults are all vulnerable to the risk factors that lead to non-communicable diseases, whether from unhealthy diet, physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol (www.who.int/mediacentre/factsheets/fs355/en/‎ ). Figure 1. Lifestyle Management Continuum It is important that these risks factors are addressed even at your teenage years. You could start by being more active, adding physical activity sessions to your daily routine, or by being a healthy eater, opting for more nutritious food. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. WEIGHT AND MANAGING IT Introduction You might find other individuals lucky because they eat a lot but do not gain weight as much as you do. You might also think it is unfair that though you limit your food intake, you do not lose as much weight as you want to. This is because your weight is a result of metabolic responses of your body to your food intake, energy expenditure, and physiologic processes. A simple elimination of food or addition of physical activity does not encompass the entirety of weight management. Understanding how your body works is a vital key as well as a combination of healthy food practices and a more active lifestyle. The concepts of weight gain and weight loss are important in weight management. How to gain and lose weight are probably some of the more common issues when it comes to health. Along with this concept is weight maintenance. To understand it in simple terms, energy expenditure is the amount of energy you 16 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

spend. through physical activity, while energy consumption is the amount of energyyou take in, through food. They both play key roles in weight management. A simpleformula is shown.Weight Gain = energy consumed is greater than energy expended = more food intake but less physical exertionWeight Loss = energy consumed is less than energy expended = more physical exertion but less food intakeWeight Maintenance = energy consumed equals energy expended = physical exertion is the same with food intake Modifying your eating habits can aid you in managing your weight. Opting formore nutritious food can help lessen health risks and improve your physique. Someof the common tips in weight management are including fruits and vegetables inyour meals, reducing intake of sweets, preparing your meals in a healthier way, anddecreasing portion sizes. Aside from taking note of your eating habits, you should also take note ofyour actual weight as an indicator of health risk. This has to do with getting yourBody Mass Index (BMI). It is a rough measure of body composition that is usefulfor classifying the health risks of body weight. It is also based on the concept that aperson’s weight should be proportional to height.BMI is calculated by dividing yourbody weight (expressed in kilograms) by the square of your height (expressed inmeters).DEPED COPY Example: weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m BMI = wt in kg = 59 kg = 23 kg/m2 ht in m2 (1.6 m) 2 Classification BMI Underweight <18.5 18.5–24.9 Normal 25.0–29.9 Overweight 30.0–34.9 Obesity (I) 35.0–39.9 Obesity (II) Extreme Obesity (III) ≥40.0 At low values of BMI, weight gain should be achieved. For normal values,weight maintenance is recommended. Healthy eating and active physical activitywill be beneficial in maintaining a healthy weight. At high values of BMI, however,the risk of arthritis, diabetes, hypertension, cancer, and other disorders increasessubstantially. In classifying health risks associated with overweight and obesity,body fat distribution and other disease risk factors are considered in addition to BMI. 17 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

If BMI and other assessment tests indicate that fat loss would be beneficialfor your health, your first step is to establish a goal. Make sure your goal is realisticand will ensure good health. Genetics somehow limits your capacity to changeyour body composition; however, you can improve your body composition throughregular exercise and healthy diet. A lifestyle that includes regular exercise may bemore important for health than trying to reach any “ideal” weight. Once you haveestablished a body composition goal, you can then set a target range for body weight.Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts andLabs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.ACTIVE REACTIONAL ACTIVITIESIntroduction Recreational activities are those activities held during one’s leisure time.Their purpose is to refresh oneself by doing activities that are considered by anindividual as enjoyable. These activities may require large body movements such as running,throwing, and jumping, or small movements such as playing board games, doingarts and crafts, and many others. When a recreational activity is athletics or sports,this may require more physical exertion and competition. However, athletics andsports may also be participated in more for the enjoyment they bring rather thancompetitive play. Active recreational activities are highly recommended for health promotion.These activities require more amounts of energy to be expended than the usualenergy expenditure. This means that you do activities that make you exert moreeffort than what you usually do.DEPED COPY Intensity Score Physical Activity Index DurationFrequency 5 Activity 4 3 Sustained heavy breathing and perspiration 2 Sustained heavy breathing and perspiration 