Health Optimizing Physical Education 1 - Module 1: The Healthiest and Fittest ME

Senior High School Physical Education

Quarter 1 - Module 1: The Healthiest and Fittest ME

  • This module is government property and not for sale.

Overview

  • This is an Alternative Delivery Mode (ADM) module for Health Optimizing Physical Education 1 (H.O.P.E 1). First Edition, 2020.

  • The module emphasizes that no copyright shall subsist in any work of the Government of the Philippines without prior approval for exploitation of such work for profit.

  • Borrowed materials are owned by their respective copyright holders.

Introductory Message

  • For the facilitator: Welcome to the Health Optimizing Physical Education, Grade 11 Alternative Delivery Mode (ADM) Module on The Healthiest and Fittest ME!

  • This module is designed to assist teachers/facilitators in helping learners meet the standards set by the K to 12 Curriculum.

  • The module aims to engage learners in guided and independent learning activities.

  • For the learner: Welcome to the Health Optimizing Physical Education Grade 11 Alternative Delivery Mode (ADM) Module on The Healthiest and Fittest ME!

  • This module is designed to provide fun and meaningful opportunities for guided and independent learning.

Module Parts and Icons:

  • What I Need to Know: Overview of skills/competencies to be learned.

  • What I Know: Pre-assessment of what you already know.

  • What’s In: Brief review to link current lesson with the previous one.

  • What’s New: Introduction of the new lesson.

  • What is It: Brief discussion of the lesson.

  • What’s More: Independent practice activities.

  • What I Have Learned: Questions/blanks to fill in to process learning.

  • What I Can Do: Activity to transfer new knowledge to real-life situations.

  • Assessment: Task to evaluate mastery of learning competency.

  • Additional Activities: Activity to enrich knowledge/skill.

  • Answer Key: Answers to all activities.

  • References: List of all sources used.

Reminders in Using the Module:

  1. Use the module with care; avoid unnecessary marks.

  2. Answer What I Know before proceeding.

  3. Read instructions carefully.

  4. Observe honesty and integrity.

  5. Finish the task before moving on.

  6. Return the module to the teacher/facilitator.

What I Need to Know

  • This module aims to enlighten you on how to maintain a fit body for a healthy mind.

  • You will perform physical and recreational activities aligned with health-related fitness and skills-related activities.

  • You will understand proper eating habits and ways to improve personal eating habits.

  • Lesson 1: Exercise, Eat, and Excel

  • Expected Learning Outcome: Self-assess health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet (PEH11FH-Ig-i-6).

What I Know (Pre-Assessment)

  1. Cardiovascular Endurance

  2. Agility

  3. Power

  4. Muscular Strength

  5. Body Composition

  6. Balance

  7. Speed

  8. Muscular Endurance

  9. Flexibility

  10. Coordination

  11. Organic Vigor

  12. Strength

  13. Endurance

  14. Balance

  15. Power

Lesson 1: Exercise, Eat and Excel

  • This lesson explores health and skill-related fitness components.

  • It emphasizes identifying body abilities for physical fitness and the value of healthy eating.

  • Physical fitness is defined as the ability to do series of physical activities without being or feeling tired.

What’s In

  • Skill Related Fitness: Agility, Balance, Coordination, Power, Reaction Time, Speed

  • Health Related Fitness: Cardiovascular Endurance, Muscular Endurance, Muscular Strength, Flexibility, Body Composition

What’s New

  • Task: PAIR IT UP!
    Pair each item with its description. (See module content for details)
    Column A Column B Column C Column D

  • Agility

  • Balance

  • Coordination

  • Endurance

  • Flexibility

  • Organic Vigor

  • Power

  • Speed

  • Strength

What is It

  • Physical Fitness as Defined: A physically fit person is free from illnesses, can do activities, and has extra energy.

  • Physical fitness is a combination of health fitness and body fitness.

    • Health fitness: body’s ability to fight off diseases.

    • Body fitness: the ability to do strenuous physical activities without getting tired easily.

  • Health-Related Fitness:

    • Associated with disease prevention and functional health.

