10 Physical Education and Health Learner’s Material
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Department of Education Republic of the Philippines
Physical Education and Health – Grade 10 Learner’s Material First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. Borr Bo rrow owed ed ma mate teri rial als s (i (i.e .e., ., so son ngs, st sto ori rie es, poe oems ms,, pi pict ctur ure es, ph phot oto os, br bra and nam ame es, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Materi al. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers publishe rs and authors directly. Authors and publishers may contact FILCOLS at
[email protected] [email protected] or (02) 4392204.
Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. S. Ocampo, PhD Development Team of the Learner’s Material
Consultant: Grace Reyes-Sumayo and Hercules Callanta Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio Vergara
Ilagan, Donna G. Romero Layout Artist: Aileen N. Ilagan, Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. Mendoza Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus Printed in the Philippines by ____________ by ____________
Department of Education-Instructional Materials Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address:
[email protected] imcsetd@yah oo.com
Physical Education and Health – Grade 10 Learner’s Material First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office 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 of royalties. Borr Bo rrow owed ed ma mate teri rial als s (i (i.e .e., ., so son ngs, st sto ori rie es, poe oems ms,, pi pict ctur ure es, ph phot oto os, br bra and nam ame es, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Materi al. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers publishe rs and authors directly. Authors and publishers may contact FILCOLS at
[email protected] [email protected] or (02) 4392204.
Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. S. Ocampo, PhD Development Team of the Learner’s Material
Consultant: Grace Reyes-Sumayo and Hercules Callanta Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia Editor: Mercedes Manguerra Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio Vergara
Ilagan, Donna G. Romero Layout Artist: Aileen N. Ilagan, Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. Mendoza Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus Printed in the Philippines by ____________ by ____________
Department of Education-Instructional Materials Materials Council Secretariat (DepEd-IMCS) Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054, 634-1072 E-mail Address:
[email protected] imcsetd@yah oo.com
Uni nitt 1: A Ac c t i v e Recr Rec r eat eatii o n (Sports)
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Module No. No.:: 1
Number of Se Session ssion s: 10
CONTENT STA NDA RD
PERFORMA NCE STA NDA RD
The learner … demonstrates understanding of • lifestyle and weight management to promote societal tness
The learner… maintains an active lifestyle to • inuence the physical activity participation of the community and society practices healthy eating habits • that support an active lifestyle
I.
Introduction What activities make up your day? Do you spend time being active? Which type of food do you usually eat? Do you eat just anything you want? Are you aware that the things you do on a daily basis contribute a lot to your health? Yes, the things that you do like your daily routine, physical activities, and eating practices can make you either healthier or it can put you at risk even at a young age.
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People of all ages and health conditions should learn to prioritize their health through proper management of lifestyle and weight. weight. You You can participate participate in physical activities activities and modify your eating habits. As a member of society, you should give importance to your health. The value you give to your health is of signicance not only to you but to society as well. Remember, Remember, a healthy individual is a productive individual. For you to become familiar with lifestyle and weight management, this module will help you take positive steps to have a healthier lifestyle through active recreation. The activities are enjoyable and offer satisfaction to enhance the quality of your life. You You will understand the importance of taking care of your health through physical activities and proper eating habits. You You will also understand that lifestyle and weight management will enhance not just your personal tness but your family’s tness and society’s tness as well! So get involved and be part of the world of ACTIVE RECREATION!
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II. Learnin g Competenc ies The learner... 1. describes the meaning and and importance importance of managing managing lifestyle lifestyle and weight; 2. understands risk factors for lifestyle lifestyle diseases (obesity (obesity,, diabetes, heart disease); 3. determines physical physical and physiological physiological signs signs and symptoms symptoms that calls for lifestyle and weight management; 4. undertakes physical activity and physical tness assessment; 5. assesses eating eating habits based based on the Philippine Philippine Food Pyramid Pyramid / My Food Plate;; Plate 6. engages in moderate moderate to vigorous physical activities; 7. applies correct techniques techniques to minimize risk of injuries; 8. monitors periodically one’s progress towards the tness goals; 9. analyzes the effects of media and technology on tness and physical activity; 10. critiques media information on tness and physical activity issues; 11. expresses a sense of purpose pur pose and belongingness belong ingness by participati par ticipating ng in physical activity-related community services and programs; 12. advocates society’s efforts to increase participation in physical activities and improve nutrition practices. III. Pre-Assesment Read the following statements carefully and put a check mark ( P) on the statements that apply to you.
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1. I engage in physical physical activities for at least 30 minutes several days a week.
_____
2. I engage in physical physical activities that challenge my heart rate.
_____
3. I do not stress myself about schoolwork deadlines.
_____
4. I make sure I have my own personal time.
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_____
5. I take care of the environment by doing small deeds such as throwing my trash into the trash bin.
_____
6. I do warm-up, stretching, and cooldown exercises.
_____
7. I assess my physical tness level and my participation in physical activities.
_____
8. I wear a seatbelt whenever I occupy the front seat of a car.
_____
9. I am conscientious with what I eat.
_____
13. I have a rst aid kit handy and I know how to use it.
_____
10. I try to eat vegetables and fruits as much as I can.
_____
14. I always nd time to do leisure activities.
_____
15. I manage my time well, allotting ample time for schoolwork, leisure, and rest.
_____
16. I spend quality time with family, friends, and others in my social circle.
_____
11. I take note of what food labels say.
_____
12. I do not easily fall for fads and hypes on TV about tness, health, and nutrition.
Let’s see how you scored in the pre-assessment. Count the number of check marks (P) to know your Healthy Lifestyle Assessment rating. Excellent Good Fair Needs improvement
13-16 9-12 5-8 0-4
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Evaluate your results. Does your lifestyle prove to be benecial or detrimental to your overall health? Take note of your daily habits for these can greatly affect your life. At the end of the module, it is expected that the number of your check marks ( P) will be more than your initial results in this pre-assessment. INSTRUCTIONAL ACTIVITIES Part I: What to KNOW Hello Grade 10 students! Welcome to the part where knowledge will be learned. You will be provided with activities that will test your prior knowledge, stimulate your interest, and elevate your understanding and level of excitement in the different activities. This part of the module will help you get started and be mentally ready for the next parts.
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Ac ti vi ty 1: WARM YOU UP This activity will prepare your body for a more strenuous physical activity. I.
Objective: To prepare yourself for physical activity using general or sports-specic warm up exercises
II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck f or several minutes. The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specic warm-up exercises.
Ac ti vi ty 2: WHAT IS IT FOR YOU? In this activity, your prior knowledge about lifestyle and weight management will be assessed. I.
Objectives: To discuss the meaning of lifestyle To identify the different lifestyle factors and their importance
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II. Materials/Equipment: manila paper • masking tape • pen • activity notebook •
III. Procedure: 1. Form groups of ve to eight members each. 2. Using a concept map, write words associated with “Lifestyle” inside the circles. You may add more circles if necessary. Do this in your activity notebook. 3. Focus on the following: Describe the words given. • What were the words commonly given by the group? Why do you • think these words were given? What words were mentioned only once? Are these words important? • 4. Dene “Lifestyle” based on the words given by each member. 5. Choose one representative to do the presentation for 3 minutes.
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Your lifestyle is of utmost importance. Everything you do, whether good or bad, has an effect on your health. Your lifestyle involves a lot of aspects like the physical activities you engage in, the food you eat, the daily habits you observe, the choices you make as a consumer, and many others. These different aspects of your lifestyle affect your overall health. Therefore, it is a must that you give attention to these factors to become a healthier individual. What aspects of your lifestyle do you think you should be most attentive to? Why do you think so?
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Ac ti vi ty 3: RA CE TO CONNECT In this activity, you will discuss the relationship between lifestyle and weight management. I.
Objective: To discuss connections between lifestyle and weight management
II. Materials/Equipment: manila paper • masking tape • chairs • words and pictures posted on chairs • III. Procedure: 1. Form groups with ve to eight members each. 2. Each group races to stand behind the chair with the word that they think signicantly connects weight to lifestyle. Only one group can occupy a chair. Groups could switch places until the signal to stay is given. 3. Discuss your group’s choice of word or picture. Categorize your choice: Is it about nutrition/food, or physical activity/exercise?
