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Physical Education and Health (H.O.P.E. 4) Quarter 4 – Module 6: Fit on the Go: “Adapting the New Normal” Physical Education and Health (H.O.P.E. 4) Grade 12 Alternative Delivery Mode Quarter 4 – Module 6: FIT on the Go First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in anywork 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 royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Cagayan de Oro City Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Writer/s: Jason O. Damulo Reviewer/s: Liza G. Perez, Welyn B. Ragasi Illustrator/s and Layout Artist/s: Ryan Boyd M. Pahapay Management Team Chairperson: Cherry Mae L. Limbaco, PhD, CESO V Schools Division Superintendent Printed in the Philippines by Department Bureau of Learning Resources (DepEd-BLR) Co-Chairperson: Rowena of H.Education Para-on,– PhD Office Address: Fr. William F. Masterson Ave., Upper Balulang Cagayan de Oro City Assistant Schools Division Superintendent Telefax: (08822)855-0048 Members: E-mail Address: [email protected] Lorebina C. Carrasco, OIC-CID Chief Sylvio C. Carciller, PhD, EPS-MAPEH Joel D. Potane, LRMDS Manager Lanie O. Signo, Librarian II Gemma Pajayon, PDO II Evelyn Q. Sumanda, School Head Cely B. Labadan, School Head Printed in the Philippines by Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: Fr. William F. Masterson Ave., Upper Balulang Cagayan de Oro City Telefax: (08822)855-0048 E-mail Address: [email protected] Senior High School Physical Education and Health (H.O.P.E. 4) Quarter 4 – Module 6: Fit on the Go This instructional material was collaboratively developed and reviewed by educators from public schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected] deped.gov.ph. We value your feedback and recommendations. Department of Education ● Republic of the Philippines FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for educational purposes only. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in these modules are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to those who have made significant contributions to these modules. Table of Contents What This Module is About ................................................................................................................. i How to Learn from this Module.......................................................................................................... ii Icons of this Module ............................................................................................................................. iii Lesson 1: GETTING FIT: A Lifetime Choice What I Need to Know ................................................................................................ 9 WhatI know.................................................................................................................. 9 What’s In ...................................................................................................................... 10 What’s New ................................................................................................................. 10 What Is It ..................................................................................................................... 11 What’s More ................................................................................................................ 11 What I Have Learned ................................................................................................ 12 What I Can Do ............................................................................................................ 12 Lesson 2: OPTIMIZING YOUR BEST What I Need to Know ................................................................................................ 14 What I Know................................................................................................................ 14 What’s In ................................................................................................................... ...15 What’s New .............................................................................................................. ...15 What is It .................................................................................................................... ..15 What’s More …………………………………………………………………….16 What I Have Learned ............................................................................................. ..17 What I Can Do…………………………………………………………………..18 Lesson 3: CUSTOMIZING YOUR TRAINING What I Need to Know ................................................................................................ 19 What I know ................................................................................................................ 20 What’s In ...................................................................................................................... 21 What’s New ................................................................................................................. 21 What Is It ..................................................................................................................... 21 What’s More ................................................................................................................ 23 What I Have Learned ................................................................................................ 23 What I Can Do ............................................................................................................ 