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HOPE 1 Adaptive Teaching Guide Physical Education and Health
HOPE 1 Adaptive Teaching Guide Physical Education and Health
Introduction:
Hello Students! For this module, you are going to learn about Personal Health Inventory (Health Related Fitness Essentials). You are expected to finish this module for 2 sessions (1 hour each). This lesson
will help you analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors and gain self-confidence and positive outlook in life. At the end of this module, it is projected that
you will be able to maintain or enhance your fitness status through knowledge of your Personal Health Inventory. Topic 1 – Lesson 1 will cover the following: self-assessment of Health-Related Fitness (HRF) and
Physical Activity Readiness, health risks factors, types of eating, stress management, and value of optimizing one’s health through participation in physical activity assessments. For any concerns and clarifications,
students may send it through the school LMS portal or during teachers’ consultation hours for in-person conferences.
Physical fitness refers to the ability of your body to work efficiently, allowing you to perform activities of daily living. Being efficient means doing daily activities without undue fatigue.
3. cancer 7. alcoholism
4. diabetes 8. schizophrenia
PRIVATE EDUCATION ASSISTANCE COMMITTEE
For the remainder of inventory, write usually (or always), sometimes, or rarely for each statement.
11. I allow myself to cry.
15. I do not let stress build up and give me headaches or an upset stomach.
16. I have hobbies that help get me away from my daily tasks.
17. I eat a wide variety of foods, including meat, milk, fruits and vegetables, and bread and cereals.
23. I do vigorous exercises such as running, swimming, or biking at least 3 times a week
Physical 24. I exercise to build muscle strength and endurance at least 3 times a week.
Fitness
25. I stretch to build flexibility.
27. I enjoy some exercises or strenuous sports that I can continue throughout my life.
28. I maintain a healthy level of body fat, nether too much, nor too little.
31. I always use sunscreen when I am out in the sun for extended periods of time.
38. I practice my monthly self-examinations for cancer (breast exam for girls, testicle exam for boys).
Safety 44. I follow water safety procedures and can save myself or others from drowning.
45. I use safety precautions when working with power tools, firearms, and other dangerous equipment.
46. My home has safety features such as smoke detectors, outlet caps, and nonskid rugs.
SCORING
175 and higher: You are at lower risk. You are practicing many good health behaviors.
80 to 174: You are in the neutral zone. You may not be ill, but you are at risk for long-term health problems. You are not getting everything you could out of life.
79 or lower: You are at high risk. In what sections did you answer rarely or sometimes?
Pinpoint areas that need your attention, and find ways to lower your risk.
No matter what your score, you can make changes to increase your health. Always look for ways in which you can change your behavior to lower your health risks and improve your level of wellness. Now is the
time to develop positive health habits.
Personal Healthy Inventory by Getchell, Pippin and Varnes "Perspectives On Health"
2. Physical Activity Readiness Questionnaire (PAR-Q)?
PAR-Q is designed to identify if the physical activity might be appropriate or guide those with medical difficulties the type of activity is suitable for them.
Activity 3: PAR-Q
Please carefully read the statement below and accurately answer YES or NO.
1. Do you have heart trouble? ______
2. Do you experience heart and chest pains frequently? ______
3. Do you have spells of dizziness or faint often? ______
4. Do you have high blood pressure? ______
5. Do you have bone or joint problems? ______
Cardiovascular Endurance
Muscular Strength
Muscular Power
Synthesis:
In this lesson, you were helped to understand why it is essential to monitor one's fitness regularly and determine one's readiness to participate in moderate to vigorous physical activity. Safety is one of the
many concerns when doing physical fitness activities. That is why it is important to know how to keep track of your level of fitness and wellness so that you are well prepared to do your activities with efficiency.
Part III - What to Reflect and Understand
At this part of the lesson, you will also be provided with an activity that will assess the mastery of your understanding and deepen your knowledge regarding your wellness and fitness status. Reflect on your
self-assessment results by answering the guide questions below.