    • Regular participation aids weight control, disease prevention, mood improvement, energy boost, and better sleep

Health Related Fitness Components:

  1. Body Composition: Combination of tissues (bones, muscles, organs, fat).

  2. Cardiovascular Endurance: Efficiency of heart, lungs, blood vessels to supply oxygen.

  3. Flexibility: Range of motion in joints.

  4. Muscular Endurance: Ability to use muscles for a long time without tiring.

  5. Muscular Strength: Ability of muscles to lift heavy weight or exert force one time.

Skills Related Fitness Components:

  1. Agility: Ability to change body positions quickly under control.

  2. Balance: Ability to keep the body steady while standing and moving.

  3. Coordination: Ability of body parts to work together during activities.

  4. Power: Combining strength with speed while moving.

  5. Reaction Time: Ability to move quickly when a signal is received.

  6. Speed: Ability to move all or a part of the body quickly.

Specific Components of Physical Fitness

  1. Agility: The ability of the individual to change direction or position in space with quickness and lightness of movement while maintaining dynamic balance.

  2. Balance: The ability to control organic equipment neuro-muscularly; a state of equilibrium.

  3. Coordination: The ability to integrate the body parts to produce smooth motion.

  4. Endurance: The ability to sustain long continued contractions where a number of muscle groups are used; the capacity to bear or last long in a certain task without undue fatigue.

  5. Flexibility: The quality of plasticity, which gives the ability to do a wide range of movement.

  6. Organic Vigor: Refers to the soundness of the heart and lungs which contributes to the ability to resist disease.

  7. Power: The ability of the muscles to release maximum force in the shortest period of time.

  8. Speed: The ability to make successive movements of the same kind in the shortest period of time.

  9. Strength: The capacity to sustain the application of force without yielding or breaking; the ability of the muscles to exert efforts against resistance.

Physical Activity and Exercise

  • Physical Activity: Activities done by skeletal muscles that utilize energy; classified into occupational, domestic, transportation, and leisure time.

    1. Occupational: Activities at the workplace (e.g., lifting).

    2. Domestic: Activities at home (e.g., washing, cleaning).

    3. Transportation: Activities involving traveling (e.g., riding).

    4. Leisure Time: Activities during recreation (e.g., playing, swimming).

  • Exercise: Planned, structured, repetitive movements for improving/maintaining fitness or health.

Aerobic, Muscle-Strengthening, and Bone-Strengthening Activity

  • Aerobic activities: Physical activities in which people move their large muscles in a rhythmic manner for a sustained period.

  • Muscle-Strengthening Activity: Activity, which includes resistance training and lifting weights, causes the body’s muscles to work or hold against an applied force or weight.

  • Bone-Strengthening Activity: Activity (sometimes called weight-bearing or weight-loading activity) produces a force on the bones that promotes bone growth and strength.

Barriers to Physical Activities

  • Common barriers include:

    1. Lack of time

    2. Social Support

    3. Lack of Energy

    4. Lack of Motivation

    5. Fear of Injury

    6. Lack of Skill

    7. High Costs and Lack of Facilities

    8. Weather Conditions

Eating Habits

  • Eating habits (or food habits) refer to why and how people eat, which foods they eat, and with whom they eat, as well as the ways people obtain, store, use, and discard food. Individual, social, cultural, religious, economic, environmental, and political factors all influence people's eating habits.

Influences on Food Choices

  • Factors determining food choices: personal preferences, cultural, social, religious, economic, environmental, and political factors.

    • Individual Preferences: unique likes/dislikes influenced by experiences.

    • Cultural Influences: guidelines on acceptable foods and eating behaviors.

    • Social Influences: peer, work, and community groups impacting food behaviors.

    • Religious Influences: prescriptions affecting food choices.

    • Economic Influences: money, values, and consumer skills affect purchases.

    • Environmental Influences: foods commonly grown in a region.

    • Political Influences: food laws, trade agreements, and labeling laws.

Improving Your Eating Habits

  • Permanently improving your eating habits requires a thoughtful approach in which you Reflect, Replace, and Reinforce.

    • REFLECT on all of your specific eating habits, both bad and good; and, your common triggers for unhealthy eating.

    • REPLACE your unhealthy eating habits with healthier ones.

    • REINFORCE your new, healthier eating habits.

What’s More

  • Physical fitness tests designed by the Department of Education.

Task 1: Health-Related Fitness Test

  • Body Composition: Body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

  • Formula for Computing Body Mass Index

    • Weight (in \kilogram) \over Height (in \meters)^2

    • Example: 30 \over (1.20)^2 = 30 \over 1.44 = 20.83 (Normal)

  • Classification

    • Below 18.5 Underweight

    • 18.5 – 24.9 Normal

    • 25.0 – 29.9 Overweight

    • 30.0 – Above Obese

  • Weight: Heaviness of a person.

