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PHYSICAL
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 AUTHORS

- CTU San Francisco Campus

Israeli S. Caminos, Ed.D.-PE
- CTU Moalboal Campus
Deleaine Loiux C. Pepito, Ma.Ed. -PE
- CTU Tuburan Campus
Emmanuel E. Gallarde, LPT
- CTU Tuburan Campus
Roberto Bailor, LPT
- CTU Main Campus Dumanjug Ext
Ingrid C. Ewican, MATPE
- CTU Main Campus
Queen S. Jayme, Dev.Ed.D, Ph D, Ed.D.-PE
- CTU Barili Campus
Doris C. Sabiona, Dev.Ed.D.
- CTU Daanbantayan Campus
Marie Paz Cuyos, BSE-PE
- CTU Danao Campus
Myra Amada B. Mata, BSE- PE
- CTU Carmen Campus
Mariane C. Batiquin, MATPE
-CTU Daanbantayan Campus
Kweny Lee C. Singuran, LPT
- CTU San Francisco Campus
Szarah V. Sampan, BS-PE, LPT
 PREFACE

This workbook came to life as a response to the Learning Module System (LMS) for
the Physical Education 1 course. The activities in this book are geared towards the development
of “Fitness” which emphasizes on Physical fitness, locomotor and nonlocomotor exercises, and
healthy eating habits. The learning activities and the assessment tasks are provided to facilitate
learning independently and to help the reader to learn and relearn at his/her own pace.
Chapter 1 focuses on Physical Fitness which begins with a fitness assessment, then
understanding concepts and components of fitness, knowing about the fitness principles and
training principles, and then the functional movement screen exercises. This entire chapter also
provides an understanding of assessing oneself as to fitness level using the different screening
exercises and making exercise goals under the fitness principles.
Chapter 2 emphasizes the health and nutrition which is part and parcel of fitness
development. This introduces nutrients and its functions and the recommended daily intake,
which also includes the assessment of food labels, critique of the food claims, gives healthy
eating habits.
Finally, Chapter 3 deals with the execution of the locomotor and non-locomotor
exercises for fitness development. In this manner and in the course of doing the exercise, the
individual may display movement competence and confidence in the execution of the
fundamental movement skills and finally, in the entire chapter readings, the individual can
create a fitness and dietary goals.
The totality of the activities tells us that to be “FIT” entails time and effort. And
someone knows it is working, he/she needs to assess his work.
“Fitness is like a relationship. You cannot cheat and expect it to work.” - Yuri Elkaim

THE AUTHORS

ACKNOWLEDGEMENT
 This workbook was made possible through the contributions of the many individuals,
whom the authors would like to thank for.

In particular, we would like to express our profound gratitude to the following:

The different sources from where the authors gather some of the pictures and videos
and other necessary materials for the completion of this;

Dr. Jorelyn “Jojo” Concepcion for the constant guidance, and time and effort to
monitor our progress and check our work; and

The panel of reviewers for the valuable comments and suggestions are most sincerely
appreciated.

DEDICATION

This work is lovingly dedicated to all our colleagues in the Physical Education
department, to our administrators, to our students, to our loved ones and to the God Almighty.
CONTENT
PREFACE