RUA of a Student’s Learning:
Students are expected to analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors and gain self-confidence and positive outlook in life
Guide Question:
1. Based on the results of the self-assessment activities that you have performed, can you say that you are living a healthy lifestyle? Why?
2. What changes would you like to adapt in your behavior towards wellness and fitness? Support your answer.
Post Lesson Remediation:
This section is for students who still have difficulty in MET 1: Lesson 1
Choose only 1 of the following differentiated activities below:
Self-Reflection: What needs to be done to improve my personal health status?
Real-World Connections: When will I ever use my Personal Health Inventory result?
Think Tech: Search at least 3 online articles and share information about the importance of regularly monitoring your fitness level.
I see your true color: Assess your fitness readiness using color labels : Beginner - Yellow Intermediate - Blue Advanced - Red
Introduction:
Congratulations! You have successfully accomplished all the tasks from module 1. Now, you are ready to take on module 2. For this module, you will understand safety and risk in fitness
activities for 2 sessions (1 hour each session). It is expected that after you finish this module, you will be able to identify and accurately explain safety protocols and first aid management in
fitness exercise activities. In effect, you can influence one’s self and others to safely engage in fitness activities and know how to respond to emergency situations in any physical activities.
Topic 2 – Lesson 2 will cover the following: hygiene and sanitation, hydration, proper etiquette and safety in the use of facilities and equipment, and basic health emergency protocols
during MVPA participation. For any concerns and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conferences.
Objectives of the Lesson:
Identify and accurately explain safety protocols and first aid management in fitness exercise activities.
Generate an awareness campaign through information dissemination
Manifest compassion and service to others through immediate proactive response.
3. Hydration
When exercising, You tend to lose around one and a half liters of fluid for every hour of exercise. One of the early symptoms of dehydration is fatigue. You may also be susceptible to cramps,
heat stress and heat stroke. The following are simple guidelines to right hydration in Fitness activity participation:
Drink plenty of fluids for several hours prior to exercising.
If well hydrated, you should be able to pass a good volume of clear urine an hour or so before exercise.
Drink at least 500ml (2 cups) an hour before exercise and at least 150ml every 15 minutes while exercising.
Take advantage of all breaks in play to drink water.
After exercising, make sure to drink water to ensure you are fully re-hydrated.
Risks in Physical Activity Participation As a student, having the knowledge of the possible risks in physical activity participation is critical. It helps you to see the complete picture of what you will
be doing and prevents you from putting yourself in danger. This also makes you more aware of what to do when things go badly. You should go and see a health professional to minimize
exposure to risks in physical activity participation.
The following items are some risks that you should take caution when performing fitness activities:
Intensity and type of current physical activity
History of Cigarette smoking
Low physical fitness level
Improper use of protective equipment
Environmental conditions
Age
History of injury
Anatomical factors
Part II. What to Process
Activity 2: Fitness SWOT Analysis.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Instructions: For you to better prepare yourselves for fitness activity participation, you need to assess these four (4) aspects of your fitness. Answer each question by reflecting on your
Strengths, Weaknesses, Opportunities, and Threats in exercising.
If you've injured yourself, or felt an immediate pain, tenderness, swelling, bruising, and stiffness from overexertion or muscle strain or sprain:
Assess the situation. If you know that the case is not severe, Apply RICE method. Rest, Ice, Compression, and Elevation.
For fractures:
Stop any bleeding by apply pressure to the wound with a sterile bandage
Immobilize the injured area and Don't try to realign the bone or push a bone that's sticking out back in.
Apply ice packs to limit swelling and help relieve pain. Don't apply ice directly to the skin. Wrap the ice in a towel, piece of cloth or some other material.
Treat for shock.
For wounds:
Rinse the cut or wound with water and apply pressure with sterile gauze, a bandage, or a clean cloth.
Raise the injured body part to slow bleeding.
If you observe symptoms of fainting like dizziness, light-headedness, having a pale face, and perspiration:
Position the person on his or her back.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
If there are no injuries and the person is breathing, raise the person's legs above heart level
Loosen belts, collars or other constrictive clothing.
