Health Grade 10

Badminton Skills – service, lob, clear, drive, drop, smash, footworkDEPED COPY Figure 5. Badminton FootworkSample program for playing badminton with moderate to vigorous intensityFrequency Moderate Vigorous 3-4x/week 4x or more/weekIntensity RPE of about 11-13 RPE of about 13-16Time 30 minutes and up 45 minutes and upType series of light hitting drills series of footwork and with partner followed by hitting drills with partner light competition/game followed by slightly heavy competition/gameInjury Prevention and Risk Management Badminton injuries are either acute, traumatic injuries such as anklesprains, or are overuse injuries such as impingement syndromes. Both typesof injury can be prevented by using the right equipment, warming up, coolingdown and ensuring you are strong and fit enough to compete. (http://www.stopsportsinjuries.org/)Activity: Shuttle ‘Minton For this volleyball-like lead-up game, you will need a racket for eachplayer and one birdie. Form two teams, with 6-9 players each. The objective ofthe game is hit the birdie over the net to the other team’s boundaries. A team isallowed to hit the birdie up to three times while on its side before it goes overthe net. Note that the same player may not hit the birdie twice in a row. Theserving team will score when the other team cannot return the birdie legallyand within the serving team’s boundaries. However, if the serving team fails toreturn the birdie to the other team, that specific play is over and the other teamis up to serve. Set a limit of points at the beginning of the game. The first teamto reach this number of points is the winner. (http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/) 34 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.

Table TennisSkills – forehand and backhand grips, push, block, serve, receiveSample program for playing table tennis with moderate to vigorous intensity Moderate VigorousFrequency 4-5x/week 5x or more/weekIntensityDEPED COPYRPE of about 13 RPE of about 14-17 Time 45 minutes and up 1 hour and upType series of light hitting drills series of hitting drills with with partner followed by partner followed by slightly light competition/game heavy team competition/ game Injury Prevention and Risk Management The most common table tennis injury is very similar to standard tennis injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the more frequent table tennis injuries. Table tennis is a non-contact sport but injuries are often acquired when athletes suddenly change direction or twist their body quickly, leading to pulled muscles and other injury problems. Players who do not warm up properly or stretch their muscles before taking to the table also put themselves at a high risk of injury. (www.sportsinjurybulletin.com/archive/table-tennis.php‎) Activity: Table Tennis Ten Pin Set up 10 targets fairly close together at the end of the table. Group 3 players for each team and assign them the following tasks: 1 hitter, 1 fielder at the back and 1 fielder in front, who is in charge of returning the ball to the hitter. The hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit scores one point. Take turns in keeping score. Each player has 10 balls to use to score as many points as possible. Replace or re-set targets and change hitters and fielders. 35 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.

Tennis Skills – forehand and backhand strokes, serve, smash, drive Sample program for playing tennis with moderate to vigorous intensity Moderate VigorousFrequency 4-5x/week 5x or more/weekIntensity RPE of about 13 RPE of about 14-17Time 45 minutes and up 1 hour and upTypeDEPED COPYseries of light hitting drillsseries of hitting and serving with partner followed by drills with partner followed light competition/game by slightly heavy team competition/gameInjury Prevention and Risk Management Tennis injuries are generally defined as either cumulative (overuse) or acute(traumatic) injuries. These injuries occur over time due to stress on the muscles,joints, and soft tissues without proper time for healing. They begin as a small,nagging ache or pain, and can grow into a debilitating injury if they aren’t treatedearly. Many sports injuries result from overuse, lack of proper rest, lack of properwarm uip or poor conditioning. Safety precautions are recommended to helpprevent tennis injuries like warming up thoroughly prior to play, wearing the righttennis shoes with skid-resistant soles, using good technique in the different tennismovements, cleaning of courts before play to check for slippery spots or debris,getting adequate rest and time for recovery after each play, and staying hydrated.Activity: Bucket Game Five buckets, bins, or containers are placed in various locations on each sideof the net. The participating players each stand on their respective baselines. Thefirst player tries to hit 10-20 balls into any of the buckets accross the net. If the balldoes not cross the net or does not land into the buckets, it is added to the balls thatthe other player will use. After all balls are hit, those balls that don’t land in any ofthe buckets are given to the other player, who in turn will try to hit the balls into thebuckets across the net. When all the balls are in the buckets, they are counted and the player whogets the most balls into his opponent’s buckets wins. (http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm) 36 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.

BaseballSkills – pitching, hitting, base running, catching, fieldingSample program for playing baseball with moderate to vigorous intensity Moderate VigorousFrequency 3-4x/week 4x or more/weekDEPED COPYIntensityRPE of about 13 RPE of about 14-17Time 30 minutes and up 45 minutes and upType series of catching, fielding, series of catching, fielding, and hitting drills followed by and hitting drills with base light competition/game running, pitching drills followed by slightly heavy competition/gameInjury Prevention and Risk Management If you use too much effort in pitching the ball, or continuously pitch withoutrest, a serious elbow or shoulder injury may be on the horizon. If you complain ofelbow or shoulder pain the day after pitching, or movement of the joint is painfulor restricted compared to the opposite side, see a a physician familiar with youthsports injuries. Warm up properly by stretching, running, and easy, gradual pitching.Emphasize control, accuracy, and good mechanics. Do not play all year-round.Your body needs to recover from the physical demands of playing.Activity: Base Running-Catch-Stealing Base Game Three markers are used as bases. Three players stand near the markerswhile another player is positioned away from the 3 markers and is the designatedhitter. The hitter has to hit the ball with a bat to any of the players positioned in the3 bases. As the player nearest the ball catches it, they all run to steal a base. Theplayer who fails to steal a base will be the hitter in the next round. 37 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.