ACKNOWLEDGEMENT
DEDICATION

ORIENTATION

CHAPTER 1: PHYSICAL FITNESS

GET MY FITNESS CONCEPT

FITNESS CONCEPTS, COMPONENTS AND PA RECOMMENDATION GUIDELINES

PRACTICE

PERFORMANCE

ANSWER KEY

LESSON 2

DO 'S & DONT'S OF PHYSICAL ACTIVITY FOR SAFETY ENVIRONMENT

PAR-Q & YOU

FUNCTIONAL MOVEMENT SCREEN

F.I.T.T. PRINCIPLE
TRAINING PRINCIPLES

DYNAMIC STRETCHING EXERCISES

STATIC STRETCHING EXERCISES

PRACTICE

PERFORMANCE

ANSWER KEY
CHAPTER 2: HEALTHY EATING HABITS

INTRODUCTION

NUTRIENTS, FUNCTIONSAND RECOMMENDED INTAKE

NUTRIENTSAND ITS FUNCTIONS

PRACTICE

PERFORMANCE TASK

ANSWER KEY

LESSON 2

HEALTHY EATING HABIT

DIETARY AND FITNESS GOALS

PRACTICE

PERFORMANCE

CHAPTER 3: LOCOMOTOR AND NON-LOCOMOTOR SKILLS

FUNDAMENTALS OF LOCOMOTOR AND NON-LOCOMOTOR MOVEMENTS
PRACTICE
PERFORMANCE
LESSON 2
ADAPTATION OF LOCOMOTOR AND NON-LOCOMOTOR TO TRAINING
EXERCISES
PRACTICE
CIRCUIT TRAINING
PRACTICE
PERFORMANCE
REFERENCES
 ORIENTATION
At the end of the period, the students are expected to:

1. present the ways to accomplish the university VMGO in the current socioeconomic,
political, and environmental conditions of the society; and
2. agree on the Flexible Learning System policies in writing.

PREPARATION
Activity 1: Video Presentation (https://www.youtube.com,\vatch?v=7YFg686snnvI)

NEW NORMAL

1. Based on the video clip, this challenge me to adopt these changes through

2. This helps me on my stay in this university by

3. How can I contribute to the university and community? -

PRESENTATION

CTU Hymn: please click the link https:/7www.youtube.com/watch?v=7_2OmWSuBxQ

 VMGO: please click the link https://www.ctu.edu.ph/vmgo/

Vision of the University:

A premier multidisciplinary-technological university

Mission of University: (RA 9744)

The University shall primarily provide advanced professional and technical

instruction for special purposes, advanced studies in industrial trade, agriculture,
fishery, forestry, aeronautics and land-based programs, arts and sciences, health
sciences, information technology and other relevant fields of study. It shall also
undertake research and extension services, and provide progressive leadership in its
areas of specialization.
Goals
The University shall produce scientifically and technologically oriented human
capital equipped with the appropriate knowledge, skills, and attitudes. It shall likewise
pursue relevant research strengthen linkages with the industry, community and other
institutions and maintain sustainable technology for the preservation of the
environment.
Outcomes
1. Relevant, effective, and quality education for sustainable growth.
2. Access to quality education for the underprivileged students.
3. Relevant research for economics, environmental and sustainable
development.
4. Expanded community engagement.
5. Effective and efficient management of resources
 PRACTICE
Activity I. VMGO Slogan Making

Post your work here

Rubrics
Criteria 4 3 Score
2 1
Craftmanship The slogan is The slogan is The slogan is The slogan is
attractive in attractive in acceptably distractingly
terms of terms of attractive messy.
neatness. Well- neatness. Good though it may
constructed and construction be a bit messy.
not messy. and not very
messy.
Creativity Slogan is Slogan is Slogan is The slogan
exceptionally creative and a creative and does not reflect
creative. A lot good amount of some thought any degree of
of thought and thought was put was put into creativity.
effort was used into decorating decorating it.
to make the it.
banner
Originality Exceptional use Good use of Average use of No use of new
of new ideas new ideas and new ideas and ideas and
and originality originality to originality to originality to
to create create slogan. create slogan. create slogan.
slogan.
Grammar There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistake on the mistake on the mistakes on grammatical
poster poster. poster. mistakes on the
poster
Comment/s
Adopted from: https://www.rcampus.com/rubricshowc.cfn?code=GX357X4&sp=true
 CHAPTER 1: PHYSICAL FITNESS
LESSON 1
Intended Learning Outcome:
Within the lesson, the students are expected to:
1. relate fitness concepts to personal physical activity (PA) experiences in the past and present:

PREPARATION
► GAMES: GET MY FITNESS CONCEPT!