1 Moderately heavy, as in cycling and other recrational sports 4 Moderate, as in volleyball, softball 3 Light, as in fishing 2 1 Over 30 minutes 20 to 30 minutes 5 10 to 20 minutes 4 Less than 10 minutes 3 2 6 to 7 times per week 1 3 to 5 times per week 1 to 2 times per week A few times per month Less than once a month 18 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Computation: Intensity X Duration X Frequency = Score Total Your Score: ______ x _______ x _________ = _________ Evaluation of Activity ScoreScore Evaluation Activity Category81 to 100 Very active lifestyle High60 to 80 Active and healthy Very good40 to 59 Acceptable but could be better20 to 39 Not good enough FairUnder 20 Poor Sedentary Moderate amounts of physical activity are recommended daily. The totalactivity can be accumulated in multiple short bouts – for example, two 10-minutebrisk walk sessions and a 15-minute bike ride. This can also be done in continuoussessions.DEPED COPY Choose recreational activities that you find enjoyable and fits into your dailyroutine. Your participation in these activities could easily be sustained since youpersonally enjoy doing them and you even do it in your own time. Hence, strictadherence to a regular physical activity is very viable. Regular physical activity, regardless of how hard it is, makes you healthierand can help protect you from many chronic diseases. However, exercising at lowlevels of exertion does little to improve physical fitness. It is recommended that youexert more than your usual effort. For example, if you are used to walking for 15minutes from home to work, you could walk faster or for a longer duration. Some of the more common active recreational activities are sports likebadminton, tennis, table tennis, basketball, volleyball, baseball, and football. Theseactivities require specific skills to be able to play them. For sports involvement to beenjoyable, either recreational or competitive play may be pursued. It all depends onyou and your enjoyment.Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labsin Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.Activity 7: YOUR TURN (Assessment of Knowledge) In this activity, knowledge will be assessed through noting the important thingsabout the lecture-discussion. Ask learners to copy this in their notebook. 19 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Examples Important formula Your BMI and recommended weight of active for weight management formularecreational activity management Weight maintenance Weight lossDEPED COPY Weight gain After the assessment, emphasize to the learners the importance of theirparticipation in active recreation. Focus on how their participation affects theirweight. Make them realize that in order to manage their weight, participation inactive recreation is necessary. Your knowledge of lifestyle and weight management would be beneficial to youeven as you get older. In general, lifestyle should be your focus. Knowing your weightand how to manage it, coupled with participation in active recreational activities wouldmake you a healthier individual. However, take note that making significant cuts infood intake in order to lose weight and body fat could be a difficult strategy to maintain;focusing on increased physical activity is a better approach for many people. Part II What to PROCESS? Learners will be given activities on physical activity and eating habits for them to understand the importance to their fitness and well-being. As learners go on with the activities, they will learn that participation in active recreational activities is not just fun and exciting but also an opportunity to improve their fitness and enhance their social skills. So, they have to prepare themselves and get started! 20 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 1: ME AND MY DAY This activity will assess learner’s physical activity engagement using a survey. I. Objective: Discuss daily activities that contribute to one’s health II. Materials/Equipment: • copy of survey form • chairs III. Procedure: 1. Ask learners to form groups of eight to ten members, arranged in a circle formation. 2. Distribute the survey form. Tell them to put a check mark (P) on the activities they do and the estimated number of hours they do these activities. Sentence Completion When I am not in school, I... ___ watch TV for about ____ hours ___ use the computer/tablet/cell phone for about ____ hours ___ play sports such as _____ for about ____ minutes or ____ hours ___ jog or walk or dance for about ____ minutes or ____hours ___ sleep about ____hours even after my regular wake up time ___ usually go out to the mall or a friend’s house and spend about ____ hours there ___ do household chores for about ____ minutes or ____ hours ___ do something else like ______________________ for about ____ minutes or ____ hours 3. Tell learners to discuss the following questions with their group: • What activities were commonly marked? • How many minutes or hours were usually spent on these activities? • Which among the activities do most of the group spend time on? • What can you say about the activities commonly marked and the time spent doing them? Classify the activities into active or passive. • Which of these activities do you enjoy the most? Why? 4. Call some of them to share their answers on the following questions with the class. • How do you feel about the activity? What did you realize? • What do you