Football/SoccerSkills – pass, receive, attack, shoot, heading, goalkeeping, defending, tackling Sample program for playing football/soccer with moderate to vigorous intensity Moderate VigorousFrequency 3-4x/week 4x or more/weekIntensityDEPED COPYRPE of about 13 RPE of about 14-17Time 30 minutes and up 45 minutes and upType series of light footwork series of footwork, and passing drills passing, shooting, followed by light defending, and tackling competition/game drills followed by slightly heavy competition/game Injury Prevention and Risk Management Injuries occur during football/soccer games and practice due to the combination of high speed and full contact. While overuse injuries can occur, traumatic injuries such as concussions are most common. The force applied to either bringing an opponent to the ground or resisting being brought to the ground makes football/soccer players prone to injury anywhere on their bodies, regardless of protective equipment. Activity: Partner Soccer Score Partners stand 6-8 meters apart, facing each other. At the signal, one partner will attempt to shoot the ball between their partners’ outstretched legs. They also must retrieve the ball and go back to the starting point to shoot the ball again. This goes on within a minute, afterwhich they switch roles. Whoever scores the most goals in one minute wins, and assigns a task for the non-winner to perform. Variation can be done using teams instead of individuals. 38 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.

Basketball Skills – dribbling, passing, shooting, defending Sample program for playing basketball with moderate to vigorous intensity Moderate VigorousFrequency 4-5x/week 5x or more/weekDEPED COPYIntensityRPE of about 13 RPE of about 14-17Time 45 minutes and up 1 hour and upType series of spot shooting and series of spot shooting, and light dribbling drills with dribbling with defending partner followed by light drills, and transition drills competition/game with partner and team followed by slightly heavy team competition/gameInjury Prevention and Risk Management Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and footfractures are common basketball injuries. To avoid these injuries, maintain properfitness and hydrate adequately. Remember, injury rates are higher in athletes whohave not adequately prepared physically.Activity: Dribble Tag This game is played on a hard court. Select 4 players to be “it” and give thema basketball each. Their objective is to tag other players who are scattered on thecourt while dribbling the ball. The players who are tagged must get a new ball andalso become “it.” Once the majority of students have been tagged, start the gameover by selecting new players to be “it”. 39 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.

VolleyballSkills – passing, receiving, serving, attacking, digging, blockingSample program for playing volleyball with moderate to vigorous intensity Moderate VigorousFrequency 3-4x/week 4x or more/weekIntensity RPE of about 13 RPE of about 14-17Time 45 minutes and up 1 hour and upDEPED COPYType series of light passing, series of serving, digging, hitting, setting, receiving, and attacking drills with partner or team followed and serving drills with by slightly heavy team partner followed by light competition/game competition/game Injury Prevention and Risk Management Since volleyball involves repetitive overhead motions, such as spiking and blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non- operatively with bracing and physical therapy, or home rehabilitation exercises. However, treatment can vary significantly depending on the injury. Recovery time usually depends on the injury. Activity: Catch, Toss, Set and Over The class will be divided into groups of 4-6 students each. The teacher tosses a ball to one team wherein the first contact must catch it. The person who catches the ball tosses it towards a player near the net (preferably in the middle). That person volleys (or bumps) the ball along the net to another player who then plays the ball over towards the other team and within the scoring area. The process is then repeated for the second team. If the ball falls or if the second player catches the ball, that team must leave the floor and the next team enters the court. Participation in sports-related recreational activities is one of the best ways of achieving a healthy lifestyle. Participation can either be recreational or competitive. The important thing to keep in mind is that regular moderate participation in such activities will help improve your health.Introduce the next activity by asking about what they eat after participating insports activities. Are they conscious eaters? Or they indulge a lot? 40 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 6: MY MEAL AND MEAL HABIT LOG In this activity, meal intake and eating habits will be known to determine typesof food learners eat and what modifications can be made to have a healthier lifestyle.I. Objective: Discuss meal intake and eating habits for healthier lifestyleII. Materials/Equipment: • copy of teacher-made assessment tool • pen • activity notebookDEPED COPYIII. Procedure:1. Ask learners to form a group with five to eight members.2. Distribute the Daily Food Intake Log. Tell them to fill in their meals for threeconsecutive days. Ask them to list down the components of meals as muchas possible.Day 1 Daily Meal Log Breakdown of meal/number of servingsBreakfastAM Snack (if applicable)LunchPM Snack (if applicable) Dinner Snack (if applicable)Specific cravings (if applicable)1. Show them the Eating Habits Inventory.2. Give them these instructions. a. Encircle Y or N if you did these meal-related actions for the day for the day. b. For Y answers, fill out the space of a concrete action to minimize or resolve these acts. c. Copy this in your activity notebook for the next two days. Eating Habits Inventory Did you... Yes/No What to do about iteat any of your meals quickly? YN eat out today? YNeat too much sweet today? YNskip any of your meals today? YNconsume any soft drinks today? YNeat any bag of chips today? YNeat big portion sizes in any of your meals today? Y N 41 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.

