LESSON : ADDRESSING BARRIERS TO PHYSICAL ACTIVITY

Introduction : Given the health benefits of regular physical activity, we might ask why two-thirds of Canadians are not
active at recommended levels. According to the Public Health Agency of Canada, “Two-thirds of Canadians are inactive, a serious
threat to their health and a burden on the public health care system” (Canada’s Physical Activity Guide to Healthy Active Living,
“What Is It?”). This reality clearly points to the need to help Canadians become more physically active. There are barriers that keep
Canadians from being, or becoming, physically active regularly. Understanding common barriers to physical activity and creating
strategies to overcome them may help make physical activity part of daily life.
In this lesson students examine the common barriers to physical activity and determine which barriers are holding they back from
being physically active. Students also determine ways to overcome those barriers.
Essential Questions
1. What are the differences between personal and environmental barriers?
2. What strategies worked best in overcoming your own barriers to becoming more physically active?
Background Information Barriers to Physical Activity*

People experience a variety of personal and environmental barriers to engaging in regular physical activity.
Personal barriers: With technological advances and conveniences, people’s lives have in many ways become increasingly
easier, as well as less active. In addition, people have many personal reasons or explanations for being inactive. Some common
explanations (barriers) that people cite for resistance to exercise are (Sallis and Hovell; Sallis, Hovell, and Hofstetter)
1. insufficient time to exercise
2. inconvenience of exercise
3. lack of self-motivation
4. non-enjoyment of exercise
5. boredom with exercise
6. lack of confidence in their ability to be physically active (low self-efficacy)
7. fear of being injured or having been injured recently
8. lack of self-management skills, such as the ability to set personal goals, monitor progress, or reward progress toward such
goals
9. lack of encouragement, support, or companionship from family and friends
10. non-availability of parks, sidewalks, bicycle trails, or safe and pleasant walking paths close to home or the workplace
The top three barriers to engaging in physical activity across the adult lifespan are
1. time
2. energy
3. motivation
Other barriers include
1. cost
2. facilities
3. illness or injury
4. transportation
5. partner issues ƒ
6. skill ƒ
7. safety considerations
8. child care
9. uneasiness with change ƒ
10. unsuitable programs
Environmental barriers: The environment in which we live has a great influence on our level of physical activity. Many factors in
our environment affect us. Obvious factors include the accessibility of walking paths, cycling trails, and recreation facilities. Factors
such as traffic, availability of public transportation, crime, and pollution may also have an effect. Other environmental factors include
our social environment, such as support from family and friends, and community spirit.
It is possible to make changes in our environment through campaigns to support active transportation, legislation for safer
communities, and the creation of new recreation facilities.
ACTIVITY 1.
What Strategies have worked best for you in overcoming your own barriers to become more physically active?
Use the following suggestions for overcoming physical activity barriers to assist with strengthening students’ suggestions.
Suggestions for Overcoming Physical Activity Barriers
Barriers Suggestions for Overcoming Barriers
Lack of time Identify the available time slots or create time slots during which you are willing to give up a sedentary
activity (e.g., watching television). Monitor your daily activities for one week. Identify at least three
30-minute time slots you could use for physical activity.

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 Add physical activity to your daily routine (e.g., walk or ride your bike to school or work or shopping,
organize school activities around physical activity, walk the dog, exercise while you watch TV, park
farther away from your destination).
Make time for physical activity (e.g., walk, jog, or swim during your lunch hour, take fitness breaks
while you study, walk up and down stairs between classes).
Select activities requiring minimal time, such as walking, jogging, or stair climbing.
Social influence Explain your interest in physical activity to friends and family. Ask them to support your efforts.
Invite friends and family members to exercise with you. Plan social activities involving exercise.
Develop new friendships with physically active people. Join a group (e.g., hiking or cycling club)
Lack of energy Schedule physical activity for times in the day or week when you feel energetic.
Convince yourself that if you give it a chance, physical activity will increase your energy level;
then, try it.
Lack of Plan ahead and make the commitment. Make physical activity a regular part of your daily or weekly
motivation schedule and write it on your calendar.
Invite a friend to exercise with you on a regular basis and write it on both your calendars.
Join an exercise group or class
Fear of injury Learn how to warm up and cool down to prevent injury.
Learn how to exercise appropriately, considering your age, fitness level, skill level, and health status.
Choose activities involving minimum risk
Lack of skill Select activities requiring no new skills, such as walking, climbing stairs, or jogging.
Exercise with friends who are at the same skill level as you are.
Find a friend who is willing to teach you some new skills.
Take a class to develop new skills.
Lack of resources Select activities that require minimal facilities or equipment, such as walking, jogging, jumping rope,
or calisthenics.
Identify inexpensive, convenient resources available in your community (e.g., community education
programs, park and recreation programs, worksite programs).