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Many aspects of your life are connected to your weight and lifestyle. Your food choices are only a part of them. Your age, gender, inherited characteristics, sleeping habits, and physical activity are also aspects to be considered. Remember that they contribute to your overall well-being as well as your susceptibility to disease. Giving more consideration and attention to your present habits and practices are vital to having a healthy lifestyle.
Ac ti vi ty 4: WEIGHT, THERE’S MORE! In this activity, you will nd out which among your eating practices and habits are healthy. I.
Objectives: To discuss proper nutrition and weight management To differentiate between healthy and unhealthy eating practices
II. Materials/Equipment: checklist of healthy and unhealthy practices • pen • III. Procedure: 1. Using the checklist, put a check mark ( P) on the practices that show healthy weight management and a cross mark ( O) on the unhealthy ones. Explain your answers briey. Do this in your activity notebook. 2. Concentrate on the following: What practices do you consider healthy or unhealthy? • Why are these practices considered healthy or unhealthy? • 3. Discuss your answers with your seatmate.
DEPED COPY Healthy or Unhealthy Practices
Healthy
1. Eating fruits daily 2. Eating in moderation 3. Skipping meals on a regular basis 4. Consuming sweets uncontrollably 5. Substituting water for rice 6. Eating meat products moderately
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Unhealthy
Reason/s
Practices
Healthy
Unhealthy
Reason/s
7. Choosing to eat homecooked meals rather than buying fast food items 8. Leaving out vegetables when eating sinigang 9. Minimizing intake of deep fried food 10. Drinking beverages, like soft drinks, as the rst option Your lifestyle includes the nutrition practices you observe. Which among the practices are considered healthy and which are unhealthy? Which of these do you do? Now is a good time to review and change those unhealthy habits for a healthier lifestyle.
Ac ti vi ty 5: SWEATING OFF THE RISKS In this activity, the risk factors that can be addressed by active recreational activities will be discussed. I.
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Objectives: To discuss risk factors of lifestyle diseases To explain the importance of participating in active recreational activities To identify active recreational activities that can address risk factors of lifestyle diseases
II. Materials/Equipment: worksheet on risk factors • pen • task materials per station • letter cut-outs as word puzzles • activity notebook • III. Procedure: 1. Form groups with ve to eight members each. 2. There will be ve stations that correspond to a specic scenario. Each station has a word puzzle that gives the risk factor of the scenario. 3. Each group must race to solve the puzzle to get the risk factor. After identifying the risk factor, you need to list down in your activity notebook the recreational activiites that can lessen/address the risk factor given. 8
Risk Factor s
Scenarios
Recreational Acti vity
1. Ana is constantly in a hurry trying to meet deadlines. 2. Kathleen eats a lot of fast food items like burgers and fries. 3. Paul’s belly and arms are already abby. 4. Bryan started getting hooked on cigarettes when he was just 14. 5. Dennis and his friends drink beer every other night. 4. Contemplate on the following: Which scenarios can you relate with the most? Are you aware of the • risk factors in these scenarios? How can recreational activities address risk factors? • 5. Make your summary report and share with the class. 6. Assign your group representative to present your report within 3 minutes. Risk factors to our health include the things that we do in our everyday lives and the physiological characteristics that we inherit from our parents. They should be taken seriously. Being aware of these risk factors as well as doing something to prevent and counteract their effects are important. Engaging in active recreational activities is highly promoted as one means of promoting a healthy lifestyle.
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Ac ti vi ty 6: L ECTURE-DISCUSSION
This is an opportunity to discuss and clarify the meaning and importance of lifestyle and weight management and how active recreation contributes to lifestyle and weight management. I.
Objective: To describe how participation in active recreation contributes t o the achievement of a healthy lifestyle
II. Materials/Equipment: reading materials on lifestyle, weight management, and active recreational • activities slideshow presentation on lifestyle and weight management • III. Procedure: 1. From the reading assignment, make a summary of the essentials on lifestyle and weight management, and active recreational activities. 2. Complete the worksheet. Do this in your activity notebook. 9
Weight (kg) _______ Height (m2) _______
BMI _____
Physical activities to improve or maintain BMI _____________________________________ _____________________________________
DAILY FOOD LOG Sun
Mon
Tue
Wed
Thu
Fri
Sat
Fri
Sat
Breakfast AM Snack Lunch PM Snack Dinner MONTHLY PHYSICAL ACTIVITY LOG June
Sun
Mon
Tue
Wed
Thu
Week 1
DEPED COPY Week 2 Week 3 Week 4 It is very important to be mindful of your food intake and physical activities because these greatly affect your overall health. Your food intake and physical activity affect your weight, which consequently affect your BMI. It is important that your weight is within what is recommended for your height. Conscious healthy food choices and participation in regular moderate to vigorous physical activities, along with enough rest would denitely help improve or maintain your BMI.
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READINGS LIFESTYLE AND MANAGING IT Introduction The way in which an individual lives is called lifestyle. This includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others. These patterns of behavior are related to elevated or reduced health risk. Teenagers like you may have practices or habits at home or in school that either elevate or reduce health risks. Do you spend a lot of your time at home just sitting down and doing nothing? Do you move a lot by helping out at home, cleaning your house for example? Do you love eating fruits and vegetables? Or do you prefer junk food or fast food? Teenagers like you should be more aware on how your nutritional practices can affect your health. Managing your lifestyle entails making modications in your routine especially in those aspects that elevate health risks. Food choice, physical activity, and eating habits are some of the aspects of your lifestyle that can be modied to improve it. These modications should be done gradually, like reducing the intake of fatty food, getting up to reach for something instead of asking someone to get it for you, or walking faster and more often. The idea is that for health risks to be reduced, changes in your lifestyle should be made.
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Risk factors are variables in your lifestyle that may lead to certain diseases. Many aspects of your lifestyle can be considered risk factors. Aside from genetics or heredity, age and physical make-up are some of the factors that cannot be changed; however, your lifestyle can go around these factors to gain more benets. For instance, you cannot stop the aging process, but you can delay the signs of aging from showing by being more active and avoiding vices. The other variables in your lifestyle, however, can be modied to achieve a healthier life. Such variables include nutrition, body weight, physical activity, and health habits. What should be kept in mind is that these variables bring with them risk factors that are serious concerns. Some of the risk factors associated with lifestyle variables include hypertension / high blood pressure, overweight and obesity, excess body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking, unhealthy dietary practices, and alcohol consumption. An unhealthy lifestyle brings with it certain diseases that can shorten your lifespan. These diseases, known as non-communicable diseases (NCDs), are not transmitted from person to person, yet kill more than 36 million people each year. Also called chronic diseases, they are of long duration, and are generally of slow progression. The four main types of NCDs are cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma), and diabetes. 11
All age groups are affected by NCDs, although they are often associated with older age groups. Evidence shows that more than nine million of all deaths attributed to NCDs occur before the age of 60. Children and adults are all vulnerable to the risk factors that lead to non-communicable diseases, whether from unhealthy diet, physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol. (www.who.int/mediacentre/factsheets/fs355/en/ ).
Figure 1. Lifestyle Management Continuum
It is important that these risks factors are addressed even at your teenage years. You could start by being more active, adding physical activity sessions to your daily routine, or by being a healthy eater, opting for more nutritious food.