think about the daily activities of your classmates? Did you have activities that were similar to your classmates? • Should you stick to your daily routines or should changes be made? 21 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Discuss the importance of the time they spend doing their daily routines.The amount of time they spend on passive and active routines could spell thedifference between being sedentary and being physically active. What routinescould they cut short? What routines could they spend more time on?Activity 2: FILLING IN MY SCHEDULE This activity will provide opportunity to get involved in active recreationalactivities. This will determine possible time in a day where the learners could be moreactive.I. Objective:DEPED COPY Discuss possibilities of becoming more active based on your scheduleII. Materials/Equipment:• manila paper• masking tape• pen• activity notebookIII. Procedure: 1. Ask learners to work in pairs. 2. Using the Weekly Activity Log, write how much time is spent doing these activities. Ask them to do this in their activity notebook. Weekly Activity LogActivities Sun Mon Tue Wed Thu Fri SatStudyingDoing householdchoresOther activities Free time 3. Tell them to concentrate on the following: • How long do you spend on activities that make you move a lot, make you stay still, or not move a lot? • When are the best times and days for you to be more active? • What activities can you do on these times? 4. Call some learners to share their answers on the following questions with the class. • How do you feel about the activity? Were there any realizations? 22 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY • Are you busy most of the week or do you have more free time? • Are you busy doing active or passive activities? • What can you do about your schedule to have a healthier lifestyle? Introduce the next activity by explaining that time spent on doing physical activities provide the body with several benefits. Give a situation wherein their heart rate increases rapidly and explain the physical and physiologic responses of the body. Activity 3: CHECK IT OUT! In this activity, learners will know their fitness levels in terms of cardiovascular endurance, agility, and coordination. I. Objective: Determine cardiovascular endurance, agility, and coordination levels of learners II. Materials/Equipment: • copy of physical fitness assessment tool • bench/stairs • metronome/timer • tape measure • cones/markers • chalk • stopwatch • tennis balls • masking tape III. Procedure: 1. Pair up the learners. 2. Distribute Physical Fitness Record. Ask learners to attach this on their activity notebook. 3. Discuss each of the physical fitness test protocols and how to fill out the fitness record. 4. Give these instructions to the learners: a. Perform the tests alternately and record each other’s scores. b. Monitor physical fitness during the entire school year. Follow the physical fitness test protocols. c. Record scores in the Physical Fitness Record. 5. Tell them to take note of their fitness level and assessment compared to their partner Ask: What can you do to maintain and/or improve your fitness level scores? 23 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Fitness RecordNameGrade & SecHEALTH-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr) Cardiovascular ____ x 4 = ____ x 4 = ____ x 4 = ____ x 4 = Endurance ____ bpm ____ bpm ____ bpm ____ bpm Muscular DEPED COPY Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Endurance Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____Muscular Strength Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Flexibility Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____Body Composition Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Ht (m2) ___ Ht (m2) ___ Ht (m2) ___ Ht (m2) ___ BMI _____ BMI _____ BMI _____ BMI _____SKILL-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr) Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Agility Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Balance Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Coordination Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Power Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____Reaction Time Trial 1 ____ Trial 2 ____ Speed Trial 1 ____ Trial 2 ____Points of improvement:Overall physical fitness assessment:Student’s Name & Signature: Teacher’s Name & Signature: 24 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Teach the learners how to get their pulse and measure the pulse rate. With their indexand middle fingers together (dominant hand), feel the beating of their pulse eitheron their wrist area, beneath the thumb, hand facing upward (radial artery of the non-dominant hand), or on their neck (carotid artery on the right side, below the jaw bone)and count the number of beats in 15 seconds. Tell the learners to do the countingsilently, and record the beats counted and multiply them by 4. Tell the learners torecord the number in their notebook as “_____ beats/minute.”Discuss with them that the ability to perform well in the physical fitness tests is anindicator of their physical fitness level. Scores in the different tests show the componentsthey should work on and also the ones they have already addressed satisfactorily.From Quarter 1 to Quarter 4, their participation in active recreational activities couldhelp improve their scores in the different tests. They need to monitor their physicalfitness