Physical Education 1

GOLDENSTATE Reference
Issue No. Rev No. No.

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General Santos City SHS12-001-20
PHYSICAL Effectivity Date: Page No.
EDUCATION 1 June 15, 2020 1 of 49
WEEK 1 Lesson
Exercise for Fitness
Content
 Health-optimizing P.E (H.O.P.E) 1
a) Aerobic activities
b) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….
Demonstrates understanding of fitness and exercise in optimizing one’s health

as a habit; as requisite for physical activity assessment performance, and as a career
opportunity.
Performance Standard
The Learner …
Leads fitness routine with proficiency and confidence resulting in independent

pursuit and in influencing others positively, through Video Presentation/Demonstration.
PE-1-PHYSICAL EDUCATION AND HEALTH

GOLDENSTATE COLLEGE SHS DEPARTMNMENT PROPERTY
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Learning Competencies
Code
1. Distinguishes aerobics from muscle-and bone-strengthening activities

PEH11FH-Ia-1
Objectives
a. Distinguish aerobic from muscle-and bone strengthening muscles.
b. Create a video presentation relating to a aerobic exercise.
Expand Your Knowledge
AEROBIC EXERCISE
Aerobic Exercise is any type of cardiovascular conditioning. It can include
activities like brisk, walking, swimming, running, or cycling.
AEROBIC, MUSCLE- STENGTHENING, and BONE STRENGTHENING ACTIVITY
Aerobics activities, also called endurance activities, are physical activities in

which people move their large muscles in a rhythmic manner for a sustained period.
Running, brisk walking, bicycling, playing basketball, dancing and swimming are all
examples of aerobic exercise. Aerobic activity makes a person’s heart beat more rapidly
to meet the demands of the body’s movement. Over time, regular aerobic activity makes
the heart and cardiovascular system stronger and fitter.

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Aerobic physical activity has these components.
 Frequency
 Intensity, or how hard a person works to do the activity. The intensities most
often examined are moderate intensity( equivalent in effort to brisk walking) and
vigorous intensity ( equivalent in effort to running for jogging);
 Duration, or how long a person does an activity in any one session.
Although these components make up a physical activity profile, research has shown that
the total amount of physical activity (minutes of moderate-intensity physical activity, for
example) is more important for achieving health benefits than is any one component
(frequency, intensity, or duration).
Quick Review: Which is the

more important for achieving
health benefits from aerobic
exercise:
1. Total amounts
2. How vigorous the
activity is
Key Guidelines for Adults

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All adults should avoid inactivity. Some physical activity is better than none, and adults
who participate in any amount of physical activity gain some health benefits.
For substantial health benefits, adults should do at least 150 minutes

( 2 hours and 30 minutes) a week of moderate intensity, or 75 minutes 9 1hour and 15
minutes) a week vigorous intensity aerobic physical activity, or an equivalent
combination of moderate and vigorous intensity aerobic exercise. Aerobic activity should
be performed in episodes of at least 10 minutes, and preferably it should be spread
throughout the week.
How Much Total Activity a Week?
When adults do the equivalent of 150 minutes of moderate-intensity aerobic

activity each week, the benefits are substantial. These benefits include lower risk of
premature death, coronary heart disease, stroke, hypertension, type 2 diabetes, and
depression. Not all health benefits of physical activity occur to 150 minutes a week. As a
person moves from 150 minutes a week toward 300 minutes ( 5 hours) a week,, he or
she gains additional health benefits include lower risks of colon and breast cancer and
prevention of unhealthy weight gain.
How Many Days a Week and for How Long?
Aerobic Physical Activity should preferably be spread throughout the week, that
activity performed on at least 3 days a week produces health benefits. Spreading
aerobic across at least 3 days a week may help to reduce the risk of injury and void
excessive fatigue.
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Both moderate- and vigorous intensity aerobic activity should be performed in

episodes of at least 10 minutes. Episodes of this duration are known to improved
cardiovascular fitness and some risk factors for heart disease and type diabetes.
How Intense?
When adults do the equivalent of 150 minutes of moderate-intensity aerobic
activity each week, the benefits are substantial. These benefits include lower risk of
premature death, coronary heart disease, stroke, hypertension, type 2 diabetes, and
depression.
Not all health benefits of physical activity occur at 150 minutes a week. As a person
moves from 150 minutes a week toward 300 minutes (5 hours) a week, he or she gains
additional health benefits. Additional benefits include lower risk of colon and breast
cancer and prevention of unhealthy weight gain.
Also, as a person moves from 150 minutes a week toward 300 minutes a week, the
benefits that occur at 150 minutes a week become more extensive. For example, a
person who does 300 minutes a week has an even lower risk of heart disease or
diabetes than a person who does 150 minutes a week.
The benefits continue to increase when a person does more than the equivalent of 300
minutes a week of moderate-intensity aerobic activity. For example, a person who does
420 minutes (7 hours) a week has an even lower risk of premature death than a person
who does 150 to 300 minutes a week. Current science does not allow identifying an
upper limit of total activity above which there are no additional health benefits.