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Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
WEIGHT AND MANAGING IT Introduction You might nd other individuals lucky because they eat a lot but do not gain weight as much as you do. You might also think it is unfair that though you limit your food intake, you do not lose as much weight as you want to. This is because your weight is a result of metabolic responses of your body to your food intake, energy expenditure, and physiologic processes. A simple elimination of food or addition of physical activity does not encompass the entirety of weight management. Understanding how your body works is a vital key as well as a combination of healthy food practices and a more active lifestyle. The concepts of weight gain and weight loss are important in weight management. How to gain and lose weight are probably some of the more common issues when it comes to health. Along with this concept is weight maintenance. To understand it in simple terms, energy expenditure is the amount of energy you spend through physical activity, while energy consumption is the amount of energy you take in through food. They both play key roles in weight management. A simple formula is shown here. 12
Weight Gain
= energy consumed is greater than energy expended = more food intake but less physical exertion Weight Loss = energy consumed is less than energy expended = more physical exertion but less food intake Weight Maintenance = energy consumed equals energy expended = physical exertion is the same with food intake Modifying your eating habits can aid you in managing your weight. Opting for more nutritious food can help lessen health risks and improve your physique. Some of the common tips in weight management are including fruits and vegetables in your meals, reducing intake of sweets, preparing your meals in a healthier way, and decreasing portion sizes. Aside from taking note of your eating habits, you should also take note of your actual weight as an indicator of health risk. This has to do with getting your Body Mass Index (BMI). It is a rough measure of body composition that is useful for classifying the health risks of body weight. It is also based on the concept that a person’s weight should be proportional to height. BMI is calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters). Example: Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m BMI = wt in kg2 = 59 kg 2 = 23 kg/m2 ht in m (1.6 m)
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BMI <18.5 18.5–24.9 25.0–29.9 30.0–34.9 35.0–39.9
Extreme Obesity (III)
≥40.0
At low values of BMI, weight gain should be achieved. For normal values, weight maintenance is recommended. Healthy eating and active physical activity will be benecial in maintaining a healthy weight. At high values of BMI, however, the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases substantially. In classifying health risks associated with overweight and obesity, body fat distribution and other disease risk factors are considered in addition to BMI. If BMI and other assessment tests indicate that fat loss would be benecial for your health, your rst step is to establish a goal. Make sure your goal is realistic and will ensure good health. Genetics somehow limits your capacity to change your body composition; however, you can improve your body composition through 13
regular exercise and healthy diet. A lifestyle that includes regular exercise may be more important for health than trying to reach any “ideal” weight. Once you have established a body composition goal, you can then set a target range for body weight. ACTIVE RECREATIONAL A CTIVITIES Introduction Recreational activities are those activities held during one’s leisure time. Their purpose is to refresh oneself by doing activities that are considered by an individual as enjoyable. These activities may require large body movements such as running, throwing, and jumping, or small movements such as playing board games, doing arts and crafts, and many others. When a recreational activity is athletics or sports, this may require more physical exertion and competition. However, athletics and sports may also be participated in more for the enjoyment they bring rather than competitive play. Active recreational activities are highly recommended for health promotion. These activities require more amounts of energy to be expended than the usual energy expenditure. This means that you do activities that make you exert more effort than what you usually do. Physical Activity Index Score
Activity
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5 4 3 2 1
Sustained heavy breathing and perspiration Intermittent heavy breathing and perspiration, as in tennis Moderately heavy, as in cycling and other recrational sports Moderate, as in volleyball, softball Light, as in shing
Duration
4 3 2 1
Over 30 minutes 20 to 30 minutes 10 to 20 minutes Less than 10 minutes
Frequency
5 4 3 2 1
6 to 7 times per week 3 to 5 times per week 1 to 2 times per week A few times per month Less than once a month
Computation: Intensity X Duration X Frequency = Score Total Your Score: ______ x _______ x _________ = _________
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Evaluation of Activ ity Score Score
Evaluation
Activity Category
81 to 100 60 to 80 40 to 59 20 to 39 Under 20
Very active lifestyle Active and healthy Acceptable but could be better Not good enough Sedentary
High Very good Fair Poor Very Poor
Moderate amounts of physical activity are recommended daily. The total activity can be accumulated in multiple short bouts – for example, two 10-minute brisk walk sessions and a 15-minute bike ride. This can also be done in continuous sessions. Choose recreational activities that you nd enjoyable and ts into your daily routine. Your participation in these activities could easily be sustained since you personally enjoy doing them and you even do it in your own time. Hence, strict adherence to a regular physical activity is very viable. Regular physical activity, regardless of how hard it is, makes you healthier and can help protect you from many chronic diseases. However, exercising at low levels of exertion does little to improve physical tness. It is recommended that you exert more than your usual effort. For example, if you are used to walking for 15 minutes from home to work, you could walk faster or for a longer duration. Some of the more common active recreational activities are sports like badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These activities require specic skills to be able to play them. For sports involvement to be enjoyable, either recreational or competitive play may be pursued. It all depends on you and your enjoyment.
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Ac ti vi ty 7: YOUR TURN (As ses sm ent of Kn ow led ge) To assess your knowledge, kindly note the important things about the lecturediscussion. Copy this in your notebook. Examples of active recreational activ ity
Important formula for weight management Weight maintenance
Weight loss
Weight gain
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Your B MI and reco mmended weight management formula
Your knowledge of lifestyle and weight management would be benecial to you as you get older. In general, lifestyle should be your focus. Knowing your weight and how to manage it, coupled with participation in active recreational activities would make you a healthier individual. However, take note that making signicant cuts in food intake in order to lose weight and body fat could be a difcult strategy to maintain; focusing on increased physical activity is a better approach for many people. Part II: What t o PROCESS You will be given activities about physical activity and proper eating habits for you to understand their importance to your tness and well-being. As you go on with the activities, you will learn that active participation in recreational activities is not just fun and exciting but also an opportunity to improve your tness and enhance your social skills. So, prepare yourself and get started! Ac ti vi ty 1: ME AND MY DAY This activity will assess your physical activity engagement using a survey. I.
Objective: To discuss your daily activities that contribute to your health
II. Materials/Equipment: copy of survey form • chairs •
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III. Procedure: 1. Form circles with eight to ten members each. 2. Using the survey, put a check mark (P) on the activities you do and the estimated number of hours you do them. Sentence Compl etion When I am not in s choo l, I... ___ watch TV for about ____ hours ___ use the computer/tablet/cell phone for ab out ____ hours ___ play sports such as _____ for abou t ____ minutes or ____ hours ___ jog or walk or dance for about __ __ minutes or ____hours ___ sleep about ____hours even afte r my regular wake up time ___ usually go out to the mall or a friend’s house and spen d about ____hours there ___ do household chores for about ____ minutes or ____ hours ___ do something else like ________________ ______ for about ____ minutes or ____ hours
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3. Discuss these questions with the group: What activities were commonly marked? • How many minutes or hours were usually spent on these activities? • Which among the activities do most of the group spend time on? • What can you say about the activities commonly marked and the time • spent doing them? Classify the activities into active or passive. • Which of these activities do you enjoy the most? Why? 4. Share your answers to these questions with the class. How do you feel about the activity? What did you realize? • What do you think about the daily activities of your classmates? Do you • have similar activities as your classmates? Should you stick to your daily routines or could changes be made? •
Ac ti vi ty 2: FIL LING IN MY SCHEDULE This activity will provide an opportunity to get involved in active recreational activities. This will determine possible times during the day where you could be more active. I.
Objective: To discuss opportunities of becoming more active based on your schedule
II. Materials/Equipment: copy of survey form • manila paper • masking tape • pen • activity notebook •
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III. Procedure: 1. Work in pairs. 2. Using the Weekly Activity Log, ll in the spaces with how much time is spent doing these activities. Do this in your activity notebook. Weekly Activit y Log Ac ti vi ti es
Sun
Mon
Tue
Wed
Thu
Fri
Sat
Studying Doing household chores Other activities
Free time
3. Concentrate on the following: • How long do you spend on activities that make you move a lot? make you stay still or not move a lot? 17
• •
When are the best times and days for you to be more active? What activities can you do on these times?
4. Share your answers on these questions with the class. How do you feel about the activity? What were your realizations? or • What did you realize? • Are you busy most of the week or do you have more free time? Are you busy doing active or passive activities? • What can you do about your schedule to have a healthier lifestyle? •
Ac ti vi ty 3: CHECK IT OUT! In this activity, you will know your tness levels in terms of cardiovascular endurance, agility, and coordination. I.