    • Equipment: Weighing or bathroom scale calibrated properly.

    • Procedure: Wear light clothing, stand erect and still with the weight evenly distributed on the center of the scale.

    • Scoring: Record the body mass to the nearest 0.5 kilogram.

  • Height: Distance between feet on the floor to the top of the head in standing position.

    • Equipment: Tape measure, L-square, even floor, and flat wall.

    • Procedure: Stand erect with heels, buttocks, and shoulders pressed against the wall.

    • Scoring: Record the score in meters to the nearest 0.1 centimeter.

Flexibility

  • Flexibility: Ability of joints and muscles to move through its full range of motion.

  • Zipper Test: To test the flexibility of the shoulder girdle

    • Equipment: Ruler

    • Procedure: Stand erect and reach one arm over the shoulder and the other up the back as if to pull a zipper.

    • Scoring: Record distance in centimeter.

      • 5: Fingers overlapped by 6 cm. and above (Excellent)

      • 4: Fingers overlapped by 4 – 5.9 cm (Very good)

      • 3: Finger overlapped by 2- 3.9 (Good)

      • 2: Fingers overlapped by 0.1 – 1.9 cm (Fair)

      • 1: Just touched the fingers (Needs Improvement)

      • 0: Gap of 0.1 or wider (Poor)

Cardiovascular Endurance

  • Cardiovascular Endurance: Ability of the heart, lungs and blood vessels to deliver oxygen to working muscles and tissues, as well as the ability of those muscles and tissues to utilize the oxygen. Endurance may also refer to the ability of the muscles to do repeated work without fatigue.

  • 3-Minute Step Test: To measure cardiovascular endurance

    • Equipment: 12-inch step, stopwatch, metronome.

    • Procedure: Step up and down on the step for 3 minutes at a rate of 96 beats per minute.

    • Scoring: Record the 60-second heart rate after the activity.

Strength

  • Strength: Ability of the muscles to generate force against physical objects

  • Push Ups: To measure strength of the upper extremities

    • Equipment: Exercise mats

    • Procedure: Perform as many push-ups as possible with correct form. (Boys: Straighten the arms, keeping the back and knees straight, then lower the arms until there is a 90-degree at the elbows (upper arms are parallel to the floor). FOR GIRLS: With knees in contact with the floor, straightens the arms, keeping the back straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are parallel to the floor).

    • Scoring: Record the number of push-ups made.

      • 5: 33 and above (Excellent)

      • 4: 25-32 (Very Good)

      • 3: 17-24 (Good)

      • 2: 9-16 (Fair)

      • 1: 1-8 (Needs Improvement)

      • 0: Cannot Execute (Poor)

Task 2: Skills-Related Fitness
Speed

  • Speed: Ability to perform a movement in one direction in the shortest period of time.

  • 40-Meter Sprint: To measure running speed

    • Equipment: Stopwatch, running area.

    • Procedure: Run 40 meters as fast as possible.

    • Scoring: Record time in the nearest minutes and seconds.

Power

  • Power: Ability of the muscle to transfer energy and release maximum force at a fast rate.

  • Standing Long Jump: To measure the explosive strength and power of the leg muscles.

    • Equipment: Tape measure.

    • Procedure: Jump as far as possible from a standing position.

    • Scoring: Record the distance of the two trials.

      • 5: 201 cm and above (Excellent)

      • 4: 151 cm – 200 cm (Very Good)

      • 3: 126 cm-150 cm (Good)

      • 2: 101 cm – 125 cm (Fair)

      • 1: 55 cm – 100 cm (Needs Improvement)

Agility

  • Agility: Ability to move in different directions quickly using a combination of balance, coordination, speed, strength, and endurance.

  • Hexagon Agility Test: To measure the ability of the body to move in different directions quickly.

    • Equipment: Tape measure, stopwatch, chalk or masking tape

  • Hexagon: Length of each side is 18 inches. Each angle is 120 degrees

    • Procedure: Jump over each side of the hexagon as fast as possible

    • Scoring: Add the time of the two revolutions and divide by 2 to get the average. Record the time in the nearest minutes and seconds.