levels to become healthier individuals.Take note that only the physical fitness tests for cardiovascular endurance, coordination,and agility are presented due to space constraints. You may use your preferred physicalfitness tests for other health-related and skill-related components. DEPED COPYTEST PROTOCOLSCardiovascular Endurance: 3-Minute Step Test ProtocolI. Materials/Equipment: • 12-inch high bench for stepping • clock with sweep second hand or stopwatch for timing test and counting heart rate • metronome to help maintain cadence in proper stepping rateII. Procedure:1. Step up the bench using your right foot first,then your left.2. Step down the bench starting with the rightfoot, then the left.3. Step up and down at 24 cycles (up-up-down- Figure 2. down) a minute for 3 minutes. (metronome setting 3-Minute Step Test at 96)4. Immediately after 3 minutes, sit down.5. After 5 seconds, ake your heart/pulse rate for 60 seconds. This will beyour score.6. Check your score against the table below. Your score will be the 60second pulse rate following three minutes of stepping. 25 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Excellent Males (in bpm) Females (in bpm) Good <71 <97 Fair Poor 71-102 97-127 103-117 128-142 Very Poor 118-147 143-171 148+ 172+http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspxDEPED COPYCoordination: Hand-Eye Coordination TestI. Materials/Equipment: • tennis ball • stopwatch • smooth wall • markerII. Procedure: 1. Stand 2 meters away from a smooth wall. 2. At the signal, the stopwatch is started. With your right hand, throw a tennis ball against the wall and catch it with the left hand. Throw the ball again, now using the left hand and catch it Figure 3. Hand-Eye Coordination with the right hand. This cycle of throwing and catching is repeated for 30 seconds. 3. Upon reaching 30 seconds, the number of catches is recorded. The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).Age High Score Above Average Below Low score Average Average15-16 years >35 30 - 35 25 - 29 20 - 24 <20http://www.brianmac.co.uk/handeye.htm 26 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Agility: Illinois Agility Run Test ProtocolI. Materials/Equipment: • 8 traffic or road cones • stopwatchII. Procedure: 1. Arrange the cones as specified by the in the figure. 2. Lie face down or prone (head towards the starting point). 3. At the signal, get up quickly as possible and run around the course in the direction indicated without knocking the cones over. 4. Upon reaching the finish line, stop the timer and record the time.DEPED COPY 5. Check your speed in seconds against the table below. Speed (in seconds) Males Females Excellent <15.2 <17.0 Good 15.2-16.1 17.0-17.9 Fair 16.2-18.1 18.0-21.7 Poor 18.2-19.3 21.8-23 Very Poor >19.3 >23 Figure 4. Illinois Agility Run Test http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS%20AGILITY%20TEST.pdf 27 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

READINGS: PHYSICAL ACTIVITY AND PHYSICAL FITNESS It helps you avoid diseases, remain strong and fit, and maintain yourphysical and mental health. One of the most important practices is being physicallyactive. People of all ages benefit from regular physical activity. Significant healthbenefits can be obtained by engaging in moderate amounts of physical activity onmost, if not all days of the week. Through a modest increase in daily activity, mostindividuals can improve their health and quality of life. Additional health benefits canbe gained through greater amounts of physical activity. Individuals who can maintaina regular regimen of a more vigorous or a longer-duration activity are likely to obtaineven greater benefits. DEPED COPY Lifestyle physical Moderate exercise Vigorous exercise activity program programDescription Moderate physical Cardiorespiratory Cardiorespiratory activity -- an amount endurance exercise (20- endurance exercise of activity that uses 60 minutes, 3-5 days a (20-60 minutes, 3-5 about 150 calories week); strength training days a week); interval per day and stretching exercises training, strength training (2-3 days per week) (3-4 days a week), and stretching exercises (3-5 days a week)Sample • Walking to and from • Jogging for 30 minutes, • Running for 45 minutes,activities or work, 15 minutes 3 days per week. 3 days a weekprogram each way • weight training, 1 set of • Intervals: running • Cycling to and from 8 exercises, 2 days per 400m at high effort, class, 10 minutes week 4 sets, 2 days a week each way • stretching exercises, 3 • Weight training: 3 sets • Raking leaves for days per week of 10 exercises, 3 days 30 minutes a week • Dancing (fast) for • stretching exercises, 5 30 minutes days a week • Playing basketball for 20 minutesHealth and Better blood All the benefits of All the benefits offitnessbenefits cholesterol levels, lifestyle physical activity, a lifestyle physical reduced body fat, plus improved physical activity and a moderate better control of fitness (increased exercise porgram with blood pressure, cardiorespiratory greater increase in improved metabolic endurance, muscular fitness and somewhat health, and enhanced strength, and endurance, greater reduction in glucose metabolism; and flexibility) and even chronic disease risk. improved quality greater improvements in Participating in a of life; reduced risk health and quality of life vigorous exercsie may of some chronic and reductions in chronic increase risk of injury