Synthesis
· In Lesson 2, you have learned the importance of being equipped with essential knowledge and skills to respond to health emergencies during MVPA participation. Benefits of exercising
will always outweigh its risks, especially when we know how to take caution. When we exercise safely, we get maximum results.
Introduction:
After 2 years of lockdown because of the pandemic, have you tried climbing up stairs or walking briskly? How did you feel? Can you still talk clearly or are you catching your breath? These are indications of
physical fitness. The more active you are, the less challenging are the physical activities. But those who live a sedentary life will easily lose air during physical activity.
In this lesson you will learn about the physiological indicators of Fitness and you will be guided on how to monitor your physical activity intensity using the Three Key Method, Talk test, determine ideal physical
activity blood pressure, temperature, calculate RPE and heart rate before engaging in appropriate levels of physical activities.
Objectives:
At the end of the lesson the students are expected to:
a. Identify physiological indicators of fitness
b.-Discuss the importance of monitoring one's PA intensity level.
c. Analyze and interpret their own physiological indicators
Prerequisite Assessment: Diagnostic Test (Multiple Choice) Read each statement carefully and determine the correct answer. Write your on the space provided on the right side.
1. What is the meaning of RPE? ____
a. Rate of physical education b. Rate of physical effectivity c. Rate of physical execution d. Rate of physical exertion
2. What test easily determines whether you’re working on a low, moderate or high level intensity. ____
a. Blood Test b. Line Test c. Step Test d. Talk Test
3. What is the normal blood pressure for adolescent ages 17-18? ____
a. 120/80 b. 120/90 c. 130/90 d. 140/90
4. What physiological indicator is a useful tool that helps people manage the intensity of their physical exercise. ____
a. BP b. HR c RPE d. Temperature
5. What is the purpose of monitoring physiological indicators of fitness? ____
a. Appropriate selection of physical activity facilities
b. Suitable intensity of physical activity
c. Influence others positively
PRIVATE EDUCATION ASSISTANCE COMMITTEE
FOLLOW UP ACTIVITY: (To check understanding and mastery of the lesson before proceeding to the next
lesson
SITUATIONAL ANALYSIS:
WHAT WENT WRONG? Study each picture and give your analysis of the situation.
WHAT WILL YOU DO? Give your recommendations during these situations?
C A B T R E G I N E S H E M D A R Y L A S I A
D H G A P B L O O D P R E S S U R E P L P B L
I E F R E E D U C A T I O N A R T S H K E A O
C L J T E M P E R A T U R E I W A N Y T E N W
I O A R A A L L A N A L L E N Y U O S E J I H
N R S A C M I G U E L R U B Y S I A I S A S I
D A N E S T U D E M A T E R I A L E C T Y B G
Y S A H S A C R I L O I L C A T Y X A O Z P H
Guide Questions: What is your idea or own understanding of these physiological indicators of fitness terms?
What is the relationship of these terms to your physical activity participation?
HEART RATE
Heart rate is defined as the number of heart beats per minute (bpm). Measuring HR may be done using the pulse located at several anatomical sites, such as the radial artery at the wrist (located at the base of the
thumb), the temporal artery, which is at the front of the ear, or the apical site, which is at the chest area. The neck where the carotid artery is located is not a recommended site since the pressure from palpating may
slow the heart or cause a cardiac abnormality (McGlynn, 1990).
PRIVATE EDUCATION ASSISTANCE COMMITTEE
A method in determining intensity is through the computation of the target heart rate using the Karvonen Equation. This
equation is based on the heart rate at rest (RHR). Karvonen is a Finnish researcher who discovered that the heart rate (HR)
during exercise must be raised by at least 60% difference between resting heart rate and maximum heart rate (MHR) to gain
cardiorespiratory fitness (Robbins, Powers and Burgess, 2002).
The normal resting heart rate is 72 bpm, while resting rates of 50 to 85 bpm are common, and that people with regular physical
activity will have lower resting heart rates than people who do no regular physical activity (Corbin, et al, 2004).