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Examples of Different Aerobic Physical Activities and Intensities
Moderate Intensity
 Walking briskly (3 miles per hour or faster, but not race-walking)
 Water aerobics
 Bicycling slower than 10 miles per hour
 Tennis (doubles)
 Ballroom dancing
 General gardening
Vigorous Intensity
 Racewalking, jogging, or running
 Swimming laps
 Tennis (singles)
 Aerobic dancing
 Bicycling 10 miles per hour or faster
 Jumping rope
 Heavy gardening (continuous digging or hoeing, with heart rate increases)
 Hiking uphill or with a heavy backpack
Muscle-Strengthening Activity
This kind of activity, which includes resistance training and lifting weights, causes the
body’s muscles to work or hold against an applied force or weight. These activities often
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involve relatively heavy objects, such as weights, which are lifted multiple times to train
various muscle groups. Muscle-strengthening activity can also be done by using elastic
bands or body weight for resistance (climbing a tree or doing push-ups, for example).
Muscle-strengthening activity also has three components:
 Intensity, or how much weight or force is used relative to how much a person is
able to lift;
 Frequency, or how often a person does muscle strengthening activity; and
 Repetitions, or how many times a person lifts a weight (analogous to duration

for aerobic activity). The effects of muscle-strengthening activity are limited to the
muscles doing the work. It’s important to work all the major muscle groups of the
body: the legs, hips, back, abdomen, chest, shoulders, and arms.
Muscle-strengthening activities provide additional benefits not found with aerobic

activity. The benefits of muscle-strengthening activity include increased bone strength
and muscular fitness. Muscle-strengthening activities can also help maintain muscle
mass during a program of weight loss.
Muscle-strengthening activities make muscles do more work than they are accustomed
to doing. That is, they overload the muscles. Resistance training, including weight
training, is a familiar example of muscle-strengthening activity. Other examples include
working with resistance bands, doing calisthenics that use body weight for resistance
(such as push-ups, pull-ups, and sit-ups), carrying heavy loads, and heavy gardening
(such as digging or hoeing).
Muscle-strengthening activities count if they involve a moderate to high level of intensity

or effort and work the major muscle groups of the body: the legs, hips, back, chest,
abdomen, shoulders, and arms. Muscle strengthening activities for all the major muscle
groups should be done at least 2 days a week.

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No specific amount of time is recommended for muscle strengthening, but muscle-
strengthening exercises should be performed to the point at which it would be difficult to
do another repetition without help. When resistance training is used to enhance muscle
strength, one set of 8 to 12 repetitions of each exercise is effective, although two or
three sets may be more effective. Development of muscle strength and endurance is
progressive over time. Increases in the amount of weight or the days a week of
exercising will result in stronger muscles.
Bone-Strengthening Activity
This kind of activity (sometimes called weight-bearing or weight-loading activity)

produces a force on the bones that promotes bone growth and strength. This force is
commonly produced by impact with the ground. Examples of bone-strengthening activity
include jumping jacks, running, brisk walking, and weight-lifting exercises. As these
examples illustrate, bone-strengthening activities can also be aerobic and muscle
strengthening.
Quick Review: What physical activity is both muscle-strengthening and bone-

strengthening?
Challenge your Mind
Name:_________________________________________________________
Day & Time: _______________________ Section:_____________________
Teacher:________________________________ Date:
Reflection!

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Answer the following questions:
1.How can you distinguish aerobic from muscle and bone strengthening activities?
2.What is aerobic muscle and bone strengthening?
3.What is muscle and bone strengthening activity?
4.How do aerobic muscle and bone strengthening activities contribute to your overall
health?
5.What are 3 bone strengthening activities?
Challenge Youself!
ACTIVITY 1
Directions:
1. Create a video presentation relating to aerobic exercise

2. Upload your video or your exercise routine online and encourage other
people to do their own personal aerobic exercise.
RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1
Criteria Excellent Very Satisfactio Needs Poor Rate

Satisfactio n Improve
n ment
1. Master Showed very Almost Showed Showed Perform
y of the high level of showed average little ed
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routine mastery of the mastery of mastery of mastery poorly
routine the routine the routine. of the the
but some routine. routine
errors were
evident.
2. Proper Showed Executed Executed Execute Execute
Executi excellent the routine the routine d the d the
on performance almost with routine routine
accurately average with little incorrectl
but some accuracy accuracy y.
errors were
evident
3. Coordi Showed very The Showed Showed Failed to
nation/ high level of movements average little show
Timing focus and were almost level of level focus
concentration in coordinated focus and focus and
performing the but some coordination and coordina
routine errors were in coordina tion in
evident performing tion in performi
the routine performi ng the
ng the routine
routine
4. Good Showed very Showed Showed Showed Failed to
Form high level of high level of average little show
balance, poise balance, level of level of balance,
and poise and balance, balance, poise
gracefulness in gracefulnes poise and poise and
performing the s in gracefulnes and graceful
routine performing s in graceful ness in
the routine performing ness in performi
the routine performi ng the
ng the routine
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routine
5. Enthusi Showed very Showed Showed Showed Failed to
asm high interest in high level of average little perform
executing the interest in level of interest the
routine executing interest in in routine
the routine executing executin enthusia
the routine g the stically
routine
Total
Average
Scale Equivalence and Interpretation

Scale Equivalent Grade Interpretation
in Percent (%)
5 95%-100% You showed an Excellent Performance!
Congratulations! I’m very proud of you.
4 89%-94% You did a very good performance although you
committed minimal errors. Try to work on it. Keep
it up!
3 81%-88% You did a good performance. Try to exert more
effort in getting a higher grade next performance.
Good Luck!
2 75%-80% Your grade though passing shows that you did not
exert so much effort. Try to exert more effort in
getting a higher grade next performance. Good
luck!
1 Below 75% You got a failing grade in this activity. I am sure
this is not what you are aiming for. Please see me
during our consultation period.