23 Lesson 4: START UP What I Need to Know ................................................................................................ 25 What I know ................................................................................................................ 25 What’s In ...................................................................................................................... 26 What’s New ................................................................................................................. 26 What Is It ..................................................................................................................... 26 What’s More ................................................................................................................ 27 What I Have Learned ................................................................................................ 27 What I Can Do ............................................................................................................ 27 Lesson 5: FITNESS GOALS What I Need to Know ................................................................................................ 29 What I know ................................................................................................................ 30 What’s In ...................................................................................................................... 30 What’s New ................................................................................................................. 30 What Is It ..................................................................................................................... 30 What’s More ................................................................................................................ 31 What I Have Learned ................................................................................................ 31 What I Can Do ............................................................................................................ 32 Summary…………………………………………………………………………………………..33 Assessment: (Post-Test) ………………………………………………………………………...33 Key to Answers .................................................................................................................................. ...35 References………………………………………………………………………………………...36 What This Module is About This module is a total package in achieving the optimum fitness of the body, health and wellness. Emphasized in this module are lifetime choices of getting fit, understanding the principles of Frequency, Intensity, Time and Type (FITT) that will help students maximize physical activities and exercise to gain desired results. Included in this module is a modified training plan where students can refer to in order to create their own physical fitness program that fit their needs. Students will design an individual training program with specific exercise to achieve fitness goals and maintain their health-related fitness. Activities, practice worksheets and learning assessment are readily available and design accordingly to provide students the ease of learning with less supervision from the teacher. The following are the lessons contained in this module: 1. 2. 3. 4. 5. Lesson 1: Getting Fit: A Lifetime Choice Lesson 2: FITT principles: Optimizing Your Best Lesson 3: Customizing Your Training Lesson 4: Start Up: Individual Training Design Lesson 5: Fitness Goals What I Need to Know At the end of this module, you should be able to: 1. Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust PEH12FH-Ik-t-9 2. Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA participation PEH12FH-Ik-t-10 3. Demonstrates proper etiquette and safety in the use of facilities and equipment PEH12FH-Ia-t-12 How to Learn from this Module For the Learner: The following are your guides for the proper use of this module: 1. Follow closely the instructions in every activity. 2. Be honest in answering and checking your exercises. 3. Answer the pre-test before going over the material to find out what you already know. 4. Answer the exercises at the end of every lesson. 5. Review the lesson that you find difficult to understand. 6. Seek assistance from your teacher if you need help. 7. Ask permission from your parents/guardians whenever you have research and requirements to be conducted outside your home. For the Teacher/Facilitator: The following are your guides for the proper use of this module: 1. Communicate with parents and students regularly for updates and feedback 2. Make sure that all activities are complied before accepting them. 3. You may contextualize or localize your activity as long as it is still within the bound of the learning competency. For the Parents/Guardian: The following are your guides for the proper use of this module: 1. Closely monitor your child’s progress. 