P.E Grade 10

DEPED COPYReferences: BetterHealthChannel. (May 29, 2014). Dancehealthbenefits. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ Dance_health_benefits?open Food and Nutrition Research Institute Marvin. (December 16, 2009). Daily Nutritional Guide Pyramid for Filipinos Retrieved from http://www.foodrecap.net/health/food-guide-pyramid-for- filipinos/ Sindico, Ruth. (July 9, 2012). The Philippine Star. http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_ health_benefits?open http://en.wikipedia.org/wiki/Hip-hop_dance http://en.wikipedia.org/wiki/History_of_hip-hop_dance http://dance.about.com/od/hiphopdancing/tp/Elements-Of-Hip-Hop.htm http://en.wikipedia.org/wiki/Street_dance www.diabetesphil.org/journals/Year%20XVIII1.pdf http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/ 138 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 10 Physical Education Learner’s Material Unit 4 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 Education and Health – Grade 10Learner’s MaterialFirst 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 Learner’s Material. Those whohave not entered in an agreement with FILCOLS must, if they wish to copy, contact thepublishers and 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 Learner’s MaterialConsultant: 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 Your Engagement in active recreation, sports, physical activities, and understanding of health concepts will contribute to your sense of social connectedness and help you assume greater responsibility through a variety of roles as you participate in a real world situation. The Physical Education and Health modules are uniquely crafted to explore your greatest potential and promote lifelong skills through active participation in the different learning experiences. Emphasis is placed on combining tactical knowledge that you will acquire, and the development of skills for a better performance and achievement of the expected learning outcomes. This module is designed to provide and equip you with knowledge, skills, and habits that will enable you to achieve competence in maintaining your health and physical condition. The domain in Physical Education focuses on the importance of a healthy lifestyle and physical activity through active recreation such as sports, fitness, street dance and hip-hop dance, while Health Education emphasizes on the development of the proper skills of a health-conscious consumer, lifelong participation in health trends, issues and concerns in health care, and planning for a health career. Each module follows a standard format or pattern with a short overview of the lesson, content and performance standards, pre-assessment and instructional activities categorized into four levels: What to Know, What to Process, What to Understand, and What to Transfer. Every level provides activities that will allow you to experience meaningful and varied learning. Your involvement in the different tasks can take many forms, ranging from self-reflection and group tasks to beyond the classroom learning activities. Like any good material, you will also be assessed and evaluated to ensure that you will have a thorough grasp of the lesson before tackling the next activity. Your deeper understanding of the lesson will help you gain more relevant skills and information, preparing yourself for the challenges of the world. As you start putting life into this module, you will discover many great opportunities and learning experiences that will change the way you spend your time. You need to visualize a better version of yourself and aspire to achieve a holistically healthy you. Come on. Let’s get started! iii 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 PHYSICAL EDUCATION Unit 4: Other Dance Forms (Cheerdance and Contemporary Dance).............. 139 Introduction...................................................................................................... 140 Learning Competencies ................................................................................... 141 Pre-Assessment .............................................................................................. 141 Part I: What to KNOW ..................................................................... 144 Part II: What to PROCESS .............................................................. 156 Part III: What to REFLECT and UNDERSTAND............................. 178 Part IV: What to TRANSFER........................................................... 180 Summary ........................................................................................................ 183 Appendix ........................................................................................................ 184 A: Readings on the Nutritional Side of Cheerdancing and Contemporary Dancing………………..………………………………………..184 B: Illustration of Tumbling Skills……………………………………………………………..…186 C: Hand Movements and Positions in Cheerdance ..………………………………...187 D: Readings on Dance and its Elements …………………………………………………...188 Glossary ......................................................................................................... 193 References ..................................................................................................... 196 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 COPYUnit 4: Other Dance Forms (Cheerdance and Contemporary dance) 139 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. : 4 Number of Sessions: 8 CONTENT STANDARD PERFORMANCE STANDARDThe learner . . . The learner . . . • Demonstrates understanding of • maintains an active lifestyle lifestyle and weight management to influence the physical to promote societal fitness. activity participation of the community and the society. • practices healthy eating habits that support an active lifestyle DEPED COPYI. Introduction In today’s world dominated bycomputers, a great deal of change hashappened that have taken away the veryessence of our physicality as human beings:the opportunity to move. A massive shift fromphysical labor to office jobs, engagementin passive forms of entertainment andrecreation, and development of a sedentarylifestyle are just but natural consequencesof the luxury offered by the advancements inscience and technology. Increased weight gain has led leadingto obesity, development of heart diseases,diabetes, and certain types of cancer justsome of the eventual disadvantages ofphysical inactivity. This is the very reason whyyou will be introduced to cheer dancing andcontemporary dancing as means to achievehealthy living. It is fitting and timely that these lessonsare included in your studies so that as early asnow, before you enter the work force, you willbe able to make informed decisions regardingyour lifestyle choices and practices that willhelp you become a fit, healthy and productivemember of society. 140 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. Learning CompetenciesThe learner… • assesses physical activity, exercises, and eating habits; • determines risk factors related to lifestyle diseases (e.g., obesity, diabetes, heart disease); • engages in moderate to vigorous physical activities for at least 60 minutes a day in and out of school; • 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; and • recognizes the health needs of others in real life and in meaningful ways.III. Pre-Assessment A. Assessing Your Participation in Recreational Activity I. Procedure: 1. Copy the template given. 2. Indicate your corresponding response to each of the needed data regarding to your participation in the recreational activities enumerated, the potential danger for each activity, and the first aid techniques necessary to alleviate suffering whenever injuries happen.DEPED COPYRecreational Activity Always Seldom Never Potential First Aid Danger/ Injury Technique neededBasketballVolleyballBaseball / SoftballSoccer / FootballBadminton 141 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.

Recreational Activity Always Seldom Never Potential First Aid Danger/ Injury Technique neededSwimmingTrekkingMountain ClimbingCycling DEPED COPYCampingCheerdancingContemporaryDancingPop DancingBreakdancing(B-boying)Ballroom DancingFishingPlaying Computer /Video GamesPlaying board games Playing card games Playing musical instruments 142 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.

Processing Questions:In your activity notebook, answer these questions briefly: 1. What does the survey reveal about your participation in recreational activities? 2. Does the result of the survey tell that you have knowledge and skills in first aid? 3. Why do you think knowledge and skills in first aid are necessary in your participation in recreational activities?B. Me and the Food I Eat I. Procedure: 1. Copy and accomplish the give template in your activity notebook. 2. In about 3 to 5 sentences, tell something about what the activity reveals about your eating and fitness habits.DEPED COPYMe and the Food I Eat Template:Fill out the columns by enumerating food that you love to eat.Name:List of Nutritional Implication to Healthy Potentially SuggestedFood (Put check Unhealthy Alternative Content/ Fitness and (Put check √ mark) Food Value Well-being √ mark) C. Levelling of Expectations At the end of this module, you are expected to conduct a cheerdance promotional ad and a cheerdance festival. These activities will allow you to share the knowledge, skills and understanding learned relative to influencing society’s fitness concept with cheer and contemporary dancing as your media. Refer to Part IV (What to Transfer), Activities 1 and 2 of your lessons for this activity. Your teacher will give the necessary orientation regarding your grouping, the criteria for assessment, and the process of conducting the activity. 143 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.

