Physical Education 11

Quarter 3 – Module 2:
Fitness Enhancement Through
Physical Activities

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 What I Need to Know
This module was designed and written with you in mind. It is here to help you master the Health related
and skills related fitness. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:
● Lesson 1 – Components of Health-Related Fitness
● Lesson 2 – Principles of training and Barriers to Physical Activity
● Lesson 3 – Importance of Good Nutrition

At the end of the lesson, you should be able to;

Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and
one’s diet. PEH11FH-IIg-i-6

What I Know
Let’s see how well you remember the different aspects that contribute to a person’s
overall physical fitness.
Activity 1: “Arrange Me”
Direction: Analyze and arrange the scrambled letters to form a word. This is the test where you can
remember the health and skills related components.
1. DOBY PMOCTIONOSI— The relative percentage of muscle, fat, bone, and other tissues that
comprise the body. A fit person has a relatively low, but not too low, percentage of body fat (body
fatness).
2. VASLARCUDIORACSSEITNF—The ability of the heart, blood vessels, blood, and respiratory
system to supply fuel and oxygen to the muscles and the ability of the muscles to utilize fuel to allow
sustained exercise. A fit person can persist in physical activity for relatively long periods without undue
stress.
3. ARMAULSC ENCEDUNAR— The ability of the muscles to repeatedly exert themselves. A fit
person can repeat movements for a long period without undue fatigue.
4. TYFLLIEXIBI—The range of motion available in a joint. It is affected by muscle length, joint
structure, and other factors. A fit person can move the body joints through a full range of motion in
work and in play.
5. THSTNGRE—The ability of the muscles to exert an external force or to lift a heavy weight. A fit
person can do work or play that involves exerting force, such as lifting or controlling one’s own body
weight.
6. TYGILAI—The ability to change the direction of the movement of the entire body rapidly and
accurately in space.
7. CEBANLA—The maintenance of equilibrium while stationary or while moving.
8. TIONCOORANID—The ability to use the senses with the body parts to perform motor tasks
smoothly and accurately.
9. WEROP—The ability to transfer energy into force at a fast rate.
10. TIONRAEC MTIE—The time elapsed between stimulation and the beginning of reaction to that
stimulation
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 Lesson
Components of Health-
1 Related Fitness
At the end of the lesson, the learners should be able to;
⮚ Identify the components of health-related fitness, and
⮚ Define the health-related and skills-related fitness.

Definition and examples of the components of fitness

Health-
Definition Example
related
components
Body The relative percentage of muscle, fat, bone, and other The gymnast has a lean body
Composition tissues that comprise the body. A fit person has a relatively composition to allow them to propel
low, but not too low, percentage of body fat (body themselves through the air when
fatness). performing on the asymmetrical bars
The ability of the heart, blood vessels, blood, and
respiratory system to supply fuel and oxygen to the
muscles and the ability of the muscles to utilize fuel to Competing a half marathon with
Cardiovascular consistent split times across all parts
Fitness allow sustained exercise. A fit person can persist in
physical activity for relatively long periods without undue of the run
stress.
The range of motion available in a joint. It is affected by A gymnast training to increase hip
muscle length, joint structure, and other factors. A fit person mobility to improve the quality of their
Flexibility can move the body joints through a full range of motion in split leap on the beam.
work and in play.
The ability of the muscles to repeatedly exert A rower repeatedly pulling
Muscular themselves. A fit person can repeat movements for a long their oar against the water to
Endurance period without undue fatigue. propel the boat towards the line.
The ability of the muscles to exert an external force or to lift a Pushing with all one’s force in
heavy weight. A fit person can do work or play that involves a rugby scrum against the resistance of
Strength exerting force, such as lifting or controlling one’s own body the opposition pack.
weight.

The 6 Components of Skill-related Fitness

Parts of physical fitness that help a person perform well in sports and activities that require certain skill
Different sports/activities require different combinations of Skill-related fitness.