3. Tell them to concentrate on the following: • What are the types of food do you usually eat? How many servings do you usually eat per meal? • What eating habits are common? What do you think are the effects of these eating habits?4. Call some to share their answers on the following questions with the class. • How do you feel about the activity? What were your realizations? • What types of food do you eat that are close to the recommendations in the Filipino Food Guide? • Do you think you need to change your meal options? Your eating habits? Why or why not? Discuss the value of their eating habits. Mention that their eating habitscontribute to their weight. What habits should they improve on? Maintain?DEPED COPYREADINGS The active life is a magnet that attracts a composite of behaviors or habits,that when viewed one at a time, seems too simplistic to be valued. However, eatingand our body’s response to eating are some of the most intriguing concepts in health.Eating is an intentional act. Each day people choose from the available food,prepare the food, decide where to eat, which rules to follow, and with whom to dine.These make up your eating habits. Convenience is only one factor that drives foodchoices. Some of the other factors are: Advertising: Media might have persuaded you to eat such food. Availability: There are no others to choose from. Economy: They are within your means. Emotional comfort: They make you feel better for a while. Habit: They are familiar; you always eat them. Personal preference: You like the way such food taste. Positive associations: They are eaten by people you admire, or they are just for fun.Region/location: They are common or favored in your locality.Social pressure: They are offered; you feel you cannot refuse them.Values/beliefs: They fit your religious traditions, or honor your ethical beliefs.Weight: You think they will help to control body weight.Nutritional value: You think they are good for you. The last two factors are highly viable to nutritional health. Similarly, the choiceof where, as well as what to eat, is often based more on social considerations thanon nutritional judgments. Hence, you should be more conscious of the factors thataffect your own personal food choices. Poor food choices contribute directly to obesity, heart disease, diabetes, cancer, and other health problems. Understanding the importance of food choices becomes even more critical as a greater number of people rely more on convenience food, take-out meals, and eating out. Poor diet coupled with lack of exercise contributes to an increased risk of diseases. 42 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 MODIFYING EATING HABITS A modification in your eating habits is needed most especially when you are at risk of disease. Small and simple changes like adding more fruits to your diet can make a difference in your health. However, some situations may need major changes in one’s lifestyle. Some of the strategies in changing eating habits include making a plan and sticking to it. Eating habits can be modified according to the nutritional recommendations for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind these recommendations help ensure proper diet especially the changes being experienced as your body matures. Your eating habits should revolve around these recommendations to become healthier. Remember, your nutritional needs should not be neglected as you participate in active recreational activities. More attention on nutritional needs is necessary to energize your body and help your body recover as well. Figure 5. Eating Plan for Healthy Living Compute the recommended number of calories you should burn using FNRI’s Energy Calculator to find out what physical activities you need to do to burn these calories. Take note that in order to manage your weight well, you should give importance to both physical activity and nutrition. That is why you should take note of the calories you need to burn and the physical activities that you can participate in to burn these calories. The Energy Calculator or e-calc is an interactive and user friendly software that:  • assesses the nutritional status of individuals • computes desirable body weight (DBW) and total energy requirement (TER) • calculates energy intake and energy expenditure to check energy balance • computes exercise equivalents & food energy equivalents to burn excess calories • calculates the body mass index (BMI) of individuals • calculates the basal metabolic rate (BMR) of individuals Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. 43 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 7: DO YOU KNOW HOW TO ANALYZE? This is an opportunity to discuss and clarify the importance of critiquing mediaand technology regarding physical activity and nutrition.I. Objective: Describe the importance of critiquing media and technology related to physicalactivity and eating habitsII. Materials/Equipment: • reading materials • powerpoint presentation • video presentation of a particular product advertisement (e.g., Fit ‘n Right, etc) • poster of athlete and product being endorsed (e.g., Michael Jordan on Gato1rade, Manny Pacquiao on Sting, etc.)III. Procedure: 1. Make learners form three groups; each group will be assigned one particular viewpoint. • Group 1 – as an advertising company • Group 2 – as a consumer • Group 3 – as a health professional 2. Present the video and/or show the poster and tell the learners to discuss the following questions with their group. • Based on your prior knowledge about physical activity and nutrition practices, what can you say about the advertisement? • What is the literal and implied message of the advertisement? Who is the target audience? • Is it an effective advertisement? 3. Discuss the value of analyzing the effect and power of media and technology on physical activity and nutrition practices. 4. Ask the group to share their viewpoint in a creative manner such as slideshow presentation, news reporting, dramatization, etc. within 20-25 minutes.Emphasize that media and technology have great influence on the food andlifestyle choices of individuals. It is a must that they become better and wiserconsumers. Media and technology can greatly influemce on the choices individuals makeabout their health, particularly their eating habits and participation in physical activity.You must be aware of the power of advertisements and how they affect you. You maybe surprised to find out that a lot of your attitudes, beliefs, and practices have to dowith what you see on TV, in advertisements, and what you hear from others. 44 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 8: MINI COMPETITION (Assessment of Process) Skills in specific sports will be tested in this activity.I. Objectives Evaluate execution of sports-specific skills in actual competitionII. Materials/Equipment: • copy of teacher-made assessment tool • nets/posts/hoops • courts • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tablesDEPED COPYProcedure: 1. Form groups necessary for mini competition. 2. Distribute the Mini Competition Log and ask the learners to fill it out. Mini Competition LogName: Opponent/s Result/Scores Game FeedbackTeammate/s: Date Teacher’s Signature: Ask the learners if they have improved on the specific skills they wanted to focus on? Did they have fun while doing so? Remind them that improving their personal skills can be enjoying too. 45 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 What to REFLECT and UNDERSTAND This part provides activities that will draw learner’s core understanding of the module. They will be given opportunities to reflect and understand more the relevance of participation in active recreational activities and modifying eating habits in having a healthier lifestyle.Activity 1: HI, I AM... The activity elicits learner’s personal reflection on the knowledge and skills that they have gained.I. Objective: Assess learner’s understanding of lessonsII. Materials/Equipment: • manila paper • masking tape • pen • bond paperIII. Procedure: 1. Ask the learners the following: a. If you were to introduce yourself using the lessons you have learned, what would you say? Write statements to complete the introduction diagram. Do this using a piece of bond paper. b. Feel free to design and reflect on your diagram. c. Move around to show your diagram and to see your classmates’ diagrams. 2. Group learners that have the same sports interests and ask them to play together.DEPED COPYI am currently... because these activities...(Write the active recreational activities (Write why you are currentlyyou are involved with now) doing these activities)I will... I will...(Writeherechangesyouwill Write your name here. (Writeherethechangesyoumake in your schedule to (Becreativeinyourlettering) willmakeinyourdiettobe more active.) have a healthier lifestyle.)I want to... because these activities...(Write the active recreational activities (Write why you want to beyou want to be involved with in the future) involved with these activities) 46 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 2: 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 the learners. 2. Ask them to do some light jogging around the venue to gradually elevate their heart rate. 3. Make them stretch their legs, arms, back, etc for several minutes. Time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes of warm up routine either general exercises like jogging or running, or sports-specific exercises, that uses movements in the actual physical activity. Activity 3: REFLECTION AND PARTICIPATION The activity shows the learner’s plan for future recreational pursuits. I. Objectives Guide learners in the development of a plan for participation in active recreational activities II. Materials/Equipment • worksheets/activity notebook • pen • sports or activity materials III. Procedure: 1. Ask learners to refer to their answers in activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Tell them to reflect on their schedule and participation in physical activities then and now. 3. Tell them to reflect on the knowledge and experiences that they have gained from the lesson. Let them list down activities that they think they can maintain. 4. Let them continue doing in class those activities that they think they can maintain. 5. Ask them to concentrate on the following: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying these changes in your schedule? Emphasize the importance of continuously being active even outside of PE class. Make them realize that their participation even at a young age could be a start to a healthier lifestyle and lifelong fitness. 47 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 4: MY PERSONAL CONTRACT (Assessment of Understanding) The activity shows the learner’s plan for future recreational pursuits.I. Objective Guide learners in the development of a plan to regularly participate in active recreational activitiesII. Materials/Equipment • worksheets • activity notebook • penDEPED COPYIII. Procedure: 1. Ask learners to refer to their answers in activities 1 (Me and My Day) and 2 (Filling in My Schedule). 2. Tell them to reflect on their schedule and physical activity participation then and now. 3. Tell them to recall the knowledge and experiences that they have gained from the lesson, and ask themselves the following questions: • What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since applying changes in your schedule? 4. Distribute My Personal Contract and ask them to fill it out. My Personal ContractI agree to increase my participation in active recreational activities particularly_____________ for ____________ days per week. I will begin my program on_______________ and plan to reach my final goal by _______________.My plan for increasing my participation includes the following strategies:1. ______________________________________________________________2. ______________________________________________________________3. ______________________________________________________________4. ______________________________________________________________5. ______________________________________________________________I will keep in mind that the reason why I participate in active recreational activities is tohave a healthier lifestyle and because of these other reasons:1. ______________________________________________________________2. ______________________________________________________________3. ______________________________________________________________4. ______________________________________________________________5. ______________________________________________________________I understand that it is important for me to make a strong personal effort to make thechange in my behavior. I sign this contract as an indication of my personal commitmentto reach my goal.Name _______________________ Witness _______________________ 48 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 Applying your knowledge on the importance of physical activity to your daily routine is vital if you want to live a healthier lifestyle. It is you who make decisions for yourself. Commit to the changes you want to do in your lifestyle so that your health will improve. Make them realize that all of the lessons they have learned are accumulated to inculcate in them the value of having healthy lifestyle choices in terms of food, eating habits, and physical activity. Part IV What to TRANSFER The end product of this module is an activity that will give learners the chance to influence society in living a healthy lifestyle and maintaining a desirable weight through their active participation in active recreational activities. Activity 1: School-Based Weekend Camp In this activity, learners will extend their commitment in fitness development to their immediate community. They will be provided with an opportunity to maximize the knowledge, skills, and understanding they have acquired in influencing their community with the value of active recreational activities in improving fitness. I. Objectives: Encourage appreciation of the value of active recreational activities in improving fitness Guide in the realization of an advocacy project on the value of active participation in physical activities to the community through Weekend Camp II. Materials/Equipment: • sample request letters to the principal for approval and to the respective community leader/s for coordination and if possible, for funding of transportation, meals, and snacks • sample budget proposals • schedule of activities/matrix • photo album • notebook and pen III. Procedure: 1. Encourage learners to extend their fitness commitment to the community as required to accomplish. Give the learners ample guidance to accomplish this. 2. Take note of the following details of the School-Based Weekend Camp. 49 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.