2. Do not answer the activities for your child. Just guide them in doing it. 3. Support your child. Talk to him/her about his/her journey with this module Components in Each Lesson What I Need to Know Learning Objectives This part contains learning objectives that are set for you to learn as you go along the module. What I Know? Pre-Assessment This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge What’s In? Review Activity This part connects previous lesson with that of the current one. What’s New? Motivational Activity An introduction of the new lesson through various activities, before it will be presented to you What is It? Lesson Proper These are discussions of the activities as a way to deepen your discovery and understanding of the concept. What’s More? Performance Task These are follow-up activities that are intended for you to practice further in order to master the competencies. What I Have Learned? Generalization Activities designed to process what you have learned from the lesson Lesson 1 What I Can Do? Application These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations. Assessment Post-Assessment This evaluates your level of mastery in achieving the learning objectives of the lesson. Getting Fit: A Lifestyle Choice Source: https://www.google.com.ph/search?q=fit+clipart&tbm=isch&ved WHAT I NEED TO KNOW At the end of the week, students will be able to: 1. 2. 3. 4. Describe lifelong benefits of exercise; Distinguish type of exercises in improving fitness; Demonstrate aerobic and anaerobic exercise; Categorize aerobic and anaerobic exercise. WHAT I KNOW Activity 1. Pre-Assessment Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. One way to measure an individual’s cardiovascular fitness is to measure the: A. Good eating habits C. Resting Heart Rate B. Energy enthusiasm D. Aerobic exercise 2. An exercise that requires the use of oxygen to produce energy. A. Anaerobic C. Camping B. Yoga D. Aerobic 3. In addition to nutrition, _______is an important means of maintaining your health. A. Aerobic exercise C. Exercise B. Anaerobic D. Mountain climbing 4. Exercise that does not require the use of oxygen to metabolize energy A. Anaerobic C. Aerobic B. Aerobic exercise D. Jumping 5. Regular exercise will enable you to perform daily tasks with an increased amount of: A. Good eating habits C. Aerobic exercise B. Resting heart rate D. Energy and enthusiasm 6. How many minutes must the target heart rate be maintained in order for aerobic exercise to be beneficial? A. Twelve C. Twenty B. Fifteen D. Ten 7. Amount of time needed to perform an exercise. A. Strength C. Intensity B. Duration D. Frequency 8. Which of the following exercises should be included during warm-up and cool down times? A. Cardiovascular fitness C. Walking and stretching B. Circulatory and muscular D. Jumping 9. The ability of the cardiovascular and respiratory systems to efficiently transfer oxygen and nutrients to skeletal muscles is known as: A. Adenosine triphosphate C. Circulatory, respiratory, muscular B. Energy and enthusiasm D. Cardiovascular fitness 10. Your body composition can be changed by altering two factors, namely: A. Energy and enthusiasm C. Lean, fat B. Diet and exercise D. Adenosine triphosphate WHAT’S IN In the previous lesson, the students was able to identify the importance of the health-related fitness index for them to determine the status in engaging physical activity with supplementary balance diet to achieve the desired amount of energy. WHAT’S NEW Activity 1: Name in Motion Direction: Practice executing letters using your body in a creative way. WHAT IS IT Health, vitality and long life are desirable goals for everyone. Being fit has many advantages from helping individual to control weight to giving a better night’s sleep. There is impressive evidence that people who exercise frequently, and in the correct way are less prone to heart attacks, strokes and other life-threatening conditions, and live longer than people whose existence is sedentary. You need to exercise regularly all your life and should exercise more, not less as you get older. The type of exercise that is most effective in improving fitness is an aerobic exercise. The word aerobic means “with oxygen” and all aerobic exercise uses oxygen. Aerobic exercise usually involves vigorous exercise sustained over a period of several minutes and its effect is to increase the efficiency of the lungs, heart, and blood circulation. Examples include swimming laps, running, or cycling. Involve quick bursts of energy and are performed at maximum effort for a short time. Examples include jumping, sprinting, or heavy weight lifting. WHAT’S MORE Activity 2. Alphabet Workouts Direction: Spell out your FULL NAME and COMPLETE the activity listed for each letter. For a greater challenge include your MIDDLE NAME and DO each one TWICE. Take a photo of you performing the activities and submit to your teacher through his/her a FB messenger. A B C D E F G H I J 30 Stationary jog 30 Front kicks 30 Jumping jack 20 Mountain Climbing 15 Squat jumps 30 Front kicks 15 Lunge jumps 30 Stationary jog 15 Box jumps 15 Stationary sprinting K L M N O P Q R S T 30 Front kicks 15 Stationary sprinting 10 Push-ups 20 Mountain Climbing 30 Stationary jog 15 Lunge jumps 15 Lunge jumps 30 Stationary jog 15 Box jumps 15 Stationary sprinting U V W X Y Z 30 Stationary jog 30 Front kicks 30 Jumping jack 20 Mountain Climbing 15 Squat jumps 10 Push-ups Source: Adapted http://www.pecentral.org/ retrieved June 2, 2020. Notes to the Teacher Use the rubric below to evaluate the output of Activity 2. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Rubric for Individual Fitness Exercise Criteria Execution 5 Showed excellent performance Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive 4 Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Rating 3 Executed the routine with average accuracy 2 Executed the routine with little accuracy 1 Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The routine was poorly impressive Failed to show the choreography WHAT I HAVE LEARNED Activity 3. YOU’VE GOT MAIL Direction: Categorize the exercises listed below whether it is aerobic or anaerobic. (To be submitted to your teacher.) No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Exercises Category Jump Rope Running/ jogging Brisk walking Swimming Kickboxing Zumba Cycling/biking Sprints Heavy cleaning around the house Gardening Weightlifting Isometrics Plyometric Interval training Dancing Push-ups Bowling Mountain climbing Sit-ups Treadmill WHAT I CAN DO Activity 4. FIELD-DAY MINUTE Direction: Perform an exercise routine for 20 minutes through video coverage. The exercise design is a combination of aerobic and anaerobic exercises. Warm-up, stretching and cool down must be incorporated in the exercise routine. (To be submitted to your teacher through his/her FB messenger.) Notes to the Teacher Use the rubric below to evaluate the output of Activity 4. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Rubric for Individual Performance Criteria Execution Mastery 5 Showed excellent performance Showed very high level of mastery of the routine Choreography Lesson 2 The routine was very impressive 4 Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Rating 3 Executed the routine with average accuracy 2 Executed the routine with little accuracy 1 Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The was poorly impressive Failed to show the choreography F.I.T.T. PRINCIPLES: Optimizing Your Best Source: https://www.google.com.ph/search?q=fit+clipart&tbm=isch&ved WHAT I NEED TO KNOW At the end of the week, students will be able to: 1. 2. 3. 4. Define FITT Principles in exercise workout; Recognize the importance of the principle; Create a workout routine using FITT principle; Categorize exercises for cardiovascular and strength training. WHAT I KNOW Activity 1. Pre-Assessment Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. In the F.I.T.T principle, the F stands for what? A. Fast C. Frequency B. Form D. Flexibility 2. In the F.I.T.T principle, the I stands for? A. Individual C. Isometric B. Intensity D. Instrument 3. In the F.I.T.T principle, the T’s stand for what? A. Time & Temperature C. Type &Temperature B. Time &Type D. Type & Tenseness 4. The kind of exercise that you do in order to achieve the results that you want. A. Frequency C. Time B. Intensity D. Type 5. It means to gradually increasing resistance, increasing repetitions, increasing sets and intensity: A. Progression C. Specificity B. Overload D. Training 6. A muscle forced to operate beyond its customary intensity by increasing the load. A. Frequency C. Progression B. Specificity D. Overload 7. Exercising a particular muscle for a certain task . A. Training C. Specificity B. Overload D. Progression 8. In order to experience progression, you must gradually add intensity to _____ the body A. Fatigue C. Exhaust B. Relax D. Overload 9. Sports training should be adjusted according to each athlete’s characteristics and needs, such as age, gender, rate of progress, and previous experience. A. Reversibility Principle C. Recovery Principle B. Individualization Principle D. Overload Principle 10. This principle dictates that athletes need adequate time to recuperate from training and competition. A. Balance Principle C. FITT Principle B. Recovery Principle D. Specificity Principle WHAT’S IN In the previous lesson, the students were able to use aerobic and anaerobic exercises in improving fitness that will contribute to the total wellness of the person. WHAT’S NEW Activity 1: Selfie Mode Direction: Take a photo of yourself performing the following exercises given. (To be submitted to your teacher through his/her FB messenger.) 1. 2. 3. 4. 5. knee high position lunges position push-up position curl-up position running position 6. jumping jack 7. bicep curl 8. squat position 9. plunk position 10. mountain climbing WHAT IS IT The FITT Principle is a great way of monitoring your exercise program. The acronym FITT out lies the key components of an effective exercise program, and the initials F.I.T.T, stand for: F I - T - T - Frequency which refers to how often you exercise per week. Intensity which refers to how hard you exercise from moderate to high. Time which refers to how long you exercise for anywhere from 15 to 40 minutes. Type which refers to the kind of exercise you undertakes. The Components Frequency- is a key component of the FITT principle. Remember that it is important to know why you are exercising and what you wish to achieve before rushing into any exercise program. Adjust the number of times you exercise per week to reflect your current fitness level, the time you realistically have available, you other commitments like family and work, and the goals you have to set for yourself. IntensityThis is an extremely important aspect of the FITT Principle and probably the hardest factor to monitor. The best way to gauge the intensity of your exercise is to monitor your heart rate. Simply count your heart rate over a 15 second period and then multiply by 4. This will give you your exercise heart rate in beats per minute. TimeThe time you spend exercising is also an important part of the FITT Principle. The time dedicated to exercise usually depends on the type of exercise undertaken. Typelike time, the type of exercise you choose will have a big effect on the results you achieve. That is why it is important to know what you want to gain from your efforts. For example, if you are looking to improve your cardiovascular fitness, then exercises like walking, jogging, swimming, bike riding, stair climbing, aerobics and rowing are very effective. For weight loss, any exercise using a majority of your large muscle groups will be effective. To improve muscular strength, the best exercises, includes the use of free weights, machine weights and body weight exercises like push-ups, chin-ups and dip. WHAT’S MORE Activity 2. Kettlebell Arm Swing Fill a medium size, dry pail with other household items to give it a little weight. Then, holding it with both hands, swing it upward in front of you, making sure to engage your hips, glutes, thighs, and arms. Perform it through video coverage and submit to your teacher through his/her FB messenger. Source: https://www.google.com.ph/search?q=Kettlebell+Arm+Swing&safe Notes to the Teacher Use the rubric below to evaluate the output of Activity 2. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Rubric for Individual Fitness Exercise Criteria 5 Showed excellent performance Execution Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive 4 Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Rating 3 Executed the routine with average accuracy 2 Executed the routine with little accuracy 1 Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The routine was poorly impressive Failed to show the choreography WHAT I HAVE LEARNED Activity 3. YOU’VE GOT A MAIL Direction: Choose at least three (3) of your favorite exercise/s to perform using the FITT principle. Check the appropriate mode of your exercise in each column. Activity F ___ 1 day/week ___3days/week ___ 5 days/week I ___ Brisk ___ Moderate ___ Vigorous ___ 1 day/week ___ 3 days/week ___ 5 days/week ___ Brisk ___ Moderate ___ Vigorous ___ 1 day/week ___ 3 days/week ___ 5 days/week ___ Brisk ___ Moderate ___ Vigorous T ___ 10 min ___ 15 min ___ 20 min ___ 30 min ___ 10 min ___ 15 min ___ 20 min ___ 30 min ___ 10 min ___ 15 min ___ 20 min ___ 30 min T Cardio Cardio Cardio WHAT I CAN DO Activity 4. FIELD-DAY MINUTE Direction: Create and perform an exercise routine for 30 minutes using the FITT Principle. The exercise is based on your chosen favorite exercises that you have listed in activity 3. Warm-up, stretching and cool down will be incorporated in the exercise. (To be submitted to your teacher through his/her FB messenger.) Notes to the Teacher Use the rubric below to evaluate the output of Activity 4. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Criteria Execution Rubric for Individual Performance Rating 5 4 3 2 1 Showed excellent performance Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Executed the routine with average accuracy Executed the routine with little accuracy Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The was poorly impressive Failed to show the choreography Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive Lesson 3 Customizing Your Training Source:https://www.google.com.ph/search?q=fit+clipart&tbm=isch&ved WHAT I NEED TO KNOW At the end of the week, students will be able to: 1. 2. 3. 4. Identify the importance of training heart rate in improving fitness; Classify the intensity levels of exercise; Apply Karvonen’s formula in determining the fitness level; Solve individual fitness level WHAT I KNOW Activity 1. Pre-Assessment Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. What is a resting heart rate? A. When your heart takes a break from working B. When your heart rate is 175 C. When your heart is at its lowest beats per minute (bpm) D. 220 minus your age 2. How do you get into your target heart rate zone? A. 5 minutes of jogging slowly around the basketball court B. 20-30 minutes of being physically active without much rest C. Walking a mile with your parents or friends. D. All of the above 3. During the exercise circuit, what component of fitness did we improve the most A. Cardiovascular endurance B. Body composition C. Muscular strength D. Flexibility 4. If you drove in a car for 5 hours to see your family, what zone would your heart rate be in? A. Resting B. Target C. Maximum D. None of the above 5. Your Target Heart Rate zone is _________________. A. Working out as hard as you can for five minutes B. Much like a school zone when driving your car C. Has minimum number and a maximum number to help you identify if your heart rate is in a safe zone D. Should never be used when exercising 6. In terms of duration, heart rate is typically measured for how long? A. One minute B.30 seconds and multiply the number of beats by 4. C.10 seconds and multiply the number of beats by 4. D.15 seconds and multiply the number of beats by 4. 7. Maximum heart rate is typically calculated by _________________. A. 200 minus your age B. 220 minus your age C. 60 plus your age D. 320 minus your age 8. The lower your resting heart rate the more fit you are. A. True B. False 9. The resting heart of an average healthy person is typically? A. 40-60 bpm B. 90-100 bpm C. 60-80 bpm D.100-120 bpm 10. What is meant by a training zone? A. A zone which defines upper and lower limits of training intensities depending on what you aiming to achieving through training. B. An area to work in whilst training C. A zone which dictates how long we should train for intensity D. All of the Above WHAT’S IN In the previous lesson the students was able to fully understand and apply the FITT principle to exercise. WHAT’S NEW Activity 1: Deep Clean Direction: Do household tasks that will increase your heartbeat the same as common exercise workouts. WHAT IS IT According to Douglas (2018), Heart rate training entails keeping your heart rate the number of times your heart beats in