Senior High School

NOT

Health
Optimizing
Physical
Education 3
1st Semester - Module 2
DANCE

Photo Credit: https://bit.ly/3jNvk2g

Department of Education ● Republic of the Philippine

Health Optimizing Physical Education - Grade 12
Alternative Delivery Mode
1st Semester - Module 2: Dance
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Levi Arazo del Puerto

Reviewers:
Eulogio Suaner, Mary Sieras, Paul Badon, Roxanne Fuentes, Anita Gochuco, Jemuel
Galay, Cherrie Lou Lanzaderas, Cynthia Yanez, Annabele Lariba

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Cherry Mae L. Limbaco, PhD, CESO V

Schools Division Superintendent
Alicia E. Anghay, PhD, CESE
Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Lorebina C. Carrasco, OIC-CID Chief
Ray O. Maghuyop, EPS-Math
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
 SeniSoernH
ioirghi Shchohool

Health
Optimizing
Physical
Education 3
1st Semester - Module 2

DANCE

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
depeddivofcdo@gmail.com

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About...................................................................................... i

What I Need to Know .............................................................................................. ii
How to Learn from this Module ............................................................................... ii
Icons of this Module ............................................................................................... iii

What I Know .......................................................................................................... iii

Lesson 5 :
Personal Safety with Dance .........................................................1
What’s New ....................................................................................... 1
What Is It ........................................................................................... 4
What’s More ...................................................................................... 5
What Can I Do................................................................................... 6
What I Have Learned ........................................................................ 7
What I Can Do................................................................................... 8

Summary
Assessment: (Post-Test) ...................................................................................... 9
Key to Answers .................................................................................................... 11
References ........................................................................................................... 12
What This Module is About
These days, people love to watch other people dance. Competitive dance
shows like So You Think You Can Dance, and Dancing with the Stars are dominating
the world of reality television. What you may not realize, however, is that if you get off
the couch and dance yourself, it is a great way to keep your body and mind healthy.
Studies show that dancing can help you lose weight, stay flexible, reduce stress, make
friends, and more.
Being Senior High School students, you are expected to be conversant, not just
in terms of literatures, but technical related skill such as dancing.
to be able to fully comprehend to what extent knowledge may be applied and
dispersed.
But first, we need to take a close look how dance can stimulate physical and
emotional, there are also cognitive and social elements to it.

Look at the picture below

Photo Credit: https://www.health/creative-movement-exercise-a-hit-with-seniors

The picture above speaks about the power of dancing in any stage of living. It gives
energy and happiness. (Retrieved from https://www.health/creative-movement-exercise-
a-hit-with-seniorsseptember 22, 2015)

To come up with a healthy living, Dancing can be used as recreational activity.

Hence, it also has deterrents. There are various outlets that we can use fitness in
safest and relishing way.
 In this module, you are expected to use variety of dances to achieve the
following learning competencies:

Engages in moderate to vigorous physical fitness activities (MVPAs) for at least

60 minutes most days of the week in a variety of settings in and out of school
(PEH12FH-Ia-t-8)
Analyzes physiological indicators such as heart rate, rate of perceived exertion
and pacing associated with MVPAs to monitor and/or adjust participation or
effort
(PEH12FH-Ik-t-9)
Observe Personal Safety Protocol to avoid dehydration, overexertion &
hyperthermia during MVPAS participation.
(PE12FH-Ik-t-10
Demonstrates proper etiquette and safety in the use of facilities and equipment

(PEH12FH-Ia-t-12)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.
Icons of this Module
This part contains learning objectives
What I Need to that
are set for you to learn as you go along
Know the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
This part connects previous lesson with
What’s In that
of the current one.

An introduction of the new lesson

What’s New through
various activities, before it will be
presented
to you

These are discussions of the activities as

What is It a
way to deepen your discovery and
under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order
to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

These are tasks that are designed to

What I can do show-
case your skills and knowledge gained,
and
applied into real-life concerns and
situations.
 Pre-Test
Multiple Choice. Select the letter of the best answer from among the given choices.

1. What is the largest component of the human body?

A. skin B. carbon
C. water D. calcium

2. A condition whose symptoms may include heavy sweeting, rapid pulse

and heat cramps.
A. body overheating B. hypothermia
C. osteoarthritis D. fatigue

3 It occurs when your blood pressure drops and blood flow to the brain is
temporarily reduced.
A. hyperthermia B. fatigue
C. heat syncope D. body overheating

4. A heat- related condition characterized by an abnormally high body

temperature.
A. heat stroke B. overexertion
C. hypothermia D. hyperthermia
5. This occurs when people push themselves too hard during physical
activities like dancing.
A. heat stroke B. overexertion
C. hypothermia D. hyperthermia

6. An illness that can be caused by exposure to extreme heat.

A. heat stroke B. fatigue
C. heat stress D. hypothermia

7. A medical emergency that occurs when your body loses heat faster than
it can produce heat, causing a dangerously low body temperature.
A. heat stroke B. fatigue
C. heat stress D. hypothermia

8. A term used to describe an overall feeling of tiredness or lack of energy

A. heat stroke B. fatigue
C. heat stress D. hypothermia
9. It tends to occur in people who have a diminished ability to regulate body
temperature, such as older people, very young children or people with
chronic illnesses.
A. Non-exertional heat stroke B. Exertional heat
C. heat stress D. hypothermia
10. occurs when someone is vigorously active in a hot environment, such
as playing sports on a hot summer day or participating in military training
activities.
 A. Non-exertional heat stroke B. Exertional heat
C. heat stress D. hypothermia