School-Based Weekend Camp Goal: Maintain an active lifestyle to influence the physical activity participation of the community. Clientele: Students/community members/barangay SK members/Church members/ Indigenous group in the community Venue: nearby schools/resorts/recreation parks Schedule: to be arranged DEPED COPY Rationale: The Weekend Camp is a culminating activity of the Grade 10 students which aims to influence the community to participate in active recreational activities. Objectives: Specifically, the School-Based Weekend Camp aims to: • offer a variety of active recreational activities such as badminton, tennis, table tennis, basketball, volleyball, baseball, and/or football/soccer; • provide activities to enhance fitness benefits; and • inculcate the idea of being active for a lifetime fitness. Activities: 1. Planning • Selecting of clientele, venue • Planning of activities • Planning of budget • Scheduling of activities • Choosing food for lunch 2. Organizing • Creating different committees • Drafting the functions of the committees • Visiting the place • Communicating with the clientele 3. Managing the actual activity day • Time management • Activity management • Personnel management • Clientele participation 4. Evaluation • Clientele satisfaction • Narrative report with proper documentation 50 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 2: Voluntary Physical Activity Participation Learners will extend their commitment in fitness development by participatingvoluntarily in various physical activities with their families and/or those that are availablein the community such as fun runs, barangay palaro, aerobics, etc.I. Objectives: Encourage appreciation of the value of active recreational activities in improving fitness Encourage participation actively in recreational activities voluntarilyII. Materials/Equipment: • copy of teacher-made assessment tool • photos • notebook and penDEPED COPYIII. Procedure: 1. Encourage learners to extend their fitness commitment with their family and/or in the community in their free time. 2. Distribute the Activity Participation for Fitness Advocacy. Activity Participation for Fitness AdvocacyDate Activity Nature of Participation Organizers/Sponsoring (participant or organizer) Individuals/Groups SUMMATIVE TEST Learners’ final challenge is to pass the following test. It will assess the knowledge, processes and understandings they have acquired in active recreational activities. Ask learners to answer this in their activity notebook. ERROR IDENTIFICATION: Read the statements carefully. Choose the word/s that make the statement false. Write NA for not applicable if the statement is true. Do this in your activity notebook. 1. Vigorous physical activity is always recommended for a beginner. NA 2. Convenience and personal preference are some of the factors affecting food choices. 3. Exercise for a healthy lifestyle should be done at most three times a week. NA 4. BMI is dependent on a person’s height and weight. 5. If the goal is weight loss, a person should minimize energy expenditure. NA 6. Non-communicable diseases could be affected by genetics. 7. Changes in a person’s lifestyle only affect the physical aspect. NA 8. Active recreational activities are recommended for health promotion because they are enjoyable and effective in keeping the body in motion. NA 9. Dieting is not as effective as participating in regular physical activities when trying to lose weight. 10. Basic skills in basketball include behind-the-back dribble, dunk, and alley hoop. 51 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.