To get the Resting Heart Rate (RHR), it is recommended that an individual will take his/her heart rate for one minute as soon as
he/she wakes up in the morning. This is the period where the individual is said to have had enough rest. To be more accurate,
the RHR must be taken for 3 consecutive mornings where the average must be computed.
Example:
Friday = 70 bpm
Saturday = 75 bpm
Sunday = 73 bpm
72.67
Therefore, the average RHR is 73 bpm.
On the other hand, the Maximum Heart Rate (MHR) may be computed following the formula 220 minus age.
Example: age is 20 years old
220-20=200 bpm (MHR)
Finally, the Target Heart Rate (THR) may be computed as follows:
THR= MHR - RHR (intensity factor) + RHR, where MHR is the maximum heart rate, RHR is the resting heart rate, and
intensity factor is the range from 60-80%.
Example: a 20 year old individual with a RHR of 70 bpm
MHR
220-20 = 200 bpm
THR at 60%
200-70 (0.60) + 70 = 148 bpm
THR at 80%
200-70 (0.80)+ 70 = 174 bpm
LET’S PRACTICE:
Practice computing maximum heart rate (MHR) and target heart rate range (THR Range).
Materials needed: (Pen, Paper/ Notebook, Calculator
How to do it?
PRIVATE EDUCATION ASSISTANCE COMMITTEE
1. Compute for the MHR and target heart rate range of the following using the stated formula above.
AGE RESTING HEART RATE (RHR) MAXIMUM HEART RATE(MHR) TARGET HEART RATE RANGE
16 55bpm
22 58bpm
29 75bpm
35 78bpm
40 80bpm
2. Compare your computations with the correct answer provided by the teacher.
Guide Questions:
What is the importance of learning RHR and MHR?
Why is it important to determine your THR before engaging in physical activities?
6
Very, very light
7
8
Very light
9 (You feel comfortable.)
10
PRIVATE EDUCATION ASSISTANCE COMMITTEE
11 Light
12 Somewhat hard
(You can feel tired but you can keep going)
13
14
Hard
15
16
Very Hard
17 (You feel very tired, and you are pushing yourself to keep going
18
Guide Question: When and where can you use your RPE data?
TALK TEST
The talk test is a simple way to measure relative intensity. In general, if you’re doing moderate-intensity activity, you can talk but not sing during the activity below:
● Walking briskly (3 miles per hour or faster, but not race-walking)
● Water aerobics
● Bicycling slower than 10 miles per hour on primarily flat or level terrain without hills
● Tennis (doubles)
● Ballroom dancing
● General gardening
Source: https://www.cdc.gov/physicalactivity/basics/measuring/index.html#
The talk test is one of the easiest ways to monitor your exercise intensity.
You don't need any equipment, like a heart rate monitor. All you really need is the ability to talk and breathe.
Whether you can do both at the same time is where your intensity comes in.
The idea behind the talk test is that the harder you work, the more breathless you become and the harder it is to talk. By monitoring that, you can determine whether you're working at a lower intensity, a moderate
intensity—which is the minimum you want to work during cardio—and a high intensity.
Options for the Talk Test
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Source: https://www.verywellfit.com/talk-test-fitness-term-1231121
Reflection Questions:
What makes the Talk test the easiest way to monitor the intensity of your physical activity?
What can you say about the effectiveness of the talk test to monitor the intensity of your physical activity?
BLOOD PRESSURE
The only way to know if you have high blood pressure (HBP, or hypertension) is to have your blood pressure
tested. Understanding your results is key to controlling high blood pressure.
Normal
Blood pressure numbers of less than 120/80 mm Hg are considered within the normal range. If your results fall
into this category, stick with heart-healthy habits like following a balanced diet and getting regular exercise.
Elevated
Elevated blood pressure is when readings consistently range from 120-129 systolic and less than 80 mm Hg
diastolic. People with elevated blood pressure are likely to develop high blood pressure unless steps are taken
to control the condition.