Objective: To determine cardiovascular endurance, agility, and coordination levels
II. Materials/Equipment: copy of physical tness assessment tool • bench/stairs • metronome/timer • tape measure • cones/markers • chalk • stopwatch • tennis balls • masking tape •
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III. Procedure: 1. Pair up. 2. Do the different physical tness tests with your partner. Perform the tests alternately and record each other’s scores. 3. Monitor your physical tness for the entire school year. Follow the physical tness protocols. 4. Record in the Physical Fitness Record 5. Take note of the following: • Your tness level and assessment compared to your partner • What can you do to maintain and/or improve your tness level scores?
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Physical Fitness Record Name Grade & Sec HEALTH-RELATED COMPONENTS Cardiovascular Endurance Muscular Endurance Muscular Strength
Flexibility
Body Composition
2nd Qtr Monitoring
Pre-test (1st Qtr) ____ x 4 = ____ bpm
____ x 4 = ____ bpm
3rd Qtr Monitoring ____ x 4 = ____ bpm
Post-test (4th Qtr) ____ x 4 = ____ bpm
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Ht (m2) ___
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BMI _____
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SKILL-RELATED COMPONENTS
DEPED COPY Ag il it y
Balance
Coordination Power Reaction Time Speed
Points of improvement: Overall physical ftness assessment: Student’s Name & Signature:
Teacher ’s Name & Signature:
19
TEST PROTOCOLS Cardiov ascular Endurance: 3-minut e Step Test Protoco l I.
Materials/Equipment: • 12-inch high bench for stepping • clock with second hand or stopwatch for timing test and counting heart rate • metronome to help maintain cadence in proper stepping rate
II. Procedure: 1. Step up on the bench using your right foot rst, then Figure 2. 3-Minute Step Test your left. 2. Step down the bench starting with the right foot, then the left. 3. Step up and down at 24 cycles (up-up-down-down) per minute for 3 minutes. (metronome setting at 96) 4. Immediately after 3 minutes, sit down. 5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be your score in beats per minute (bpm). 6. Check your score against the table below. Males (in bpm)
Females (in bpm)
Excellent
<71
<97
Good
71-102
97-127
Fair
103-117
128-142
Poor
118-147
143-171
Very Poo r
>148
>172
DEPED COPY http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
Coordination: Hand-Eye Coordination Test I.
Materials/Equipment: • tennis ball • stopwatch • smooth wall • marker
II. Procedure: 1. Stand 2 meters away from a smooth wall. Figure 3. Hand-Eye 2. At the signal, the stopwatch is started. With your Coordination right hand, throw a tennis ball against the wall and catch it with the left hand. Throw the ball again, now using the left hand and catch it with the right hand. This cycle of throwing and catching is repeated for 30 seconds. 3. Upon reaching 30 seconds, the number of catches is recorded. 20
The following are scores for 15 to 16 year olds (Beashel and Taylor 1997). Age
High Score
Above Average
Average
Below Average
Low score
15-16 years
>35
30 - 35
25 - 29
20 - 24
<20
http://www.brianmac.co.uk/handeye.htm
Ag il it y: Illinois Agili ty Run Test Protocol I.
Materials/Equipment: • 8 trafc or road cones • stopwatch
II. Procedure: 1. Arrange the cones as specied by
2. 3.
4.
the in the gure. Lie face down or prone with your head beside the starting point. At the signal, get up as quickly as possible and run around the course in the direction indicated without knocking the cones down. Upon reaching the nish line, stop the timer and record the time. Check your speed in seconds against the table below.
DEPED COPY 5.
Figure 4. Illinois Agility Run Test
Speed (in second s) Males
Females
Excellent
<15.2
<17.0
Good
15.2-16.1
17.0-17.9
Fair
16.2-18.1
18.0-21.7
Poor
18.2-19.3
21.8-23
Very Poo r
>19.3
>23
http://www.mpsa.ca/wp-content/themes/mpsa/userles/le/ILLINOIS% 20AGILITY%20TEST.pdf
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PHYSICAL ACTIVITY AND PHYSICAL FITNESS A lifestyle based on good choices and healthy practices maximizes the quality of life. It helps you avoid diseases, remain strong and t, and maintain your physical and mental health. One of the most important practices is being physically active. People of all ages benet from regular physical activity. Signicant health benets can be obtained by engaging in moderate amounts of physical activity on most, if not all days of the week. Through a modest increase in daily activity, most individuals can improve their health and quality of life. Additional health benets can be gained through greater amounts of physical activity. Individuals who can maintain a regular regimen of a more vigorous or a longer-duration activity are likely to obtain even greater benets. Lifestyle physical activity
Moderate exercise program
Vigorous exercise program
Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); strength training and stretching exercises (2-3 days per week)
Cardio-respiratory endurance exercise (20-60 minutes, 3-5 days a week); interval training, strength training (3-4 days a week), and stretching exercises (3-5 days a week)
Description
Moderate physical activity – an amount of activity that uses about 150 calories per day
Sample activities or program
One of the following: • Jogging for 30 • Walking to and from minutes, 3 days per work, 15 minutes week. each way • weight training, 1 set • Cycling to and from of 8 exercises, 2 days class, 10 minutes per week each way • stretching exercises, • Sweeping the yard 3 days per week for 30 minutes • Dancing (fast) for 30 minutes • Playing basketball for 20 minutes
• Running for 45 minutes, 3 days a week • Intervals: running 400m at high effort, 4 sets, 2 days a week • Weight training: 3 sets of 10 exercises, 3 days a week • stretching exercises, 5 days a week
Health and ftness benefts
Better blood cholesterol levels, reduced body fat, better control of blood pressure, improved metabolic health, and enhanced glucose metabolism; improved quality of life; reduced risk of some chronic diseases
All the benets of lifestyle physical activity, plus improved physical tness (increased cardiorespiratory endurance, muscular strength, and endurance, and exibility) and even greater improvements in health and quality of life and reductions in chronic disease risk.
All the benets of a lifestyle physical activity and a moderate exercise program with greater increase in tness and somewhat greater reduction in chronic disease risk. Participating in a vigorous exercsie may increase risk of injury and overtraining.
DEPED COPY
Physical Activity Intensity Chart 22
Participation in regular moderate physical activity can lead to improved physical tness. It is a condition whereby the systems of the body are able to function at their optimal efciency, associated with an individual’s ability to work effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond easily to emergency situations. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular” here refers to being active in most, if not all days of the week. About 3 to 4 times per week or more are the recommended times of exercise for an individual. You may opt to have rest days or easy days in between to allow your body to recover from the physical exertion. Su n Ac ti vi ty
Rest day
Mo n 45 minutes brisk walking
Tu e 45 minutes brisk walking
Wed Rest day
Th ur s 45 minutes brisk walking
Fr i 45 minutes brisk walking
Sat 45 minutes brisk walking
To know if the amount of effort exerted during physical activity will be benecial to you, the FITT formula should be kept in mind. FITT stands for: Frequency (how often) – number of training sessions that are performed during a given period (usually one week) Intensity (how hard) – an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage Time (how long) – duration of a workout (including warm-up and cool-down) or the length of time spent in training Type – mode of physical activity
DEPED COPY
For example, you are used to leisurely walking for 20 minutes from your home to school and back from Monday to Friday. Applying the FITT formula would entail the following adjustments in your physical activity for it to become more than your usual practice, such as increasing the intensity of your pace to moderate or vigorous and decreasing the amount of time to do it.