Instruction: Present the picture and let the student get the concept ofphysical fitness. Choose your answers on the choices
inside the box.

o Muscular Endurance

o Power

o Flexibility

Picture taken from: https://en. Wikipedia. orfrwiki/Pitcher

Muscular Strength

Power

Cardiovascular Endurance

Picture n: https ://www.shape.com/fitness/tips/how-often-heavy-weight-lifting-workouts

taken fro
 o Flexibility

o Power

o Cardiovascular Endurance

Picture taken from: https ://www. gaia. com/article/uttanasana-standmg-forward-bend

PRESENTATION

Guide Questions: This can be asked randomly in every component to check the students

1. What physical activity can be done to develop this specific component?

2. What household chores or activity can be related to the concept of this components?

Physical Activity (PA} Recommendations/Guidelines

A lifestyle based on good choices and health practices maximizes the quality of life. It helps
you avoid diseases, remain strong and fit and maintain your physical and mental health. One of the
most important practices is being physically active.

We can become physically fit through exercise, which is a type of physical activity
consisting of planned, structured and repetitive bodily movement (CDC, 1985). This means that
physical fitness is a measurable set of characteristics that is determined by our exercise habits
(American College of Sports Medicine, ACSM, 2010)

People of all ages benefit from regular physical activity. Significant health benefits can be
obtained by engaging in moderate amounts of physical activity on most if not all days of the week.
Through a modest increase in daily activity, most individuals can improve their health and quality of
life. Additional health benefits can be gained through greater amounts of physical activity.
Individuals who can maintain a regular regimen of a more vigorous or a longer duration activity are
likely to obtain even greater benefits.

There are major new exercise guidelines announces outlining the amount of exercise adults
and children need to do to stay healthy. They are based on a comprehensive review of the latest
scientific evidence regarding physical activity and health.

The new guidelines include the following points:

1. The intensity at which we exercise is key and light activity such as strolling, and housework
is unlikely to have much positive impact on the health of most people. For aerobic exercise
to be beneficial it must raise your heartbeat and make you sweat.

2. The more exercise you do, the better. Everyone should do a minimum of 150 minutes a week
of moderate-intensity aerobic exercise but that really is the minimum for health benefits. If
you can go beyond 150 minutes, you’ll gain even more health benefits.

3. Sedentary time (time spent sitting down to watch TV, use a computer, read or listen to
music) is bad for your health, even for those who are achieving 150 minutes of exercise

a week.
Recommendations and Guidelines

The amount of exercise you need to do each week depends on your age.