INSTRUCTIONAL ACTIVITIES: Part I: WHAT TO KNOW Welcome to the first part of your lesson in Cheer and Contemporary Dancing! In this phase, you will be provided with activities that seeks to activate your prior knowledge regarding the lesson. From there, follow-up activities will then be given to elicit your initial understanding. As you go through the rest of the activities, misconceptions and alternative conceptions you might have had in mind willbe clarified. Finally your knowledge, in terms of its adequacy and relevance, will beassessed at the end of this phase.DEPED COPYActivity 1: HR LOGI. Objectives: At the end of the activity, you will be able to: • record your own resting heart rate (RHR), training heart rate (THR) and training intensity (TI); • assess and report your own heart rate before and after performing a physical activity; and • realize the importance of keeping track of your own fitness data in relation to improving personal fitness necessary in influencing others in the society.II. Materials: • ”HR (Heart Rate) Log” template • activity notebook and ballpen • RPE (Rate of Perceived Exertion) chartIII. Procedure: 1. Below is an HR log, a template that allows you to self-assess and report your heart rate before and after you perform a physical activity, the time spent, and your Rate of Perceived Exertion (RPE) on the physical activities you do on a daily basis. 2. Reflect on the physical activities you did before going to school today, and/ or in PE classes and fill in the needed data in the given template. 3. You may start with the warm-up session that will be given to you in the next activity. 4. Do this in your activity notebook.HR Log Template: Name:Date Activity Time Heart Rate Heart Rate Rate of Signature Spent before after Perceived (in bpm) Exertion (in bpm) 144 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: ME AND MY TUMMY (Activating Prior Knowledge)I. Objectives: At the end of the activity, you will be able to: • activate your prior knowledge on lifestyle and weight management; • measure your waist and give the implication of such measurement on your fitness and well-being; • compute your BMI (Body Mass Index) and give its implication on your fitness and well-being; and • assess your lifestyle and weight management skills.II. Materials/Equipment: • HR log (activity notebook) • any upbeat music for warm-up • music player and speaker • tape measure • meter stick • weighing scale • calculator • BMI classification templateIII. Procedure: 1. Do a 10-15 minute warm-up. Bear in mind that before doing the warm- up exercises, you have to be in stretchable outfit such as cycling shorts, leggings, jogging pants, shirts or sleeveless shirts, for better exercise and workout, and prevent unnecessary injuries from happening resulting from wearing improper clothing. 2. Using the weighing scale and meter stick, take your weight and height. 3. With the formula BMI = W (kg)/H2 (m2), compute your Body Mass Index. 4. Find out your classification based on this table:DEPED COPY BMI CLASSIFICATIONbelow 18.5 Underweight18.5 – 24.9 Normal25.0 – 29.9 Overweight30.0 and above Obese Source: Complete Guide to FITNESS and HEALTH,Barbara Bushman, Ph. D., American College of Sports Medicine, 2011 5. To which of the four classifications do you belong? 6. This time, let’s measure your waist. This is one way to identify whether you are at risk of health concerns. It is very simple. Just get a tape measure, wrap it around your waist and measure at the smallest part. 145 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. Now, refer to Table 2 below to give you an interpretation of your waist circumference: Interpretation of Waist Circumference for Adults Risk Category Waist Circumference (in inches and centimeters)Very Low Men WomenLowHigh Below 31.5 in (80 cm) Below 27.5 in (70 cm)Very High 31.5 to 39.0 in (80 - 99 cm) 27.5 to 35.0 in (70 - 89 cm) 39.5 to 47.0 in (100 - 120 cm) 35.5 to 43.0 in (90 - 109 cm) Above 47.0 in (120 cm +) Above 43.0 in (110.0 cm)8. Based on the interpretation given about your waist circumference, are you at risk?DEPED COPY9. To enrich your knowledge, refer to these readings; they can help you maintain a healthier lifestyle:READINGS:BODY MASS INDEX AND WEIGHT MANAGEMENT Weight management is a struggle for many Filipinos, but controlling bodyweight has many benefits. Filipinos, nowadays, have adopted the Western cultureof excessive intake of unhealthy, high-calorie food coupled with physical inactivitywhich often results in a society called “obesiogenic” (a tendency to have a fatcitizenry). This transformation towards over fatness does not occur overnight. Thenumber of overweight and obese Filipinos has already grown, according to theNational Nutrition and Health Survey by the FNRI (Food and Nutrition Research Instatute) and DOST (Department of Science and Technology) and it will most likelycontribute to the development of related diseases. The terms overweight and obesity are both used interchangeably to describesituations in which the body weight is higher than that recommended for optimalhealth, because being overweight or obese increases the risk of developing diseasesor health problems. Stated plainly, you are overweight if you weigh more than whatis expected for someone of your stature (height), and you are obese if you weigh alot more than what is expected. To be more specific, Body Mass Index (BMI) is usedto classify people into four subclasses: underweight, normal, overweight, and obese. BMI is commonly used because it is very easy to measure and it also correlatesstrongly with the percentage of body fats. Excess levels of body fat contribute to anumber of health concerns including heart disease, hypertension, diabetes and somecancers. Typically, body fat levels are higher as BMI increases. A BMI between 18.5to 24.9 kg/m2 is considered normal, with a healthy body weight. This is because BMIwithin this range is associated with the lowest risk of developing a chronic disease ordying. People classified as overweight have an increased risk of disease and death,and those who are obese have the highest risk of developing a number of diseases. 146 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 Waist Circumference People have different patterns of body fat distribution, and these patterns correspond to different risk levels for disease. The location of body fat accumulation influences a person’s health risk. The risk is lower for those who have fat distributed more around the hips and thighs (called gynoid obesity and commonly referred to as a pear-shaped physique) than for those who carry fat on the trunk or abdominal area (called android obesity, commonly called an apple-shaped physique). Because of the concern with abdominal obesity, waist circumference alone can help identify whether you are at risk of health concerns. Physical Activity and Exercise Defined Physical activity refers to bodily movement produced by skeletal muscles. It requires energy expenditure and produces progressive health benefits. Physical activity typically requires only low to moderate intensity effort. Examples of physical activity include walking to and from work, taking the stairs instead of elevators and escalators, and gardening, doing household chores, dancing and washing the car by hand. Exercise is a type of physical activity that requires planned, structured, and repetitive bodily movement to improve or maintain one or more components of physical fitness. Examples of exercise are walking, running, cycling, aerobics, swimming, and strength training. Exercise is an activity that requires a vigorous and intense effort. Intensity of Exercise When trying to develop the CR (cardio-respiratory) system, many people ignore intensity of exercise. For muscles to develop, they have to be overloaded to a given point. The training stimulus to the biceps muscle, for example, can be accomplished with arm curl exercises using increasing weights. Likewise, CR is stimulated by making the heart pump faster for a specified period. Health and CR fitness benefits result when a person is working between 30 to 85 percent of heart rate reserve (HRR) combined with an appropriate duration and frequency of training. Health benefits are achieved when training at a lower exercise intensity, that is, between 30 to 60 percent of the person’s HRR. Even greater health and cardioprotective benefits, and higher and faster improvements in CR fitness (VO2max), however are achieved primarily though vigorous intensity programs (at an intensity above 60 percent). Recent research indicates that the traditional equation of 220 – age overpredicts MHR in people 40 years and younger, and underpredicts MHR in individuals above 40 years old. Instead, we will use 207 as our constant MHR from birth that decreases by 1 beat per year. 147 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.