11. When dehydration occurs, the blood becomes:

A. thicker B. colder
C. thinner D. none of the above

12. During early stages of hypothermia, heart rate will .

A. increase B. stay the same
C. decrease D. stop

13. Exertional heat stroke may be caused by which of the following?

a. Confinement in a hot care
b. Exposure to high temperatures and humidity
c. Strenuous physical exercise
d. Being kept in a conservatory in the summer

14. Which of the following clinical signs is not associated with heatstroke?
a. Disseminated intravascular coagulopathy
b. Hypothermia
c. Tachycardia
d. Collapse

15. What part of the exercise workout can also reduce the strain on the
heart imposed by rapidly engaging in heavy exercise, and may reduce
the risk of muscle and tendon injuries?
a. cool-down
b. warm - up
c. strength activities
d. aerobic activity
 Lesson
Personal Safety with Dance
5

“Most dancers or performers just run out of the theatre after their performance
is over. They remove their makeup, take off their costumes and off they go. It’s so
important to take 5 or 10 minutes after a show to stretch before going home and, if
they can’t, then once they get home.”

What to stretch

Though dancing is a full-body workout, some muscles are used more than others and
therefore, need more attention after.

Stretching your feet and legs seems like a no-brainer, but there are other muscles at
work that are not as obvious.

Your hip flexors, for example, allow you to lift your knees and bend your waist.

They also play a key role in keeping your hips and lower back strong, flexible, and
aligned. Your quadriceps move your knees and help rotate your hips.

They are involved and engaged in almost all leg movements.

The piriformis muscle is located behind your gluteus maximus and assists with rotating
your hips and turning out your feet.

Stretch these often-neglected parts of your body to dance better, stay injury-free and
hydrated.

How to stretch?
Hip Flexor/Quad

Kneel in a deep lunge with your back leg on the floor.

Flatten your back until you feel the stretch in the front of your hip.
Make sure you tuck your pelvis in to ensure your back is flat;
sinking into your back too much is too much extension. Hold for
20 to 30 seconds and repeat on the opposite side.
Calves/Heels/Feet

Stand with your right foot behind you and left foot in front. Keep
your heels on the floor and your feet parallel. Bend your front leg
while keeping your back leg straight.

Put both hands on a wall and lean forward, keeping your arms
straight, until you feel the stretch in your calf. Hold for 30
seconds and repeat on the opposite side.

Piriformis

Stand holding onto a chair with your right hand and grasping
your left foot with your left hand.

Maintain a flat back and pull your heel toward your butt, keeping
your knee close to your opposite leg.

Make sure you tuck your pelvis and be careful not to hike your
hip up. Hold for 30 seconds and repeat on the opposite side.

Standing Calf Stretch

Lay on your back with your knees bent and place your right
ankle on the opposite knee.

Grasp your unelevated thigh behind the knee and pull gently
toward your chest until you feel the stretch in your butt.

Hold without bouncing for 30 seconds and repeat on the

opposite side.
 Stretching keeps the muscles flexible, strong, and healthy, and we need
that flexibility to maintain a range of motion in the joints. Without it, the
muscles shorten and become tight. Then, when you call on the muscles
for activity, they are weak and unable to extend all the way.

Activity 1: Different Kinds of Dance Exercise

Table 1. List of dance Exercise

Dance Exercise What to Stretch

1. Aerobic

2.

First and foremost, dance fitness

stands out from technical or
traditional dance in that technique
and intricate choreography are not
the focus.
 As you may have written from the list above, most Fitness exercises were
created for cardio-vascular maneuvers.it comprises the heart and blood vessels and
carries nutrients and oxygen to the tissues of the body and removes carbon dioxide
and other wastes. While cardio - vascular is operating not in a normal effort the body
needs water. So, what is the purpose of water to your body anyway?

Water is an inorganic, transparent, tasteless, odorless, and nearly colorless

chemical substance

Your body uses water in all its cells, organs, and tissues to help regulate its
temperature and maintain other bodily functions. Because your body loses water
through breathing, sweating, and digestion, it is important to rehydrate by drinking
fluids and eating foods that contain water.
(https://familydoctor.org/hydration-why-its-so-important/)

If fluid is not replaced, the dancer will become dehydrated. Muscle cramps,
electrolyte deficits and muscle fatigue may be associated with dehydration and heat
cramps.

It occurs when you use or lose more fluid than you take in, and your body does
not have enough water and other fluids to carry out its normal functions.
Water makes up approximately 60% of body weight and is the largest component of
the human body. The muscles we work so hard to develop as dancers (skeletal
muscles) are about 73% water, your blood is about 93% water and even bones and
teeth contain some water.

It is important for dancers to know that being properly hydrated helps keep the
body from overheating. Helping the body promote heat loss when dancing full out will
improve athletic performance and aid in recovery.
This is especially important for dancers wearing hot costumes and performing under
stage lights. Sweat losses during performance can be significantly more than during
rehearsal of the same piece. Therefore, drinking regularly (even small, regular sips) is
an important habit during a show.
 It occurs when people push themselves too hard during physical activities like
Dancing causes injury when a person works beyond his or her physical capacity and
tolerances of his or her body’s soft tissues. Factors related to overexertion are age,
physical condition, body flexibility, obesity, strength, and tolerance.