Moderate Intensity Vigorous Intensity Very Vigorous Muscle

Activities Strengthening
Activities

Adults (19-64 years 1. lifting heavy 1. carrying heavy

old) 1. brisk walking 1. jogging or weights shopping bags
2. water aerobics running 2. circuit training 2. yoga
Adults should: 3. riding a bike 2. swimming fast 3. sprinting up hills 3. pilates
1. aim to be 4. dancing 3. riding a bike fast 4. interval running 4. tai-chi
physically active 5. doubles tennis or on hills 5. running up stairs 5. lifting weights
every day. Any 6. pushing a lawn 4. walking up the 6. spinning classes 6. working with
activity is better than mower stairs resistance bands
none, and more is 7. hiking 5. sports like 7. doing exercises
better still 8. football, rugby, that use your own
2. do strengthening netball, and hockey body weight, such as
activities that work rollerblading 6. skipping rope push-ups and sit-ups
all the major muscles 7. aerobics 8. heavy gardening
(legs, hips, back, 8. gymnastics such as digging and
abdomen, chest, 9. martial arts shoveling
shoulders, and arms) 9. wheeling a
on at least 2 days a wheelchair
week 10. lifting and
3. do at least 150
carrying children
minutes of moderate
intensity activity a
week or 75 minutes
of vigorous intensity
activity a week.
4. reduce time spent
sitting or lying down
and break up long
periods of not
moving with some
activity
Older adults (65 1. getting up to make 1. brisk walking 1. jogging or 1. carrying heavy
a cup of tea 2. water aerobics running shopping bags
and over)
2. moving around 3. riding a bike 2. aerobics 2. yoga
Adults aged 65 and your home 4. dancing 3. swimming fast 3. Pilates
over should: 3. walking at a slow 5. double tennis 4. riding a bike fast 4. tai-chi
1. aim to be pace 6. pushing a lawn or on hills 5. lifting weights
physically active 4. cleaning and mower 5. singles tennis 6. working with
every day. Any dusting 7. hiking 6. football resistance bands
activity is better than 4. vacuuming 7. hiking uphill 7. doing exercise that
none. The more you 5. making the bed 8. energetic use your own body
do the better even if 6. standing up dancing weight, such as push-
it is just light activity 9. martial arts ups and sit-ups
2. do activities that 8. heavy gardening
improve strength,
such as digging and
balance,
shoveling
and
flexibility on at least
2 days a week
3. do at least
150minutes of
moderate intensity
activity a week or 75
minutes of vigorous
intensity activity if
you are already
active or
a
combination of both
4. reduce time spent
sitting or lying down
and break up long
periods of not
Young people (5-18 1. walking to school 1. walking 1. gymnastics
years old) 2. playground 2. running 2. rock climbing
activities 3. games such as 3. football
1. aim for an 3. riding a scooter tug of war 4. basketball
average of at least 60 4. skateboarding 4. skipping with a 5. tennis
minutes of moderate 5. rollerblading rope 6. dance
intensity physical 6. walking the dog 5. swinging on 7. resistance
activity a day across 7. cycling on level playground exercises with
the week equipment bar exercise bands,
ground or ground
2. Take part in a 6. gymnastics weight machines or
variety of types and with few hills 7. climbing handheld weights
intensities of 8. sit-ups, press- 8. aerobics
physical activity ups, and other 9. running
across the week to similar exercises 10. netball
develop movement 9. basketball 11. hockey
skills, muscles, and 10. dance 12. badminton
bones 11. football 13. skipping with a
3. reduce the time 12. rugby rope
13. tennis 14. martial arts
spent sitting or lying
15. sit-ups/
down and break up
press- ups and other
long periods of not
similar exercises
moving with some
activity. Aim to
spread activity
throughout the day.
All activities should
make you breathe
 faster and feel
warmer

Early Childhood Toddlers (1-2) Pre-schoolers (3-4) Physical Activity

They should be They should spend for children under 5
(under five years
physically at least 180 minutes 1. tummy time
old)
(3 hours) a day 2. playing with
active doing a variety of blocks and other
Babies under one everyday for at least physical activities objects
year 180 minutes (3 spread throughout 3. messy play
They should be hours). The more the the day including 4. jumping
encouraged to be better. This should be active and outdoor 5. walking
active throughout the spread throughout play. The more the 6. dancing
day, everyday in a the day including better. 7. swimming
variety of ways playing outdoors. The 180 minutes 8. playground
including crawling. Light Activity such activities
should include at
Try to include at as standing up, 9. climbing
moving around, least 60 minutes of 10. skip
least 30 minutes of rolling, and playing 11. Active play,
moderate to
tummy time as well as skipping, like hide and seek
hopping, running, vigorous intensity 12. throwing and
and jumping. catching
physical activity.
spread Active play such as 13. scooting
14. riding a bike
throughout the day using a climbing
15. outdoor
when they are awake frame, riding a bike, activities
16. skipping/
playing in water,
chasing games and
ball games is the best
way for this age
Source: <https://www.nhs.uk/news/lifestyle-and-exercise/major-new-exercise-guidelines-announced/>

Participation in regular moderate physical activity can lead to improved physical fitness. It is a condition
whereby the systems of the body are able to function at their optimal efficiency, associated with an individual’s ability
to work effectively, to enjoy leisure time, to be healthy, to resist disease and to respond easily to emergency situations.
 PRACTICE

PRACTICE #. 1

1. Reflect on your daily activities and list down the activities that you usually do.
2. Create a list of the activities from moderate intensity, vigorous intensity, very vigorous and muscle
strengthening activities.
3. Pick at least two activities that you want to participate.