Frequency
Your usual 5x/wk (Monday-Friday) 2x/day (home-school; school-home)
More than your usual 5x/wk (Monday-Friday) 2x/day (home-school; school-home)
Intensity
easy (leisurely pace)
Moderate to vigorous (moderate to fast pace)
Time
20 minutes
13 minutes
Type
walking
brisk walking
Changing from your “usual” to “more than your usual” does not necessarily mean changing everything in the FITT formula. Frequency can be retained but intensity is elevated; or both can be slightly adjusted but time is increased; or type is changed to a more challenging one. Remember, changing your FITT formula should 23
be done gradually to give your body time to adjust t o the demands you place on it. When your body is challenged to do more than what it is used to , changes in your body start to occur. If the physical activity is too easy for your body, changes, if any, would be minimal. Hence, your body should be challenged and more effort should be exerted. One way to gauge this is through the Rate of Perceived Exertion or RPE. It is an assessment of the intensity of exercise based on how the participant feels. It is basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increment in between. The target zone for aerobic activity is from 12 to 16. Rate of Perceived Exerti on (RPE) Rating 6 7 8 9 10 11 12 13
Description
Rating
Fairly light
14 15 16 17 18 19
Somewhat hard
20
Very, very light Very light
Description Hard Very hard Very, very hard
Remember, if you nd the activity as “very, very light” (7) to about “fairly light” (11), you need to increase the intensity of your physical activity to reach “somewhat hard” (13), depending on your goal. You can also increase frequency and time, or change the type. However, if you nd the activity as “very hard” (17) to “very, very hard” (19), you might want to check your FITT formula. Remember, health promotion does not mean exhaustion or risking yourself of getting injuries.
DEPED COPY
Physical tness tests are also good gauges of your tness level. Health-related and skill-related components are tested to determine points of improvement of an individual. Health-related components are those that contribute to the development of health and functional capacity of the body. These include cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, exibility, and body composition. Skill-related components on the other hand are those components that contribute to the development of skills. These include agility, balance, coordination, power, reaction time, and speed. Here are just some of the components of physical tness: • Cardiovascular endurance - the ability of an individual to perform prolonged work continously, where the work involves large muscle groups (Fahey, Insel, and Ruth 2007) • Ag il it y - ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture • Coordination - ability to perform complex motor skills with a smooth, ow of motion 24
Good physical tness is important because it contributes directly to the physical component of good health and wellness, and indirectly to the other components. Good tness has been shown to be associated with reduced risk for chronic diseases, such as heart disease, and has been shown to reduce the consequences of many debilitating conditions. Factors affecting physical tness include age, gender, heredity, nutrition, activity and disability, among others. These factors affect physical tness in varying degrees since they are relative to the individual. For instance, if you eat ample amounts of food regularly, your tness level will likely be higher than somebody who does not get enough nutrients on a regular basis. The same can be said with somebody who is very active compared with somebody who is very sickly. Participating in regular physical activities should be enjoyable to be able to make you continue doing it. Reasons for participating and dropping out from the activity depend on the individual; that is why it is important to know what your reasons for participating are so that dropping out can be avoided. Some reasons for participating include: the thrill and excitement of competition; desire to succeed or win and/or be good at something; a sense of personal accomplishment; enjoyment in playing and mastering new skills; socialization or being with others; challenge limits; release of stress and frustration; improvement of self-image, self-condence, and appearance; improvement of health, wellness, and tness levels; and prevention of disease. Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical
DEPED COPY
Fitness and Wellness (5th ed.). Boston: McGraw-Hill.
Ac ti vi ty 4: WARM YOU UP This activity will prepare your body for physical activity. I.
Objective: To prepare yourself for physical activity using general or sports-specic warmup exercises
II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, etc f or several minutes.
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Ac ti vi ty 5: L ET’S GET STARTED! In this activity, you will engage in sports activities to gauge your present skills in active recreational activities. I.
Objective: To determine the skills needed in a specic sport To engage in active recreational activities such as sports To identify risks of injuries when participating in active recreational activities
II. Materials/Equipment: copy of assessment tool • nets/posts/hoops • court • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables • pen • III. Procedure: 1. Pair up. 2. Do sports activities to determine skills in a specic sport. Be aware of sports-related injuries and injury prevention and management. 3. Continue engaging in sports activities outside PE time. Log them in your Sports Participation Log.
DEPED COPY June
Sun
Sports Participation Log Mon Tue Wed Thu
Fri
Sat
Week 1 Week 2 Week 3 Week 4 4. Share your answers to these questions with the class. • How do you feel about the activity? What are your realizations? • What skills do you already have? What skills do you need to improve on? • How can these sports skills help you in attaining a healthier lifestyle? • Does participation in these sports need to be highly competitive for you to have a healthier lifestyle?
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READINGS AND SPORTS ACTIVITIES BENEFITS OF ACTIVE PARTICIPATION IN SPORTS AND RECREATIONAL ACTIVITIES Individuals benet a lot from actively participating in sports and recreational activities. These include health, physical, mental, emotional, and social benets. Health Benets road map to good health and longevity • improved quality of life • lower blood pressure, reduced arthritis pain, weight loss and lowered risk • of diabetes, certain cancers, osteoporosis and cardiovascular disease Physical Benets improvement of skills specic to a particular activity • relaxation, rest, and revitalization • Mental and Emotional Benets release of stress from demands of everyday living • greater personal condence and self-esteem • sense of achievement • reducing risks of depression, anxiety, psychological distress, and emotional • disturbance more restraint in avoiding risky behavior •
DEPED COPY Social Benets bonding with family and friends • opportunity to make new friends and acquaintances • strengthen social networks and community identity •
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Badminton Skills – service, lob, clear, drive, drop, smash, footwork
Figure 5. Badminton Footwork
Sample program for playing badminton with moderate to vigorous intensity Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 11-13
RPE of about 13-16
Time
30 minutes and up
Type
series of light hitting drills with partner followed by light competition/game
45 minutes and up series of footwork and hitting drills with partner followed by slightly heavy competition/game
DEPED COPY Injury Prevention and Risk Management Badminton injuries are either acute, traumatic injuries such as ankle sprains, or are overuse injuries such as impingement syndromes. Both types of injury can be prevented by using the right equipment, warming up, cooling down and ensuring you are strong and t enough to compete. (http://www.stopsportsinjuries.org/)
Activity: Shuttle ‘Minton For this volleyball-like lead-up game, you will need a racket for each player and one birdie. Form two teams, with 6-9 players each. The objective of the game is hit the birdie over the net to the other team’s boundaries. A team is allowed to hit the birdie up to three times while on its side before it goes over the net. Note that the same player may not hit the birdie twice in a row. The serving team will score when the other team cannot return the birdie legally and within the serving team’s boundaries. However, if the serving team fails to return the birdie to the other team, that specic play is over and the other team is up to serve. Set a limit of points at the beginning of the game. The rst team to reach this number of points is the winner. (http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/ )
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Table Tennis Skills – forehand and backhand grips, push, block, serve, receive Sample program for playing table tennis with moderate to vigorous intensity Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
45 minutes and up
1 hour and up
Type
series of light hitting drills with partner followed by light competition/game
series of hitting drills with partner followed by slightly heavy team competition/ game
Injury Prevention and Risk Management
DEPED COPY
The most common table tennis injury is very similar to standard tennis injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the more frequent table tennis injuries. Table tennis is a non-contact sport but injuries are often acquired when athletes suddenly change direction or twist their body quickly, leading to pulled muscles and other injury problems. Players who do not warm up properly or stretch their muscles before taking to the table also put themselves at a high risk of injury. (www.sportsinjurybulletin.com/archive/table-tennis.php )
Activity: Table Tennis Ten Pin Set up 10 targets fairly close together at the end of the table. Group 3 players for each team and assign them the following tasks: 1 hitter, 1 elder at the back and 1 elder in front, who is in charge of returning the ball to the hitter. The hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit scores one point. Take turns in keeping score. Each player has 10 balls to use to score as many points as possible. Replace or re-set targets and change hitters and elders.
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Tennis Skills – forehand and backhand strokes, serve, smash, drive Sample program for playing tennis with moderate to vigorous intensity Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
45 minutes and up
1 hour and up
Type
series of light hitting drills with partner followed by light competition/game
series of hitting and serving drills with partner followed by slightly heavy team competition/game
Injury Prevention and Risk Management Tennis injuries are generally dened as either cumulative (overuse) or acute (traumatic) injuries. These injuries occur over time due to stress on the muscles, joints, and soft tissues without proper time for healing. They begin as a small, nagging ache or pain, and can grow into a debilitating injury if they aren’t treated early.