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(Espeso, 2006)
Note: To get your total score, add the points. Divide it by the number of criteria (4) to
get the average in %. It’s up to the evaluator to choose the exact corresponding
percentage. Example: Scale of 4 may be 89%-94%.
Evaluator (PE teacher/student): ________________________________

Complete name and signature
WEEK 2 Lesson
Content
c) Aerobic activities
d) Muscle-and bone strengthening activities (resistance training)

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Content Standard
The Learner ….

opportunity.
The Learner …

Code
1. Explains how to optimize the energy systems for safe and improved performance
Code PEH11FH-Ib-2
Objectives
c. Explain the optimazagtion of energy system to improved performance
d. Conduct a case study relating on bhow to optimize energy system

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Three energy systems?

A lot of us manage to get through life quite nicely without realizing
wehave one. For most of us, energy is something we only talk about when
we run out of it during a game of tennis or touch footy.
Energy- is made up of carbohydrates, proteins and fats which are broken

down during digestion to become glucose, amino acids and fatty acids
respectively.
What are the three main energy system?

 aerobic energy system
is known as the oxygen energy system and it uses both
carbohydrates and fat in a slow energy burn. Is also the most
complex of the three using oxygen to create something called
“glycolysis” and ultimately produce that all important ATP. It is
incredibly important for tissue repair, digestion, temperature
control and hair growth.
 ATP-PC energy system
Think of all those, sharp bursts of energy such as a 100-
metre sprint or fast and furious bench press set. They’re both
examples of anaerobic exercise; short, intense movement of
about 10 seconds or less.

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We don’t use oxygen and instead rely on the ATP-PC or

creatine phosphate system for quick-serve bursts of energy. This
ATP-PC is stored in the muscles and replenished via
phosphocreatine breakdown.
 lactic energy system
this system deals with everything in-between –a few
minutes of intense activity. Also called the anaerobic glycolysis
system, the lactic acid system uses stored glucose (muscle
glycogen) to create energy. And if there’s not enough oxygen to
go around, lactic acid is produced to help push thing along.
Energy systems key terms
Term Definition
Anaerobic Means production of energy through processes that do not require oxygen. When
applied to exercise, anaerobic refers to all exercise that does not rely on oxygen to
help produce energy
Aerobic Means production of energy through processes that require oxygen. When applie
to exercise, aerobic refers to all exercise that requires oxygen to help produce
energy.
ATP Stands for adenosine triphosphate. ATP is essentially the energy currency of the
body. It is the breakdown of ATP that releases energy which the body’s tissues

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PHYSICAL Effectivity Date: Page No. such as
EDUCATION 1 June 15, 2020 16 of 49 muscle can
use to create movement.
ADP Stands for adenosine diphosphate. ADP is the by-product of the breakdown of
ATP for energy. It is the remaining adenosine molecule and two (di) phosphate
molecules
Pi Stands for one phosphate molecule, such as the phosphate that is released when
ATP is broken down to provide energy for the body to use
PC Stands for phosphocreatine and is also known as creatine phosphate. It is stored

in muscle cells and used as a fuel to create or 'synthesize' ATP
ATPase ATPase are a group of enzymes which contribute to either the breakdown of ATP
or the manufacture (synthesis) of new ATP
Glycolysis Glycolysis means the breakdown (lysis) of glucose and consists of a series of
chemical reactions controlled by enzymes
Synthesis This refers to a 'building' process where two different elements are brought
together to create a new element, such as ADP and Pi being brought together to
create or manufacture ATP
Krebs cycle The krebs cycle is part of the aerobic energy system and creates ATP through a
series of chemical reactions involving oxygen
Electron The electron transport chain is part of the aerobic energy system and also creates
transport ATP through a series of chemical reactions involving oxygen

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chain
What is Energy?
All energy starts as light from the sun. Plants convert sunlight into chemical
energy through the process of photosynthesis.
We humans then eat the plants, or we eat the animals that have eaten plants, and in
turn this stored chemical energy is passed on to us.
In food, energy is stored as either; carbohydrates, fats

or protein.
The ability to run, walk, lift weights, play sport and in

fact sustain every bodily function depends on the
ability of the body to extract chemical energy from the
breakdown of the food nutrients that we consume.
Once the foods we have eaten are digested they can be stored in the body, and/or
transferred into chemical energy for immediate use as fuel for the body.
What is Energy system?
In order to extract the energy from the foods we eat and turn it into the chemical
energy that our bodies can use, we have three separate energy production systems,
these are the:
 ATP-PC system
 Anaerobic glycolytic system