The intensity of exercise or training intensity (TI) can be calculated easily,and training can be monitored by checking your pulse. To determine the intensity ofexercise or cardio-respiratory training zone according to heart rate reserve, followthese steps:1. Estimate your maximal heart rate (MHR) according to the following formula: MHR = 207 – (0.7 x age) 2. Check your resting heart rate (RHR) for a full minute in the evening, after you have been sitting quietly for about 30 minutes reading or watching a relaxing TV show. You can check your pulse on the wrist by gently placing two or three fingers over the radial artery or in the neck, using the carotid artery.DEPED COPY3. Determine the heart rate reserve (HRR) by subtracting the resting heart rate from the maximal heart rate: HRR = MHR – RHR4. Calculate the Training Intensity (TI) at 30, 40, 50, 60, 70 and 85 percent. Multiply the heart rate reserve by respective 0.30, 0.40, 0.50, 0.60, 0.70, and 0.85, and then add the resting heart rate to all four of these figures (e.g., 60% TI = HRR x .60 + RHR)Example: The 30, 40, 50, 60, 70 and 85 percent TIs for a 20-year-old with aresting heart rate of 68 bpm would be as follows:MHR: 207 – (.70 x 20) = 193 bpm RHR: 68 bpmHRR: 193 – 68 = 125 bpmPercentage Training Intensity (TI) Cardio-Respiratory Training Zone30% (125 x .30) + 68 = 106 bpm Light Intensity40% (125 x .40) + 68 = 118 bpm (106-118 bpm)50% (125 x .50) + 68 = 131 bpm Moderate Intensity60% (125 x .60) + 68 = 143 bpm (118-143 bpm)70% (125 x .70) + 68 = 155 bpm Vigorous Intensity85% (125 x .85) + 68 = 174 bpm (143-174 bpm)Lifetime Physical Fitness and Wellness: A Personalized Program, Twelfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013, pp. 205-208Complete Guide to FITNESS and HEALTH, Barbara Bushman, Ph. D., American College of Sports Medicine, 2011, pp. 27-28, 265-266Lifetime Physical Fitness and Wellness: A Personalized Program, Twlfth Edition, Warner W. K. Hoeger, Sharon A. Hoeger, 2013, pp. 7.Processing Questions: • How does your waist circumference determine your health condition? • What factors contribute to an apple-shaped physique? • If you have a high potential risk of developing health problems as determined by your waist circumference, what should you to do to prevent this? • How can the intensity of your exercise activities be of help in maintaining a healthy lifestyle? • Compute for you own cardiorespiratory training zone from 30 to 85 percent according to your actual age. Do this in your activity notebook. 148 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 Note: As required in Activity 1 (HR Log) in this part of the lesson, you should record your heart rate in your HR Log (notebook) and your THR (Training Heart Rate) or TI (Training Intensity) by taking your heart rate after each warm-up or physical/ cheerdancing activity introduced in your succeeding lessons. You will need the data in Activity 3 for your lessons in Part IV (What to Transfer). Activity 3: ACTIVE RECREATION, ITS RISKS, AND FIRST AID TECHNIQUES I. Objective: At the end of the activity, you will be able to; • explain the nature and background of active recreation; • make informed decisions on the kind of active recreation to engage in; • identify potential risks in the chosen active recreational activities and employ appropriate first aid techniques on such risks; and • realize the importance of active recreation and the accompanying knowledge in preventing related risks. II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • music player and speaker • videoclips of active recreational activities and their potential risks • slideshow presentation on active recreation, related risks and appropriate first aid • first aid kit (with triangular bandage, dressing, antiseptics, cold/hot compress , etc.) • HR log (activity notebook) III. Procedure: 1. Do a 15-20 minute syllabised warm-up exercises. 2. Listen to the lecture discussion on the concept of active recreation and its accompanying risks together with how such risks will be prevented or given first aid. READINGS: PHYSICAL ACTIVITY AND ACTIVE RECREATION In your lessons in Grade 9, Quarter 4, the term recreation was regarded as activities you do during leisure. Leisure is an unobligated time wherein you are free from any pressing concern in studies and/or work. Recreation may be classified into two; active and passive. Passive recreational activities are those which you spend your leisure without exerting much of your physical prowess such as playing board and card games, listening to music, reading, watching TV and surfing the internet or playing computer games. Active recreational activities, on the other hand, are those that require deliberate physical efforts which may range from light to vigorous intensities. These include walking, jogging, taking the stairs, gardening, doing household chores, playing sports, swimming, dancing, and even hiking or mountaineering. 149 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 In the absence of a planned exercise program, doing active recreational activities may help you break the monotony of a toxic desk work, mind-boggling academic problems and brain-squeezing assignments and research papers required in your classes. Active recreational activities provide not just an opportunity for you to enjoy life but an avenue to enhance your fitness. They are not suggested to take the place of the academic challenges in school but are recommended to balance or neutralize the adverse effects of a sedentary lifestyle among students. The earlier you make active recreation a fitness habit, the more chances you will have to maintain or improve your health and well-being. Adults between ages 18 to 64, older adults of ages 65 and beyond, pregnant women and those who just gave birth, and children 6 years of age and older, and adolescents like you differ in physical activity prescriptions. Children and adolescents should do one hour (60 minutes) or more of physical activity everyday. The one hour or more a day should be either moderate- or vigorous- intensity aerobic physical activity. Developing the habit of engaging in physical activities which may come in the form of active recreation will eventually reduce risk of hypokenetic diseases. The term “hypo” means low or little and “kenetic” implies motion. These hypokenetic diseases include hypertension, heart diseases, chronic low back pain, and obesity. Lack of physical activity is a fact of modern life that most people can no longer avoid, even for students like you. To enjoy modern-day conveniences and live life to its fullest, however, you have to make a personalized lifetime exercise program a part of daily living. This challenge can be addressed by actively engaging in active recreation, making it a habit of both body and mind. Common Injuries Involved In Recreation Sprains A sprain is a stretch or tear of a ligament, the band of connective tissues that joins the end of one bone with another. Sprains are caused by trauma such as a fall or a blow to the body that knocks a joint out of position and, in the worst case, ruptures the supporting ligaments. Sprains can range from first degree (minor) to third degree (the worst). Areas of the body most vulnerable to sprains are the ankles, knees and wrists. Signs of a sprain include varying degrees of tenderness or pain, bruising, inflammation, swelling, inability to move a limb or joint or joint looseness, laxity or instability. Strains A strain is a twist, pull or tear of a muscle or tendon - a cord of tissue connecting muscle to bone. It is an acute, non-contact injury that results from overstretching or over-contraction. Symptoms of a strain include pain, muscle spasm and loss of strength. On the other hand, it is hard to tell the difference between mild and moderate strains, severe strains not treated professionally can lead to permanent damage and loss of function. 150 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 Knee Injuries Due to its complex structure and weight-bearing function, the knee is the most commonly injured joint. Each year, more than 5.5 million people visit orthopedic surgeons for knee problems. Knee injuries can range from mild to severe. Less severe would be tendonitis, patella femoral compression syndrome, iliotibial band syndrome and bursitis, to name a few. The severe injuries include bone bruises or damage to the cartilage or ligaments. Major injuries are common to the Anterior Cruciate Ligament (ACL), Meniscus injuries, Posterior Cruciate Ligament (Pcl), Medial Collateral Ligament (MCL) and the Lateral Collateral Ligament (LCL). Knee injuries can result from a blow to or twist to the knee, from improper landingafter a jump or from running too hard, too much or without proper warm up. Other common sports injuries suffered by athletes are shin splints, Achilles tendon injuries, patella dislocation and hamstring, quadriceps and calf injuries. Fractures  A fracture is a break in the bone that can occur from either a quick, one-time injury to the bone (acute fracture) or from repeated stress to the bone over time (stress fracture). The most common symptom of a stress fracture is pain at the site that worsens with weight bearing activities. Tenderness and swelling often accompany the pain. This is very important for the coaches to recognize and refer the athlete to the trainers or the team physicians. Dislocations When two bones that come together to form a joint become separated, the joint is described as being dislocated. Contact sports such as football, basketball and lacrosse, as well as high impact sports that can result in excessive stretching or falling, cause the majority of dislocations. A dislocated joint is an emergency situation that requires medical treatments. Symptoms of Mentioned Injuries: • pain • swelling • bruising • difficult and painful movement deformity • a pop, snap or tear is sometimes felt or heard when the injury occurs. 151 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.