DEPED COPY
Many sports injuries result from overuse, lack of proper rest, lack of proper warm uip or poor conditioning. Safety precautions are recommended to help prevent tennis injuries like warming up thoroughly prior to play, wearing the right tennis shoes with skid-resistant soles, using good technique in the different tennis movements, cleaning of courts before play to check for slippery spots or debris, getting adequate rest and time for recovery after each play, and staying hydrated. Activity: Bucket Game
Five buckets, bins, or containers are placed in various locations on each side of the net. The participating players each stand on their respective baselines. The rst player tries to hit 10-20 balls into any of the buckets accross t he net. If the ball does not cross the net or does not land into the buckets, it is added to the balls that the other player will use. After all balls are hit, those balls that don’t land in any of the buckets are given to the other player, who in turn will try to hit the balls into the buckets across the net. When all the balls are in the buckets, they are counted and the player who gets the most balls into his opponent’s buckets wins. (http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)
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Baseball Skills – pitching, hitting, base running, catching, elding Sample program for playing baseball with moderate to vigorous intensity Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
30 minutes and up
45 minutes and up
series of catching, elding, and hitting drills followed by light competition/game
series of catching, elding, and hitting drills with base running, pitching drills followed by slightly heavy competition/game
Type
DEPED COPY
Injury Prevention and Risk Management
If you use too much effort in pitching the ball, or continuously pitch without rest, a serious elbow or shoulder injury may be on the horizon. If you complain of elbow or shoulder pain the day after pitching, or movement of the joint is painful or restricted compared to the opposite side, see a a physician familiar with youth sports injuries. Warm up properly by stretching, running, and easy, gradual pitching. Emphasize control, accuracy, and good mechanics. Do not play all year-round. Your body needs to recover from the physical demands of playing. Activity: Base Running-Catch-Stealing Base Game
Three markers are used as bases. Three players stand near the markers while another player is positioned away from the 3 markers and is the designated hitter. The hitter has to hit the ball with a bat to any of the players positioned in the 3 bases. As the player nearest the ball catches it, they all run to steal a base. The player who fails to steal a base will be the hitter in the next round.
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Football/Soccer Skills – pass, receive, attack, shoot, heading, goalkeeping, defending, tackling Sample program for playing football/soccer with moderate to vigorous intensity Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
30 minutes and up
45 minutes and up
Type
series of light footwork and passing drills followed by light competition/game
series of footwork, passing, shooting, defending, and tackling drills followed by slightly heavy competition/game
DEPED COPY Injury Prevention and Risk Management Injuries occur during football/soccer games and practice due to the combination of high speed and full contact. While overuse injuries can occur, traumatic injuries such as concussions are most common. The force applied to either bringing an opponent to the ground or resisting being brought to the ground makes football/soccer players prone to injury anywhere on their bodies, regardless of protective equipment. Activity: Partner Soccer Score Partners stand 6-8 meters apart, facing each other. At the signal, one partner will attempt to shoot the ball between their partners’ outstretched legs. They also must retrieve the ball and go back to the starting point to shoot the ball again. This goes on within a minute, afterwhich they switch roles. Whoever scores the most goals in one minute wins, and assigns a task for the non-winner to perform. Variation can be done using teams instead of individuals.
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Basketball Skills – dribbling, passing, shooting, defending Sample program for playing basketball with moderate to vigorous intensity Moderate
Vigorous
Frequency
4-5x/week
5x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
45 minutes and up
1 hour and up
series of spot shooting and light dribbling drills with partner followed by light competition/game
series of spot shooting, and dribbling with defending drills, and transition drills with partner and team followed by slightly heavy team competition/game
Type
DEPED COPY Injury Prevention and Risk Management Ankle sprains, jammed ngers, knee injuries, deep thigh bruising, and foot fractures are common basketball injuries. To avoid these injuries, maintain proper tness and hydrate adequately. Remember, injury rates are higher in athletes who have not adequately prepared physically. Activity: Dribble Tag This game is played on a hard court. Select 4 players to be “it” and give them a basketball each. Their objective is to tag other players who are scattered on t he court while dribbling the ball. The players who are tagged must get a new ball and also become “it.” Once the majority of students have been tagged, start the game over by selecting new players to be “it”.
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Volleyball Skills – passing, receiving, serving, attacking, digging, blocking Sample program for playing volleyball with moderate to vigorous intensity Moderate
Vigorous
Frequency
3-4x/week
4x or more/week
Intensity
RPE of about 13
RPE of about 14-17
Time
45 minutes and up
1 hour and up
Type
series of light passing, hitting, setting, receiving, and serving drills with partner followed by light competition/game
series of serving, digging, and attacking drills with partner or team followed by slightly heavy team competition/game
Injury Prevention and Risk Management Since volleyball involves repetitive overhead motions, such as spiking and blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball players are particularly susceptible to nger injuries, ankle sprains, anterior cruciate ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated nonoperatively with bracing and physical therapy, or home rehabilitation exercises. However, treatment can vary signicantly depending on the injury. Recovery time usually depends on the injury.
DEPED COPY
Activity: Catch, Toss, Set and Over The class will be divided into groups of 4-6 students each. The teacher tosses a ball to one team wherein the rst contact must catch it. The person who catches the ball tosses it towards a player near the net (preferably in the middle). That person volleys (or bumps) the ball along the net to another player who then plays the ball over towards the other team and within the scoring area. The process is then repeated for the second team. If the ball falls or if the second player catches the ball, that team must leave the oor and the next team enters the court.
Participation in sports-related recreational activities is one of the best ways of achieving a healthy lifestyle. Participation can either be recreational or competitive. The important thing to keep in mind is that regular moderate participation in such activities will help improve your health.
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Ac ti vi ty 6: MY MEAL AND MEAL HABIT L OG In this activity, your meal intake and eating habits will be reviewed to determine the different types of food you eat and the modications that can be made to have a healthier lifestyle. I.
Objective: To discuss meal intake and eating habits for a healthier lifestyle
II. Materials/Equipment: copy of assessment tool • pen • activity notebook • III. Procedure: 1. Form groups of ve to eight members each. 2. Using the Daily Meal Log, ll in your meals for three consecutive days. List down the components of meals as much as possible. Daily Meal Lo g Day 1
Breakdown of meal/number of servings
Breakfast AM Snack (if applicable) Lunch
DEPED COPY PM Snack (if applicable) Dinner
Snack (if applicable) Specic cravings (if applicable) 3. Encircle Y or N if you did these meal-related actions for the day. For Y answers, ll out the space with a concrete action to minimize or resolve these acts. Copy this in your activity notebook for the next two days. Eating Habits Inventory Did you... Yes/No eat any of your meals quickly? Y N eat out today? Y N eat too much sweets today? Y N skip any of your meals today? Y N consume any soft drinks today? Y N eat any bag of chips today? Y N eat a big-portioned meal today? Y N
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What to do about it
4. Concentrate on the following: What are the types of food do you usually eat? How many servings do • you usually eat per meal? What eating habits are common in the group? What do you think are • the effects of these eating habits? 5. Share your answers on the following questions with the class. • How do you feel about the activity? What were your realizations? What types of food do you eat that are close to the recommendations • in the Filipino Food Guide? Do you think you need to change your meal options? Your eating • habits? Why or why not? READINGS MODIFYING EATING HABITS The active life is a magnet that attracts a composite of behaviors or habits, that when viewed one at a time, seems too simplistic to be valued. However, eating and our body’s response to eating are some of the most intriguing concepts in health. Eating is an intentional act. Each day people choose from the available food, prepare the food, decide where to eat, which rules to follow, and with whom to dine with. These make up your eating habits. Convenience is only one factor that drives food choices. Some of the other factors are: Advertising: Media might have persuaded you to eat such food. Availability: There are no others to choose from. Economy: They are within your means. Emotional comfort: They make you feel better for a while. Habit: They are familiar; you always eat them. Personal preference: You like the way such food taste. Positive associations: They are eaten by people you admire, or they are just for fun. Region/location: They are common or favored in your locality. Social pressure: They are offered; you feel you cannot refuse them. Values/beliefs: They t your religious traditions, or honor your ethical beliefs. Weight: You think they will help to control body weight. Nutritional value: You think they are good for you.