Overexertion injuries are generally of two types:

Sprains - stretching or tearing of ligaments
Strains - stretching or tearing tendons or muscles

refers to a group of heat-related conditions characterized by an abnormally high

body temperature in other words, the opposite of hypothermia. The condition occurs
when the body's heat-regulation system becomes overwhelmed by outside factors,
causing a person's internal temperature to rise.

Hypothermia is a medical emergency that occurs when your body loses heat
faster than it can produce heat, causing a dangerously low body temperature. Normal
body temperature is around 98.6 F (37 C). Hypothermia (hi-poe-THUR-me-uh) occurs
as your body temperature falls below 95 F (35 C).

To give you more of this concept, you may answer the activity below.

Table 2: Signs of dehydration

Activity 2 identify Signs of dehydration
Signs of Dehydration
Dehydration happens when your body 1.Headache
2.
does not have as much water as it needs.
3.
Without enough, your body can't function 4.
properly. You can have mild, moderate, 5.
6.
or severe dehydration depending onhow
7.
much fluid is missing from your body. 8.
List down some signs of dehydration. 9.
10.
Activity 4. Synthesizing Your Learning

Answer the following questions based on your learning. Be brief and concise.

1. From your own point of view, make a list that describes a person who is
experiencing Dehydration. Write down at least five (5) symptoms.
a.

b.

c.

d.

e.

2. Of the list that you have enumerated in your FITNESS ROUTINE, which routine
should always be remember when conducting any Physical Activity? Why?

3. How will you prevent hyperthermia?

Multiple Choice. Select the letter of the best answer from among the given choices.
1. An illness that can be caused by exposure to extreme heat.
A. heat stroke B. fatigue
C. heat stress D. hypothermia
2. Exertional heat stroke may be caused by which of the following?
a. Confinement in a hot care
b. Exposure to high temperatures and humidity
c. Strenuous physical exercise
d. Being kept in a conservatory in the summer
3. It occurs when your blood pressure drops and blood flow to the brain is
temporarily reduced.
A. hyperthermia B. fatigue
C. heat syncope D. body overheating
4. It tends to occur in people who have a diminished ability to regulate body
temperature, such as older people, very young children or people with
chronic illnesses.
A. Nonexertional heat stroke B. Exertional heat
C. heat stress D. hypothermia
5. What part of the exercise workout can also reduce the strain on the heart
imposed by rapidly engaging in heavy exercise, and may reduce the risk
of muscle and tendon injuries?
a. cool-down
b. warm - up
c. strength activities
d. aerobic activity
6. A medical emergency that occurs when your body loses heat faster than
it can produce heat, causing a dangerously low body temperature.
A. heat stroke B. fatigue
C. heat stress D. hypothermia
7. What is the largest component of the human body?
A. skin B. carbon
C. water D. calcium
8. When dehydration occurs, the blood becomes:
A. thicker B. colder
C. thinner D. none of the above
9. A heat- related condition characterized by an abnormally high body
temperature.
A. heat stroke B. overexertion
C. hypothermia D. hyperthermia
10. During early stages of hypothermia, heart rate will .
A. increase B. stay the same
C. decrease D. stop

11. A condition whose symptoms may include heavy sweeting, rapid pulse
and heat cramps.
 A. body overheating B. hypothermia
C. osteoarthritis D. fatigue
12. Which of the following clinical signs is not associated with heatstroke?
a. Disseminated intravascular coagulopathy
b. Hypothermia
c. Tachycardia
d. Collapse
13. A term used to describe an overall feeling of tiredness or lack of energy
A. heat stroke B. fatigue
C. heat stress D. hypothermia
14. This occurs when people push themselves too hard during physical
activities like dancing.
A. heat stroke B. overexertion
C. hypothermia D. hyperthermia
15. occurs when someone is vigorously active in a hot environment, such
as playing sports on a hot summer day or participating in military training
activities.
A. Nonexertional heat stroke B. Exertional heat
C. heat stress D. hypothermia
 Senior High School

NOT

Health
Optimizing
Physical
Education 3
1st Semester - Module 3
DANCE

(design your own cover page)

Photo credit: https://bit.ly/3jNvk2g

Department of Education ● Republic of the Philippines

Page 1 of 27
Physical Education and Health- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 3: Dance
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Author/s: Farrah Alvie F. Ablanque

Reviewers:
Eulogio Suaner, Mary Sieras, Paul Badon, Roxanne Fuentes, Anita Gochuco, Jemuel
Galay, Cherrie Lou Lanzaderas, Cynthia Yanez, Annabele Lariba

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Cherry Mae L. Limbaco, PhD, CESO V

Schools Division Superintendent
Alicia E. Anghay, PhD, CESE
Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS Bienvenido

U. Tagolimot, Jr., EPS-ADM Lorebina C.
Carrasco, OIC-CID Chief Ray O.
Maghuyop, EPS-Math
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0058
E-mail Address: cagayandeoro.city@deped.gov.ph
Page 2 of 27
 Senior High School

Health
Optimizing
Physical
Education 3
1st Semester - Module 3

DANCE

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Page 3 of 27
 Table of Contents

What This Module is About ............................................................................................... i