Weather condition Develop a set of regular activities that are always available regardless of weather (e.g., indoor cycling,
aerobic dance, indoor swimming, calisthenics, stair climbing, rope skipping, mall walking, dancing,
gymnasium games).
Look on outdoor activities that depend on weather conditions (e.g., cross-country skiing, snowshoeing,
skating, outdoor swimming, outdoor tennis) as “bonuses”—extra activities possible when weather and
circumstances permit.

Travel Put a jump rope in your suitcase and jump rope.

Walk the halls and climb the stairs in hotels.
Stay in places with swimming pools or exercise facilities.
Join the YMCA or YWCA (ask about reciprocal membership agreement). During gas station stops,
take exercise breaks.
Bring your favourite music that motivates you.
Family Exercise with your brother or sister when babysitting (e.g., go for a walk together, play tag or other
involvement running games, get an aerobic dance DVD for kids and exercise together). You can spend time together
and still get your exercise.
Find ways to be active around your home with others (e.g., shoot hoops on the driveway, play tennis at
a nearby tennis court, go for a bicycle ride with a friend, play with siblings, do household chores such
as mowing the lawn).

Barriers to Being Active Quiz

* What Keeps You from Being More Active?
Listed below are reasons that people give to describe why they do not get as much physical activity as they think they should.
Please read each statement and indicate how likely you are to say each of the following statements. (Check the applicable number for
each statement.)
How likely are you to say? Very Somewhat Somewhat Very
Likely Likely 2 Unlikely 1 Unlikely
3 0
My day is so busy now, I just don’t think I can make the time
to include physical activity in my regular schedule.

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 None of my family members or friends likes to do anything
active, so I don’t have a chance to exercise.
I’m just too tired after school or work to get any exercise.
I’ve been thinking about getting more exercise, but I just can’t
seem to get started.
Exercise can be risky.
I don’t get enough exercise because I have never learned the
skills for any sport.
I don’t have access to jogging trails, swimming pools, bike
paths, etc.
Physical activity takes too much time away from other
commitments—time, work, family, etc.
I’m embarrassed about how I will look when I exercise with
others.
I don’t get enough sleep as it is. I just couldn’t get up early or
stay up late to get some exercise.
It’s easier for me to find excuses not to exercise than to go out
to do something.
I know of too many people who have hurt themselves by
overdoing it with exercise.
I really can’t see learning a new sport.
It’s just too expensive. You have to take a class or join a club
or buy the right equipment.
My free times during the day are too short to include exercise.
My usual social activities with family or friends do not include
physical activity.
I’m too tired during the week and I need the weekend to catch
up on my rest.
I want to get more exercise, but I just can’t seem to make
myself stick to anything.
I’m afraid I might injure myself.
I’m not good enough at any physical activity to make it fun.
If we had exercise facilities and showers at school or at work,
then I would be more likely to exercise.

Lesson : Planning for Physical Fitness

Introduction
In this lesson students review the basics of physical fitness, including
1. definitions of physical fitness
2. health- and skill-related fitness components
3. principles of fitness development
4. the FITT principle resistance training
Key Understandings
1. Physical fitness is a complex concept related to the effects of physical activity on the human body.
2. Physical fitness comprises health- and skill-related components.
3. The development of physical fitness is governed by the FITT principle.
4. Planning is important for successful physical fitness development.
Essential Questions
1. What is the definition of physical fitness?
2. How did the FITT principle help you to develop your exercise routine?
3. Explain how your exercise routine contributed to the five health-related components of physical fitness.
4. If you were helping someone begin a resistance training program, what guidelines and safety considerations would you
provide?
Background Information
Understanding Physical Fitness
Physical fitness, in general terms, is a person’s ability to meet the physical stresses and demands of a variety of physical
activities efficiently and effectively. Physical fitness provides a person with the capacity to perform work safely in activities of daily
living, including activities required for work at home and in the workplace, for leisure-time pursuits, and for sports.
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 The physical stresses and demands of daily living range, for example, from sitting, eating, standing, showering, and walking to the
extreme physical demands of shoveling after a major snowstorm, marathon running, participating in a triathlon, and firefighting. Each
of these activities requires varying degrees of cardiorespiratory endurance (CRE), muscular strength, muscular endurance, and
flexibility to perform it well. Fortunately, the physical demands of showering or walking are not great, making it quite easy for most
of us to engage in these physical activities. For a small percentage of the population these activities pose difficulty. Many people are
faced with demanding tasks, such as lifting/carrying heavy objects, building, and snow shovelling, which can over-stress the body if it
does not have an adequate level of physical fitness. Adequate preparation for these periodic tasks is essential to help minimize the
risks of heart attack, stroke, and back injury.
On the other end of the physical activity continuum are the occupations and activities that fall outside the realm of possibility
for most of us. These activities require physical fitness levels and skills that are beyond our contemplation or aspiration. They are
performed by people who have been genetically gifted and have worked and trained for years to perform at the extreme levels required
for these physical activities.