SUMMARY The value of having a healthier lifestyle through actively participating in physicalactivities and eating healthier should be everybody’s priority. Even at a young age, aperson needs to take care of themselves by doing exercises and by making properchoices. Being healthy affects not only oneself but others, the community, and societyas well.GLOSSARY activities that require large body movements such as Active recreational running, throwing, or jumping or those that are sports- activities specificDEPED COPYAgility skill-related component of physical fitness that refers to the ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining postureBody Mass Index a rough measure of body composition that is useful for (BMI) classifying the health risks of body weight; also based on the concept that a person’s weight should be proportional to height; calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters)Cardiovascular the ability of an individual to perform prolonged work endurance continously, where the work involves large muscle groupsCoordination skill-related component of physical fitness that refers to the ability to perform complex motor skills with a smooth, flow of motionEating habits patterns of behavior with regards to eating like choosing available food, preparing it, deciding where to eat, which rules to follow, and who to dine withFITT formula stands for frequency, intensity, time, and typeFrequency part of the FITT formula that refers to number of training sessions that are performed during a given period (usually one week) Health-related those components that contribute to the development components of of health and functional capacity of the body such asphysical fitness cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition 52 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.

Intensity part of the FITT formula that refers to an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentageLifestyle the way in which an individual lives; 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; are related to elevated or reduced health riskNon-communicable diseases that are not passed from person to person; diseases (NCDs) also known as chronic diseases; includes cardiovascular diseases (like heart attacks and stroke), cancers, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma) and diabetesDEPED COPYPhysical fitness tests that gauge your fitness level; may be health-related tests and skill-relatedRate of Perceived an assessment of the intensity of exercise based on how Exertion (RPE) the participant feels; basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in betweenRecreation activities activities done during one’s leisure time both for relaxation and enjoyment; may require large body movements such as running, throwing, or jumping or small body movements such as playing board games, doing arts and crafts, and many othersRegular moderate being active for 30 minutes to 1 hour, doing physical physical activity activities that elevate your heart rate more than you are used to; being active in most, if not all, days of the week, about 3-4 times per week or more Risk factors variables in your lifestyle and genetics that may lead to certain diseases; include age, gender, nutrition, body Skill-related weight, physical activity, and health habits, etc (i.e. stress, components of unhealthy diet, physical inactivity, exposure to tobaccophysical fitness smoke or the effects of the harmful use of alcohol) components that contribute to the development of skills; include agility, balance, coordination, power, reaction time, and speedTime part of the FITT formula that refers to timeframe of a workout (including warm-up and cool-down) or the length of time spent in trainingType part of the FITT formula that refers to mode of physical activity 53 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 Warm up preliminary activity done to prepare the body for actual physical activity; can be general or sports-specific Weight Gain energy consumed is greater than energy expended (i.e. more food intake but less physical exertion) Weight Loss energy consumed is less than energy expended (i.e. more physical exertion but less food intake) Weight Maintenance energy consumed equals energy expended (i.e. physical exertion is the same with food intake)REFERENCES 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. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.). Australia: Wadsworth. Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/ http://www.stopsportsinjuries.org/ www.sportsinjurybulletin.com/archive/table-tennis.php‎ www.who.int/mediacentre/factsheets/fs355/en/‎ 54 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.