 Aerobic system

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What do the energy systems do?
The three energy systems work together in order to ensure there is a

continuous and sufficient supply of energy for all our daily activities.
Each system differentiates in the way they produce chemical energy (ATP) from
different sources and at different speeds.
The ATP-PC system and the anaerobic glycolytic system are both anaerobic systems,
meaning that oxygen is not used by these systems to synthesise ATP. These systems
are quicker at producing energy, however they do not last very long (they fatigue
quickly).
The aerobic system on the other hand relies heavily on oxygen to synthesise ATP.
Because the chemical processes that use oxygen to produce energy are more complex
than the anaerobic processes, the aerobic system is slower at making energy, but it can
keep making energy for a very long time without fatique.
Why are the energy systems important?
The energy systems are

what enable every cell, tissue
and organ of our bodies to function
and survive. Without
sufficient energy being
continuously supplied through
the energy systems our bodies
would literally shut down, cease
to function and die!

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Essentially the body is like a machine and like any machine it needs energy to power it.
For example a car without petrol in the tank is just a piece of metal that can't do
anything. With fuel the car can come to life and drive you from 'A to B'.
Understanding how the energy systems work and interact with each other will help
ensure that you are advising the right type of fuels for your clients to consume, as well
as designing and prescribing the correct type of training, and applying the variables
(sets, reps, rest intervals etc) correctly to ensure your clients achieve their specific goals
by design rather than accident.
The energy systems and fitness
When you workout in the gym, go for a run or play

football with your friends there are many body systems
involved that work together in order for this to be possible.
For example going for a run on the treadmill for 20 minutes

requires the following:
1. Nervous system – memory of running movement

patterns, action potentials to skeletal, cardiac and
smooth muscle
2. Muscular system – contraction and force production of leg muscles to run

3. Respiratory system – inhalation of O2 and exhalation of CO2
4. CV system – heart and blood vessels transport O2 and nutrients to muscles and
remove CO2 and waste products


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Energy is constantly needed by all of these systems in order for them to function. For
this reason the three energy systems work
constantly in conjunction with each other to
achieve this.
Depending on the intensity and duration of the

exercise one particular energy system may be more
influential than the others. With higher intensity
exercise over a short time period the bodies
reliance for energy will be placed on the
anaerobic energy systems (ATP-PC system /
anaerobic glycolytic system), whereas lower intensity exercise over a longer time places
greater reliance on the aerobic energy systems.
If you train someone in the wrong way, it can be very detrimental to them achieving their
goal or performing well in their chosen sports or activities.
For example if someone wants to run a marathon in a

time of 3 hours and you design a programme that has
them doing 6 x 100meter sprint repetitions, will they be
ready to do the marathon or will they just be quick over
a short distance?
Yep you guessed it; they will be quick over a short

distance and have no nope of completing a marathon,
let alone in 3 hours!

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When it comes to working with clients and developing appropriate exercise programmes
that help them achieve their goals, it is vital to consider the energy systems.
Understanding which energy system they will predominantly be using during their
training is crucial to ensuring that you prescribe the correct duration and intensity of
exercise.
Energy systems used in sports
It is important to understand that while the energy

systems have unique characteristics, they do not work
independently of one another.
From very short intense exercise through to very light

prolonged activity, all three energy systems make a
contribution. However one or two will usually be most
dominant.


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To get an understanding of how the systems work together we can look at various
sports and think about what is happening and why certain energy systems are more or
less active.
Try to remember that duration and intensity are the two variables that will determine
which system is most active at any given time.
Sport ATP-PC Anaerobic Glycolytic Aerobic
Basketball 60 20 20
Field events (shotput, discuss, javelin) 90 10 0
Golf swing 95 5 0
Gymnastics 80 15 5
Hockey 50 20 30
Rowing 20 30 50
Running (distance) 10 20 70
Skiing 33 33 33
Soccer 50 20 30

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PHYSICAL Effectivity Date: Page No. 5
40 55
Swimming (50m freestyle)
Tennis 70 20 10
Following is a list of sports and approximate percentages of how much each of the
energy systems contributes:
Each of the three energy systems can generate power to different capacities and this
varies within individuals.
The best estimates suggest that the ATP-PC system can generate energy at a rate of
roughly 36 kcal (calories) per minute. Glycolysis can generate energy only half as
quickly at about 16 kcal per minute. The oxidative system has the lowest rate of power
output at about 10 kcal per minute.
The capacity to generate power of each of the three energy systems can vary with
training. The ATP-PC and glycolytic pathways may change by only 10-20% with training.
The oxidative system seems to be far more trainable although genetics play a limiting
role here too.
Aerobic power can be increased by as much as 50% but this is usually seen when
regular training is undertaken by initially untrained, sedentary individuals

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Challenge your Mind
1. Give the 3 energy systems

2. It’s also the most complex of the three using oxygen to create something called
“glycolysis”.
3. What are the 4 energy systems?
4. How long do the three energy systems last?
5. What are the 3 energy systems and its basic functions?
ACTIVITY 2
Challenge yourself
1. Conduct a case study relating to on how to optimize energy system. Study must
conducted with in the year (2016-2020)
2. Analyze the study and present recommendation on how to optimize the energy
system.