Hypertension Stage 1
Hypertension Stage 1 is when blood pressure consistently ranges from 130-139 systolic or 80-89 mm Hg diastolic. At this stage of high blood pressure, doctors are likely to prescribe lifestyle changes and may consider
adding blood pressure medication based on your risk of atherosclerotic cardiovascular disease (ASCVD), such as heart attack or stroke.
Hypertension Stage 2
Hypertension Stage 2 is when blood pressure consistently ranges at 140/90 mm Hg or higher. At this stage of high blood pressure, doctors are likely to prescribe a combination of blood pressure medications and
lifestyle changes.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Hypertensive crisis
This stage of high blood pressure requires medical attention. If your blood pressure readings suddenly exceed 180/120 mm Hg, wait five minutes and then test your blood pressure again. If your readings are still
unusually high, contact your doctor immediately. You could be experiencing a hypertensive crisis.
If your blood pressure is higher than 180/120 mm Hg and you are experiencing signs of possible organ damage such as chest pain, shortness of breath, back pain, numbness/weakness, change in vision or difficulty
speaking, do not wait to see if your pressure comes down on its own. Call Emergency hotlines.
Low Intensity:
This is about a Level 3-5 on the Perceived Exertion Scale.
You might work at this intensity when you're warming up or if you're doing a longer workout, like a long bike ride, walk, or run.
This might also be an intensity you work at if you take walks throughout the day.
Try this intensity about once a week.
Moderate Intensity:
This is about a Level 5-7 on the Perceived Exertion Scale and where most of your workouts will fall.
Think of getting on a cardio machine or going for a run and being at that place where you can talk, but only a few words.
Try this level about 1–2 times a week.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
High Intensity:
This is about a Level 8-9 on the Perceived Exertion Scale and a level you can only work at for short periods of time.
You might work at this intensity when doing high-intensity interval training.
Shoot for one, maybe two times a week with lots of rest in between.
Source: https://www.verywellfit.com/talk-test-fitness-term-1231121
At this part of the lesson, you will also be provided with an activity that will assess the mastery of your understanding and deepen your knowledge regarding the topic discussed.
RUA of a Student’s Learning: Students are expected to monitor, analyze and interpret their physiological indicators to determine their readiness, fitness, and limitations in the physical activity participation
2. The most important thing I learned in monitoring the intensity of physical activity was ________________________________.
5. If I were starting to engage in physical activity, this is something I would do differently: ______________________________.
6. Now that I finished assessing my fitness level, I feel this about myself _______ because ____________________________.
7. This is a word or phrase that I would use to describe how I effectively and accurately monitor my intensity of physical
activity____________________________________________________________________________________________.
8. Here is the effect that I think this experience will lead me to influence others______________________________________.
Draw it: Illustrate and label the equipment or apparatus needed to monitor your physiological indicators of fitness.
Sing it: Compose a song/rap or jingle about the importance and mechanics of monitoring one's intensity of physical
activity
Say it: Explain the importance of monitoring one's intensity of physical activity.
Write it: Write an argumentative essay about the need to consider the physiological indicators of fitness before, during
and after the physical activity participation.
Just Do it: Demonstrate how to administer the physiological tests through a recorded video, photo, or face-to-face demo.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Introduction:
Hello Students! For this module, you are going to learn about the Principle of Training Program (FITT principles). You are expected to finish this module for 3 sessions (1 hour each). This lesson will help you
incorporate the various factors in designing a fitness exercise plan based on the FITT Principle. At the end of this module, it is projected that you will be able to set realistic fitness goals for sustained physical activity
participation. 4. Topic 4 – Lesson 4 will cover the following: FITT Principles, FITT Goals, Aerobic Exercises, Anaerobic Exercises and Resistance exercises (for muscle and bone strengthening). For any concerns
and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conferences.
Objective:
A: Incorporate the various factors in designing a fitness exercise plan based on the FITT Principle.