Background Information

Definitions of Physical Fitness

While many sources provide definitions of physical fitness (see sample definitions to the right), there is no universally agreed
upon definition of physical fitness and of its components. Instructors are encouraged to use definitions from their own sources.
Physical fitness involves the integrated and efficient performance of all the major systems of the body, including the heart
and lungs, the skeleton, the muscles, and the brain. The brain is an essential element, as it learns to control the muscles that move the
bones, as well as controlling the heart and lungs to provide energy for the working muscles. Fitness also influences our psychological
well-being, including mental alertness and emotional stability, because what we do with our bodies also affects our minds.

Physical fitness is an individual condition that varies from person to person. It is influenced by factors such as age, gender,
heredity, personal health habits, amount and level of exercise, and eating practices. Making physical fitness a priority is important for
a long and healthy life.
Knowing the Basics of Physical Fitness

Physical fitness is more easily understood by examining its components, or parts. As students have learned in earlier grades,
there are two categories of physical fitness components: health-related fitness components and skill-related fitness components:

Health-related fitness components consist of

1. Cardiorespiratory Endurance
2. Muscular Strength
3. Muscular Endurance
4. Flexibility
5. Body Composition
6. Skill-Related Fitness Components Include
7. Agility
8. Balance
9. Coordination
10. Speed
11. Power
12. Reaction Time
This lesson focuses on the health-related fitness components.
Health-Related Fitness Components
Health-related fitness components not only help the body to perform more efficiently, but also help prevent disease and
improve overall health and well-being. Manitoba’s combined physical education/health education curriculum emphasizes the health-
related components of fitness—that is, the physical and physiological components of fitness that have a direct impact on health status.
The five health-related physical fitness components are cardiorespiratory endurance, muscular strength, muscular endurance,
flexibility, and body composition:
Cardiorespiratory endurance (CRE) is the ability of the cardiovascular system (heart, blood, blood vessels) and respiratory
system (lungs, air passages) to deliver oxygen and other nutrients to the working muscles and to remove wastes. Tests that involve
running (e.g., 20 m shuttle run test), cycling, and swimming can be used to measure this fitness component. Aerobic power (maximal
oxygen consumption) and aerobic capacity are terms used to describe CRE fitness.
Activities vary in intensity level:
1. Light activities are physical activities that involve large muscle groups. While engaging in light activities, people
begin to notice their breathing, but they can still talk fairly easily.

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 2. Moderate activities are physical activities that cause breathing and heart rate to increase. People engaging in
moderate activities can hear themselves breathe, but they can still talk.
3. Vigorous activities are physical activities that cause breathing and heart rate to increase to a higher level, making it
difficult to talk.
Note that an individual may be working at the moderate to vigorous intensity level while engaging in muscular strength activities and
muscular endurance activities if performed in a circuit format.

Muscular strength is the ability of a muscle, or a group of muscles, to exert force for a brief period of time. Strength of
different muscles can be measured by having a person perform weightlifting exercises and determining the maximum amount of
weight the person can lift. A person’s strength can be expressed as absolute strength (the actual weight lifted) or as relative strength
(the weight lifted, divided by the person’s body weight).
Muscular endurance is the ability of a muscle, or a group of muscles, to sustain repeated contractions or to continue
applying force against a fixed object. Push-ups and curl-ups are often used to test muscular endurance. The person’s endurance is
expressed as the number of repetitions completed without stopping for a set period of time (often one minute).
Flexibility is the ability to move joints through their full range of motion. The sitand-reach test is a good measure of
flexibility of the lower back and the backs of the upper legs (hamstrings). A person’s flexibility is usually expressed in how far a joint
can be moved or the degrees through which a joint can be moved
Body composition refers to the makeup of the body in terms of lean mass (muscle, bone, vital tissue, and organs) and fat
mass. Good body composition has strong bones, adequate skeletal muscle size, a strong heart, and a low amount of fat mass. Regular
physical activity and exercise will help decrease body fat and increase or maintain muscle mass, increase bone mass, and improve
heart function. Although body composition entails muscle, bone, and fat, it is often expressed only as percentage of body fat.
Many types of tools can be used to assess body composition, including skinfold callipers, bioelectrical impedance analyzers (found in
many weigh scales), body mass index (BMI), underwater weighing, and dual energy X-ray absorptiometry (the latest in tools).