      • 5: 5 seconds and below (Excellent)

      • 4: 6-10 seconds (Very Good)

      • 3: 11-15 seconds (Good)

      • 2: 16-20 seconds (Fair)

      • 1: 21-25 seconds (Needs Improvement)

      • 0: Over 25 seconds (Poor)

Reaction Time

  • Reaction Time: The amount of time it takes to respond to a stimulus.

  • Stick Drop Test: To measure the time to respond to a stimulus

    • Equipment: 12-inch ruler, arm chair or table and chair

    • Procedure: Have someone drop a ruler and catch it as fast as possible.

    • Scoring: Record the middles of the three scores (for example: if the score are 21, 18 and 19, the middle score is 19). In case where two (2) score are the same (for example 18, 18, 25), the repeated score shall be recorded.

      • 5: 0 – 2.4 cm (Excellent)

      • 4: 5.08 cm – 10.16 cm (Very Good)

      • 3: 12.70 cm – 17.78 cm (Good)

      • 2: 20.32 cm – 25.40 cm (Fair)

      • 1: 27.94 cm – 30.48 cm (Needs Improvement)

      • 0: Did not catch (Poor)

Coordination

  • Coordination: The ability to use the senses with the body parts to perform motor tasks smoothly and accurately.

  • Juggling: To measure the coordination of the eye and hand.

    • Equipment: Sipa (washer weighing 4gms. with 5-inch straw) or 20 pcs bundled rubber bands/ any similar local materials weighing 4 gm.

    • Procedure: Hit the sipa/rubber bands/similar local material alternately with the right and left palm upward. The height of the material being tossed should be at least above the head.

    • Scoring: Record the highest number of hits the performer has done.

      • 5: 41 and above (Excellent)

      • 4: 31-40 (Very Good)

      • 3: 21-30 (Good)

      • 2: 11-20 (Fair)

      • 1: 1-10 (Needs Improvement)

Balance

  • Balance: Maintenance of equilibrium while stationary or while moving.

  • Stork Balance Stand Test: To asses one’s ability to maintain equilibrium.

    • Equipment: Flat, non-slip surface, stopwatch

    • Procedure: Stand on one foot for as long as possible.

    • Scoring: Record the time taken on both feet in nearest seconds and divide the score to two (2) to get the average percentage score.

      • 5: 41-60 sec (Excellent)

      • 4: 31-40 sec (Very Good)

      • 3: 21-30 sec (Good)

      • 2: 11-20 sec (Fair)

      • 1: 1-10 sec (Needs Improvement)

Physical Fitness Test Score Card

  • Name, Sex, Age

  • Task 1: Health-Related Fitness Test

    • A. Body Composition: Body Mass Index (BMI)

      • Height (meters), Weight (Kilograms), BMI, Classification

    • B. Cardiovascular Endurance: 3-Minute Step

      • Heart Rate per Minute Before the Activity, After the Activity

    • C. Strength

      • 1. Push up Number of Push ups

      • 2. Basic Plank Time

    • D. Flexibility

      • 1. Zipper Test Overlap/Gap (centimeters) Score Right, Left

      • 2. Sit and Reach First Try, Second Try, Third Try

  • Task 2: Skill-Related Fitness Test

    • A. Coordination: Juggling Score:

    • B. Agility: Hexagon Agility Test

      • Clockwise: Time(00:00) Counterclockwise: Time (00:00) Average

    • C. Speed: 40 Meter Sprint Time:

    • D. Power: Standing Long Jump Distance (centimeters)

      • First Trial, Second Trial

    • E. Balance: Stork Balance Stand Test

      • Right Foot: Time (00:00) Left Foot: Time (00:00)

    • F. Reaction Time: Stick Drop Test

      • 1st Trial, 2nd Trial, 3rd Trial, Middle Score

What I Have Learned

Task: My Week Ago

  • Evaluate weekly activities: Physical Activity, Type, Domain, Reason, Duration.

  • Write three activities per day

What I Can Do

Task: My Week Ahead

  • Create a Physical Activity Plan for one week.

  • Include components of Health Related Fitness and Skills Related Fitness and the food you prefer to eat in your plan

Assessment

  1. B

  2. C

  3. A

  4. A

  5. C

  6. A

  7. B

  8. C

  9. B

  10. A

  11. A

  12. B

  13. A

  14. C

  15. B

Additional Activities

  • I. Physical Fitness Test

    • A. Basic Plank for Strength

    • B. Sit and Reach for Flexibility

  • II. Home Workout.

    • Download the Home Workout to your cellphone. This will allow you to keep your body fit while staying at home.