a minute within a set range during workout. The range is expressed as a percentage of your maximum heart rate, which is the greatest number of times your heart can beat in a minute. For example, a 30- minute elliptical workout, you might aim to keep your heart rate between 70 and 80 percent of your maximum heart rate. Heart rate training reflects the fact that the harder you run, cycle or do other forms of exercise, the higher your heart rate is. The ideal heart rate range depends on the cardiovascular goals of a workout. Steps that will help you calculate your ideal heart rate training zone: 1. Take your pulse before you get up of bed in the morning in 30 seconds for three (3) successive mornings to get the average of your resting pulse rate. 2. Determine your training heart rate zone using this simple Karvonen Formula. THR = RHR + PTI (%) (220-PA-RHR) WHERE: RHR - Resting Pulse Rate PTI - Percentage Training Intensity 60%-70% - Low Intensity Level 70%-80% - Middle Intensity Level 80%-90% - High Intensity Level 220 - Maximum Heart Rate (constant) PA - Present Age Example: Given: Present age RHR = 45 = 70 Solve the THR of Carlo in Low Intensity level. Solution: (a) THR = RHR + % (220-PA-RHR) = 70 + 60% (220-45-70) = 70 + .6 (105) = 70 + 63 = 133 beats per minute (b) THR = RHR + % (220-PA-RHR) = 70 + 70% (220-45-70) = 70 + .7 (105) = 70 + 73.5 = 143.5 beats per minute Therefore: Training Heart rate zone of Carlo in Low Intensity Level is; THR = 133 – 143.5 beats per minute In order to identify that your training heart rate zone is achieved during exercise, the following procedure must be observed: 1. Get the Exercise Pulse rate (EPR) right after the exercise by locating your pulse in any ways by radial or carotid. 2. Once the pulse is located, count the number of beats in 10 second then multiply by 6. Example: EPR = = 20 beats (in 10 seconds) x 6 120 bpm 3. ONCE your THR zone is achieved you may stop the exercise. And if NOT, continue to work out until the desired training heart rate zone is achieved. WHAT’S MORE Activity 2. My Training Heart Rate Zone Direction: Solve your training heart rate zone in Low, Middle and High Intensity level using the Karvonen’s formula. Show your solution and submit to your teacher. WHAT I HAVE LEARNED Training heart rate zone is a range that defines the lower and upper limits of training intensities to achieve optimum fitness level and performance. WHAT I CAN DO Activity 4. FIELD-DAY MINUTE Direction: Perform an aerobic exercise routine that is based on their THR zone (Low, Middle, High). Warm-up, stretching and cool down will be incorporated in the exercise. a. Brisk walking for at least 30 minutes or as desired b. Zumba aerobic for at least 30 minutes or as desired c. Aero-Kickboxing for at least 30 minutes or as desired Notes to the Teacher Use the rubric below to evaluate the output of Activity 4. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Rubric for Individual Performance Criteria Execution 5 Showed excellent performance Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive Lesson 4 4 Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Rating 3 Executed the routine with average accuracy 2 Executed the routine with little accuracy 1 Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The was poorly impressive Failed to show the choreography Start Up: Individual Training Design Source: https://www.google.com.ph/search?q=fit+clipart&tbm=isch&ved WHAT I NEED TO KNOW At the end of the week, students will be able to: 1. 2. 3. 4. Recall FITT Principles in exercise workout; Classify exercises under low, medium and high intensity workout; Develop Individual fitness training program Evaluate individual fitness level. WHAT I KNOW Activity 1. Pre-Assessment Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. The F.I.T.T. principle details how to safely and effectively progress what style of workout? A. Cardio respiratory B. Muscular strength C. Muscular Endurance D. All of the above 2. What are the 3 stages of exercise? A. 1. Warm-up 2. Work-out 3. Warm-up B. 1. Warm-up 2. Work-out 3. Cool down C. 1. Cool-down 2. Work-out 3. Warm-up D. 1. Cool down 2. Warm-up 3. Work-out 3. Which of the terms is not included when dealing with cardiovascular endurance? A. Cardio B. Pulmonary C. ATP D. Vascular 4. In F.I.T.T. principle, the T’s stand for what? A. Time and Temperature B. Time and Type C. Time and Timing D. Temperature and Trim 5. The health-related components of physical fitness are most associated with: A. How fast you improve. B. How well the systems of the body operate. C. How well you perform in sports activities. D. You level of athletic ability. WHAT’S IN In the previous lesson, the student learned to compute the Training Heart Rate (THR) using the Karvonen’s formula. WHAT’S NEW Activity 1: Hataw-Galaw Direction: Take a photo of you performing Zumba dance work-out in 45 minutes. (To be submitted to your teacher). WHAT IS IT Planning out good fitness programs is the key in promoting and maintaining good health. Fitness programs are a great way to make sure that you are getting the most out of your workouts and that you are targeting all your muscle groups as well as getting a cardio workout. Many people exercise but are not getting the full benefits that exercise can provide. By planning out some fitness programs you can make sure that you are not wasting your time. Fitness programs are basically a laid-out plan of what exercise you do on what day and in what order. You get very complex fitness programs that can be difficult to follow at first but once you get into the habit it is generally very easy. Some people do a lot of cardio, but no weight training, or vice versa. It is very important to get a bit of both, as cardio is wonderful for your heart and weight training is excellent for bone density among other things. 