Principles of Fitness Development

The keys to selecting the right kinds of exercises for developing and maintaining each of the basic components of fitness are found in
the principles of specificity, overload, reversibility, progression, diminishing returns, and individual differences.
Specificity: The type of training in which individuals engage should be directed specifically at improving their abilities in
life. Therefore, choose the right kind of activities to improve each physical fitness component, and the right combination of physical
fitness components to help in activities of daily living. Strength training results in increases in strength for the muscles being exercised
but does little to improve cardiorespiratory endurance.
Also, train specifically for the specific activity of interest.
For example, optimal running performance is best achieved when the muscles involved in running are trained for the
movements required. It does not necessarily follow that a good swimmer is a good runner. Specificity also requires that one consider
the speed of motion, the number of limbs moving, the direction in which they are moving, and the range over which the movement
occurs.

Overload: If a person works often (frequency) enough, hard (intensity) enough, and long (duration) enough to load the body
above its resting level, physical fitness will improve. If this is done regularly over a period of time, the body will gradually adapt to
the increase in demands. The term overload does not refer to the idea that one needs to overexert or exert at high intensities to obtain
gains in fitness; it simply means that one needs to load the body more than it is usually accustomed to.

Reversibility: Physical fitness or the effects of a physical activity program or an exercise program cannot be stored. If a
person stops training for a period of time (three to five days, in some cases) a process of detraining will begin. The gains in fitness that
were made begin to reverse themselves. If no exercise is done for a long enough period, fitness levels can revert to the original starting
point. At least three balanced workouts a week (three hours minimum) are necessary to maintain a good level of fitness.

Progression: Increasing the frequency, intensity, and/or duration of an activity over periods of time is necessary for
continued improvement in physical fitness. Improvements in physical fitness are realized fairly rapidly at the onset of an exercise or
training program. The rate of improvement will gradually slow down and level off (adaptation) if an overload is present (meaning that
the load is increasing and that there is progress). At high levels of physical fitness it may even be necessary to change the type(s) of
exercise(s) being performed.

Diminishing returns: The fitter a person becomes, the more difficult it is to continue to become fitter at the same rate.
Individuals who begin jogging can, over a relatively short time, improve the speed and duration of their runs. However, experienced
distance runners may have to spend an entire training season to decrease their run time by just a few seconds

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 Individual differences: Every person has a unique physical and psychological makeup that requires a unique training
program. Factors that may play a role are current fitness level, gender, age, heredity, susceptibility to injury, rest and recovery needs,
and diet. Two people working out with the same program could experience completely different results.

Some activities can be used to fulfill more than one of a person’s basic exercise requirements. For example, in addition to increasing
cardiorespiratory endurance, running builds muscular endurance in the legs, and swimming develops the arm, shoulder, and chest
muscles. If the proper physical activities are selected, it is possible to fit parts of a muscular endurance workout into a
cardiorespiratory endurance workout and save time.

The FITT Principle

A well-designed personal physical activity plan will outline how often (frequency), how long (time), and how hard (intensity)
a person exercises, and what kinds of exercises (type) are selected. The exercise frequency, intensity, time, and type (FITT principle)
are key components of any fitness plan or routine.
An individual’s goals, present fitness level, age, health, skills, interest, and availability of time are among the factors to consider in
developing a personal physical activity plan. In particular, every plan should have a schedule that progresses over time. Progression
can take the form of changes in any of the FITT components, but not all at once. For example, an athlete training for high-level
competition would follow a different program than would a person whose goals are to develop good health from a sedentary start.
Regardless of the specific goals, both programs would be based upon the elements of the FITT principle.
Initially, a personal physical activity plan does not need to include all the health-related fitness components.
The choice of which components to focus on initially should be based upon the likelihood of adopting the new behaviour and
a consideration of whether the goals are SMART (specific, measurable, attainable, realistic, and time framed). Over the course of
weeks or months, other components would be added. A common progression is to adopt a CRE program (three times a week, 20
minutes per session, moderate intensity) without specific muscular strength or muscular endurance elements. After each CRE session
the cool down would simply entail a few stretches for flexibility. After a few weeks of successful completion of the program, a new
element could be added

Designing an Exercise Routine

Lesson : UNDERSTANDING MVPA

The first thing to understand about the 60-minute guideline: It refers to 60 minutes of moderate-to-vigorous physical
activity, commonly abbreviated as MVPA

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  Moderate activity requires a moderate amount of effort and raises your heart rate to a degree that you notice it,
but your breathing stays more or less steady. Vigorous activity demands a large amount of effort that raises your
heart rate considerably and forces you to breathe intensely.
By that definition, a lot of things may qualify as physical activity—everything from free play and sports participation to
household chores and active transportation.