B. Design an appropriate fitness conditioning plan based on the guiding principle.
C. Imbibed the essence of the FITT principle in achieving the desired conditioning plan through proper fitness goal-setting.
Questions Answers
4. A principle of training dictating that overload should be increased gradually during the course of a physical fitness program is the:
a. overload principle. b. progression principle.
c. recuperation principle. d. specificity principle.
5. A basic principle of physical conditioning that states that in order to improve physical fitness the body or specific muscles must be stressed:
a. specificity principle. b. recuperation principle.
c. progression principle. d. overload principle
6. A principle of training that states that the body requires recovery periods between exercise training sessions in order to adapt to the exercise stress is the:
a. overload principle. b. recuperation principle.
c. specificity principle. d. progression principle.
7. The result of failure to get enough rest between exercise training sessions is:
a. Recuperation. b. specificity.
c. overtraining d. reversibility.
9. The "workout hangover," sore and stiff muscles or a feeling of general fatigue the morning after an exercise training session, is a common symptom of:
a. Overtraining. b. recuperation.
c. specificity. d. progression.
● Excellent 8-10
● Good 5-7
● Fair 2-4
● Needs improvement 0-1
PRIVATE EDUCATION ASSISTANCE COMMITTEE
● Students with Excellent to Good assessment, you may proceed to Lesson 4: FITT principles.
● Students with Fair to Needs Improvement diagnostics test results, you are provided with additional Learning materials for the Principles of Fitness in Activity 2 to strengthen the necessary prerequisite
concepts for you to be able to proceed to Lesson 4: FITT principles
Question:
1. How might an individual utilize the Overload Principle to enhance cardiorespiratory (aerobic) endurance while training for a marathon? Hint: Exertion of “greater than normal load” by progressively increasing
total weekly mileage during the training regimen.
2. What personal, environmental, and behavioral factors should you personally consider when planning your own workout program?
Physical Fitness Training Principles serve as a starting point for every person's program design. People's lives are heavily influenced by physical exercise. Exercise puts stress on your body, whether you do it
for fun or to attain a specific objective. Understanding physical fitness principles will enable you to measure the stress (exercise load) imposed on oneself in order to make training safe and effective while also
assisting you in reaching your goals.
FITT Principles
Understanding the F.I.T.T. concept allows you to develop a training plan that will help you achieve your fitness goals more effectively. F.I.T.T. is an acronym that stands for frequency, intensity, time, and type
of exercise. These are the four factors to consider when designing workouts to meet your objectives and fitness level.
The F.I.T.T. concept provides a simple framework for updating and refining any training plan. Adjust any of the four characteristics to focus on other goals and keep progressing.
F = Frequency of training - this refers to how often you will exercise or the number of training ‘session either daily or weekly in order to find a balance that provides just enough stress for the body to adapt and also
allows enough rest time for healing
I = Intensity of training - this refers to the amount of effort or work that must be completed in a specific exercise and this too requires a good balance to ensure that the intensity is hard enough to overload the body,
but not so difficult that it results in over training, injury or burnout.
T = Type of training - What type of exercise will you be doing? Will an exercise session be primarily cardiovascular, resistance training or a combination of both? And, what specific exercises will you perform.
T = Time of training (duration) - the amount of time spent training per session or per day. This will vary based on the intensity and type.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Walking three times a week for 30 minutes at a moderate speed, for example, may be a
terrific place for a novice to begin with an exercise regimen. However, your body adjusts
to these routines within a few weeks.As a result:
● You burn fewer calories. The more you work out, the easier it is to do the
exercises because your body becomes more efficient.
● Weight loss stalls. Your new workouts may lead to weight loss, but when you
weigh less, you expend fewer calories moving your now-smaller body.
● Boredom sets in. Doing the same workout for weeks or months on end can get
old, eating into your motivation to exercise.
It's at this point you want to manipulate one or more of the F.I.T.T. principles. For
example, you might:
Even little changes to one of these aspects may have a significant impact on your workout and how your body responds to exercise. It is essential to vary your routine on a regular basis in order to keep your body
healthy and your mind engaged.