PERFORMANCE
> Using the table of the guideline and recommendations for physical activity. Practice
at least 1 moderate intensity, vigorous intensity and very vigorous intensity and
household chores.
> Take a picture of you doing the activity or performing the activity.
> Put a short caption below the picture.
> Use a short size bond-paper.
> Each paper should contain two pictures.

Name: Date:

Criteria:

Type of Activity- 20%

Effort - 50%
Creativity______-_____________30%
TOTAL
100
%
 LESSON 2

Intended Learning Outcomes:

Within the lesson, the students are expected to:
1. manifest understanding of the importance of safety in the environment and practices during physical
activities;
2. Interpret assessment results and established fitness goals;

PREPARATION
► DO’S and DON’T’s of Physical Activity for Safety Environment

Click the link to show the video: https://www.voutube.com/watch?v=iNxETz4R5YO

CLICK ME

After watching the video, lists the necessary things to do to promote safety environment during
physical activity.

Finding Mv Pulse

I will need a stopwatch or digital watch with a second hand. My partner (or it could be
you) takes time while I take my pulse. My pulse can be located at several places on my body. The 2
most common locations are the carotid and radial pulse.
 A. Carotid Pulse
o Turn my head to one side
o Feel the point at my neck where the large muscle and tendon stick out when my head is
turned.
o Slide the fleshy part of your index and middle fingers along this tendon until you are on a
level equal with your Adams apple.
o Feel for the pulse. Read just the fingers if necessary
o Do not press too hard because this might alter the pulse (slow it down) o Count the number
of pulses felt for 60 seconds. This number represents your heart rate in beats per minute while
you are at rest.
o If you are pressed for time, you may count the pulses for only 15 seconds. Multiply this by
4.
o Remember however that is more accurate to take a full 60 second count if possible.

A
//

My heart rate while at rest (e.g. seated) is beats per minute (bpm)

B. Radial Pulse
o Hold my left forearm out in front with my palm facing me
o At the top portion of my forearm (nearest the thumb) where my wrist is slide the fleshy part
of my index and middle fingers along until they are one inch from my wrist.
o Feel for the pulse. Re-adjust the fingers if necessary.
o Do not press too hard because this might alter the pulse (e. g. slow it down) o Count the
number of pulses felt for 60 seconds. This number represents your heart rate in beats per
minute while you are at rest.
o If you are pressed for time, you may count the pulses for only 15 seconds. Multiply this by 4.
o Remember however that it is more accurate to take a full 60second count if possible.

Instructions to take a Radial Pulse

Place the index and middle fingers at the base of
the thumb, and slide down about 2 cm in the
groove in the wrist, pressing lightly.

My heart rate while at rest (e.g. seated) is beats per minute (bpm)

PAR-Q & YOU (Physical Activity Readiness Questionnaire (revised 2002)

Objective:
The students will be oriented on the physical activity readiness questionnaire and
required them to submit the duly accomplished form with the corresponding signatures
especially the parents/guardians.
Preparation: PAR-Q form
Presentation:
 If you are planning to become much more physically active than you are now, start by
answering the seven questions in the box below. If you are between the ages of 15 and 69, the
PAR-Q will tell you if you should check with your doctor before you start. If you are over 69
years of age, and you are not used to being very active, check with your doctor.
QUESTIONS YES NO
1. Has your doctor ever said that you have a heart condition and that you should only do physical
activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?

3. In the past month, have you had chest pain when you were not doing physical activity?

4.Do you lose your balance because of dizziness or do you ever lose consciousness?

5. Do you have a bone or joint problem (for example, back knee or hip) that could be made worse by
a change in your physical activity?
6.1s your doctor currently prescribing drugs (for example, water pills) for your blood pressure or
heart condition?
7. Do you know other reason why you should not do physical activity?

QUESTIONS YES NO
1. Has your doctor ever said that you have a heart condition and that you should only do physical
activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?