What I Need to Know ........................................................................................................ ii
How to Learn from this Module .......................................................................................... iii
Icons of this Module .......................................................................................................... iii

What I Know ...................................................................................................................... iii

Lesson 6:
Optimizing One’s Health through Physical Fitness
Assessments ............................................................................... 1
What I Need to Know ......................................................................................................... 1
What’s New: Different Kinds of Physical Activities ....................................... 2
What Is It: Methods Used to Assess Physical Activities ............................... 3
What’s More: Methods of Assessing Physical Activity ................................. 5
What Is It: Definition of Terms ..................................................................... 5
What’s More: Case Analysis ........................................................................ 6
What’s New: Initiative, Responsibility, and Leadership Skills ....................... 9
What I Have Learned: Synthesizing your Learning ...................................... 9
What I Can Do: Physical Activity in Physical Education ............................... 10

Lesson 7:
Fitness Career Opportunities .................................................... 12
What’s In .................................................................................................... 12
What I Need to Know ................................................................................. 12
What’s New: Situational Simulation ........................................................... 13
What Is It: Fitness Career Opportunities ..................................................... 13

What’s More: Fit and Fab Scenario ............................................................ 15

What I Have Learned: Brainy and Healthy… .............................................. 16

What I Can Do: Fast Forward ..................................................................... 16

Summary ......................................................................................................................... 18
Assessment: (Post-Test) .................................................................................................. 19

Key to Answers ................................................................................................................. 20

References ....................................................................................................................... 21

Page 4 of 27
What This Module is About

Welcome to Grade 12 Hope Optimizing and Physical Education. This module

focuses on participation in physical activity assessment and recognizing one’s
potential on the different heath and dance related career opportunities.
As a Senior High student enrolled in a distance learning course, you have taken
an immense role. You are responsible for mastering the lessons and completing the
learning activities and assignments, checking your work properly and carefully, and
noting- areas to achieve meaningful discussions and interactions. This is aimed in
explaining the concept of physical activity assessment in different fitness activities and
recognizing the different health and dance related career opportunities as primordial
ground for higher education.
As one, let us discover how this module can guide and help us in order to be
fully equipped when it comes to valuing health as an optimal agent in attaining fitness.
For example, participating in a quality physical fitness activity will enable you to
discover and understand how this activity highlights the application of learning, an
activity that embodies skills and knowledge gained from real life situation.
This module contains multi-faceted activities that can help you as a Senior High
student to not just be an informed learner where learning are confined on different
information you get to read from the internet and books, but a creative and innovative
critical thinker as well as a responsible health-advocate who can be an agent for social
change.
The following are the lessons contained in this module:

1. Participation in Physical Activity Assessment;

2. Health and Dance Related Career Opportunities.

Page 5 of 27
At the end of this module, you should be able to:
Explain the value of optimizing one’s health through participation in physical
activity assessment
(PEH12FH-Id-t-15);
Display initiative, responsibility and leadership in fitness activities
(PEH12FH-Id-t-15);
Recognize one’s potential for health and dance related career opportunities
(PEH12FH-Id-t-16);
Organize fitness dance event for a target health issue or concern
(PEH12FH-Id-t-17).

Page 6 of 27
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

Page 7 of 27
 What I Know

Multiple Choice. Encircle the letter of the best answer from among the given choices.

1. Why do we have to assess physical fitness activities?

A. The tests are considered the starting point for designing an appropriate program.
B. The activities provides a clear and effective program in attaining the goal.
C. The evaluation program ensures one will not be at risk of harm.
D. The physical fitness target is reliable and fitness-oriented to work on.

2. Why is there a need to evaluate the outcomes of physical activity?

A. To determine which method is essential to the fitness enthusiast.
B. To test the effectiveness of the program until the end.
C. To assess whether the condition of the participant improves or not.
D. To know if one’s body is improving after consistent physical activity.

3. The target heart rate determines whether a person’s heart rate is .

A. above the moderate intensity level.
B. below the perceived exertion.
C. within the target zone during the activity.
D. towards maximal exertion.

4. Metabolic Equivalent (MET) is the unit used to measure the amount of oxygen used by
the body during .
A. physical exertion B. physical activity C. physical assessment D. physical rest

5. Examples of moderate activities are the following, EXCEPT for one. Which one is it?
A. jogging B. brisk walking C. social tennis D. recreational swimming

6. Examples of vigorous activities are the following, EXCEPT for one. Which one is it?
A. Cleaning the windows at home. B. Lifting, Carrying and Digging
C. Aerobics D. Wrestling

7. Examples of light activities are the following, EXCEPT for one. Which one is it?
A. sweeping the floor B. walking slowly C. vacuuming D. washing windows

8. A method that involves an easy way to estimate intensity of activities is called a .

A. Compendium test B. Talk test C. Speed test D. Consumption test

9. It is a behaviour that involves bodily movements resulting in energy expenditure.

A. Stress rejuvenator B. Thermal assessment
C. Physical activity D. Exercise expenditure

10. Farrah would like to know the importance of conducting physical activity (PA) in
optimizing one’s health, what should be her goal when assessing physical activity
(PA)?
A. Ask the physical fitness instructor for tips and suggestions.
B. Refer to the nutrition guide and follow the instructions indicated.
C. Conduct an interview to random people and follow their exercise routine for fast
results.
D. Identify the frequency, duration intensity, and types of behaviours performed during
a period of time.