First Aid Techniques to Injuries During Recreation These acronyms shall be remembered when applying first aid to injuriesduring the conduct of recreational activities: PRICED and HARM.Follow the PRICED procedure:PROTECTION Remove additional risk or danger in the injured areaREST Stop moving the injured area Apply ice to the injured area for 20 minutes every two hours for two days. Then ice can be applied less frequently after the first twoICE days until the fifth to seventh day. Instead, either contrast baths or warm compresses will be applied to hasten the healing process of the damaged tissuesDEPED COPYCOMPRESSION Apply an elastic compression bandage in the injured areaELEVATION Raise the injured area above heart levelDIAGNOSIS Acute injuries should be evaluated by health-care professionalsIn the first few days of an injury, remember to avoid HARM:HEAT Any kind of heat will speed up the circulation, resulting in more swelling and longer recoveryALCOHOL Alcohol can increase swelling, resulting to longer recoveryRUNNING OR OTHER Exercising can cause further damage to the injured part.EXCESSIVE EXERCISE Exercise also increases blood flow, resulting to more swellingMASSAGE Massage increases swelling and bleeding into the tissue, prolonging recovery time First Aid for Sprains and Strains Minor sprains and strains can be treated at home using these measures. Starttreatment as soon as possible to reduce swelling and speed up recovery. The lessswelling, the more blood can get to the injured part to start the repair process.• Apply the PRICED method.• Do not apply heat during the first two days as this will only increase swelling.• Use paracetamol for the first day of the injury, since it will reduce pain without increasing bleeding. Thereafter, ibuprofen (or other non-steroidal anti- inflammatory) or aspirin is a good choice. Don’t give aspirin to a child younger than 16 years.• Arnica oil works well to reduce swelling.• Remove rings immediately if the injury is to the hand or fingers.• After 48 hours, start moving the limb gently, but only enough so as not to cause pain.• Gradually increase the range of movement – let pain be your guide. 152 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 Strains usually heal in about a week. Sprains may take up to three weeks to heal, depending on the degree of sprain or strain. First Aid for Fractures: • Apply the PRICED method. • Keep the limb in the position you found it and place soft padding around the broken bones. Splint the injury with something rigid, such as rolled up newspaper or magazines, to prevent the bones from shifting. Do not move the broken bones. Splints must be long enough to extend beyond joints above and below the fracture. • If there is an open fracture, cover it with a clean gauze pad. Apply pressure to control bleeding. Do not try to push the bone back into the wound and do not attempt to clean it. • Get medical attention immediately. Fractures of the femur and pelvis may cause severe internal bleeding. • Do not give the person anything to eat or drink in case surgery is needed. See a Doctor if: • You suspect a fracture or dislocation or if you are unsure of the severity of a sprain or strain. • You cannot straighten the affected joint or bear weight on it, or if a joint feels unstable. • The skin over the injury area is broken • The limb below the injury feels numb or tingling, or is white, pale or blue in color, or feels colder compared to the other healthy limb. • The ligaments of the knee are injured. • You injure an area that has been injured several times before. • Pain is severe or lasts longer than 24 hours, or if swelling does not subside within 48 hours. • A sprain or strain does not improve after five to seven days. • Signs of infection develop. 153 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.