diseases disease risk. and overtraining. Physical Activity Intensity Chart 28 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Participation in regular moderate physical activity can lead to improvedphysical fitness. It is a condition whereby the systems of the body are able to functionat their optimal efficiency, associated with an individual’s ability to work effectively, toenjoy leisure time, to be healthy, to resist disease, and to meet emergency situations. Regular moderate physical activity means engaging in relatively vigorousbodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular”here refers to being active in most, if not all days of the week. About 3 to 4 times perweek or more are the recommended times of exercise for an individual. You may optto have rest days or easy days in between to allow your body to recover from thephysical exertion. Sun Mon Tue Wed Thurs Fri Sat Rest 45 45 Rest day 45 45 45DEPED COPYActivitydayminutesminutes minutes minutes brisk brisk minutes brisk brisk walking walking brisk walking walking walkingTo know if the amount of effort exerted during physical activity will bebeneficial to you, the FITT formula should be kept in mind. FITT stands for: Frequency (how often) – number of training sessions that are performed during a given period (usually one week)Intensity (how hard) – an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentageTime (how long) – duration of a workout (including warm-up and Type cool-down) or the length of time spent in training – mode of physical activity For example, you are used to leisurely walking for 20 minutes from yourhome to school and back from Monday to Friday. Applying the FITT formula wouldentail the following adjustments in your physical activity for it to become more thanyour usual practice, such as increasing the intensity of your pace to moderate orvigorous and decreasing the amount of time to do it. Your usual More than your usualFrequency 5x/wk (Monday-Friday) 5x/wk (Monday-Friday) 2x/day (home-school; 2x/day (home-school; school-home) school-home)Intensity easy (leisurely pace) Moderate to vigorous Time 20 minutes (moderate to fast pace) 13 minutesType walking brisk walking Changing from your “usual” to “more than your usual” does not necessarilymean changing everything in the FITT formula. Frequency can be retained butintensity is elevated; or both can be slightly adjusted but time is increased; or type ischanged to a more challenging one. Remember, changing your FITT formula shouldbe done gradually to give your body time to adjust to the demands you place on it. 29 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

When your body is challenged to do more than what it is used to, changes inyour body start to occur. If the physical activity is too easy for your body, changes,if any, would be minimal. Hence, your body should be challenged and more effortshould be exerted. One way to gauge this is through the Rate of Perceived Exertion or RPE. Itis an assessment of the intensity of exercise based on how the participant feels. It isbasically a subjective assessment of effort which ranges from 6 (very, very light) to20 (very, very hard) with 1 point increment in between. The target zone for aerobicactivity is from 12 to 16. Rate of Perceived Exertion (RPE)DEPED COPYRating Description Rating Description Very, very light 14 Hard 6 15 7 Very light 16 Very hard 8 Fairly light 17 Very, very hard 9 Somewhat hard 18 10 19 11 12 20 13 Remember, if you find the activity as “very, very light” (7) to about “fairly light”(11), you need to increase the intensity of your physical activity to reach “somewhathard” (13), depending on your goal. You can also increase frequency and time orchange the type. However, if you find the activity as “very hard” (17) to “very, veryhard” (19), you might want to check your FITT formula. Remember, health promotiondoes not mean exhaustion or risking yourself of getting injuries. Physical fitness tests are also good gauges of your fitness level. Health-relatedand skill-related components are tested to determine points of improvement of anindividual. Health-related components are those that contribute to the developmentof health and functional capacity of the body. These include cardiovascular strength,cardiovascular endurance, muscular strength, muscular endurance, flexibility,and body composition. Skill-related components on the other hand are thosecomponents that contribute to the development of skills. These include agility,balance, coordination, power, reaction time, and speed.Here are just some of the components of physical fitness.• Cardiovascular endurance - the ability of an individual to perform prolonged work continously, where the work involves large muscle groups (Fahey, Insel, and Ruth 2007)• Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture• Coordination - ability to perform complex motor skills with a smooth, flow of motion 30 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Good physical fitness is important because it contributes directly to the physical component of good health and wellness, and indirectly to the other components. Good fitness has been shown to be associated with reduced risk for chronic disease, such as heart disease, and has been shown to reduce the consequences of many debilitating conditions. Factors affecting physical fitness include age, gender, heredity, nutrition, activity and disability, among others. These factors