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 2 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 2: Health Trends, Issues, and Concerns in the National Level .......................233 Introduction................................................................................................................234 Learning Competencies ............................................................................................235 Pre-Assessment ........................................................................................................235 Summary ..................................................................................................................241 References ...............................................................................................................242 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 2: Active Recreation (Fitness) 55 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 I: Defining Desired OutcomesGrade Level Standard: The learner demonstrates understanding of societal fitness in sustaining andpromoting an active lifestyle.Content Standard Performance Learning Competencies StandardThe learner ... The learner ... The learner...• demonstrates • maintains an • assesses physical activity, understanding active lifestyle exercise and eating habits of lifestyle to influence the and weight physical activity • determines risk factors for management to participation of the lifestyle diseases (obesity, promote societal community and diabetes, heart disease) fitness societyDEPED COPY • engages in moderate to • practices healthy vigorous physical activities eating habits that for at least 60 minutes a support an active day in and out of school lifestyle • applies correct techniques to minimize risk of injuries • critiques (verifies and validates)media information on fitness and physical activity issues • expresses a sense of purpose and belongingness by participating in physical activity-related community services and programs 56 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 II: Planning for AssessmentProduct / Assessment at the Level of Assessment at thePerformances Understanding Level of Performance Community Explanation Conduct of theOutreach Program Justify the importance of active Community Outreach recreation in maintaining one’s Program fitness and good health Interpretation Present in a creative way the fitness program in the school or communityDEPED COPY Application Participate actively in fitness and recreational activities present in the school and in the community Perspective Share views on active recreation as a lifetime activity Self-Knowledge Reflect on the importance of active recreation in achieving lifelong wellness Empathy Assumes the role of a recreation manager promoting the importance of being physically active to achieve fitness Part III: Planning for Teaching and Learning I. Introduction What is your personal understanding of health and fitness? Do you practice healthy lifestyle? Fitness is a universal concern. Whatever endeavors you are in, whatever activities you do, your fitness should always be taken into account if you are to perform them effectively and efficiently. Fitness is not just for athletes, sportsmen, PE teachers and fitness instructors. It’s also a concern of students, parents, and other members of the community. If we are to become strong and productive members of our community, we must address the very basic requirement of such goal, the sustaining base of any endeavor we undertake, which is fitness. 57 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 COPYThis module introduces the learners to understand the importance of healthylifestyle and weight management in the enhancement of their fitness. They will beprovided with a variety of fitness activities such as strength raining, running, walking,yoga, and aerobic dance exercises, which will in turn lead them to a greater awarenessof the right food to eat, proper ways to manage one’s weight, and practice a healthylifestyle. It is expected thereafter that such fitness and health practices will be observedand followed to influence the lifestyle of people in the community.II. Pre-AssessmentMultiple Choice: Encircle the letter that best corresponds to your answer in a givenstatement. 1. How can one maintain an ideal body weight? a. Follow the latest diet fads. b. Balance the amount of food you eat with regular physical activity. c. Consult a doctor about an effective diet pill that you can take. d. Believe in the power of your genes. 2. A desirable level of fitness can be achieved through at least how many workouts per week? a. 3 b. 4 c. 5 d. 6 3. People who lead sedentary lifestyles are often referred to as a. couch potatoes b. athletes c. physically fit d. low-health-risk people 4. Which of the following is not a positive outcome of personal fitness? a. improved physical appearance b. enhanced self-esteem c. hypertension d. stress reduction 5. Which of the following can help you determine which fitness and recreational activities are realistic for you? a. cost b. skills and attitude c. social needs d. all of the above 6. How many servings from the bread, rice, cereal and pasta group should you eat each day? a. one b. two to three c. four to five d. six to eleven 58 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 7. Which of the following is an example of a passive warm-up exercise? a. toe touch b. whirlpool bath c. walk around the gym d. basketball lay-ups 8. Which of the following would not be a benefit of walking? a. helps with weight management b. lowers blood pressure c. it is a high impact exercise d. builds aerobic fitness 9. People who are physically active throughout their lives may add about ____ year(s) to their life expectancy. a. 1 b. 1.5 c. 2 d. 2.5 10. Which of the following is not a fitness benefit of Yoga exercise? a. improves posture and balance b. high risk of injuring the muscles and the ligaments c. best way to build core strength d. increases one’s flexibility and muscular strength 11. Which of the following will not improve your personal fitness program? a. exercising at moderate intensities b. starting slowly c. engaging in high-impact, weight bearing activities d. making your program convenient 12. Participation in active recreation is everyone’s responsibility. Which of the following is the best reason for this? a. to have a healthy lifestyle b. to maintain an ideal body weight c. keep a physically fit and healthy body d. have, fun, enjoyment and socialization 13. In performing hip-hop aerobics, what fitness component is required of you? a. agility b. power c. speed d. coordination 14. Which of the following is not a health-related physical fitness test? a. sit and reach b. 50- meter run c. sit-up d. push-up 59 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.