Activity 3: FITT Plan
Using the FITT template below, you are going to make your own workout routine. Consider your limitations on what exercises are applicable for you each day. You are going to decide on what form of exercise you
will do on each day.
FREQUENCY
INTENSITY
TIME
TYPE
PRIVATE EDUCATION ASSISTANCE COMMITTEE
INTENSITY Jog in place - 5 minutes per set Push Ups- 7 repetitions per set
Jumping Jacks - 12 repetitions per set Weight lift (using a 1L plastic Coke) - 10 repetitions per set
Burpees - 5 repetitions per set Lunges - 16 repetitions per set
High knees - 12 repetitions per set Jump squats - 10 repetitions per set
Mountain climber - 20 repetitions per set Tuck Jumps - 10 repetitions per set
Every drill must consist of 2 sets with an interval of 1-minute rest Every drill must consist of 2 sets with an interval of 1-minute rest
Synthesis:
In this lesson, you were helped to create a workout routine that is appropriate for your ability and realistic fitness goal based on the FITT principles. You understood that to pursue one’s fitness goal is to insert
change in order for the body to adapt to the specific workload. When used correctly, FITT allows you to push your limitations just enough to create improvement without damaging your body. It also reduces your
chances of acquiring diseases such as hypertension, obesity, or diabetes.
Part III - What to Reflect and Understand
At this part of the lesson, you will also be provided with activities that will assess the mastery of your understanding and deepen your knowledge regarding your Principle of Training Program (FITT
principles). Reflect on your self-assessment results by answering the guide questions below.
RUA of a Student’s Learning:
Students are expected to incorporate the various factors in designing a fitness exercise plan based on the FITT Principle.
Guided Questions:
1. What are the factors that hinder you from achieving your FITT Goal?
2. What implications must be made in order for you to consistently pursue your FITT goal?
3. Does your own FITT Plan applicable to anyone? How so?
Post Lesson Remediation:
This section is for students who still have difficulty in MET 4: Lesson 4
You need to watch supplementary videos for aerobic and anaerobic exercises for you to be guided on what exercises are suitable/appropriate for your FITT Plan.
Video number 1: https://youtu.be/keDVHRb8AuM
Video number 2: https://youtu.be/ZFKALI4sb18
After watching the supplementary videos, you are going to construct your own FITT Plan. (Please refer to Activity 3 for the format)
PRIVATE EDUCATION ASSISTANCE COMMITTEE
Introduction:
When was the last time that you attended an event like a birthday party or a wedding? How was it? If it is a good party, know that the planning and organizing team of that event really did a fantastic job! Do you want to
be a good event organizer? Then module 5 will help you to become one!
In conducting any events such as fitness activities for small or big crowds, it is important that you know how to take charge. Lesson 5, Fitness Event Planning Process, you are expected to learn how to define roles and
responsibilities and apply the key concepts in planning and organizing fitness exercise activity for 3 sessions (1 hour per session). Also, you are expected to be able to lead and organize fitness events for a target
health issue and concern. Topic 5 – Lesson 5 will cover the following: organization and management skills in preparing/leading fitness events and Duties, Roles, and responsibilities in planning and management of
Fitness Events.
For any concerns and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conferences.
a. Summarize the key concepts in planning and organizing fitness exercise activity.
b. Create and design an opportunity for the students to experience, develop, grow, and empower their skills, knowledge and attitude on a fitness activity.
c. Exhibit camaraderie, team play, and enjoyment in the fulfillment of the planned fitness exercise activities.
Instructions: Arrange the jumbled letters to form the words related to our topic. Use the clues provided to answer this activity.