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PERFORMANCE LEVEL
5 4 3 2 1
Reference
Criteria GOLDENSTATE
Excellent Very Issue No.
Satisfactio Rev No. Poor
Needs No. Rate
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General Santos City n
Satisfactio Improvem SHS12-001-20
PHYSICAL
n Effectivity ent
Date: Page No.
1. Mastery of Showed Almost Showed Showed Performed

the routine very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine. the routine.
the routine but some
errors were
evident.
2. Proper Showed Executed Executed Executed Executed

Execution excellent the routine the routine the routine the
performanc almost with with little routine
e accurately average accuracy incorrectly
but some accuracy .
errors were
evident
Coordination/ Showed The Showed Showed Failed to

Timing very high movements average little level show
level of were level of focus and focus and
focus and almost focus and coordinatio coordinati
concentrati coordinated coordinatio n in on in
on in but some n in performing performin
performing errors were performing the routine g the
the routine evident the routine routine
3. Good Showed Showed Showed Showed Failed to
Form very high high level of average little level of show
levelEDUCATION
PE-1-PHYSICAL of balance, level of
AND HEALTH balance, balance,
GOLDENSTATE COLLEGEpoise
balance, SHS and
DEPARTMNMENT
balance, PROPERTY
poise and poise and
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poise and gracefulnes poise and gracefulnes gracefulne
gracefulnes s in gracefulnes s in ss in
s in performing s in performing performin
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RUBRICS

in Percent (%)
5 95%-100% You showed an Excellent Performance!
Congratulations! I’m very proud of you.
4 89%-94% You did a very good performance although you
committed minimal errors. Try to work on it. Keep
it up!
3 81%-88% You did a good performance. Try to exert more
effort in getting a higher grade next performance.
Good Luck!
2 75%-80% Your grade though passing shows that you did not
exert so much effort. Try to exert more effort in
getting a higher grade next performance. Good
luck!
1 Below 75% You got a failing grade in this activity. I am sure
this is not what you are aiming for. Please see me
during our consultation period.
(Espeso, 2006)

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Note: To get your total score, add the points. Divide it by the number of criteria (4) to
get the average in %. It’s up to the evaluator to choose the exact corresponding
percentage. Example: Scale of 4 may be 89%-94%.

WEEK 3 Lessons
Health Behaviors
Content
e) Aerobic activities
f) Muscle-and bone strengthening activities (resistance training)

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Content Standard
The Learner ….

opportunity.
The Learner …

Code
2. Relates health behaviors (eating habits, sleep and stress management)

PEH11FH-Id-3
To health risk factors and physical activity assessment performance.
Objectives
e. Distinguish aerobic from muscle-and bone strengthening muscles.
f. Create a video presentation relating to a aerobic exercise.

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in our Lifestyle
 Sleep/Oversleeping
 Eating Habits
 Stress Management
SLEEP
Why Lack of Sleep is bad for your Health?

Effects of lack of sleep, such as feeling grumpy and not working at your best.
But did you know that sleep deprivation can also have profound consequences
on you physical health?
“Learn to manage your time.”
If you don’t sleep you will experience the fatigue, short temper and lack of focus
that often follow a poor night’s sleep. In occasional night without sleep makes you feel
tired and irritable the next day. After continues sleepless nights, the mental effects
become more serious. Your brain will fog, making you difficult to concentrate and make
decisions. You’ll start to feel down, and may fall asleep during the day. Your risk of
injury and accidents at home, work and on the road also increase.

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LACK OF SLEEPING CAUSES PARTS OF YOUR BRAIN TO
SLOW OR SHUT DOWN COMPLETELY.

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EFFECTS OF …

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OVERSLEEPING
Why Oversleeping is bad for your Health?

Sleep plays important role in our rain, as the brain clears our waste byproducts,
balance neurotransmitters and process memories at rest. But too much may have effect
on mood and mental health. Cognition, degenerative disease and depression.
More time in bed frequent waking after sleep and reduce sleep efficiency.
Fatigue causes longer sleep and sleeping more can make people feel more lethargic.
Underlying disease is obstructive sleep apnea, depression, coronary disease, and
generally failing health.

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How much sleep do we really need?

Sleep is a vital indicator of overall health and well-being. We spend up to one-
third of our lives asleep, and the overall state of our “sleep health“remains an essential
question throughout our lifespan.
RECOMMENDED SLEEP (Hours of Sleep)
EATING HABITS
Things that we eat can influence your risk of dying from heart disease, stroke or
two types of diabetes. Eating habits is one of the great influences to improve our health.
Health for Good is revolutionary movement to inspire you to create lasting change in
your health and your life, one small step at a time. The approach is simple (3
Techniques): Eat smart. Add color. Move more. Be well.