Skill-related
Definition Example
components
The ability to change the A badminton player moving
Agility position of the body quickly and around the court from back to front and
control the movement. side to side at high speed and efficiency.

The ability to maintain the A sprinter holds a perfectly still

body’s center of mass above sprint start position and is ready to go
Balance
the base of support. into actions as soon as the gun sounds.
The ability to use two or A trampolinist timing their arm
Coordinati more body parts together. and leg movements to perform the perfect
on tuck somersault
The ability to perform A javelin thrower applies great
Power strength performances quickly. force to the spear while moving their arm
rapidly forward.

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 The time taken to respond A boxer perceives a punch from
Reaction to a stimulus. their left and rapidly moves their head to
Time avoid being stuck.
The ability to put body parts A tennis player moving forward
Speed into motion quickly. from the baseline quickly to reach a drop
shot close to the net.

What’s In
Activity 2: Match and Fill
Direction: Written below are descriptions of the principles of training. A “Word Pool” is given on the
next page which contains the word/s that match the descriptions. Write your answers in your answer
sheet.
1. This is the most basic principle that indicates doing “more than normal”.
2. Refers to number of times a physical activity is done each week.
3. It is a gradual increase exerting effort or load that is done not too slowly, nor to rapidly.
4. This is when the body does not have time to adapt to training and as a result the fitness of the
athletes declines, and they are more at risk of becoming ill or injured.
5. It is also referred to as the magnitude of the effort required to perform an activity or
exercise.
6. This suggests that overloading must specifically train a desired body part to improve.
7. It is the duration or the length of session of a physical activity.
8. This shows that benefit and changes achieved from overload will last only if training is
continuous.
9. Training is manipulated by offering a variety of training
10. All athletes are different. Training must be related to the athlete’s age and gender, their
injury status and fitness level.
WORD POOL
Overload principle Intensity Frequency Principle of Progression
Overtraining Principle of Specificity Time Type
Individual Needs Principle of Reversibility

What’s New

Lesson
Principles of training and Barriers
2 to Physical Activity

At the end of the lesson, the learners should be able to;

a. Identify the principles of training and barriers to physical activities.
b. Write an essay about ‘How to enhance my Fitness During Pandemic’.

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DEFINITION AND DESCRIPTIONS OF PRINCIPLE OF TRAINING
The principle of training should be thought of as the “golden rules” of making fitness training
work for the individual participant. Following these golden rules will help to guarantee success and
will carry athletes towards their training and performance goals. All training is aimed at creating long-
term physical changes in the body systems. These changes are referred to as adaptations.
Specificity-training must be relevant to the individual and their sport. This can be achieved by
tailoring training specifically for the sport or even the position that the individual plays, the muscle
groups that they use most of the dominant energy system of the athlete.
Progressive Overload-training frequency, intensity, time, or type must be increased over the training
period to ensure that the body is pushed beyond its normal rhythm.
FITT- (Frequency, Intensity, Time, Type)
Frequency-is increased by training a greater number of times each week.
Intensity-is increased by lifting a greater resistance, such as with weight training, or by training at a
higher percentage of maximum heart rate (maxHR). This can be done either as continuous or interval
training.
Time-can be manipulated by training for longer, reducing recovery times or by completing a greater
number of sets or repetitions (also known as reps).
Type- type of training is manipulated by offering a variety of training types and experiences to the
athlete by combining training methods.