Processing Activities:A. Identify these recreational activities as illustrated: DEPED COPYB. In the given table below, indicate whether you engage in such recreational activities or not. Identify whether such recreational activities are active or passive by ticking your corresponding response: Recreational YES NO Active Passive Activity (I do it) (I don’t do it) Recreation RecreationCyclingMarathonSwimmingSoftball/BaseballRowingBasketballComputer GamesCard GamesBoard GamesVolleyballReadingPlaying MusicDancingInternet Surfing 154 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 COPYC. Based on your responses, answer these questions in your activity notebook: 1. Why do you do such activities? 2. When do you do them? 3. What for you is leisure? recreation? 4. How are active recreational activities different from passive ones? 5. Which do you think is better, passive or active recreation? D. This time, copy the template provided below. Identify five (5) of your favorite recreational activities and indicate the corresponding injuries that can possibly happen while doing them. Favorite Recreational Activities Accompanying Risks (Possible Injuries) E. My favorite recreational activities • Group yourselves into four (4). • From the responses given by members of your group, identify three (3) most favorite recreational activities. • List down the risks involved in such activities. • Based on experience and lessons learned, conduct demonstration of how such risks can be managed and given first aid. • Assign representatives to present your work to the class. Activity 4: SIMULATED DANCE CLASS (Assessment of Knowledge) I. Objectives: At the end of the activity, you will be able to: • demonstrate your knowledge and skills learned from the previous activities (weight management, active recreation, and first aid) through simulated dance class differentiated activity; • perform assigned task with mastery, confidence, relevance to the lesson, and adequacy of required knowledge; and • realize the value of weight management, active recreation, and first aid in maintaining or improving a healthy and active lifestyle II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • music player and speaker • HR log (activity notebook) Group 1: • slideshow presentation on weight management • weighing scale • meter stick • tape measure • calculator 155 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 Group 2: • equipment related to three most favorite sports • any upbeat music for warm-up • music player and speaker • comfortable dancing outfit preferrably stretchable ones Group 3: • first aid kit: bandage, dressing, disinfectants, medical tapes, hot/cold compress, splints, stretcher/improvised stretcherIII. Procedure: 1. Perform a 15-20 minute syllabised warm-up exercises. 2. Each group will be assigned an activity to perform: Group 1: Fitness lecture with focus on weight management Group 2: Dance group with emphasis on recreational activities chosen Group 3: First aid group focusing on dislocations, sprains and lacerations 3. You will be given 10 minutes to meet with your group to prepare a 3-5 minute presentation relevant to the assigned activity for your group. 4. Maximize the participation of your members. Each member shall be a functioning organ of your system. 5. Your performance will be rated according to these criteria: • relevance of the activities presented • adequacy of the knowledge demontrated relative to the given topic • teamwork 6. Group 1 will perform a lecture-demonstration on weight management in a dance class first, followed by Group 2 with their dance routine with emphasis on the skills inherent in their three most favorite sports, ending up the dance with a portrayal of injured dancers. Finally, group 3 will alleviate suffering of injured dancers by employing appropriate first aid on them. Your teacher will guide you on the sequence of performances. Part II: WHAT TO PROCESS Welcome to the second part of your lesson! You will be given activities to display and enhance your skills in cheer and contemporary dancing at the same time formulate your understanding of the benefits of such activities to your fitness and well-being. As you go on and overcome the challenges provided for you, you will learn that dance activities are fun and exciting, while at the same time help improve your fitness, and your sense of community. 156 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: SYLLABISED WARM-UP EXERCISES (10-15 minutes) I. Objectives: At the end of the activity, you will be able to: • familiarize yourself with the nature and sequence of the syllabised warm- up exercises; • develop individual strength, power and flexibility necessary in performing cheer and contemporary dances; • determine one’s own heart rate at rest before the warm-up session, and • realize that any form of dance requires great deal of fitness and that warm- up exercises will help you develop it as you repeatedly do it in the next sessions. II. Materials: • music player • any upbeat warm-up music • speaker III. Procedure: 1. Determine your personal Maximal Heart Rate (pMHR) and range of Training Heart Rate (THR) before proceeding to the syllabised warm-up activity so you will know your limit as far as your heart rate is concerned. 2. Do the following warm-up activities for 10 to 15 minutes: Sequence of Exercises: • neck flexion right and left alternately, 8 counts/ 4 counts • neck front flexion, 8 counts/ 4 counts • shoulder rotation/circles front and back alternately, 4 counts for 4 repetitions • shoulder rotation right and left backward alternately, 4 counts • arm clip right and left alternately, 8 counts each • shoulder flex right and left alternately, 8 counts each • trunk flexion front (arms extended sideward) and back (with arm support on back of waist), 16 counts each • trunk flexion right and left (arms extended sideward),16 counts each • side lunges (bent knee should be vertically aligned with supporting ankle) right and left alternately, 16 counts each front (bent knee should be vertically aligned with supporting ankle) and back lunges alternately, 16 counts each • squats (feet apart parallel to each other, bend knees ‘til thigh is parallel to the ground, raise arms horizontally forward), 16 counts • raise heels, reach up with both arms, 16 counts • deep lunges right and left alternately, 16 counts each • do “a” march right and left alternately, 16 times • high knees right and left alternately, 16 times • butt kicks right and left alternately, 16 times • squat jumps (squat with arms at sides and stand then clap hands), 8 sets • do “a” march right and left alternately, 16 times • squats and raise, 4 sets (inhale and exhale alternately) 157 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 COPYProcessing Questions: 1. How did you feel about the warm-up drills exercises? 2. What benefits can you gain when doing warm-up before the performance of a more strenuous physical activity? 3. Why is there a need to warm-up before cheerdancing? 4. What other warm-up exercises can you suggest other than those you have already performed?Activity 2: IMPROVISE AND CREATEI. Objectives: At the end of the activity, you will be able to: • appreciate the value of dancing in the improvement and maintenance of your health and fitness; • create movements in coming up with your own cheer dance routines through improvisation; and • describe the nature, movements and health benefits of cheer dancing.II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance type music • music player and speaker • HR log (activity notebook)III. Procedure:Activity: 1. Group yourselves into four. 2. A cheerdance music will be played. Together with your group, think of steps, preferably cheerdance steps, and execute them in accordance with the beat given. Create a combination of about four 8s. Do this in five minutes. 3. Present your work to the class.Analysis: 1. Assemble in columns, by group. 2. What were the dance presentations you performed about? 3. How could you perform better? 4. Are there other combinations which you can perform to add dynamics to your cheerdance routine? 5. How can a student like you benefit from performing cheer dances?Abstraction: • Study and perform the following readings and illustrations for the improvement of your cheerdance routine: 158 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: Cheerdance is coined from the words, cheer and dance. To cheer is to shout out words or phrases that may help motivate and boost the morale of a playing team and perform better during a game. Dance, on the other hand, is a physical activity where one expresses emotions or gestures while performing bodily movements usually in time with rhythm. Cheerdancing rooted from cheerleading. Cheerleading is the performance of a routine, usually dominated by gymnastic skills such as jumps, tumbling skills, lifts and tosses combined with shouting of cheers and yells to lead the crowd to cheer for a certain team during a game or sport. It originated in the United States. Due to Filipinos’ love for dancing, they added more dance routines to their cheers and came up with the term cheerdance wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance (fusion of different dance genres). Today, cheerdancing is identified as one of the most spectacular events in one of the biggest collegiate sports events in the country, the UAAP (University Athletic Association of the Philippines). 159 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.

REFER TO THE APPENDICES AND GLOSSARY FOR REFERENCE OF THESKILLS INTRODUCED IN THIS OUTLINE(Provide time for them to perform the movements) ESSENTIALS OF CHEERDANCING Arms/hand movements Legs/feet positions• Beginning stance and cheer stance • Feet Together• “T” and half “T” positions • Feet Apart• Clasp, clap, overhead clasp, low • Dig (front and side) • Hitch, Liberty, and Scale clasp • Lunge (front and side)• Touchdown, low touchdown • Knees and Hips positions• High “V” and low “V”• Tabletop and punch, etc.• “L” and diagonal positions DEPED COPY CHEERDANCE BASICS (Gymnastic Side) Jumps Tumbling skills • Forward Rolls and Backward • Tuck • Star Rolls • Pike • Forward Backward Handspring • Split • Cartwheel and aereal cartwheel • Hurdle Jump/Hurkie • Head and handstand • Toe Touch Jump • Round-off • Forward and backward saltos Pyramids (optional) Composition: Flyer Base Spotter Steps in Executing a Pyramid: Levels: Setting up (Preparing to lift) One-and-a-half high Load (Actual lift) two-high two-and-a-half high Hit (Striking for a final pause) Dismount (To move down by the flyer) You will be provided with an example of a cheerdance routine on video to serve as your reference in doing your application activity. 160 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.