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Eat smart – start with healthy food choices. You don’t need to be a chef to create
nutritious meal.
Move more – a good starting goal is at least 150 minutes a week, but if you don’t want
to sweat the numbers, just move more.
Be well – along with eating right and being active, real health includes getting enough
sleep, practicing mindfulness, managing stress, keeping mind and body fit.
We all know that healthy eating plan includes vegetables, fruits, whole grain and
fat-free or low-fat dairy products. But a healthy diet also includes lean meats, poultry,
fish, beans, eggs, and nuts. Because it limits saturated and trans fats, sodium, and
added sugar. Lot of factors affects your risk of death from heart disease, stroke, and two
diabetes. These are known as cardiometabolic diseases.
The risk of death from the three said diseases was higher for those who
consumed too much sodium, processed meat, sugar-sweetened, beverages and
unprocessed red meat. Risk of death was also higher to those who didn’t eat enough
nuts and seeds, seafoodsomega-3 fats, vegetables, fruits, whole grain, or
polyunsaturated fats.
STRESS MANAGEMENT
What is Stress?
Mental or emotional tension or strain resulting from adverse or very demanding
circumstances.

May 7, 2020
COLLEGE
01 00 RF-ACA-
Facts on Stress:
Stress helps the body to prepare to face danger.
Symptoms can be both physical and psychological.
Short-term stress can be helpful, but long-term stress is linked to various health
conditions.
We can prepare for stress by learning some self-management tips.
Why is it important to manage stress?

If you’re living with high levels of stress, you’re putting your entire well-being at
risk. Stress wreaks havoc on your emotional equilibrium, as well as your physical health.
It narrows your ability to think clearly, function effectively, and enjoy life.
Effective stress management, on the other hand, helps you break the hold stress
has on your life, so you can be happier, healthier and more productive. The ultimate
goal is a balanced life, with time to work , relationship, relaxation, and fun-and the
resilience to hold up under pressure and meet challenges head on.
Common source of Stress:

 School demands and frustration.  Separation or divorce
 Negative thoughts.  Chronic illness
 Changes in their bodies.  Death of love ones
 Problems with peers  Financial problem
 Unsafe living environment  High expectations
How to decrease stress with the following behaviors and techniques:

 Exercise and eat regularly  Develop assertiveness training
 Avoid excess caffeine intake skills
 Avoid illegal drugs, alcohol and  Decrease negative self talk
cigarette  Learn to feel good
 Learn relaxation exercise

May 7, 2020
COLLEGE
01 00 RF-ACA-
 Take a break from stressful
situation.
 Build a network of friends who
can help you cope in a positive
way.

May 7, 2020
GOLDENSTATE COLLEGE Issue No. Rev No. Reference No.
General Santos City 01 00 RF-ACA-SHS12-001-20
Effectivity Date: Page No.
MODULE
June 15, 2020 38 of 15
Challenge your Mind
1. Differentiate the Lack of Sleep and Oversleeping, and give at least 2 examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
2. List down the 3 Techniques of Healthy Lifestyle.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
3. In your own understanding, why we need to Manage Stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________

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4. What might be the negative effect and positive effect if Stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________
5. How do you deal with stress?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
Challenge Yourself
Learning Competencies (Week 3)
 Conduct a survey within your family relating to health behaviors, to health risks factors.
 Create a recommendation in every result of your survey and make an article relating to the
survey conducted.
 Present Rubrics
 Scale Equivalence and Interpretation

May 7, 2020
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RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1

Satisfactio n Improveme
n nt
errors were
evident.
Execution excellent the routine the routine the routine the routine
performanc almost with with little incorrectly.
e accurately average accuracy
but some accuracy
errors were
evident
8. Coordinatio Showed The Showed Showed Failed to
n/ Timing very high movements average little level show
level of were almost level of focus and focus and
focus and coordinated focus and coordinatio coordinati
concentratio but some coordination n in on in
n in errors were in performing performing
performing evident performing the routine the routine
the routine the routine
9. Good Form Showed Showed Showed Showed Failed to
very high high level of average little level of show
level of balance, level of balance, balance,
balance, poise and balance, poise and poise and

May 7, 2020
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s in performing s in performing performing
performing the routine performing the routine the routine
10. Enthusiasm Showed Showed Showed Showed Failed to
very high high level of average little interest perform
interest in interest in level of in executing the routine
executing executing interest in the routine enthusiasti
the routine the routine executing cally
the routine
Total
Average

in Percent (%)
5 95%-100% You showed an Excellent Performance! Congratulations!
May 7, 2020
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June 15, 2020 42 of 15
I’m very proud of you.

4 89%-94% You did a very good performance although you committed
minimal errors. Try to work on it. Keep it up!
3 81%-88% You did a good performance. Try to exert more effort in
getting a higher grade next performance. Good Luck!
2 75%-80% Your grade though passing shows that you did not exert
so much effort. Try to exert more effort in getting a higher
grade next performance. Good luck!
1 Below 75% You got a failing grade in this activity. I am sure this is not
what you are aiming for. Please see me during our
consultation period.
(Espeso, 2006)
Note: To get your total score, add the points. Divide it by the number of criteria (4) to get the
average in %. It’s up to the evaluator to choose the exact corresponding percentage.
Example: Scale of 4 may be 89%-94%.
Evaluator (PE teacher/student):________________________________