Individual needs-all athletes are different. Training must be related to the athlete’s age and gender,
injury status, and fitness level. Any training that fails to be relevant to the individual will fail to
motivate the athlete and will prove to be unsuccessful in the long term.
Rest and recovery- physical adaptations occur during the recovery and non-active period of the
training cycle. Therefore, athletes and trainers must achieve the right amount of rest between sessions,
good sleep patterns, and the right nutrition, including the use of protein, to help repair the damage
caused by intense training.
Reversibility-systems reverse or de-adapt if training stops or is significantly reduced or injury
prevents training from taking place. It is essential to avoid breaks in training and to maintain the
motivation of the athlete.
Overtraining- if an athlete does not have sufficient rest periods then they are at risk of overtraining this
is when the body does not have time to adapt to the training and as a result, the fitness of the athlete
declines, and they are more at risk of becoming ill or injured.
BARRIERS TO PHYSICAL ACTIVITY

Many technological advances and conveniences that have made our lives easier and less active, many
personal variables, including physiological, behavioral, and psychological factors may affect our plans
to become more physically active. Understanding common barriers to physical activity and creating
strategies to overcome them may help make physical activity part of daily life. 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. The most common reasons adults do not adopt more physically active
lifestyles are cited as
● insufficient time to exercise
● inconvenience of exercise
● lack of self-motivation
● non-enjoyment of exercise

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 ● boredom with exercise
● lack of confidence in their ability to be physically active (low self-efficacy)
● fear of being injured or having been injured recently
● lack of self-management skills, such as the ability to set personal goals, monitor
● progress, or reward progress toward such goals
● lack of encouragement, support, or companionship from family and friends
● 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 :
● time
● energy
● motivation

In a 2013 study that aimed to identify the external and internal barriers to physical activity
and exercise participation among middle-aged and elderly individuals the most common external
barriers among the middle-aged and elderly respondents were 'not enough time', 'no one to exercise
with' and 'lack of facilities'. The most common internal barriers for middle-aged respondents were 'too
tired', 'already active enough', 'do not know how to do it' and 'too lazy', while those for elderly
respondents were 'too tired', 'lack of motivation' and 'already active enough’.
Other barriers include:
∙ cost ∙ facilities
∙ illness or injury ∙ transportation
∙ partner issues ∙ skill
∙ safety considerations ∙ childcare
∙ uneasiness with change ∙ 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.

What is It

Lesson
Importance of Good Nutrition
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At the end of the lesson, the learners should be able to;
a. Define what is nutrition
b. Identify the importance of proper nutrition

Nutrition-is the health branch that stresses the importance of food for growth and development, as
well as in lowering the chances of acquiring diseases and illness. Proper nutrition relies on the mix of
food with varying nutrients that we need to eat every day. Having too much or too little of these
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 nutrients can lead to illnesses. The key principles of nutrition are adequacy, balance, and variety.

What are the nutrients?

❖ Nutrients are important food substances that help our body function properly. It provides energy and
facilitates the growth and repair of cells. There are six types of nutrients: water, protein,
carbohydrates, fats vitamins, and minerals.

❖ Macronutrients such as carbohydrates, fats, proteins, and water are required by the body in a large
amount. Micronutrients such as vitamins and minerals are only needed in very little amounts.
Why it is important?
Most people know good nutrition and physical activity can help maintain a healthy weight. But the
benefits of good nutrition go beyond weight. Good nutrition can help:
What is good nutrition?
Good nutrition means your body gets all the nutrients, vitamins, and minerals it needs to
work its best. Plan your meals and snacks to include nutrient- dense foods that are also low in
calories.

What are the effects of bad nutrition?

The purpose of recovery nutrition is to replenish fluid, electrolyte, and glycogen. It also aids in
making new muscle protein and cellular components as well as promotes proper immune functions.

How to Maintain a Healthy Eating Lifestyle

What you eat each day affects your health and how you feel now and in the future. Good
nutrition plays a major role in helping you lead a healthy lifestyle. When combined with physical
activity, your diet can help you reach and maintain a healthy weight and reduce your risk of chronic
conditions such as diabetes or heart disease and promote overall health and wellbeing.