Page 8 of 27
 Lesson

6 Optimizing One’s Health

through Physical Fitness Assessments

What I Need to Know

By being active, you will burn calories that you store from eating throughout the day
and—it can be as easy as walking the dog or as rigorous as running a marathon. Providing
opportunities for children to be active early on puts them on a path to better physical and
mental health. It's never too late to jumpstart a healthy lifestyle.
But before we dive in, let us see the picture in a greater perspective. Physical activity,
along with proper nutrition, is beneficial to people of all ages, backgrounds, and abilities. And
it is important that everyone gets active: over the last 20 years, there's been a significant
increase in obesity in Philippines. Filipino adolescents ranked almost at the bottom 156
countries when it comes to the level of physical activity, according to a study from journal The
Lancet Child and Adolescent Health found that 93.5% of school-going Filipinos aged 11 to 17
lack physical activities as of 2016.

Photo Credit: https://www.endocrineweb.com/professional/meetings/expanding-treatment-options-teens-

obesity

The picture above describes how physical inactivity can have serious implications for
people’s health. Approximately 2 million deaths per year are attributed to physical inactivity,
prompting WHO to issue a warning that a sedentary lifestyle could very well be among the 10
leading causes of death and disability in the world. (Retrieved from
https://www.who.int/mediacentre/news/releases on April 5, 2018).

Sedentary lifestyles increase all causes of mortality, double the risk of cardiovascular
diseases, diabetes, and obesity, and increase the risks of colon cancer, high blood pressure,
osteoporosis, lipid disorders, depression and anxiety. According to WHO, 60 to 85% of people
in the world, including teenagers—from both developed and developing countries—lead
sedentary lifestyles, making it one of the more serious yet insufficiently addressed public
health problems of our time. It is estimated that nearly two-thirds of children are also
insufficiently active, with serious implications for their future health.

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 Among the preventive measures recommended by WHO is moderate physical fitness
activity for up to 30 minutes every day. In addition to individual lifestyle changes, governments
and policy makers are also recommended to "move for health" by creating a supportive
environment for people. Among the measures recommended is promoting physical activity
programmes in schools, communities and health services.

In order to address physical inactivity, there are various physical activities that will
optimize one’s health. However, there is also a need to assess these physical activities. Why
do we have to assess physical activities? It isn’t enough to just come up with a fitness activity
and do it all the time. It is important to know how effective the activity is. Outcomes of physical
activity interventions should be evaluated because this is the only way to determine whether
they are effective. This is the only way to know if your body is improving after consistent
physical activity. Moreover, assessing physical activities can help measure if the activities are
useful in achieving your health goals.

Table 1. Examples of various physical activities

Low Intensity Moderate Intensity Vigorous Intensity

doing household chores brisk walking running
taking the stairs instead of playground activities swimming
the elevator
playing at the park Bike riding working with resistance
bands

How about you, can you add more to the list?

The problem of physical inactivity, along with this substantial associated disease risks,
has been described as pandemic. The question now is then, how physical activity among
children and adolescents can be increased feasibly, effectively, and sustainably to improve
one’s health both acutely, and throughout life?
But before we discuss further on that, we will contextualize physical activity
assessment as it used in our daily lives and as a routine.

Table 2. Activities Done Daily

Activity 1. Different Kinds of Physical Activities
Activities Intensity
In optimizing one’s health, as a Senior High 1.
student, identify the different activities you do every 2.
day so as to determine the intensity as to low, 3.
moderate, and vigorous. 5.
5.
6.
7.
8.
9.
10.

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 Why do we have to assess physical activities? It isn’t enough to just come up with a
fitness activity and do it all the time. It is important to know how effective the activity is.
Outcomes of physical activity should be evaluated and assessed because it is the only
way to determine whether they are effective or not. This is the only way to know if your body
is improving after consistent physical activity. Moreover, assessing physical activities can help
assess if they are useful in achieving your health goals.

The following are some of the methods used to assess the physical activities.

Table 3. Methods Used to Assess Physical Activities in Terms of Intensity

Methods Description and Process

This determines the extent a person has

1. Talk Test enough breath to be able to speak during
activity.
– should be able to sing
Moderate Intensity level – should be able to
carry on a conversation
Vigorous Intensity level – too out of breath
to conduct a conversation.

2. Target Heart Rate This determines if an individual’s heart rate is

within the target zone during physical activity.
Note the following formula:

Max Heart Rate = 220 – age

During a Moderate Intensity level, an individual

should attain at 50-70% max HR, and for a
Vigorous Intensity level, they should have 70-
85% max HR.

3. Perceived Exertion (Borg Rating This refers to how hard you feel your body is
Scale) working on a scale from 6-20.

6 = “no exertion at all”

20 = “maximal exertion”

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 4. Metabolic Equivalent (MET Level)
A MET is the unit used to measure the amount
of oxygen used by the body during physical
activity.

you sit quietly.

Moderate Intensity Activity – 3 to 6 METS
Vigorous Intensity Activity – over 6 METS

Methods for Assessing Physical Activity

Subjective Methods

Subjective methods are simply physical activity assessment methods that depend on
the human perception of human activity. Such methods are predominantly used for
measurement in populations.

Examples:
Self-Report – this can be in the form of physical activity diaries and logs
Recall - this method is usually made up of short simple questionnaires of
5 – 15 item and set to investigate physical activity patterns

Objective Methods

Unlike the subjective methods, objective methods rely on solid data or observations.
These are predominantly used for measurement in individuals.