3. In the past month, have you had chest pain when you were not doing physical activity?

4.Do you lose your balance because of dizziness or do you ever lose consciousness?

5. Do you have a bone or joint problem (for example, back knee or hip) that could be made worse by
a change in your physical activity?
6.1s your doctor currently prescribing drugs (for example, water pills) for your blood pressure or
heart condition?
7. Do you know other reason why you should not do physical activity?

Common sense is your best guide when you answer these questions. Please read the
questions carefully and answer each one honestly: check YES or NO.
If you answered: YES to one or more questions you answered Talk with your doctor
by phone or in person BEFORE you start becoming much more physically active or BEFORE
you have a fitness appraisal. Tell your doctor about the PAR—Q and which questions you
answered YES.
• You may be able to do any activity you want -as long as you start slowly and build up
gradually. Or, you may need to restrict your activities to those which are safe for you. Talk
with your doctor about the kinds of activities you wish to participate in and follow his/her
advice.
 • Find out which community programs are safe and helpful for you.
If you answered NO honestly to PAR—Q questions, you can be reasonably sure
that you can:
• Start becoming much more physically active -begin slowly and build up gradually.
This is the safest and easiest way to go.
• Take part in a fitness appraisal - this is an excellent way to determine your basic
fitness so that you can plan the best way for you to live actively. It is also highly
recommended that you have your blood pressure evaluated. If your reading is over
144/94, talk with your doctor before you start becoming much more physically active.
Delay BECOMING MUCH MORE ACTIVE:
• If you are not feeling well because of a temporary illness such as a cold or a fever wait
until you feel better; or
• If you are or may be pregnant - talk to your doctor before you start becoming more active.
PLEASE NOTE: If your health changes so that you then answer YES to any of
the above questions, tell your fitness or health professional. Ask whether you should
change your physical activity plan.
Informed Use of the PA&Q: The Canadian Society for Exercise Physiology, Health
Canada, and their agents assume no liability for persons who undertake physical
activity, and if in doubt after completing this questionnaire, consult your doctor prior to
physical activity.
No changes permitted. You are encouraged to photocopy the PAR-Q but only if you use
the entire form
NOTE: If the PAR-Q is being given to a person before he or she participates in a
physical activity program or a fitness appraisal, this section may be used for legal or
administrative purposes.
I have read, understood and completed this questionnaire. Any questions I had were
answered to my full satisfaction.

NAME
SIGNA TURE: DA TE:
SIGNATURE OF PARENT WITNESS

becomes invalid if your condition changes so that you would answer YES to any of the seven questions ©
Canadian Society for Exercise Physiology www.csep. ca/forms

l .l.T.T. PRINC IPLE

To know the amount of effort exerted during physical activity will be beneficial to you, the
FITT formula should be kept in mind. FITT stands for:
Frequency (how often) - number of training sessions that are performed during a given period
(usually one week)

Intensity (how hard)-an individual’s level of effort, compared with their maximal effort,
which is usually expressed in a percentage

Time (how long) - duration of a work out (including warm-up and cool down) or the length of
time spent in training

Type (kind of physical activity)

Changing from your usual activity does not necessarily mean changing everything in
the FITT formula.

TRAINING PRTNCPLES

This activity will prepare your body for physical activity

I. Objective: To prepare oneself for physical activity using warm up and cool down exercises

Why should I warm up before any sports or exercise?

Warm up enables me to increase my ability to perform more intensely by:
1. Increasing body temperature which allows me to increase the rate and force of my
muscular contraction
2. Increasing my heart at and the blood flowing to my muscles and
3. Increasing the activation of my central nervous system (CNS) resulting in improved
coordination, skill accuracy and reaction time.
General warm up exercises aim to achieve these effects and takes only 35 minutes. It is
expected that you are breathing quite heavily at the end of this short routine:
1. Jog forward, backwards, sideways
2. Skipping crossovers

3. High knee and butt flicks

4. Progressive sprints (jog for 10 meters then sprint the next 20 meters)

Dynamic stretching exercises specifically prepare the muscles for active contraction.
They also incorporate balance. However, they do not cause long term improvement in
flexibility because of the short stretching time unlike the static stretching exercises
which are performed after the sports or exercise proper.