Depending on a child’s level of fitness, walking to school may be moderate activity, but for most kids it’s light activity.
Riding a bike to school, especially if there are hills to climb, probably represents moderate activity. But again, it depends on the level
of fitness of the child and how fast and hard they decide to pedal
Ways to fill 60 Minutes
1. 30-minute bike ride plus 30 minutes of free play (e.g. climbing trees, playing on the monkey bars, playing tag with friends)
2. 60-minute basketball, volleyball, hockey, or soccer practice (assuming the practice is well organized and the kids are not
simply standing around for long periods)
3. 60-minute hike over hilly terrain (e.g. lots of up-and-down demanding plenty of leg work)
4. 30-minute swimming lesson plus 30 minutes of hopscotch and tag with friends
 Vigorous activity and activities for muscle and bones
There are a couple of extra nuances to consider in the 60-minute recommendation. According to the Canadian 24-Hour
Movement Guidelines for Children and Youth, your child should be engaged in vigorous physical activities at least three days per
week. Same goes for muscle and bone strengthening activities
In other words, it’s fine to be moderately active for 60 minutes on most days, but occasionally your child needs to work their heart,
lungs, and muscles in a vigorous way
To strengthen bone and muscle, most of the same activities will meet that purpose. With pre-pubertal children, pediatricians
and sports physiologists will generally tell you that own-bodyweight exercises are sufficient to build strong bones and muscles. The
classics are pushups, squats, chin-ups, and crunches, but even these may be more than your child requires. Your child can often get a
similar muscle workout by climbing trees or pedaling a bike. And these activities are likely a lot more fun for your child.
Keep track with an activity log
Don’t be intimidated by the 60-minute physical activity guidelines. If you ensure that your child plays actively every day or
participates in well-designed sport programs, it’s not difficult to meet the recommendations. However, if you want to be extra sure,
print off a copy of the Active for Life Activity Log for your fridge or family bulletin board, and keep track through the week!
ACTIVITY:
Make an activity Checklist that you will accomplish a 60 minutes activity.
Document yourself while doing those activities.

LESSON : PHYSIOLOGICAL INDICATORS SUCH AS HEART RATE, RATE OF PERCEIVED EXERTION AND
PACING
ASSOCIATED WITH MVPAS TO MONITOR AND/OR ADJUST PARTICIPATION OR EFFORT

Heart: The most important muscle in your body  It is the pump that delivers oxygen rich blood throughout your
body  The heart is made up of cardiac muscle and can become stronger with use and good health practices  To improve and
maintain the strength of your heart it is important to participate in regular aerobic exercise Introducing.

Aerobic exercise guidelines also known as F.I.T.T

Principle
1. FREQUENCY – How often? At least 3 days per week
2. INTENSITY – How hard? In your personal Target Heart Rate Zone
3. TIME – How long? At least 30 minutes
4. TYPE – What kind? Jogging, walking, swimming F.I.T.T. Principle
Based on the F.I.T.T. Principle are you meeting aerobic exercise guidelines? If not, what can you do to improve?

What is Heart Rate?

The number of times your heart beats per minute (BPM)
Also known as PULSE
Normal HR varies from person to person, knowing yours can be an important health gauge.
 Resting Heart Rate (RHR) – heart pumping the lowest amount of blood because body is at rest
 Normal RHR ranges from 60 – 100 BPM.
 Maximum Heart Rate (MHR) – age related number of BPM of the heart when working at maximum MHR= 220 –
Age

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Knowing this number along with RHR allows you to find the correct intensity for your body when being physically active.
Low intensity, closer to RHR
High intensity, closer to MHR
Given this information, where do you think HR should range during physical activity?
 Target Heart Rate Zone (THRZ) – range that defines the upper and lower limits of training intensities.
THRZ lower = MHR x 0.65
THRZ higher = MHR x 0.85
This is how you know if you are doing too much or not enough
This zone is also a good indicator of your physical health
Remember to listen to your own body! Every BODY works and responds differently
Let’s take a closer look
How to take HR
HR monitors in Physcial Education
How to work a stopwatch
Now, with a friend discuss the following questions:
1. What do you think will happen to your body as you become physically active?
2. Do you think your HR will be higher after speed walking or running? Why?
3. Based on what you have learned and already know, do you think that RHR can be improved?