CHEERDANCE BASICS (Dance Side)Hip Hop Basics Jazz/Classical Dance Basics:Bounce (Downrock) Tendu (point) Pliē (knees slightly bent)Groove (Toprock) Grand Plie (full knees bent) Relevē (heels raised)Power moves: Piquē (Raising a knee) Battement (Kicks)• Pump Ball Change and Chassē Piroutte and Chainē (Turns)• Lock• Point• Curl Elements of DanceFreezes (Space, Time and Energy)DEPED COPY Cheering is the very essence of CHEERDANCEcheerdance performances. To cheer is BASICSto make someone or a team motivatedand encouraged. It boosts, salutes or (Cheer Side)acclaims the morale of individuals andteams. In cheerdance, cheering needs Note: Refer to the glossary of termsto be strong, loud, and metered so that it and to the illustrations appendedwill be delivered in time with rhythm or the at the end of this material for yourmusic played. reference and guidance.Application: • Now that you have the necessary knowledge and skills about the basics of cheerdancing, it’s high time for you to go back to your first activity, to create a two minute cheerdance routine for your group. You will be given 10 minutes to accomplish your mission. • To master your routine, your group will be given two minutes to perform what you have rehearsed with the beat of the music. • Present your routine to the class. Your performance will be assessed considering the following criteria: completeness (considering the three elements of cheerdance), mastery and synchrony, difficulty (in terms of intensity) and teamwork. • Ensure safety in the conduct of this activity, such as in practice area, clothing, skills 161 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 3: ME, MY DIET AND MY DANCINGI. Objectives: At the end of the activity, you will be able to: • show evidence of the effects of the food you eat with that of your cheer dancing; • make suggestions as to the right kind and amount of food to be taken if you will engage in moderate to vigorous cheer dancing activities; and • value knowledge of the right kind and amount of food to eat when performing strenuous cheer dancing activities.II. Materials/Equipment: • computer/laptop • LCD projector • any upbeat music for warm-up • cheerdance dance music • music player and speaker • HR log (activity notebook)DEPED COPYIII. Procedure:1. Conduct a 10-15 minute syllabised warm-up exercises. As in Activity 1 of Part 2 of your lessons.2. Assemble in lecture formation, preferably in a row formation.3. In your activity notebook, copy the template provided below. Put a check mark (√) to the column corresponding to your affirmation to the situation indicated per item and put (x) if you do not:Name: My Cheerdance Experiences √/x1. I experienced dizziness during our cheerdance performance.2. My body type limited me from performing some combinations in our cheerdance routine.3. I could hardly carry my weight while executing the cheerdance combinations.4. The cheer dance routine we performed is a very vigorous activity for me, based on the RPE (Rate of Perceived Exertion).5. My heart rate went higher than my THR (Target Heart Rate) range during our cheerdance performance.Processing Questions:1. Which of the five (5) situations did you put (√)? (x)? Why?2. Are the situations enumerated above presents a potential risk to your health? Justify your answer.3. What suggestions can you give to minimize, if not totally get rid of, the potential risk that your cheerdance experience presented, in terms of nutrition and the food you eat? 162 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: NUTRITION FOR BETTER HEALTH AND FITNESS Eating well, in combination with participating in a regular exercise program, is a positive step you can take to prevent and even reverse some diseases. Though nutrition is a broad science, this reading focuses on some of its basics, along with how to make healthy choices in your daily food intake and how often those choices can influence your ability to be active. Too often, people associate nutrition with diet and with restriction and unappealing options (note that the word diet, simply refers to what you eat, not a particular weight loss plan). This reading presents a positive view of nutrition and other suggestions for taking control of your diet to improve how you feel. By providing your body with needed calories and nutrients, you will fully fuel your body for physical activity and exercise, even for cheer dancing, if you are so inclined. Just as a car needs quality fuel to run smoothly, your body needs a balance of nutrients for optimal function. Determining Nutrient Needs Nutrients include carbohydrates, proteins, fats, vitamins, minerals, and water. The first three: carbohydrates, protein and fats – are found in larger (“macro”) quantities in the body and thus referred to as macronutrients. Vitamins and minerals which are found in smaller (“micro”) amounts are referred to as micronutrients. Macronutrients Macronutrients include carbohydrates, proteins and fats. Carbohydrates and fats provide energy for daily activities and during exercise, recreational activity, sports training and even in cheerdancing. Proteins on the other hand provide both energy and raw materials for recovery and repair. All these three nutrient groups provide slightly different numbers of calories per gram, as follows: • Carbohydrates provide about 4 calories per gram • Proteins provide about 4 calories per gram • Fats provide about 9 calories per gram CARBOHYDRATES Although some diets (e.g., Atkins diet) seem to suggest that carbohydrates are the villain when it comes to weight management, carbohydrates are actually vital for optimal functioning of your body. For example, your brain and central nervous system rely on blood glucose (sugar) for energy which carbohydrates provide. Carbohydrates are also an important source of energy during physical activity. Without sufficient carbohydrates in your diet, you will not be able to fully enjoy a vigorous workout or cheerdancing activity because your body will not have the fuel it needs to perform efficiently. 163 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.

Carbohydrates exist in the form of sugars, starches, and fiber. Sugars arenaturally found in items such as fruits and milk products. Sugar is also added tovarious products to add flavor and taste. Cutting down on products with added sugaris recommended (e.g., candy, non diet soda, and fruit drinks). These are ratherobvious, but checking food labels can reveal added sugars that are not as obvious,which are called by many different names, which are brown sugar, corn sweetener,corn syrup, dextrose, high-fructose corn syrup, glucose, honey, lactose, maltose,malt syrup, molasses, and sucrose. Focusing on fruits, vegetables, and whole grain products maximizes the healthbenefits of carbohydrates. Starches are a more complex form of carbohydrates thatthe body can use for energy and are found in products such as vegetables, driedbeans, and grains. Consumption of whole grains can help prevent cardiovasculardisease, type 2 diabetes, and other chronic diseases mainly because they are highin vitamins and minerals, as well as antioxidants.DEPED COPY The third part of carbohydrates – fiber - includes parts of food that the bodycannot break down and absorb. Sources of fiber include vegetables, fruits, andwhole grains. Consuming higher-fiber food promotes greater feelings of fullnessas well as bowel health. Higher-fiber diets have been found to reduce the risk ofdiabetes, colon cancer, and obesity. The following table provides examples of goodsources of carbohydrates, including the amount of fiber per serving. Sources of Carbohydrates and FiberFood Serving Size Carbohydrates Fiber per Serving (g) per Serving (g)Grains 1 whole 36 2 Raisin bagel 1 slice 13 2 Whole grain bread 1 oz. (28 g) 47 7 Raisin bran cereal 1 cup 45 4 Brown rice 1 cup 43 SpaghettiFruits 1 cup 34 4 Banana, sliced 1 cup 21 4 Blueberries 2 figs 24 4 Figs, dried 6 fl oz. (177 ml) 72 ˂1 Grapefruit juiceVegetables 1 cup 45-55 13-19 Beans (dry), cooked 1 cup 47 18 Baked beans, canned 1 cup 13 5 Carrots, cooked 1 cup 54 5 Sweet potatoDairy 1 cup 12 0 Milk, low or nonfat 8 oz. (227 g) 17 0 Yogurt, plain, skim milk 10 0 Cottage cheese, nonfat 1 cupvAdapted from U. S. Department of Agriculture, Agricultural Research Service, 2010 164 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.

Approximately 45% to 65% of your calorie intake should be from carbohydrates. This is a relatively wide range to account for the variety of nutritional approaches while avoiding deficiencies or adverse health consequences. The Daily Value listed on food labels is based on 60% of the calorie intake. If you are active, a competitive athlete or cheer dancer, keeping your carbohydrate intake near the upper end of this range will provide sufficient fuel for your working muscles. The next table tells about how many calories you need per day. This will help determine how much carbohydrate is recommended for your activity level. For example, for someone who needs 2 500 calories per day, approximately 1 125 to 1 625 calories should be from carbohydrates. This would be calculated as follows: 2 500 calories per day x 0.45 (45%) = 1 125 calories from carbohydrates 2 500 calories per day x 0.65 (65%) = 1 625 calories from carbohydrates To determine the number of grams of carbohydrates you need, recall that each gram of carbohydrate supplies 4 calories. Simply take the number of calories from carbohydrates and divide by 4 to determine how many grams you need. 1 125 calories ÷ 4 calories per gram = 281 grams from carbohydrates 1 625 calories ÷ 4 calories per gram = 406 grams from carbohydratesDEPED COPYApproximate Daily Calorie Intake per Unit of Body Weight Needed for Maintaining Desirable Body WeightActivity Level Calorie per Calories per pound of body kilogram of body weight weightVery Sedentary 13 29(restricted movement such as a patient confinedto home)Sedentary 14 31(office jobs, light work) 15 33 16 35Moderate Activity(weekend recreation)Very Active(vigorous exercise three times per week)Competitive Athlete/Cheer Dancer 17 or more 38 or more(daily vigorous activity in high-energy sport)Adapted, with permission, from M. H. Williams, 2007, Nutrition for Health Fitness and Sport, (New York, McGraw-Hill), 404, The McGraw-Hill Companies, Inc. 165 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.