5 Reasons Why You Need a Workout Plan: 1. 2. 3. 4. 5. Helps Prevent Under or Over Training Provides Structure Provide Goals Provides Checklist Prevents Burnout WHAT’S MORE Activity 2. My Fitness Program Direction: Develop a fitness program suited to your physical need and capacity to perform using the FITT principles. (To be submitted to your teacher.) Components of Fitness Exercises Frequency Intensity (how often) (how hard) Days Reps/sets Time (how long) Type (Aerobic/ Anaerobic) Health-Related Fitness 1. Muscular strength 2. Flexibility 3. Muscular Endurance 4. Body Composition 5.Cardiovascular endurance WHAT I HAVE LEARNED Great fitness programs are available if you spend some time looking for them. Good health and proper fitness are important at any age. Consulting an exercise professional when designing your fitness program can help you reduce injury and customize your program to your needs, especially if you are new to exercise or you haven’t done any physical activity for a while. WHAT I CAN DO Activity 4. FIELD-DAY MINUTE Direction: Take a video or photos of you performing an exercise routine based on your design fitness program in activity 2. Warm-up, stretching and cool down must be incorporated in the exercise. (To be submitted to your teacher.) Notes to the Teacher Use the rubric below to evaluate the output of Activity 4. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Rubric for Individual Performance Criteria Execution 5 Showed excellent performance Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive 4 Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Rating 3 Executed the routine with average accuracy 2 Executed the routine with little accuracy 1 Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The was poorly impressive Failed to show the choreography Lesson 5 Fitness Goals Source: https://www.google.com.ph/search?q=fit+clipart&tbm=isch&ved WHAT I NEED TO KNOW At the end of the week, students will be able to: 1. 2. 3. 4. Identify fitness goals; Select goals that is attainable and accessible; Prepare necessary equipment to be used in a minimal cost; Categorize priority. WHAT I KNOW Activity 1. Pre-Assessment Direction: Identify which fitness goal setting you aim to be accomplished. Reduce Fat Increase Strength Improve Sport Specific Skills Increase Flexibility Improve Cardiovascular fitness Improve Bone Density Build Muscle Mass Improve Exercise Technique Increase Motivation Improve Health Improve Eating Habits WHAT’S IN In previous lesson the students was able to design and perform his/her individual training program. WHAT’S NEW Activity 1: My Fitness Goal Direction: Write a reflection about your fitness goals for the next 3-6 months and determine the importance of your fitness goals. WHAT IS IT Making any lifestyle change can be challenging. Many people find that having a goal in mind gives them something to work towards, motivates them to stay on track and provides a measure of how well they are doing. If you’re trying to become more physically active, realistic, well-planned goals keep you focused and motivated. Several key principles can be applied to help you set your physical activity goals. These include: 1. Pinpoint your ultimate goal. It should be realistic, specific, meaningful and important to you. 2. Find out how to achieve your ultimate goal. 3. Set small, specific mini goals. 4. Monitor your progress regularly 5. Adapt to changing circumstances. 6. Don’t be too hard on yourself. WHAT’S MORE Activity 2. Fitness Bucket List Direction: Identify your 10-fitness bucket list that you wanted to perform this month. Use available equipment with a minimal cost, improvised or modified. (To be submitted to your teacher.) Example: 10-fitness bucket list 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 5k Run Proper Attire /Equipment Used Running shoes, shorts, watch WHAT I HAVE LEARNED Activity 3. YOU’VE GOT MAIL Direction: Based on the fitness goal mentioned in Activity 2, choose five (5) exercises to perform following the FITT principle below. Activity F I T T ___ 1 day/week ___ Brisk ___ 10 min ___3days/week ___ Moderate ___ 15 min ___ 5 days/week ___ Vigorous ___ 20 min ___ 30 min ___ 1 day/week ___ Brisk ___ 10 min ___ 3 days/week ___ Moderate ___ 15 min ___ 5 days/week ___ Vigorous ___ 20 min ___ 30 min ___ 1 day/week ___ Brisk ___ 10 min ___ 3 days/week ___ Moderate ___ 15 min ___ 5 days/week ___ Vigorous ___ 20 min ___ 30 min ___ 1 day/week ___ 3 days/week ___ 5 days/week ___ Brisk ___ Moderate ___ Vigorous ___ 1 day/week ___ 3 days/week ___ 5 days/week ___ Brisk ___ Moderate ___ Vigorous ___ 10 min ___ 15 min ___ 20 min ___ 30 min ___ 10 min ___ 15 min ___ 20 min ___ 30 min WHAT I CAN DO Activity 4. FIELD-DAY MINUTE Direction: Create and perform an exercise routine for 40-45 minutes using the FITT Principle. The exercise is based on your chosen favorite bucket list written in activity 3. Take a video or photos of you performing the exercise routine and submit to your teacher. Notes to the Teacher Use the rubric below to evaluate the output of Activity 4. (Rubric may be changed depending on the agreement between the teacher/facilitator and the learner). Criteria Execution Rubric