LESSON : HYPERTHERMIA, HYPOTHERMIA AND DEHYDRATION

"What is your primary concern while in the wilderness?"

All the food and supplies in the world become irrelevant the day you fail to protect your body against the killer trio of Hyperthermia,
Hypothermia and Dehydration."
"What do I need to do to protect my body from heat, cold and dehydration?"
Hydration - keep enough fluids in your body referred

WHAT WOULD YOU DO IF THE ELECTRIC GRID WENT DOWN FOR A PROLONGED PERIOD DURING HEAT-WAVE IN
THE REGION YOU LIVE. THERE YOU ARE, IT'S 100 DEGREES IN YOUR HOME AND THERE IS NO ELECTRICITY AND
NO PLACE TO GO TO. YOU ARE SUDDENLY THRUST INTO A SURVIVAL MODE

Water next to your skin can be very beneficial or at times a very detrimental.
It is very important to remember when water is next to your skin it will conduct over 20 times the body heat away from the body, than
if water was not present.
The body does not care where the water came from rain, perspiration or immersion, because all water is a conductor of heat and will
remove heat from the body.
In the summer we sweat to help remove the heat, as the sweat evaporates the body cools off. During colder days even 40 Fahrenheit
weather, if water is next to the skin, heat will be lost as it is conducted away from the body.
Significant loss of heat [Hypothermia] or too much heat [Hyperthermia] can be life threatening

Hyperthermia is a result of the body being over heated.

Causes can be physical activity, moderate to high ambient air temperature, onset of dehydration as a result of losing too much
sweat without adequate water intake to replenish your system, solar or reflected radiation, improper clothing which does not allow for
evaporation [cooling] of sweat, a low fitness level and or additional workload of carrying excessive weight
SYMPTOMS INCLUDE:
1. Heat cramps
2. Heat exhaustion
3. Heat stroke

RULES OF THUMBS TO AVOID HYPERTHERMIA:

1. Be very aware of your physical feelings during outdoor activities on hot humid days.
2. Be smart, don't push things with over aggressive activities. Pace yourself, and seek shade as often as possible.
3. Lay down on cool ground to allow the body to give off some of its heat to the cooler ground.
4. If you are fortunate enough to have water nearby, take a break and cool off in the water for ten minutes. Doing so will help
you put a full day of putting one foot in front of the other, as you trek to your destination
5. Avoid activities in the heat of the day, higher than the low 90s Fahrenheit, if possible.
6. Wear cotton next to skin - it absorbs water and will help draw-down the body temp as it evaporates.

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 7. Wear a broad brimmed hat, to lessen the heating of your head. • Rehydrate by drinking lots of water. Your urine should be
clear as possible. Clearish urine indicates adequate hydration. The brighter the yellow, the more alarming is the dehydration
with subsequent overheating.
8. Take salt tablets as needed. The body sweats to induce temperature reduction and sweat includes salt in solution. The more a
person sweats, the more salt their body loses. Taking small salt tabs with water replenishes the lost salt

WHAT IS HYPOTHERMIA?

Hypothermia is a condition whereby the temperature of your body falls to a level at which your vital organs can no longer
function and begin to shut down. The condition can develop rapidly and is caused by cold, wet and/or windy weather which cools the
body at a rate faster than the body can produce heat. A lack of energy-producing food and proper clothing will heighten the speed at
which hypothermia will affect you. Always remember to bring extra clothing. It is important to hike at the speed of the slowest
member of your party. Take frequent breaks and keep a close watch for members experiencing signs of fatigue. Exposure sickness
generally occurs in temperatures of less than 10 C (50 F)
ACTIVITY!
You're on your way home in a very rural area outsider a small city. Suppose there was an terrorist event where by you could
not get home. You come upon a road block and after the ID thing, and where are you going, you find out all roads leading home were
closed. You figure, hey, I've got to get home to the family, so you grab what you can and head out. You head down a set of railroad
tracks which you believe go through your town about 8 or 10 miles away. It's 3:30PM and the temperature is 65 degrees F. Sometime
after dark, it starts to drizzle, then rain. It's stops in about an hour, but you're wet. You notice the wind is picking up and it's getting
cooler. Being somewhat knowledgeable about weather, you tell yourself a mild cold front has come through. You mutter to yourself
something about stupidity. In the next several hours, the wind picks up further and you start shivering as you walk along. It's only 40
or so Fahrenheit, but you are starting to enter hypothermia. You quicken your pace to generate heat, it doesn't help. Your thoughts
drift as you try to figure out why you are so cold and you remember putting on a cotton t-shirt under your cotton long sleeve shirt
before leaving home. By day break, you are nearing death as you huddle in a culvert near the tracks. So what did you wrong?
Answer :
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LESSON : IDENTIFIES SCHOOL AND COMMUNITY RESOURCES IN CASE OF AN INJURY OR EMERGENCY