PROTEINS Proteins are made of small units called amino acids, which are considered the building blocks of the body. Proteins promote muscle growth and are required for many body functions including assistance with chemical reactions and hormones. Even though proteins can provide 4 calories per gram, you typically do not use protein for energy unless you are deficient in your intake of carbohydrates or fat. This is so the proteins you consume can be used to promote growth, normal body functions, as well as for recovery from strenuous and long activities. The next table shows the protein content of various foods: Protein Content of Various Food DEPED COPY Food Serving Size Protein per serving (g) Meat (including turkey, pork) 3 oz. (85 g) 24 Fish (including trout, perch, haddock, flounder, tuna) 3 oz. (85 g) 20-22 Beans (including pinto, kidney, black, navy) 1 cup 13-15 Yogurt, plain, skim milk 8 oz. (227 g) 13 Cinnamon-raised bagel 4 in. (10 cm bagel) 9 Peanuts 1 oz. (28 g) 8 Hard-boiled egg 1 large 6 Raisin bran cereal 1 cup 5 Whole-wheat bread 1 slice 4 Sweet potato 1 piece 3 Squash 1 cup 2 Orange 1 cup 2 Banana 1 piece 1 Adapted from U. S. Department of Agriculture, Agricultural Research Service, 2010 Proteins should account for about 10% to 15% of total calories of your local intake. As with carbohydrate, arange is provided to account for differences in diet and to suggest a safe upper limit. Depending on your total calorie intake, you may be near the low or high end of this range. Your personal protein requirement is based on your body weight; you should consume approximately 0.36 grams of protein for each pound of body weight. Simply multiply your body weight in pounds by 0.36 to determine approximately how many grams of protein you need to consume each day. If you know your body weight in kilograms, multiply that value by 0.8. For example, for a 150 pound person, this would be figured as follows: 150 x 0.36 = 54 grams protein x calories per gram = 216 calories from protein Note that protein requirements are increased for athletes and may vary depending on the sport, the intensity and frequency of the workout, and how experienced the athlete is. Typical recommendations for strength-trained athletes (e.g., football players, body builders) and endurance athletes (e.g., marathon runners) are between 0.55 and 0.77 grams of protein per pound of body weight (or 1.2 to 1.7 grams of protein per kilogram of body weight). 166 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 FATS Fats, also called lipids, are provided in the diet from such sources like animal protein, butter, oils, nuts, and many refined products. Fats are often thought of as bad, a myth perpetuated by the many fat-free products flooding store shelves. However, fats are needed in appropriate amounts for normal body functions. For example, lipids are the main component of each cell in your body. In addition, fat is the major source of energy, especially when you are at rest or performing low to moderate intensity physical activity. Excessive consumption of fat is unhealthy, but concerns also arise when fat intake is too low. A balanced approach to fat intake will provide the necessary amount of fat for optimal health. Fats are present in a number of forms, including saturated fats, monounsaturated fats, and polyunsaturated fats. These designations have to do with the chemical structure of the fat. Transfat are naturally found in some animal products (mainly meat and dairy products), but also are a result of a manufacturing process called hydrogenation. Hydrogenation changes the structure of fat to make it more stable but as a result produces more saturated fats (which are solid at room temperature). Food companies hydrogenate fat to increase the shelf life of the product, to make it taste more like butter, and to save money because it is less expensive to hydrogenate oil than it is to use butter. In general, health concerns result from consuming too much saturated and transfat. Transfat have been shown to increase the bad cholesterol in blood (low density lipoprotein cholesterol, or LDL-C), even more so than saturated fats. Sources of transfat include animal products, margarine, and snack foods. The good news is that, as a result of health concerns, the food industry is reformulating many products to remove or at least reduce the amount of transfat. Many restaurants are required to list the amount of transfat in their products. Although some products have labels that state they are “transfat-free,” this actually means they contain no more than 0.5% trans fat. Saturated fats are found in products such as butter, cheese, meat, palm oil, and whole milk. Because of the increased risk associated with saturated fats, less than 10% of your calories should come from saturated fat, with an even better target of 7%. Trans fats should also be limited to as little as possible. Because of the focus on saturated fats and transfat, the nutrition labels on food products today include total fat as well as the amount of saturated and trans fats. Monosaturated fats, such as olive oil, canola oil, avocado, walnuts, and flaxseeds, have been shown to be protective against many diseases including Type 2 diabetes. That is not to say that you can consume as much monounsaturated fat as you want; however, selecting monounsaturated fats instead of saturated fats may lead to better health (e.g., healthier blood cholesterol levels). Polyunsaturated fats, such as safflower oil, corn oil, and fish oils, have also been shown to be protective against many diseases. Fish oils (eicosapentaenoic 167 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.

[EPA] and docosahexaenoic [DHA]) have been shown to decrease inflammation within the body, and may protect against heart disease, Type 2 diabetes, and arthritis. This doesn’t mean EPA and DHA are protective against everything, but they are important to overall health. Therefore, you should try to consume 2 to 3 ounces (57 to 85 g) of fatty fish (e.g., tuna, salmon, and sardines) at least two days per week. Fish oil supplements may also be warranted (consult with your health care provider to see if this is appropriate for you). Although not typically a fat, cholesterol is in the lipid family and is found in animal products. Your body needs a certain amount of cholesterol, and thus, even if your diet contained none, the liver would produce what your body needs. The problem arises when cholesterol levels in the blood become too high. Total blood cholesterol levels, as well as LDL-C levels, are definite predictors of heart disease. Although you consume cholesterol in your diet, a major factor influencing your blood cholesterol is the amount of saturated and transfat you consume. Thus, limiting saturated fat intake to no more than 10% of your calories is highly recommended (no more than 7% is even better) as well as keeping your consumption of cholesterol to less than 300 milligrams per day. DEPED COPY Total fat intake should be between 25% to 35% of calories. Most of these calories should come from monounsaturated and polyunsaturated fats (e.g., fish, nuts, vegetable oils), and your consumption of unsaturated fat should also be limited. For example, for someone with a target of 2,500 calories per day, total fat intake should be between 20% to 35% of total calories. In this example, a target of 28% is selected (middle of the range). This would be approximately 700 calories from fat. This would be calculated as follows: 2 500 x 0.28 = 700 calories To keep saturated fats at no more than 10% of total calories, the calories from saturated fat would total only 250, determined as follows: 2 500 x 0.10 = 250 calories from saturated fats To determine how many grams this represents, the calories from fat can be divided by 9 (recall that each gram of fat provides 9 calories). Thus, in this example, total fat would be around 78 grams (700 ÷ 9 = 78), and saturated fat would no more than around 28 grams (250 ÷ 9 = 28). Some of the food groups that contribute heavily to saturated fat intake are cheese, beef, milk products, frozen desserts, snack food (e. g. cookies, cakes, doughnuts, and potato chips), butter, salad dressings, and eggs. Making small changes in the food you select could result in meaningful decreases in saturated fat and calories you consume. The following table offers you options for this matter: 168 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.