Examples:
Heart-rate Telemetry – Student wears device that provides data on the heart rate in
response to exercise.
Can be set to record and collect data.

Pedometry - Student wears device that records the number of steps taken
and estimates the distance covered.
- 10,000 steps is considered equivalent to meeting National
Physical Activity Guidelines.

Accelerometry - Student wears device to assess the acceleration of the body

in certain directions.
- Provides data on the frequency, duration and intensity of
activity.

Doubly Labelled Water – Technique used to estimate total energy expenditure

accurately, based on the movement of 2 different types of
water found in the body.

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 Direct Observation - Data collected that measures activity in regards to type, time,
place and social setting. This method is very useful for
children and adolescents.

Accurate estimates of physical activity are essential for advancing research on

the health benefits of physical activity; for understanding patterns and correlates that
influence physical activity behaviour; and for evaluating interventions designed to
promote physical activity, improve health, or reduce obesity. Indicators of physical
fitness (including body fatness) have generally shown stronger links with health
indicators than with physical activity. However, this is due in part to the less precise
methods available to assess physical activity. Physical activity directly improves
fitness (and body composition) and consensus suggests that it improves health
independently of both fitness and fatness.

Considerable attention has been given to improving physical activity

assessment methods but progress has been hampered by limitations in the way that
physical activity measures are used, scored, and interpreted. Many options are
available for assessing physical activity, so it is important to appreciate and consider
the relative advantages and disadvantages of the various measurement approaches.

Now that we have discussed the importance of optimizing one’s health through
participation in physical activity assessment, we will examine the different concept that
will be used in this subject. We will build your definition on the following key concepts
as a definitive source to “locate evidence” while this guide provides frameworks
to evaluate options and to inform decisions about the best ways to assess physical
activity.

A. Assessment – refers to the evaluation of health status that identifies the

specific needs of a person and how those needs will be addressed.

B. Physical Fitness - refers to the ability of your body systems to work

together efficiently to allow you to be healthy and perform activities of daily living.
Being efficient means doing daily activities with the least effort possible.

C. Intensity - refers to how hard your body is working during physical activity.
Your health and fitness goals, as well as your current level of fitness, will determine
your ideal exercise intensity. Typically, exercise intensity is described as low,
moderate, or vigorous.

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 D. Sedentary Behaviour – refers to any waking behaviour characterized by an
energy expenditure ≤1.5 metabolic equivalents (METs), while in a sitting, reclining or
lying posture. In general this means that any time a person is sitting or lying down,
they are engaging in sedentary behaviour. Common sedentary behaviours include TV
viewing, video game playing, computer use (collective termed “screen time”), driving
automobiles, and reading.

E. Physical Activity – refers to any bodily movement resulting in energy

expenditure (EE), direct observation of the individual's movement should be used as
the gold standard for physical activity research.

F. Physical Fitness Plan – This is the written schedule of all the physical
activities you will take part in. Before you begin your physical activities, you will submit
your Plan to your PE and Health teacher, who will review it for considerations. If your
teacher has concerns about any of the activities, your teacher will contact you or your
parents to discuss them. The Plan maybe revised in further assignments. You will then
take part in physical activities and record them in your Physical Activity Logs,
accumulating at least 80 hours of physical activity participation time. This averages to
at least one hour per day, five days per week.
G. Physical Activity Logs – This is where you record the time spent doing the
activities. You will use the information from your logs to set personal goals related to
the type, frequency, intensity and duration (time) of your physical activity. By keeping
track of the data, you will be able to observe your own progress and achievement.

Activity 2 : Case Analysis

With the concept given above, let us now test your comprehension. Answer the
activity that follows.
Given below are situations that depict the different methods in assessing
physical fitness activities. Answer the given activity. The first one is done for you.

Table 4. Case Analysis on methods used to Assess Physical Fitness Activities.

Situation Methods
1. Janelle, a Grade 12 Senior High
student is capable of doing bike Talk Test- Low Intensity Level
riding while singing at the same
time.

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 2. Shine sees the need to record
and collect heart rate data before
and after conducting a certain
activity.

3. In order to convey his stand on

the usage of applied data, Mr.
Seriña asks his class to measure
all activities performed with
regards to type, time, place and
social setting.

5. Hiro would like to know how to

understand exercise intensity, so
he applies the process of
subtracting his age from 220.

5. After doing a 200 meter sprint in

butterfly stroke in swimming,
Jarred experienced a heart-
pounding pace.

6. As part of various groups who

optimizes one’s health, Farrah
keeps a diary where she logs all
her physical activities for future
references.

From the example given above, it can be understood that Physical Education
assessment must be flexible, with student-centered rubrics based on each student's
starting point. In addition to this, physical education assessment standards are more
holistic. It attempts to ensure students cannot just do a push-up or perform cheer
dance, but can do it correctly and understand how and why they should be doing it.
We will integrate the value of being literate and committed to the physical activity you
are going to indulge with.

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Activity 3: Synthesizing Your Learning

Answer the following questions based on your learning. Be brief and concise.

1. From your own point of view, write down five (5) characteristics of a person who
displays, initiative, responsibility and leadership in fitness activities.

a.

b.

c.

d.

e.