affect physical fitness in varying degrees since they are relative to the individual. For instance, if you eat ample amounts of food regularly, your fitness level will likely be higher than somebody who does not get enough nutrients on a regular basis. The same can be said with somebody who is very active compared with somebody who is very sickly. Participating in regular physical activities should be enjoyable to be able to make you continue doing it. Reasons for participating and dropping out from the activity depend on the individual; that is why it is important to know what your reasons for participating are so that dropping out can be avoided. Some reasons for participating include: the thrill and excitement of competition; desire to succeed or win and/or be good at something; a sense of personal accomplishment; enjoyment in playing and mastering new skills; socialization or being with others; challenge limits; release of stress and frustration; improvement of self-image, self-confidence, and appearance; improvement of health, wellness, and fitness levels; and prevention of disease. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill. Activity 4: WARM YOU UP This activity will prepare the body for physical activity proper. I. Objective: Prepare learners for physical activity proper using general or sports-specific warm up II. Procedure: 1. Pair learners and ask them to form a line. 2. Ask them to do light jogging around the venue to gradually elevate your heart rate. You could also demonstrate sports-specific movements as warm up. 3. As the leader, do the stretching of legs, arms, back, etc for several minutes with the learners. Emphasize the need to warm up before exerting effort in doing the actual movements necessary in a sport. The time spent on properly warming up will lessen the risks of injuries. 31 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Time allotted to properly warming up the body can spell the difference betweenperforming well and getting yourself injured. Spend about five to ten minutes of warmup routine either general like jogging or running or sports-specific, that is, using themovements in the actual physical activity. After this, recall their prior knowledge on the nature and background ofdifferent active recreational activities. Review also the rules of the games andthe mechanics of doing the skills. Ask about their experiences when they playedthe game. The focus of the discussion is on the fitness benefits of these recreationalactivities and how these activities affect one’s health in terms of managing weight.Safety precautions are also highlighted to promote continuous participationeven outside PE class and on their own leisure.Activity 5: LET’S GET STARTED! In this activity, learners will participate in sports activities to gauge their priorskills in active recreational activities.I. Objective: Determine skills needed in a specific sport for participation in active recreation Encourage engagement in active recreational activities (sports) Identify risks of injuries when participating in active recreational activitiesII. Materials/Equipment: • copy of teacher-made assessment tool • nets/posts/hoops • courts • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables • penIII. Procedure: 1. Pair the learners. 2. Distribute the Sports Participation Log. 3. Explain the necessary details for a specific sport, like skills needed. 4. Discuss drills for sports to determine learner’s skill level in a specific sport. Highlight sports-related injuries and injury prevention and management. 5. Give these instructions to the learners: a. Participate in sports during PE. Log them in your Sports Participation Log. b. Continue engaging in sports activities outside PE time. Log them. c. Do this for the entire school year. 32 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Sports Participation Log June Sun Mon Tue Wed Thu Fri Sat Week 1 Week 2 Week 3 Week 4 6. Ask some learners to share their answers on the following questions with the class. • How do you feel about the activity? What are your realizations? • What skills do you already have? What skills do you need to improve on? • How can these sports skills help you in attaining a healthier lifestyle? • Does participation in these sports need to be highly competitive for you to have a healthier lifestyle? READINGS AND SPORTS ACTIVITIES Benefits of Active Participation in Sports and Recreational Activities Individuals benefit a lot from actively participating in sports and recreational activities. These include health, physical, mental, emotional, and social benefits. Health Benefits • road map to good health and longevity • improved quality of life • lower blood pressure, reduced arthritis pain, weight loss and lowered risk of diabetes, certain cancers, osteoporosis and cardiovascular disease Physical Benefits • improvement of skills specific to a particular activity • relaxation, rest, and revitalization Mental and Emotional Benefits • release of stress from demands of everyday living • greater personal confidence and self-esteem • sense of achievement • reducing risks of depression, anxiety, psychological distress, and emotional disturbance • more restraint in avoiding risky behavior Social Benefits • bonding with family and friends • opportunity to make new friends and acquaintances • strengthen social networks and community identity 33 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.