15. Your body composition is influenced by which of the following? a. genetics b. age c. gender d. all of the above16. Which of the following signs or symptoms is not characteristic of bulimia? a. depressed moods b. noticeable weight loss or gain c. lack of concern about weight d. habit of visiting the bathroom immediately after meals17. Which of the following food groups should be consumed sparingly? a. fats, oils, and sweets b. fruits c. vegetables d. milk, yogurt, and cheese18. You are invited to talk on how to prevent diseases and live a healthy and quality life. What would be the focus of your talk? a. nutrition, and physical activity of the family b. health background of the family c. lifestyle and behaviour of the family d. environment where the family lives19. Your friend Kaye is overweight and she wants to start her weight loss program. What strategies and advice would you give her? a. Avoid automatic eating while watching the television, reading or studying. b. Try “junior size” instead of “super size”, use smaller plates, bowls, cups, or glasses. c. Incorporate easy and enjoyable exercises into the program to be motivated. d. All of the above20. What terms describes the use of barbells, dumbbells, and machines to improve fitness, health and appearance? a. body building b. strength and conditioning c. weight training d. weight liftingDEPED COPYHere’s the key to correction:1. b 6. d 11. c 16. c2. a 7. b 12. a 17. a3. a 8. c 13. d 18. a4. c 9. d 14. b. 19. d5. d 10. b 15. d. 20. c 60 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.

Let’s see how you scored in the pre-assessmentAdvance 18-20Proficiency 16-17Approaching Proficiency 14-15Developing 10-13Beginning 9 and belowINSTRUCTIONAL ACTIVITIESDEPED COPY PART I: WHAT TO KNOW Knowledge will be unveiled in this part of the module. Learners will be exposed to a variety of activities that would help them understand the importance of healthy lifestyle and weight management. Understanding the basic concepts will help the learners build their own personal fitness and wellness goals by engaging in active fitness recreational activities.ACTIVITY 1: Fitness Survey This activity will help the learners to reflect on their fitness habits. I. Objectives: To describe their health and fitness habits To determine the frequency of the learner’s participation in various physical and fitness activities II. Materials copy of survey form III. Procedure: 1. Group the learners into 8-10 members each. Consider the number of students per grouping. You can have more number of groups to accomodate everybody. 2. Distribute the survey form. 3. Ask learners to do the following: a. put a check ( /) mark on the appropriate column of your answer. b. tally the Yes and No answers. c. discuss in groups why they answered a Yes or a No. 4. After the group sharing, ask the entire class to answer the following reflective questions: a. How do you feel about the different activities you are into? b. What influence your choice of the different physical activities? c. How do these activities affect you and your lifestyle? d. What are the different benefits of these physical and fitness activities? 61 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.

Fitness SurveyAre you into.... ? Yes No • Walking/Jogging • BikingDEPED COPY • Hip hop dancing • Playing badminton • Playing volleyball/basketball • Swimming • Strength training • Aerobics exercises • Ballroom dancing • Hiking • Yoga exercises • Zumba exercise • Malling • HikingACTIVITY 2: Start Being Fit – Stretch It Out Introduce the next activity by discussing and explaining the importance ofwarming up before performing and starting any physical, sports, or fitness activities.The Warming Effect An effective warm-up should:  Increase blood flow to the muscles  Increase muscle elasticity  Gently raise the heart rate  Increase mental alertness  Increase the core body temperatureStart each daily physical activity or PE class with a warm-up exercise and end it witha cool-down activity.1. Ask the learners to perform the following warm-up exercises to the beat of anupbeat music.2. Remind them to observe proper posture and correct execution in doing thedifferent exercises.a. Neck Stretch c. Side Arm Stretchb. Shoulder Rolls d. Tricep Stretch 62 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.