INJURY
Unintentional or intentional damage to the body resulting from acute exposure to thermal, mechanical, electrical, or chemical
energy or from the absence of such essentials as heat or oxygen. Injuries can be further classified based on the events and behaviors
that precede them as well as the intent of the persons involved. At the broadest level, injuries are classified as either violence or
unintentional injuries.

INTENTIONAL: INJURY ARE INJURIES RESULTING FROM VIOLENCE

SELF INFLICTED: WHEN A PERSON HARMS HIMSELF/HERSELF ON PURPOSE

SUICIDE : the intentional taking of one’s own life. Many of those who attempt suicide do not receive mental and
emotional counseling because their families try to hide the problem because they are ashamed of it. Because of this, the problem is not
solved and the attempt to commit suicide can be repeated

PARASUICIDE: a suicide attempt in which a person does not intend to die. It is often a cry for help, meaning, the person
wants others to know what she/he is feeling. Despite this, parasuicide should be taken seriously because it may also lead to death

ASSAULT: WHEN PERSON/PERSONS HARM ANOTHER ON PURPOSE

COMMITTED WITHIN THE FAMILY

DOMESTIC VIOLENCE - an act that includes physical assault, sexual abuse and verbal abuse.
There are some children who experience domestic violence in their homes. Their parents may think that their children do not know
about the violence, but most of the time, the children are aware of it. They can feel helpless, scared and upset. Some of them blame
themselves as they feel like the violence is their fault.

COMMITTED BY PEERS BULLYING - an unwanted, aggressive behavior. The behavior is repeated, or can be repeated,
over time. Both kids who are bullied and who bully others may have serious, lasting problems.

EXTORTION - the act of using force or threats to force people to hand over their money or properties, on favors. Victims
are forced to give up their allowances, in exchange for the promise that they will not be beaten up

STALKING - is a pattern of behavior that makes you feel afraid, nervous, harassed, or in danger. It is when someone
repeatedly contacts you, follows you, sends you things, and talks to you, even when you don’t want them to. It is very threatening to
the person being stalked, because the behaviors and actions of the stalker often invade his/her privacy

COMMITED BY OTHER GROUPS GANG AND YOUTH VIOLENCE : A gang is defined as a relatively tough, mostly street-
based group of young people who regard themselves and may be seen by others as a group that engages in a range of criminal activity
and violence. Gang members are responsible for a majority of serious crimes, like extortion, theft and robbery. They are also likely to
be involved in selling drugs and are more likely to bring weapons to school for fear of attack from rival gangs

ILLEGAL FRATERNITY-RELATED VIOLENCE A fraternity is a group of people with similar backgrounds, occupations,
interests, or tastes. And since most fraternities are based in colleges and universities, some would join fraternities for academic
support. Most youths would also join fraternities because of the sense of belongingness that these fraternities would provide.
To maintain their exclusiveness, fraternity members would require an applicant to undergo a series of initiation rites to
become part of the “brotherhood”. One of these is hazing, or activities that involve harassment, abuse, or humiliation. Hazing can be
very dangerous to applicants, as they will be subjected to physical and psychological suffering like being beaten with wooden paddles
and may cause them a lot of injuries. Some even die in the process
SCHOOL EQUIPMENT TO AVOID THESE:
Schools have a responsibility to prevent injuries from occurring on school property and at school-sponsored events. In
addition, schools can teach students the skills needed to promote safety and prevent unintentional injuries, violence, and suicide while
at home, at work, at play, in the community, and throughout their lives

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 However, educational interventions alone cannot produce major reductions in injury or injury risks. Effective school- based
injury-prevention efforts address policies and procedures, staff development, the physical environment of the school, and the
curriculum in a coordinated manner. School efforts to promote safety can be part of a coordinated school health program, which is "an
integrated set of planned, sequential, and school-affiliated strategies, activities, and services designed to promote the optimal physical,
emotional, social, and educational development of students