WEEK 4 Lesson

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Content
g) Aerobic activities
h) Muscle-and bone strengthening activities (resistance training)
Content Standard
The Learner ….
Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as

requisite for physical activity assessment performance, and as a career opportunity.
The Learner …
Leads fitness routine with proficiency and confidence resulting in independent pursuit and in
influencing others positively, through Video Presentation/Demonstration.
3. Differentiates types of eating( Fueling for performance, emotional eating, social eating,
eating while watching tv or events. Code PEH11FH-Ie-4
Objectives
May 7, 2020
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June 15, 2020 44 of 15
a. Discuss the 4 types of eating habits

b. Conduct a survey relating to the eating habits of a human person
Eating Disorder
Factors; Types; Cause and Effect
Factors; Types; Cause and Effect!
EATING DISORDER
Is an illness that are characterized by irregular eating habits and stress concern about size.
Can develop during ay stage in life but typically appear during teen years or adulthood. Commonly
coexist with other conditions such as anxiety, depression etc.
Why is there Eating Disorders?
They’re caused by a complex combination of factors, including genetic, biochemical,

psychological, cultural and environmental.
Eating disorders are illnesses, not character flaws or choices. Individuals don’t choose to
have an eating disorders. You also can’t tell whether a person has an eating disorder just by looking
at their appearance. People with eating disorder can be underweight, normal weight or overweight.
It’s impossible to diagnose anyone just by looking at them.
Some factors that have a part in the problem!
1. Genetics

May 7, 2020
MODULE
June 15, 2020 45 of 15
It may tend to run in families. It is highly inherited. In addition, specific chromosomes

have been linked to both bulimia and anorexia. Maybe it’s because of the ability to
identifyphenotypic traits of the personality, such as cognitive style, terperament and
character.
Substantial evidence exists to support the theory that phenotypic traits are the results
of expressions of genes under environmental influence.
It is known that identical twins share 100 percent of their genes and fraternal twins
share approximately 50 percent genetic make up.
2. Psychology; Personalities
Eating disorders are common in individuals who struggle with clinical depression,
anxiety disorders and obsessive-cumpulsive disorder.
Other factors include:

o Low self-esteem
o Feelings of hopelessness and inadequacy
o Trouble coping with emotions of expressing your emotions
o Perfectionism
Having followed the wishes of others for the most part, they have learned how to
cope with problems typical of adolescence, growing up, and becoming independent
(control their eating, keeping the problems themselves.).
3. Environment
This can cause eating disorder because of:

1. Family or other relationship problems
2. History of physical or sexual problems
3. Activities that encourage thinness or focus on weight
4. Peer pressure
May 7, 2020
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June 15, 2020 46 of 15
5. Being bullied because of weight or appearance in general many people have

been discouraged by the people around them
(social pressures).
FOUR TYPES OF EATING DISORDER YOU SHOULD KNOW
1. Fueling for Performance

Nutrition is critical for both academic and sports performance. Sudent athletes need
to fuel early and often in order to meet their daily energy needs. Fueling before
execise has been shown to improve performance over exercising in the fasted state.
Consuming 30-60 grams of carbohydrates each hour during prolonged exercise will
prevent the under fueling trap.
TIPS!
1.Know your li mitation
2. Eat fruits and vegetables
3. Conntrol yourself
2. Emotional Eating
Eating if we are stress? Depressed? N solutions for problems?

Nah that shouldn’t be a matter if perception because unhealthy. Some people think if
they eat they can solve the problems they are in. obviously not most emotional
eaters feel powerless over their fiod cravings. When the urge to eat hits, its all can
you think about.
Tips to Stop Emotional Feeling
1. Identify the triggers

2. Find ways to overcome them instead of eating
3. Practice mindful eating
May 7, 2020
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June 15, 2020 47 of 15
4. Pause and think

All of this can help, but not if you can’t stand for it let’s make a change!.
3. Social Eating
We eat differently when we are with other people compared with when we eat alone.
Sharing a meal with friends, family or work colleagues is a common activiy. Given
that much eating much takes place in a social context it is important to understand.
Tips to avoid
1. Say no! for events with ,many food

2. Tyr to manage and control
3. Make a decision
4. Change your habits
5. Encourage others too
6. Know your limits
7. Make yourself busy
Those who can’t wait control their feelings, can lead to obesity or malnutrition.
4. Distracted Eating
We are living in such a multitasking-high-urgency era. That even when not pressed
for time. It seems that many people who are in The irony of eating distratcted. The
irony of eating eating is that you end up missing out on the eating experience.
Tips!
1. Make the time to eat
2. Take a break on gadgets etc.
3. Chew food mindfully
May 7, 2020
MODULE
June 15, 2020 48 of 15
Make suure you’re truly reaping the nutritious benefits of your food, choices and take time to eat.
Your behaviors are strongly influenced by your environments.
Challenge your Mind
Name:_________________________________________________________
Day & Time: _______________________ Section:_____________________
Teacher:________________________________ Date:
Reflection!
Answer the following questions:
1.What is eating fueling for peformance?
2.What are the 4 types of eating?
3.What are the different types of eating ?
4.What is the best differerent thpes of eating?
5.What is Eating Disorder?
Challenge Youself!
ACTIVITY 4
Directions:

May 7, 2020
MODULE
June 15, 2020 49 of 15
1. Conduct a survey relating to eating habits of a person.