Maintaining a Healthy Lifestyle

To maintain your healthy eating habits, try the following tips.
❖ Add More Fruits & Veggies
❖ Prepare Healthy Snacks
❖ Reduce Fat, Salt, and Sugar
❖ Control Portion Sizes
❖ Practice Healthy Eating in School
What are ways to improve eating habits?
Reflect, Replace, Reinforce: a process for improving your eating habits
❖ REFLECT on all specific eating habits, both bad and good; and identify common triggers for
unhealthy eating.
❖ REPLACE unhealthy eating habits with healthier ones.
❖ REINFORCE it with new, healthier eating habits.

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 What I Have Learned
Great job! It seems that you already equipped with the information that you have learned from the
past learning sessions so let us try to answer the next activity for a better understanding of the
learning session.
Activity 4: Self Reflection
Directions: Give at least 5 examples of physical activity that are usually you do. Identify what type of
health-related fitness component it belongs. Write your answer in the table given below.
Activities Health-Related Fitness Component
1. Example- Running Cardiovascular fitness
2.
3.
4.
5.

1. What is the role of physical activity in your life?

2. Do you think that being physically fit and healthy is important? Why or why not?
3. I have learned that health related fitness exercises have?

What I Can Do

Job well done! it’s nice to know that you’ve learned a lot in the past learning session. It’s time to
perform the tasks.

Activity 5: Performance Tasks

Directions: Rate your stunts after performing the different tasks assigned by checking the description
stated below. Compute your scores and refer to the equivalents.
Score Equivalents: 16-20 = Excellent
11-15 = Good
6-10 = Fair
0-5 = Need Improvement

I need I am I am very
improvem ent good at satisfactory I am skillful
to practice at this at this
at this stunt.
this stunt. stunt. stunt.
TASKS/STUNTS (4)
(1) (2) (3)
1. One Foot Balance
Left/Right foot (10 seconds)
2. Run in Place (20 seconds)
3. Push-ups (10 reps)
4. Side leg raise Right/left leg (10 reps)
5. Single leg hopping
Right/left foot (10 reps)
Total Score /20

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 Follow up questions:
1. After you performed the stunts what do you feel?
2. As a student what do you think the benefits of participating in physical activity. Can you cite at
least 10 benefits of health-related fitness exercises.

Additional Activities
In this activity the students will be able to understand the concepts of being physically fit
especially during the pandemic situation. And give the students to express their thoughts about health
through essay writing.
Activity 7: What I Think!
Direction: Imagine that you are writing an article for sports magazine. Your task is to write an essay
about How to Enhance my Fitness During Pandemic and how to encourage the people to become
physically fit by engaging in sports. Write your answer on your activity sheet
The rubric below shows how your essay will be graded RUBRIC FOR
ESSAY WRITING
Approaching
Advanced Proficient Proficiency Developing Beginning
Criteria
(5pts) (4pts) (2pts) (1pt)
(3pts)
Content Content Content Content is Content is Content is very
surmounts reaches near the beyond the basic and
anticipation expected Expected expected lacks in-depth
. Treatment result. result. result details analysis
of details is Treatment of Treatment of are in the
advanced details with details with developing
and in- depth some shallow some shallow phase and
ideas ideas. very shallow
Organiza The structure The structure of The structure of The structure The is
tional And of the essay the essay is the essay is of unorganized
style is highly organized, and somewhat the essay is and not coherent
organized coherence is organized and not too with
and shows obvious. shows organized the topic.
coherence. There is coherent. and There is no
There is variety in There is coherent. variety in
variety in obvious style somehow a There is little structure and
style which
makes the which makes variety in style variety in subject matter.
essay very the essay which makes the structure &
impressive impressive essay good. subject
Grammar There are no There are There are There are Grammar lacks
minimal some many errors order and neatness.
grammatical grammatical grammatical found in the There are
errors in the errors in the errors found in grammar. numerous errors.
essay. essay. the essay Editing is Major reconstruction
suggested is suggested
Spelling There no There are 1-3 There are 4-6 There are 7- There are more
spelling errors errors in errors in 10 errors in than 10 errors in
in the theme spelling. spelling. spelling spellings
Total /20