1. GNINNALP- the act of thinking about the activities required to achieve a desired goal. (PLANNING)
2. IZNIGORAG- a process that coordinates human efforts and arranges resources. (ORGANIZING)
3. ANTINOIDROOC- the process of organizing people or groups so that they work together properly and well. (COORDINATION)
4. VENTE- a planned public or social occasion. (EVENT)
5. TEMNEGANAM- the coordination and administration of tasks to achieve a goal. (MANAGEMENT)
PRIVATE EDUCATION ASSISTANCE COMMITTEE
1. What are the considerations in planning and organizing a fitness activity program?
2. What learning/s did you gain from this lesson that will help you to become a productive member of the community?
1. Concept- The first step for planning and organizing an event is the concept. You need to think about what and for who the event will be held for. You need to also think about why you are planning this event
(purpose of the event). Now that you know the purpose of your event, you can now identify the following: when and where to hold your event, who to tap for coordination (resources), logistics, theme, and
others.
2. Coordination- Coordination means delegating tasks to team members. Roles and responsibilities have to be laid down to each so that everyone is guided on what to do. Among these tasks will include
reaching out to speakers, performers, and other suppliers. This also includes transportation, catering, and marketing.
3. Control- This is one of the most overlooked stages of event management. One of the best things to oversee what will most likely happen on the day of the event is to do a run-through of the event.Know that if
you are well aware of the event happenings,you can keep track of time.
You have to do a total sweep of the venue layout and see if there is ample space for all of the confirmed attendees. You should also see if there is ample space for the catering, equipment like speakers,
quarters for the event coordinators and members, and others. Being in control means you are on top of everything and can address some possible changes on the day of the event. Get ready for some
alternatives and options. Budget too, has to be considered here. Having control on the spendings of your event makes everything work for you.
4. Culmination- This is when the event takes place. On this much awaited day, you and your team need to be on top of everything.
You need to prepare for an itinerary and schedule for everyone involved in the event. Make sure to run a final orientation a few hours before the event so that everyone will stay focused. As the event is
progressing, make sure the itinerary is followed continuously. In short, you need to always be alert at all times during the event.
5. Closeout- Congratulations! You have finally reached the end of the event. But, there is still work to be done. You want to make sure that all payments were made and you processed the termination of
contracts with your suppliers. An event should end with the team leader giving feedback and thanking the team. If they did a great job, let them know and if there were any issues, make sure they are
addressed right away so that they can do a better job in the next event that you will be hosting. Finally, make sure you also thank your suppliers. Ask them if they enjoyed the event and what could be done
better. You should also politely ask attendees for their feedback on the event.
Fitness events bring people together and inspire them to make changes for themselves and others.Fitness events allow people to creatively engage with members from the local community. Whether the aim is to
increase the sense of community or just helping out others to start or continue their fitness journey, fitness events do the job! Fitness events offer experiences more than just a regular workout; they bring something
new which people can’t usually get.
Example of Fitness Events:
1. Yoga Session
2. DancExercise (Dance Exercise)
3. Family Field Day (Games and Sports)
4. Boot Camps- Fitness Day
5. Water Activities
6. Group Exercise
7. Day Hike
Activity 2- Writing and Presenting a Concept Paper for a Fitness Event
Instructions: Suppose you are asked to take lead in a fitness event in your community (select one from fitness event examples that was shared to you), write a concept paper for the event, following the parts below:
Title of Event:
Intended Audience:
Venue:
When (Schedule)
Required Materials/Supplies
Budget:
1.Team Leader
2. Steering Committee
3. Logistics
PRIVATE EDUCATION ASSISTANCE COMMITTEE
5. Documentation
6. Food
7. Decoration
9. Programme
Synthesis
Lesson 5 presents the overview of how students should handle fitness events including logistics, budget, documentation, coordination with people, and management of the events as a whole, including
troubleshooting.
Fitness Program : Fitness Event Planning Process. Reflect on your self-assessment results by answering the guide questions below.
Guide questions:
1. What will happen if one or two individuals in each area are inadequate in their respective roles?
2. Why is it important to understand the concepts of Planning and Organizing?
This section is for students who still have difficulty in MET 5: Lesson 5
Search at least 2 local event organizers in your community and conduct a short interview. You can have the following guide questions below for your interview. Afterwhich, prepare to write your own
reflection/takeaways in your conducted talk with the organizers.