2. Enumerate the factors each eating habits
3. Create a underlying recommendation to refrain unhealthy body.
RUBRICS
PERFORMANCE LEVEL
5 4 3 2 1

Satisfactio n Improveme
n nt
errors were
evident.
Execution excellent the routine the routine the routine the routine
performanc almost with with little incorrectly.
e accurately average accuracy
but some accuracy
errors were
evident
13. Coordinatio Showed The Showed Showed Failed to
n/ Timing very high movements average little level show
level of were almost level of focus and focus and
focus and coordinated focus and coordinatio coordinati
concentratio but some coordination n in on in

May 7, 2020
MODULE
June 15, 2020 50 of 15
n in errors were in performing performing

performing evident performing the routine the routine
14. Good Form Showed Showed Showed Showed Failed to
very high high level of average little level of show
level of balance, level of balance, balance,
balance, poise and balance, poise and poise and
s in performing s in performing performing
performing the routine performing the routine the routine
15. Enthusiasm Showed Showed Showed Showed Failed to
very high high level of average little interest perform
interest in interest in level of in executing the routine
executing executing interest in the routine Enthusiast
the routine the routine executing ically
the routine
Total
Average

in Percent (%)
5 95%-100% You showed an Excellent Performance! Congratulations!
I’m very proud of you.
4 89%-94% You did a very good performance although you committed
minimal errors. Try to work on it. Keep it up!
3 81%-88% You did a good performance. Try to exert more effort in
getting a higher grade next performance. Good Luck!

May 7, 2020
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June 15, 2020 51 of 15
2 75%-80% Your grade though passing shows that you did not exert
so much effort. Try to exert more effort in getting a higher
grade next performance. Good luck!
1 Below 75% You got a failing grade in this activity. I am sure this is not
what you are aiming for. Please see me during our
consultation period.
(Espeso, 2006)
Note: To get your total score, add the points. Divide it by the number of criteria (4) to get the
average in %. It’s up to the evaluator to choose the exact corresponding percentage.
Example: Scale of 4 may be 89%-94%.


May 7, 2020
MODULE
June 15, 2020 52 of 15

May 7, 2020

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GOLDENSTATE Reference

Issue No. Rev No. No.

 Health-optimizing P.E (H.O.P.E) 1

Exercise for Fitness

Demonstrates understanding of fitness and exercise in optimizing one’s health

Leads fitness routine with proficiency and confidence resulting in independent

PE-1-PHYSICAL EDUCATION AND HEALTH

1. Distinguishes aerobics from muscle-and bone-strengthening activities

Expand Your Knowledge

AEROBIC, MUSCLE- STENGTHENING, and BONE STRENGTHENING ACTIVITY

Aerobics activities, also called endurance activities, are physical activities in

PE-1-PHYSICAL EDUCATION AND HEALTH

Aerobic physical activity has these components.

Quick Review: Which is the

Key Guidelines for Adults

PE-1-PHYSICAL EDUCATION AND HEALTH

For substantial health benefits, adults should do at least 150 minutes

How Much Total Activity a Week?

When adults do the equivalent of 150 minutes of moderate-intensity aerobic

How Many Days a Week and for How Long?

Both moderate- and vigorous intensity aerobic activity should be performed in

PE-1-PHYSICAL EDUCATION AND HEALTH

 Walking briskly (3 miles per hour or faster, but not race-walking)

 Bicycling slower than 10 miles per hour

 Racewalking, jogging, or running

 Bicycling 10 miles per hour or faster

 Heavy gardening (continuous digging or hoeing, with heart rate increases)

 Hiking uphill or with a heavy backpack

 Repetitions, or how many times a person lifts a weight (analogous to duration

Muscle-strengthening activities provide additional benefits not found with aerobic

Muscle-strengthening activities count if they involve a moderate to high level of intensity

PE-1-PHYSICAL EDUCATION AND HEALTH

This kind of activity (sometimes called weight-bearing or weight-loading activity)

Quick Review: What physical activity is both muscle-strengthening and bone-

Challenge your Mind

Day & Time: _______________________ Section:_____________________

PE-1-PHYSICAL EDUCATION AND HEALTH

2.What is aerobic muscle and bone strengthening?

3.What is muscle and bone strengthening activity?

5.What are 3 bone strengthening activities?

1. Create a video presentation relating to aerobic exercise

Criteria Excellent Very Satisfactio Needs Poor Rate

Scale Equivalence and Interpretation

PE-1-PHYSICAL EDUCATION AND HEALTH

Evaluator (PE teacher/student): ________________________________

 Health-optimizing P.E (H.O.P.E) 1

Exercise for Fitness

PE-1-PHYSICAL EDUCATION AND HEALTH

Demonstrates understanding of fitness and exercise in optimizing one’s health

Leads fitness routine with proficiency and confidence resulting in independent

c. Explain the optimazagtion of energy system to improved performance

d. Conduct a case study relating on bhow to optimize energy system

Expand Your Knowledge

Three energy systems?

Energy- is made up of carbohydrates, proteins and fats which are broken

What are the three main energy system?

PE-1-PHYSICAL EDUCATION AND HEALTH

We don’t use oxygen and instead rely on the ATP-PC or

Energy systems key terms

PE-1-PHYSICAL EDUCATION AND HEALTH

PC Stands for phosphocreatine and is also known as creatine phosphate. It is stored

PE-1-PHYSICAL EDUCATION AND HEALTH

Day & Time: ___ Section:_