Food Selection Alternatives for Lower Saturated Fat ConsumptionFood Higher-fat Option Lower-fat OptionCheddar cheese Regular cheddar cheese Low-fat cheddar cheese(1 oz. Or 28 g) (6 g saturated fat; (1.2 g saturated fat; 114 calories) 49 calories)Milk (1 cup) Whole milk, 3.24% Low-fat milk, 1% (4.9 g saturated fat; (1.5 g saturated fat; 145 calories) 102 calories)Frozen desserts Regular ice cream Low-fat frozen yogurt(1/2 cup) (4.9 g saturated fat; (2.0 g saturated fat; 145 calories) 110 calories)DEPED COPYGround beef Regular ground beef, 25% fat Extra-lean ground beef, 5% fat(8 oz., or 85 g,cooked) (6.1 g saturated fat; (2.6 g saturated fat; 236 calories) 148 calories)Chicken Fried chicken, leg with skin Roasted chicken, breast, no skin(3 oz., or 85 g,cooked) (3.3 g saturated fat; 212 (0.9 g saturated fat; calories) 148 calories)Fish (3 oz., or 85 g) Fried fish (2.8 g saturated fat; Baked fish (1.5 g saturated fat; 195 calories) 129 calories)Skim Milk would decrease the saturated fat to 0 grams and only 80 caloriesAdapted from U. S. Department of Health and Human Services and U. S. Department ofAgriculture, 2005, p 32. MICRONUTRIENTS Micronutrients include vitamins and minerals. Minerals and vitamins, althoughpart of energy-yielding components in your body, cannot provide energy directly.Many have antioxidants, or cell-protecting functions (e. g. vitamins A, C, and E;copper; iron; selenium; and zinc). It is important to consume DRI (Dietary ReferenceIn takes)) amounts for vitamins and minerals (or at least obtain 70% of the DRI) tomaintain overall health. It is however beyond the scope of this reading to discussall the vitamins in detail; however, this table provides a list of the major vitamins andminerals. Including common sources as well as concerns with consuming too muchor too little: 169 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.

Tables 7a. VitaminsRequirement Function Deficiency Toxicity Examples of (Adult) Not identified Food Sources VITAMINS Not identifiedThiamin Needed for Fortified breads(Vit B1): carbohydrate Weakness, and cereals,1.2 mg/day for and protein fatigue, whole grains,males; metabolism psychosis, lean meats,1.1 mg/day for and functions nerve (e.g. pork), fish,females of the heart, damage soybeans muscles, and nervous Fatigue, Lean meat, system sore throat, eggs, nuts, DEPED COPY and swollen green leafyRiboflavin Needed tongue (all vegetables,(Vit B2): for energy rare) milk and milk-1.3 mg/day for production based products,males; and red fortified cereals1.1 mg/day for blood cellfemales productionNiacin Needed Pellagra Liver Poultry, dairy(Vit B3): for energy (symptoms damage, products, fish,16 mg/day for production include peptic ulcers, lean meats,males; and health of diarrhea, skin rashes, nuts, eggs14 mg/day for the digestive dementia, and skin flushingfemales system, skin, dermatitis) and nervesPantothenic Needed Typically no Diarrhea Eggs, fish,Acid for energy toxicity (rare) milk and milk(Vit B5): production products, lean beef, legumes,5 mg/day brocolli Eggs, fish,Biotin: Needed Typically no Diarrhea milk and milk30 μg/day for energy toxicity (rare) products, lean production beef, legumes, brocolliVit B6: Needed Dermatitis, Neurological Beans, nuts,1.3 mg/day for for protein sore tongue, disorders and legumes, eggs,ages 19-51; metabolism, depression, numbness meats, fish,1.7 mg/day immune and confusion whole grains,for males and nervous fortified cereals1.5 mg/day for system and breadsfemales age functions51 above; 170 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.

Requirement Function Deficiency Toxicity Examples of (Adult) Not identified Food SourcesFolate: Needed Diarrhea, Beans,400 μg/day for cellular fatigue, sore legumes, citrus growth, tongue, poor fruits, whole replication, growth grains, dark regulation, green leafy and vegetables, maintenance poultry and shellfish Needed in Anemia, Eggs, meat, red blood cell numbness, poultry, formation, weakness, shellfish, neurological loss of milk and milk function, balance products role with metabolismVit B12:DEPED COPY Not identified2.4 μg/dayVit C: Needed for Dry, splitting Gastro- Citrus fruits,90 mg/day for its antioxidant hair, gingivitis, intestinal red and greenmales; properties, dry skin, disturbances peppers,75 mg/day for iron depressed (cramps and tomatoes,females absorption, immune diarrhea) broccoli, greens and role with function, slow connective healing of tissues (skin, wound bones, and cartilage)Vit A: Important Night Toxic at Eggs, cheese,900 μg/day for role in vision blindness, higher doses, milk, liver,males; as well as decreased birth defects kidney (also,700 μg/day for healthy teeth, immune beta carotene,females bones, and function which can be skin turned into a form of Vit A, is found in orange and dark green vegetables)Vit D: Needed Osteoporosis Kidney Skin exposure5 μg/day for for calcium stones and to sunlight, fish,ages 19-50; absorption calcium fortified milk10 μg/day for and for bone deposits inages 51-70; growth and heart and15 μg/day for remodelling lungsages 71 andabove; 171 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.

Requirement Function Deficiency Toxicity Examples of (Adult) Food Sources IncreasedVit E: Needed for Deficiency is risk of death Wheat germ,15 mg/day its antioxidant rare at higher nuts, seeds, properties doses (400 vegetable oils and important IU or higher) role in immune functionVit K: Major role in Excessive Green120 μg/day blood clotting bleeding due vegetables,for males; 90 to clotting dark coloredμg/day for impairment, berriesfemales more likely to bruise DEPED COPY Not identifiedTable 7b. MineralsRequirement Function Deficiency Toxicity Examples (Adult) MINERALS of Food SourcesCalcium: Needed Numbness, High Milk, cheese,1000 mg/day for bone muscle cramps, amounts for a yogurt,for ages 18- growth and convulsions, long time can green; leafy50 1200 mg/ maintenance, lethargy, cause risk vegetablesday for ages muscular abnormal heart for kidney51 and above contractions, rhythms, low stones cardiovascular bone mineral and nervous density system functions, hormone and enzyme secretionIron: Major role Iron deficiency Fatigue, Dried beans,8 mg/day in oxygen anemia, lack dizziness, eggs,for males; transports in the of energy, nausea, liver, lean18 mg/day blood headache, vomiting, red meat,for females dizziness, weight loss, oysters,ages 19-50; weight loss shortness of salmon,8 mg/day for breath whole grainfemales ages51 and above 172 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.

Requirement Function Deficiency Toxicity Examples (Adult) of Food SourcesZinc: Major role Slow growth, Vomiting, Beef, pork,11 mg/day in energy impaired abdominal lamb,for males; 8 production, immune cramps, peanuts,mg/day for immune function, hair diarrhea, and peanutfemales function, and loss, delayed headaches butter, healing of healing of can occur legumes wound wounds, with large problems with amount of sense of taste supplements and smellDEPED COPYChromium: Enhances Impaired Not identified Beer, liver,30-35 μg/day the function glucose from dietary eggs,for males; of insulin and tolerance sources chicken,20-25 μg/day involved with bananas,for females metabolism spinach,(lower amount of fat and apples,for age 51 carbohydrates greenand above) peppersMagnesium: Major role in Muscle No set upper Dark green400-410 proper muscle weakness, limits for leafymg/day for and nerve sleepiness (all dietary intake vegetables,males; 310- function rare) nuts, whole320 mg/day grains, soyfor females products(loweramounts forages 19-30)Selenium: Helps with Joint/bone Selenosis Vegetables,55 μg/day antioxidant disease, mental (gastro- fish, shellfish, function to retardation (all intestinal grains, eggs, prevent cellular rare) upsets, hair chicken, liver damage loss, fatigue, irritability, some nerve damage) (rare) 173 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.