e. Hamstring Stretch o. March Feet apartf. Quadricep Stretch p. Knee liftsg. Shin Stretch q. Alternate Toe Touches Sideh. Outer Thigh Stretch r. Alternate Cross Kicks Fronti. Inner Thigh Stretch s. Jog in placej. Calf Stretch t. Jumping Jacksk. Knee Bends/Squat u. Alternate Reach Upl. Hip Circles v. Lower Back Stretchm. Waist Turns w. Breathing Exercisesn. March on the SpotAfter performing the different activities, ask the students to reflect on theimportance of engaging in regular physical activities to stay active and healthy.DEPED COPY There is more to living a healthy lifestyle than just eating an apple a day. Togain the full benefits of healthy living, a holistic approach must be taken. Beyond eatingright, they should also pay attention to exercise, emotional, and social well-being.Discuss the list of healthy lifestyle guidelines in class. Ask the learners to share theirpersonal obervations and experiences in practicing the different health guidelines. Healthy Lifestyle Guidelines1. Accumulate 20-30 minutes of moderately intense physical activity on most days of the week.2. Eat a healthy breakfast everyday.3. Manage stress effectively.4. Get 7 to 8 hours of sleep per night.5. Perform simple flexibility exercises involving all joints of the body.6. Eat a healthy diet that is rich in whole-wheat grains, fruits, and vegetables and is low in saturated and trans fats.7. Do not use tobacco in any form and avoid second hand smoke.8. Maintain your recommended body weight through adequate nutrition and exercise.9. Have at least one close friend or relative in whom you can confide in and to whom you can express your feelings openly.10. Be aware of your surroundings and take personal safety measures at all times. Werner W.K Hoeger & Sharon A Hoeger (2013). Fitness and Wellness (10th Edition). Boston: McGraw-Hill 63 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 COPYHow Active Are You? An active lifestyle is increasingly linked to health benefits. The risks to healthcome from being completely sedentary or mistaking a busy lifestyle for an active one. What kind of activity is right for you? Ask the learners to do the following physicalactivities in class with the help of the teacher: 1. Walk around the gym for 3 minutes. 2. Jog for 2 minutes 3. Jump rope for 2 minutes 4. Do light aerobic activity for 10 minutes 5. Do cool down and relaxation exercises for 2 minutes.The next activity will assess the wellness lifestyle of the learners. Introduce theconcept of wellness in class and how it can help them achieve lifetime fitness.ACTIVITY 3: Wellness Lifestyle Questionnaire I. Objective: To analyze current lifestyle habits and help determine changes necessary for future health and wellness. II. Materials needed: copy of Wellness Lifestyle Questionnaire III. Procedure: 1. Form groups in class. The number of members depends on the size of class. Ask them to select the discussion facilitator and the secretary. 2. Give them 5 minutes to answer the questionnaire individually. Place a check in the column corresponding to your answer to each question. Get your final score according to the guidelines provided at the end of the questionnaire. 3. Answer the following reflective questions: a. Are you aware of your family health history and lifestyle factors that may negatively impact your health and fitness? b. Do you accumulate at least 30 minutes of moderate-intensity physical activity five days per week? What did you find out after answering the questionnaire? c. Do you make a constant and deliberate effort to stay fit and healthy? 4. The group leader will present the summary in 3 minutes. (time may vary pending on your agreement) 64 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.

Wellness Lifestyle Questionnaire Always Nearly Often Seldom Never (5) Always (3) (2) (1) 1. I participate in vigorous aerobic activity for 20 (4) minutes, 3x a day.DEPED COPY 2. I participate in strength training exercises, 2 or more days per week. 3. I perform flexibility exercises a minimum of 2x per week. 4. I maintain my recommended body weight. 5. I eat 3 regular meals that include a wide variety of food every day. 6. I limit the amount of fats in my diet on most days of the week. 7. I eat fruits and vegetables every day. 8. I regularly avoid snacks, especially those high in calories and fat. 9. I readily recognize and act on it when I am under excessive tension and stress. 10. I am able to perform effective stress management techniques. 11. I have close friends and relatives with whom I can discuss personal problems and approach for help when needed. 12. I spend most of my leisure time in wholesome recreational activities. 13. I can deal effectively with disappointments and temporary feeling of sadness, loneliness, and depression. 14. I can work out emotional problems without turning to alcohol or violent behavior. 65 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.

Wellness Lifestyle Questionnaire Always Nearly Often Seldom Never (5) Always (3) (2) (1) 15. I associate with people who have a positive attitude about (4) life. DEPED COPY 16. I do not spend time and talent worrying about failures. 17. I wear a seatbelt, whenever I am in a car or vehicle. 18. I do not drive under the influence of alcohol nor read, write or send text messages while driving. 19. I avoid being alone in public places and staying out until midnight. 20. I always keep doors and windows locked, especially when I am at home alone. 21. I support community efforts to minimize pollution. 22. I use energy conservation tips and encourage others to do the same. 23. I study in a clean environment. 24. I participate in recycling programs in my community.How to Score 1. Enter the score corresponding to the answer given in the space provided below. 2. Total the score for each specific wellness lifestyle category and obtain a rating for each category according to the criteria provided below. Health- Nutrition Stress Emotional Personal Environmental Related Management Well- Safety Health & Fitness 5. being Protection 6. 9. 17.Total: 7. 10. 13. 18. 21.Rating: 8. 11. 14. 19. 22. 12. 15 20. 23. 16. 24 66 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.

Category RatingScore Rating Description Your answers show that you are aware of the importance of>17 Excellent (E) this category to your health and wellness. You are putting your knowledge to work for you by practicing good and healthy habits. Your health practices in this area are good, but you have room for improvement. Look again at the items you answered with a 413 Good (G) or lower and identify changes that you can make to improve your lifestyle. Even small changes often can help you achieve better health. Your health risks are showing. You may be taking serious and Needs unnecessary risks with your health. Perhaps you are not aware of Improvement the risks or what to do about them. Most likely you need additional information and help in deciding how to successfully make the (NI) changes you desire. You can easily get the information that you<12DEPED COPY need to improve, if you wish. The next step is up to you. After the presentation, emphasize to the students the importance ofobserving wellness lifestyle habits to achieve health and fitness even while theyare still young.Readings: Direction: 1. Ask the learners to read the story of Yani and her experience as a student athlete. 2. Let them answer the following reflective questions: a. What can you say about Yani’s experience as a high school student? Do you share the same experience on how you would manage your ideal body weight? b. Are you satisfied with your current body composition (including body weight) and quality of life? If not, are you willing to do something about it to properly resolve your problem? Here’s a real life story on how Yani (a young aspirant in basketball) change herlifestyle and later on became very much conscious on the importance of managingher weight to improve her sports performance. Read the story below and make somereflections. 67 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.