DEPED COPY
The last two factors are highly viable to nutritional health. Similarly, the choice of where, as well as what to eat, is often based more on social considerations than on nutritional judgments. Hence, you should be more conscious of the factors that affect your own personal food choices. Poor food choices contribute directly to obesity, heart disease, diabetes, cancer, and other health problems. Understanding the importance of food choices becomes even more critical as a greater number of people rely more on convenience food, take-out meals, and eating out. Poor diet coupled with lack of exercise contributes to an increased risk of diseases.
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MODIFYING EATING HABITS A modication in your eating habits is needed most especially when you are at risk of disease. Small and simple changes like adding more fruits to your diet can make a difference in your health. However, some situations may need major changes in one’s lifestyle. Some of the strategies in changing eating habits include making a plan and sticking to it. Eating habits can be modied according to the nutritional recommendations for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind these recommendations help ensure proper diet especially the changes being experienced as your body matures. Your eating habits should revolve around these recommendations to become healthier. Remember, your nutritional needs should not be neglected as you participate in active recreational activities. More attention on nutritional needs is necessary to energize your body and help your body recover as well.
DEPED COPY
Figure 6. Eating Plan for Healthy Living
Compute the recommended number of calories you should burn using FNRI’s Energy Calculator to nd out what physical activities you need to do to burn these calories. Take note that in order to manage your weight well, you should give importance to both physical activity and nutrition. That is why you should take note of the calories you need to burn and the physical activities you can participate in to burn these calories. 37
The Energy Calculator or e-calc is an interactive and user friendly software that: • assesses the nutritional status of individuals • computes desirable body weight (DBW) and total energy requirement (TER) • calculates energy intake and energy expenditure to check energy balance • computes exercise equivalents and food energy equivalents to burn excess calories • calculates the body mass index (BMI) of individuals • calculates the basal metabolic rate (BMR) of individuals Sources: Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies (2nd ed.). Ontario: Nelson Education Ltd. Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9 th ed.). Australia: Wadsworth.
Ac ti vi ty 7: DO YOU KNOW HOW TO ANA LYZE? This is an opportunity to discuss and clarify the importance of critiquing media and technology regarding physical activity and nutrition. I.
Objective: To describe the importance of critiquing media and technology related to physical activity and eating habits
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II. Materials/Equipment: reading materials • slideshow presentation • video presentation of a product advertisement (e.g., Fit ‘n Right, etc) • poster of an athlete with a product being endorsed (e.g., Michael Jordan on • Gatorade, Manny Pacquiao on Sting, etc.) III. Procedure: 1. Form three groups; each group will be assigned one particular viewpoint. Group 1 – as an advertising company • Group 2 – as a consumer • Group 3 – as a health professional • 2. Watch the video and/or study the poster and discuss the following questions with your group. Based on your prior knowledge about physical activity and nutrition • practices, what can you say about the advertisement? What is the literal and implied message of the advertisement? Who is • the target audience? Is it an effective advertisement? • 3. Discuss the value of analyzing the effect and power of media and technology 38
on physical activity and nutrition practices. 4. As a group, share your viewpoint in a creative manner such as in a slideshow presentation, news reporting, dramatization, etc. within 20-25 minutes. Media and technology can greatly inuence the choices individuals make about their health, particularly their eating habits and participation in physical activity. You must be aware of the power of advertisements and how they affect you. You may be surprised to nd out that a lot of your attitudes, beliefs, and practices have to do with what you see on TV, in advertisements, and what you hear from others. Ac ti vi ty 8: MINI COMPETITION (A ss ess men t o f Pr oc ess ) Your skills in specic sports will be tested in this activity. I.
Objectives: To execute sports-specic skills in actual competition
II. Materials/Equipment: copy of teacher-made assessment tool • nets/posts/hoops • courts • balls/shuttlecocks • rackets/bats/paddles • gloves • caps • tables •
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III. Procedure: 1. Form groups necessary for mini competition. 2. Fill out the Mini Competition Log. Mini Competition Log Name: Teammate/s: Date
Opponent/s
Result/Scores
Game Feedback
Teacher’s Signature: Have you improved on the specic skills you focused on? Did you have fun while doing so? Remember, improving your personal skills can be enjoyable too. 39
Part III: What to REFLECT and UNDERSTAND This part provides activities that will draw your core understanding of the module. You will be given opportunities to reect and understand the relevance of participation in active recreational activities and modifying eating habits for a healthier lifestyle.
Ac ti vi ty 1: HI, I AM... The activity elicits your personal reection on the knowledge and skills that you have gained. I.
Objective: To realize the importance of participation in active recreational activities
II. Materials/Equipment: manila paper • masking tape • pen • • bond paper
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III. Procedure: 1. If you were to introduce yourself using the lessons you have learned, what would you say? Write statements to complete the introduction diagram. Do this using a piece of bond paper. 2. Design and reect on your diagram 3. Move around to show your diagram and to see your classmates’ diagrams. 4. Group with your classmates that have the same sports interests as you and play together.
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I am currently... (Write the active recreational activities you are involved with now)
I will... (Write here changes you will make in your schedule to be more active.)
because these activities... (Write why you are currently doing these activities)
I will... Write your name here. (Write here the changes you (Be creative in your lettering) will make in your diet to have a healthier lifestyle.)
I want to... (Write the active recreational activities you want to be involved with in the future)
because these activities... (Write why you want to be involved with these activities)
Ac ti vi ty 2: WARM YOU UP This activity will prepare your body for physical activity. I.
Objective: To prepare yourself for physical activity using general or sports-specic warmup exercises
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II. Procedure: 1. Choose a partner. 2. Do light jogging around the venue to gradually elevate your heart rate. 3. Stretch your legs, arms, back, and neck f or several minutes.
The time allotted to properly warm up your body can spell the difference between performing well and getting yourself injured. Spend about 5-10 minutes on your warm up routine. Execute either general warm-up exercises like jogging and running, or sports-specic warm-up exercises.
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Ac ti vi ty 3: REFL ECTION AND PARTICIPATION The activity shows one’s plan for future recreational pursuits. I.
Objective: To develop a plan for participation in active recreational activities
II. Materials/Equipment worksheets/activity notebook • pen • • sports or activity materials III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reect on your schedule and physical activity then and now. 3. Analyze the knowledge and experiences that you have gained from the lesson. List down activities that you think you can maintain. 4. From the activities that you can maintain, continue active participation by playing in class. 5. Concentrate on the following: What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since • applying these changes in your schedule?
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Ac ti vi ty 4: MY PERSONAL CONTRACT (Ass ess men t o f Un der st andin g) The activity shows one’s plan for future recreational pursuits.
I.
Objective: To develop a plan to regularly participate in active recreational activities
II. Materials/Equipment worksheets/activity notebook • • pen III. Procedure: 1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My Schedule) in What to PROCESS. 2. Reect on your schedule and physical activity then and now. 3. Using the knowledge and experiences that you have gained from the lesson, ask yourself the following: What changes in your schedule have you followed? • Have there been changes in your health that you have noticed since • applying changes in your schedule? 4. Fill out your personal contract. 42
My Personal Contract I agree to increase my participation in active recreational activities particularly _____________ for ____________ days per week. I will begin my program on _______________ and plan to reach my nal goal by _______________. My plan for increasing my participation includes the following strategies: 1. ______________________________________________________ 2. ______________________________________________________ 3. ______________________________________________________ 4. ______________________________________________________ 5. ______________________________________________________ I will keep in mind that the reason why I participate in active recreational activities is to have a healthier lifestyle and these other reasons: 1. ________________________________________________________ 2. ________________________________________________________ 3. ________________________________________________________ 4. ________________________________________________________ 5. ________________________________________________________ I understand that it is important for me to make a strong personal effort to make the change in my behavior. I sign this contract as an indication of my personal commitment to reach my goal.