2. As a responsible Senior High student, how will you share your knowledge on
the different physical fitness assessments to your fellow students? What is your
ultimate goal towards achieving physical fitness?

3. In your physical activity log, which intensity level did you spend most of your
time? What do you think is the implication of the result of your physical activity
log towards your health?

Page 16 of 27
 Activity 4: Physical Activity in Physical Education

Developing positive physical activity habits is like any other behaviour – we

learn by observing. Making physical activity with your family can be a good avenue in
building trust and a sense of closeness. However, with the pandemic that we are facing
right now, there is a greater like hood that increased prevalence of physical inactivity
will happen.

As a responsible Senior High student, you are challenged to make a Physical Activity
Program tailor fit to the exercise and fitness needs of you and your family members. The
table provided below is a sample; you may enhance as to how you like it. Have fun making
and helping your family members stay fit and healthy in this time of pandemic! Be
creative.

Table 5. Physical Activity Program

Physical Activities My Family and I (Would) Enjoy

Category of Activity Health-Related Fitness Component
By Myself With Family Cardio- Muscular Muscular Flexibility
Members Respiratory Strength Endurance
Endurance
Ex.
resistance / / /
training
Zumba / /
1.
2.
3.
5.
5.
6.
7.
8.
9.
10.

Page 17 of 27
 Lesson

Fitness Career Opportunities

7

In lesson 6, we have learned about the importance of having and keeping

a good physical activity that will optimize one’s health. In addition to, we were able
to integrate the importance of keeping a healthy attitude while initiating
responsibility and leadership in fitness activities. The know-how in recognizing
one’s potential for health and dance related career opportunities will be discussed
in-depth in this lesson.

Generated by Farrah Alvie F. Ablanque from https://bit.ly/2XYW5ou

There is an old saying that goes, “if you’re trying to choose a career, one should think about
what you would do if you didn’t have to work”. If you had a million dollars and you could
do anything, what would you do? Your answer to that question, while maybe not literally
the best choice career for you, may give you insight into what you should do.

Page 18 of 27
Activity 1: Situational Analysis
If you are given the opportunity to be the Secretary of the Department of
Education, enumerate your five (5) point agenda related to fitness career opportunities
and health benefits for the students, teachers and parents.

1)
2)
3)
5)
5)

The answers you have generated is actually a result of your trying to go through the
process towards becoming a person who reflects o your thoughts before making a decision.
Hence the career decision-making skill is a very important step one must consider. It is a set
of individual assessment needed to identify, evaluate and use in the most ethical, efficient and
effective way across all domains, occupations and professions.

Below are fitness career opportunities in physical education and sports.

Table 6. Fitness Career Opportunities

Career Description
1. Physical Education and Coaching School and non-school settings:
Career Coaching trainer (leader), MAPEH
Teachers
2. Fitness and Health Related Career Cardiac Rehabilitation, Sports Nutrition,
Corporate Fitness
Careers such as nutritionists, fitness
trainers, personal trainers, aerobics
instructors or coaches.

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 3. Personal Trainer - Sport Management Athletic Administration, Sport Retailing,
Careers Resort Sport Management
5. Weight Control Counsellor Helps individual track, achieve and
maintain weight loss by monitoring
exercises, create sensible diet plans,
provide support for clients.
Note: To be a weight-loss counsellor,
one needs to have certain education and
training to make it possible for you to help
your clients live a healthier life.
5. Sport Media Careers Journalism, Photography, Writing, Art,
Broadcasting
6. Sports Agent Liaison between client and sports
teams/companies looking for endorsees
Generated by Farrah Alvie F. Ablanque from https://www.slideshare.net/secret/dofEmcbueVO5tE

A job in the fitness industry doesn't just provide you with a wide variety of
exciting career options. It also comes with a whole heap of personal perks, allowing
you to achieve a happy work life balance. Personal trainers and fitness Instructors
can often structure the hours and days they want to work. Clients often like to train
before and after work which may leave you time to go to the beach during the day,
look after the kids, plan you sessions, or catch up on paperwork. You're going to be
making a positive impact on the lives of others while watching people reach their
fitness goals can be very satisfying, especially when you are part of their journey.

You're going to be able to focus more on your own training if you're living and breathing
a fitness job. That means you could very well fit in exercising when you want,
especially if you're a personal trainer with free time between client sessions. Taking
group exercise classes is also a great way to train while you work.

Finally, wouldn’t it feel great to be surrounded by like-minded people who are

passionate about fitness? You can gain inspiration and learn new exercise
philosophies from co-workers to constantly better yourself and work practices.

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Activity 2. Fit and Fab Scenario

In reality, skinny doesn't automatically equal healthy, and fat doesn't

automatically equal unhealthy. Some research even suggests that overweight women
who exercise are healthier than skinny women who don't. It is possible to be fat and
fit. One cannot deduce health based on what we can see. Nowadays, it is so easy to
“retouched” images with a sense of perfection. The idea of promoting health and
fitness instead of skin and bones has long been forgotten. There is a great need of
reliable information that focuses on being healthy and not falsely perfect.
As a responsible and well-informed Senior High School student who values the
importance of fitness, how are you going to promote a “FITNESS Advocacy” to your
family and community? The procedure below outlines the task that you will have to
take in order to come up with a relevant fitness advocacy program geared towards
helping your family member achieve fitness, which are a relative and a viral issue at
hand. Fitness is a gift and finding the right fitness tribe can help you create healthy
habits that last a lifetime.