for Individual Performance Rating 5 4 3 2 1 Showed excellent performance Executed the routine almost accordingly but some errors were evident Almost showed mastery of the routine but some errors were evident The routine was almost impressive Executed the routine with average accuracy Executed the routine with little accuracy Executed the routine incorrectly Showed average mastery of the routine Showed little mastery of the routine Performed poorly the routine The routine was little impressive The was poorly impressive Failed to show the choreography Mastery Showed very high level of mastery of the routine Choreography The routine was very impressive SUMMARY The lessons in this module equipped the students to completely understand their body and take on their fitness goals seriously. The appreciation and the fulfilment of having a body that can perform daily activities without pain and combat sedentary lifestyle among our youth are the underlying objectives of this module. This also hopes that students acquire knowledge of the FITT principle, the importance of the Karvonen’s formula, and creating an Individual Fitness Training Program will prepare them to share what they learn to their family and the community as a whole. POST-ASSESSMENT Multiple Choice. Choose the letter of the correct answer. Write your answer on a separate sheet of paper. 1. Which of the following is NOT a type of anaerobic exercise? A. Boxing C. Biking sprints B. Running sprints D. Weight training 2. What does aerobic refer to? a. The absence of oxygen C. With little available oxygen b. How your body uses oxygen D. No answer is correct 3. Which physical activity is NOT an aerobic exercise? A. Jogging C. Yoga B. Hip-hop dancing D. Jump roping 4. What does anaerobic means? A. With oxygen C. The way your body uses oxygen B. An abundance of oxygen D. less oxygen 5. Regular exercise will enable you to perform daily tasks with an increased amount of: A. Good eating habits C. Aerobic exercise B. Resting heart rate D. Energy and enthusiasm 6. It means exercising a particular muscle for a certain task. A. Training C. Specificity B. Overload D. Progression 7. Sports training should be adjusted according to each athlete’s characteristics and needs, such as age, gender, rate of progress, and previous experience. A. Reversibility Principle C. Recovery Principle B. Individualization Principle D. Overload Principle 8. How many minutes must the target heart rate is maintained in order for aerobic exercise to be beneficial? A. Twelve C. Twenty B. Fifteen D. Ten 9. The amount of time needed to perform an exercise. A. Strength C. Intensity B. Duration D. Frequency 10. Which of the following exercises should be included during warm-up and cool down times? A. Cardiovascular fitness C. Walking and stretching B. Circulatory and muscular D. Jumping Key to Answers Pre-assessment Lesson 1 Lesson 2 Lesson 3 1. C 1. C 1. D 1. D 2. D 2. B 2. D 2. B 3. C 3 B 3. A 3. C 4. A 4 D 4. D 4. A 5. D 5 B 5. C 5. C 6. C 6 C 6. D 7. B 7 C 7. B 8. C 8 D 8. A 9. D 9 B 9. C 10. B 10 B 10. A Post-assessment Lesson 1 1. A 2. B 3. C 4. D 5. 6. 7. D C B 8. 9. C B 10. C Lesson 4 References https://2012books.lardbucket.org/books/an-introduction-to-nutrition/s19-achievingoptimal-health-welln.html https://www.healthychildren.org/English/healthy-living/fitness/Pages/How-to-GetFit.aspx https://www.pinterest.ph/sarahjmajor2/fitt-training-principles/ https://www.teachpe.com/training-fitness/principles-of-training https://www.nerdfitness.com/blog/how-to-build-your-own-workout-routine/ https://www.researchgate.net/publication/235263261_The_role_of_individual_and_tr aining_design_factors_on_training_transfer https://simplifaster.com/articles/individualized-training-for-athletes/ https://www.shape.com/fitness/workouts/7-items-your-fitness-bucket-list https://www.self.com/story/how-to-set-realistic-fitness-goals https://classpass.com/movements/single-arm-kettlebell-swing https://br.freepik.com/vetores-premium/desenhos-animados-de-mulher-defitness_3659693.htm What principle of exercise states that the only way to improve fitness is to increase one variable such as resistance or repetitions as your fitness level improves?The overload principle is one of the seven big laws of fitness and training. Simply put, it says that you have to increase the intensity, duration, type, or time of a workout progressively in order to see adaptations. The adaptations are improvements in endurance, strength, or muscle size.
Which term refers to the body needs time to adapt to the demands placed on it?The principle of specificity is commonly referred to as the SAID principle, which stands for "Specific Adaptation to Imposed Demands." The SAID principle states that the body will adapt to the specific demands placed upon it.
What does the question how long do you exercise refer to?Time: refers to the time you spend exercising or how long you exercise for. Type: refers to the type of exercise undertaken or what kind of exercise you do.
What does the question how hard do you exercise refer to?Exercise intensity refers to how hard your body is working during physical activity. Your health and fitness goals, as well as your current level of fitness, will determine your ideal exercise intensity. Typically, exercise intensity is described as low, moderate, or vigorous.
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In order to experience progression you must gradually add intensity to relax the body
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