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Name ____________________
Witness _______________________
Applying your knowledge about the importance of physical activity to your daily routine is vital if you want to live a healthier lifestyle. You make decisions for yourself. Commit to the changes you want to do in your lifestyle so that your health will improve.
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Part IV: What to TRANSFER The end product of this module is an activity that will give you the chance to inuence the society in living a healthy lifestyle and maintaining a desirable weight through your active participation in active recreational activities.
Ac ti vi ty 1: Sc ho ol -Bas ed Weeken d Camp In this activity, you will extend your commitment in tness development to your immediate community. You will be provided with an opportunity to maximize your knowledge and skills, together with the understanding that you have acquired, in inuencing the community on the importance of active recreational activities in improving tness. I.
Objectives: To show appreciation of the value of active recreational activities in improving tness To realize an advocacy project on the value of active participation in physical activities to the community through Weekend Camp
II. Materials/Equipment: sample request letters to the principal for approval and to the respective • community leader/s for coordination and if possible, for funding of transportation, meals, and snacks sample budget proposals • schedule of activities/matrix • photo album • notebook and pen •
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III. Procedure: 1. You will now extend your tness commitment to the community as required. You will be given ample guidance by your teacher as you do this. 2. Take note of the following details of the School-Based Weekend Camp.
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Schoo l-Based Weekend Camp
Goal:
Maintain an active lifestyle to inuence the physical activity participation of the community.
Clientele:
Students/community members/barangay SK members/ Church members/ Indigenous group in the community
Venue:
nearby schools/resorts/recreation parks
Schedule:
to be arranged
Rationale:
The Weekend Camp is a culminating activity of the Grade 10 students which aims to inuence the community to participate in active recreational activities.
Objectives:
Specically, the School-Based Weekend Camp aims to: • offer a variety of active recreational activities such as badminton, tennis, table tennis, basketball, volleyball, baseball, and/or football/soccer; • provide activities to enhance tness benets; and • inculcate the idea of being active to maintain optimal tness levels throughout one’s lifetime
Activities: 1. Planning • Selecting of clientele, venue • Planning of activities • Planning of budget • Scheduling of activities • Choosing food for lunch 2. Organizing • Creating different committees • Drafting the functions of the committees • Visiting the place • Communicating with the clientele 3. Managing the actual activity day • Time management • Activity management • Personnel management • Clientele participation 4. Evaluation • Clientele satisfaction • Narrative report with proper documentation
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Ac ti vi ty 2: Vol un tar y Ph ys ic al Ac ti vi ty Part ic ip ati on You will extend your commitment in tness development with your family and other families in the community by participating voluntarily in various physical activities such as fun runs, barangay palaro, aerobics, etc. I.
Objectives: To show appreciation of the value of active recreational activities in improving tness To participate actively in recreational activities voluntarily
II. Materials/Equipment: copy of assessment tool • • photos notebook and pen • III. Procedure: 1. Extend your tness commitment to your family and/or the community in your free time. 2. Fill out the Activity Participation for Fitness Advocacy. Ac ti vi ty Part ic ip ati on fo r Fi tn ess A dv oc acy Nature of Participation (participant or organizer)
Organizers/ Sponsoring Individuals/Groups
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Activity
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SUMMATIVE TEST Your nal challenge is to pass the following test. It will assess the knowledge, processes, and understanding you have acquired on active recreational activities. Answer this in your activity notebook. Good luck! Error Identifcation:
Read the statements carefully. If the statement is false, choose the word/s that make/s the statement false. If the statement is true, write NA for “not applicable.” Do this in your activity notebook. 1. Vigorous physical activity is always recommended for a beginner. 2. Convenience and personal preference are some of the factors affecting food choices. 3. Exercise for a healthy lifestyle should be done at most three times a week. 4. BMI is dependent on a person’s height and weight. 5. If the goal is weight loss, a person should minimize energy expenditure. 6. Non-communicable diseases could be affected by genetics. 7. Changes in a person’s lifestyle only affect the physical aspect. 8. Active recreational activities are recommended for the promotion of health because they are enjoyable and effective in keeping the body in motion. 9. Dieting is not as effective as participating in regular physical activity when trying to lose weight. 10. Basic skills in basketball include behind-the-back dribble, dunk, and alley hoop.
SUMMARY
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The value of having a healthier lifestyle through participation in physical activities and eating healthier should be everybody’s priority. Even at a young age, you need to take care of yourself by exercising your body and by making the proper food choices. Being as healthy as you are now will not only be of value to you but to others and to the society as well.
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GLOSSARY Ac ti ve r ecr eati on al activities
activities that require large body movements such as running, throwing, or jumping or those that are sportsspecic
Ag il it y
skill-related component of physical tness that refers to the ability to start (or accelerate), stop (or decelerate and stabilize), and change direction quickly, while maintaining posture
Body Mass Index (BMI)
a rough measure of body composition that is useful for classifying the health risks of body weight; also based on the concept that a person’s weight should be proportional to height; calculated by dividing your body weight (expressed in kilograms) by the square of your height (expressed in meters)
Cardiovascular endurance
the ability of an individual to perform prolonged work continously, where the work involves large muscle groups
Coordination
skill-related component of physical tness that refers to the ability to perform complex motor skills with a smooth, ow of motion
Eating habits
patterns of behavior with regards to eating like choosing available food, preparing it, deciding where to eat, which rules to follow, and who to dine with
DEPED COPY FITT formul a
stands for frequency, intensity, time, and type
Frequency
part of the FITT formula that refers to number of training sessions that are performed during a given period (usually one week)
Health-related components of physical ftness
those components that contribute to the development of health and functional capacity of the body such as cardiovascular strength, cardiovascular endurance, muscular strength, muscular endurance, exibility, and body composition
Intensity
part of the FITT formula that refers to an individual’s level of effort, compared with their maximal effort, which is usually expressed as a percentage
Lifestyle
the way in which an individual lives; includes the typical patterns of an individual’s behavior like everyday routine at home, in school, or at work; eating, sleeping, and exercise habits, and many others; are related to elevated or reduced health risk
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Non-communicable dis eases (NCDs)
diseases that are not passed from person to person; also known as chronic diseases; includes cardiovascular diseases (like enlargement of the heart and hypertension), cancer, chronic respiratory diseases (such as chronic obstructed pulmonary disease and asthma) and diabetes
Physical ftness tests
tests that gauge your tness level; may be health-related and skill-related
Rate of Perceived Exertio n (RPE)
an assessment of the intensity of exercise based on how the participant feels; basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in between
Recreation activities
activities done during one’s leisure time both for relaxation and enjoyment; may require large body movements such as running, throwing, or jumping or small body movements such as playing board games, doing arts and crafts, and many others being active for 30 minutes to 1 hour, doing physical activities that elevate your heart rate more than you are used to; being active in most, if not all, days of the week, about 3-4 times per week or more
Regular moderate physical activity
Risk factors
variables in your lifestyle and genetics that may lead to certain diseases; include age, gender, nutrition, body weight, physical activity, and health habits, etc (i.e. stress, unhealthy diet, physical inactivity, exposure to tobacco smoke or the effects of the harmful use of alcohol)
DEPED COPY Skill-related components of physical ftness
components that contribute to the development of skills; include agility, balance, coordination, power, reaction time, and speed
Time
part of the FITT formula that refers to timeframe of a workout (including warm-up and cool-down) or the length of time spent in training
Type
part of the FITT formula that refers to mode of physical activity
Warm up
preliminary activity done to prepare the body for actual physical activity; can be general or sports-specic
Weight Gain
energy consumed is greater than energy expended (i.e. more food intake but less physical exertion)
Weight Lo ss
energy consumed is less than energy expended (i.e. more physical exertion but less food intake)
Weight Maintenance
energy consumed equals energy expended (i.e. physical exertion is the same with food intake) 49