1. Goals . What is the fitness advocacy all about? What is it that you want to achieve?
What do you want the people to feel after the event?
2. Plan a Theme. Build a Team. A successful group effort requires a motivated team
leader whose members agree upon on clearly defined tasks, set
reachable goals, budget and act with inspiration and purpose.
3. Set Goals. Identify the number of people who will help you, items needed, and
folks pledging to pass along what they have learned to others.
4. Document. Whether in photos or video and be sure to have participants information
form.
5. Reflect. Build moments and reflections. Do processing so the participants will
be able to understand and live by the essence of the advocacy program.

Page 21 of 27
 What I Have Learned

Activity 3: Brainy and Healthy.

Below are hypothetical situations that require your unbiased opinion and educated
judgment. Answer the questions and give your insights to each situation in 2- 3 sentences.

1. You are currently making your individualized fitness exercise routine in Physical Education
and Health. You came along with a standardized fitness program which can be of great help
to design and finish your fitness routine right away.

Your Action:

Your Reason:

2. One of your family members is diagnosed with severe obesity. As a fitness advocate, she
asks for your help in weight management.

Your Action:

Your reason:

3. There are a lot of myths out there related to nutrition, fitness, and weight loss. Some of
them even come from seemingly refutable sources. Your friend, Nikki, would like to avail and
be part of the fad.

Your Action:

Your Reason :

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Summary
1. Physical activity provides long-term health benefits for everyone.

2. Outcomes of physical activity should be evaluated and assessed because it is the only
way to determine whether they are effective or not. This is the only way to know if your
body is improving after consistent physical activity. Moreover, assessing physical activities
can help assess if they are useful in achieving your health goals.

3. Methods Used to Assess Physical Activities in Terms of Intensity:

3.1 Talk test
3.2 Target Heart Rate
3.3 Perceived Exertion (Borg Rating Scale)
3.4 Metabolic Equivalent (MET Level)

4. Methods of Assessing Physical Activity

4.1 Subjective Methods ( Self- Report; Recall)
4. 2Objective Methods (Heart-rate Telemetry; Pedometry; Accelerometry; Double
Labelled Water; Direct Observation)

5. Accurate estimates of physical activity are essential for advancing research on the health
benefits of physical activity; for understanding patterns and correlates that influence
physical activity behavior; and for evaluating interventions designed to promote physical
activity, improve health, or reduce obesity.

6. Physical Education assessment must be flexible, with student-centered rubrics based

on each student's starting point.

7. Leadership is the willingness of a person to motivate a group of people on acting towards

a specific goal. One can show initiative by taking his/her own role and responsibilities, as
well as the leader taking the responsibility to take the lead.

8. Fitness Career Opportunities

a. Physical Education and Coaching Career
b. Fitness and Health Related Career
c. Personal Trainer - Sport Management Careers
d. Weight Control Counsellor
e. Sport Media Careers
f. Sports Agent

9. Personal trainers and fitness Instructors can often structure the hours and days they
want to work.

10. Fitness is a gift and finding the right fitness tribe can help you create healthy habits that
last a lifetime.

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Multiple Choice. Encircle the letter of the best answer from among the given choices.

1. Why do we have to assess physical fitness activities?

A. The tests are considered the starting point for designing an appropriate program.
B. The activities provides a clear and effective program in attaining the goal.
C. The evaluation program ensures one will not be at risk of harm.
D. The physical fitness target is reliable and fitness-oriented to work on.

2. Why is there a need to evaluate the outcomes of physical activity?

A. To determine which method is essential to the fitness enthusiast.
B. To test the effectiveness of the program until the end.
C. To assess whether the condition of the participant improves or not.
D. To know if one’s body is improving after consistent physical activity.

3. The target heart rate determines whether a person’s heart rate is .

A. above the moderate intensity level.
B. below the perceived exertion.
C. within the target zone during the activity.
D. towards maximal exertion.

4. Metabolic Equivalent (MET) is the unit used to measure the amount of oxygen used by
the body during .
A. physical exertion B. physical activity C. physical assessment D. physical rest

5. Examples of moderate activities are the following, EXCEPT for one. Which one is it?
A. jogging B. brisk walking C. social tennis D. recreational swimming

6. Examples of vigorous activities are the following, EXCEPT for one. Which one isit?
A. Cleaning the windows at home. B. Lifting, Carrying and Digging
C. Aerobics D. Wrestling

7. Examples of light activities are the following, EXCEPT for one. Which one is it?
A. sweeping the floor B. walking slowly C. vacuuming D. washing windows

8. A method that involves an easy way to estimate intensity of activities is called a .

A. Compendium test B. Talk test C. Speed test D. Consumption test

9. It is a behaviour that involves bodily movements resulting in energy expenditure.

A. Stress rejuvenator B. Thermal assessment
C. Physical activity D. Exercise expenditure

10. Farrah would like to know the importance of conducting physical activity (PA) in
optimizing one’s health, what should be her goal when assessing physical activity
(PA)?
A. Ask the physical fitness instructor for tips and suggestions.
B. Refer to the nutrition guide and follow the instructions indicated.
C. Conduct an interview to random people and follow their exercise routine for fast
results.
D. Identify the frequency, duration intensity, and types of behaviours performed during
a period of time.

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