A coordinated school health program involves and is supportive of families and is determined by the local community based
on community needs, resources, standards, and requirements. It is coordinated by a multidisciplinary team and accountable to the
community for program quality and effectiveness
Just as individual strategies cannot be implemented in isolation from each other, schools cannot effectively address unintentional
injury, violence, and suicide problems in isolation. School personnel, students, families, community organizations and agencies, and
businesses can collaborate to develop, implement, and evaluate injury-prevention efforts

Ideally, coordinated school health programs should include multiple components

1. comprehensive health education;
2. physical education;
3. school health services [school counseling, and psychological and social services];
4. school nutrition services;
5. healthy and safe school environment;
6. school-site health promotion for staff members;
7. staff development;
8. and family and community involvement .
9. Coordinated school health programs can improve the health, safety, and educational prospects of students

UNINTENTIONAL INJURY: INJURIES WHICH ARE NOT EXPECTED; ALSO KNOWN AS ACCIDENTS

FRACTURE: a break or crack in a bone. An open fracture pierces the skin surface while in closed fracture the skin above
is intact

DISLOCATION: a partial or complete displacement of the bones

SPRAIN: an injury to the ligaments of a bone due to accidental tearing or overstretching STRAIN an injury to the
muscles which is a result of improper use of muscle

HEAT EXHAUSTION: caused by loss of salt and water due to excessively high temperature.

FOOD POISONING: caused by consuming food or drink that is contaminated with bacteria or viruses

HEART ATTACK: caused by a sudden obstruction of blood supply to the part of heart muscles

CHOKING: results when a foreign object blocks the throat

SCHOOL EQUIPMENT TO AVOID THESE:

SAFETY AND INJURY PREVENTION

 Use a reporting system to record injuries that happen at school. This information can be used to identify causes and plan
preventive strategies for the school.
 Provide appropriate adult supervision for all sports, recreation, and play activities.
 Teach children how to use playground equipment properly.
 Establish safety rules and use the proper safety gear for sporting activities.
 Ensure regular equipment checks and maintenance
FIRST AID MUST HAVE
STERILE DRESSINGS AND PLASTERS:
Plasters: Use plasters for small cuts and grazes.
Sterile pad: For more cushioning you can use a sterile pad and hold it in place with sticky tape. You could also use any
clean, non-fluffy material, like a cloth scarf
Sterile wound dressing: A sterile wound dressing is a sterile pad attached to a bandage. These are for larger wounds to
apply pressure to help stop bleeding and are quick and easy to put on in an emergency

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BANDAGES:
Roller bandages: Roller bandages are long thin bandages rolled up. Use a roller bandage to support joint
injuries, hold dressings in place, put pressure on wounds to stop bleeding, and to reduce swelling
Triangular bandages: Triangular bandages are large triangular shaped pieces of cloth. You can fold a triangular bandage
to use as either a bandage or sling, or, if sterile, as a dressing for large wounds and burns
PROTECTIVE ITEMS:
Disposable gloves: Using disposable gloves reduces the risk of infection between you and someone you’re helping. If
they’re available, always wear gloves whenever you dress wounds or deal with any body fluids or waste
OTHER ITEMS:
 Cleansing wipes, alcohol free wipes: To clean the skin around the wound
 Gauze pads as dressings: To use as padding, or as swabs to clean around wounds
 Sticky tape (adhesive tape): To hold dressings in place or to hold the loose end of bandages
 Pins and clips: To fasten the loose end of bandages
 Scissors, shears and tweezers: To cut sterile pads, bandages or sticky tape to the right length. You can also use them if you
need to cut someone’s clothing, so that you can get to a wound

MEDICATIONS
1. Aloe Vera gel
2. Calamine lotion
3. Anti-Diarrhea medication
4. Laxative
5. Antacids
6. Antihistamine, such as diphenhydramine
7. Pain relievers, such as acetaminophen (Tylenol, others), ibuprofen (Advil, Motrin IB, others) and aspirin (never give
aspirin to children)
8. Hydrocortisone cream
9. Cough and cold medications
SAFETY DOESN’T HAPPEN FOR AN ACCIDENT – Unknown

SMILES are like Band Aids, they cover up the pain but still it hurts.

ACTIVITY :
1. Make a slogan consisting of 10 – 15 words
Topic “ STOP VIOLENCE “ pertaining to the violence mentioned above.
2. Make a poster about depicting Mental Health Issues.
Output shall be put on OSLO Paper

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 PREPARED BY:

MA. KRISTINA B. PABLO, LPT

Subject Teacher

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