Dynamic Stretching Exercises

1. Knee hug and calf raise

2. Single leg dead lift

3. Lunge and Twist

4. Inch worm

Specific warm up exercises refer to the skills that the sport requires such as lay up for
basketball, dig pass for volleyball or for hand rally for table tennis. This skills enable you to
perform or effectively in the training or game situation.
Static stretching is performed after the exercise or training session as a cool down
routine. These exercises require you to hold or sustain your final stretched position in order to
improve your flexibility.
Cool down returns the body to resting state and promotes effective recovery. It serves
the following functions:
1. Slowly decreases the heart rate and overall metabolism, both of which have been elevated
during the workout
2. Reduces tendency toward fainting and dizziness by preventing the sudden pooling
of blood in the leg and ensures adequate circulation to the skeletal muscles, heart and
the brain and
3. Aids in preventing or relieving spasms or cramps in fatigued muscles through static
stretching that also contributes to optimal flexibility improvements
 Static Stretching exercises
Hamstring stretch Quadriceps stretch calf stretch

•W
Bend forward
from your waist
as far a possible
white keeping
your legs

PRACTICE
> ASSESSMENT 1

CHAPTER 1 TEST.

MULTIPLE CHOICE. Select the best answer.

1. Feet are pointed straight forward and in line with each other, until your back knee hits
the floor. These movements describe the;
A. Hurdle step B. In Line lunge C. Deep squat D. Stability
Push-Up
2. How do you ensure safety during exercise and physical activity? Which of the
following is not?
A. Perform warm-up activity before the training and cool-down after.
B. Check for some hazards before the activity.
C. Drink water only after the training to avoid stomach pain.
D. Wear the appropriate attire and shoes.
3. What is the ultimate goal of Physical Education?
A. To succeed C. To be active
B. To be healthy D. To be fit

1. Follow my lead in the presentation of the movement screen.

2. Practice is done during the screening.
 4. What tool is mostly used in the movement screens?
A. Hurdle B. Dowel C. Plywood strip D. All of these
5. Which one is the fault in the deep squat movement?
A. Having the long stick and the upper torso not vertical.
B. Having the upper legs parallel to the floor.
C. Having the arm and leg not parallel to the floor.
D. Having not able to touch the floor.
6. What is the importance of the Functional Movement Screen or FMS?
A. To correct movement problems.
B. To become stronger.
C. To know some health problems.
D. None of them.
7. FMS: PROGNOSIS, PAR-Q:
A. Diagnosis B. Symbiosis C. Questions D. Fitness
8. What is the best description of a physically “FIT” person?
A. Has unstable traits C. Has the ability to work efficiently
B. Has a constant personality D. Has the ability of being fit
9. This part of the exercise program basically involves slow stretches and walking, shaking
and breathing exercise.
A. Warm-up B. Work-out C. Cool-down D. All of them
10. Which of the activities develop agility?
A. Palo Sebo or climbing a bamboo pole C. Patintero
B. Kadang-kadang or karang D. Tatsi or Taksi
11. Of the classification of physical fitness components, which does not belong in the group?
A. Agility B. Flexibility C. Reaction time D. Speed
12. Which of the functional movement screens, both test the strengths of the arms?
A. Deep squat and shoulder mobility C. Trunk stability push-up and rotary
stability
B. Inline lunge and hurdle step D. Active straight-leg raise
and rotary stability

> ASSESSMENT 2
PAR-Q & FMS
PAR-Q and FMS Form must be fill up
Let the student perform the 7-movement screen.
Let them rate their own performance on the self-rating.
Let them submit the video together with the rated answer sheet.
Teacher will rate their performance based on their video.
Interpretation of the PA assessment result will be done in their self-rating.
 FUNCTIONAL MOVEMENT
SCREEN SCORE SHEET

NAME: DATE: □GO:

ADDRESS:

glTY^TATE.ZIP: PHONE:

SCHQOLj'AFFILIATIDN:

HEIGHT: WEIGHT: AGE: GENDER:

PRIMARY SPCRT PRIMARY
POSITION:

TEST RAW SCORE FINAL SCORE COMMEN

DEEP SQUAT

L
HURDLE STEP
R

L
INLINE LUNGE
R

L
SHOULDER MOBILITY
R

L +/-
SHOULDER CLEARING TEST R
+/-

L
ACTIVE STRAIGHT-LEG RAISE
R

TRUNK STABILITY PUSHUP

EXTENSION CLEARING TEST +A

L
ROTARY STABILITY
R
FLEXION CLEARING
+/-
TEST
HAND/LEG DOMINANCE: PREVIOUS TEST SCORE:

TOTAL SCREEN SCORE

ANSWER KEY

ASSESEMENT 1: Multiple Choice

1. B
2. C
3. D
4. B
5. A
6. A
7. A
8. A
9. C
10. C
11. B
12. A
 CHAPTER 2: HEALTHY EATING HABITS
Introduction

Healthy nutrition significantly enhances health and quality of life. Preparing most
meals at home is one of the surest ways to eat healthier and enjoy a longer, more productive,
and better life. If you feel that you don’t have time to cook, or don’t care to cook, the
knowledge about nutrients, its function and the recommended daily intake of it will contribute
to healthy living.

The essential nutrients the human body requires are carbohydrates, fats, proteins,
vitamins, minerals and water. Carbohydrates, fats, proteins and water are termed
macronutrients because people need to take in proportionately large amount daily. Vitamins
and minerals are micronutrients because the body requires in a relatively small amount.

PREPARATION
Nutrients, Functions and Recommended Intake

The nutrients in the food labels will be introduced to the students for them to realize its
significance in the food packs.

Activity

Present pictures of food labels, and ask students about it.

Sources

• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.nbcnews.com%2Fhealth%2Fhealth-news%2Ffda-s-
new-
food-lab els-will-be-little-big ger-
 n577481&psig=AOvVaw2Znu0G NPwliM4vEH2OM 0&ust=1598073187882000&source=images&cd=vfe&ved=0CAI
QjRxqFwoTCODRvdnEq-sCFQAAAAAdAAAAABAP

• https://www.2oo2le.com/url?sa=i&url=https%3A%2F%2Fwww.csmonitor.com%2FBusiness%2FThe-

labels&psi2=AOvVaw2ZnuQG NPwliM4vEH2OM 0&ust=1598073187882000&source=ima2es&cd=vfe&ved=0CAIQiR

xqFwoTCODRvdnEqsCFQAAAAAdAAAAABAp
• https://www.2oo2le.com/url?sa=i&url=https%3A %2F%2Fraisin2children.net. au%2Fteens%2Fhealthy-
lifestyle%2Fnutrients%2Ffood-
labels&psi2=A0vVaw2Znu0G_NPwliM4vEH20M__0&ust=1598073187882000&source=ima2es&cd=yfe&ved=0CAIQiR
XqFwoTCODRvdnEqsCFQAAAAAdAAAAABA4

Guide Questions for picture analysis:

1. Do you see these labels in your food pack?

2. What are the nutrients have you seen in the food labels?
3. Why are food labels essential?
RUBRIC FOR ORAL PARTICIPATION
Criteria Excellent Very Satisfactory Remarks Points
(3) Satisfactory (1)
(2)

Great posture Lacks the Shy to Rive

CONFIDENCE and vesture confidence aanver
Greatly Answer is Not clearly
connected to connected to connected to
CONTENT
question question but the question
not precise
Greatly Is delivered Voice is too
delivered well but slow and thin
CLARITY yrammar and and erroneous
or§anization
are erroneous
TOTAL POINTS

PRESENTATION

Instruction: There will be a scheduled video conferencing through zoom.

Through the use of notes or power point presentation, the topics on nutrients and its
functions, the recommended daily intake and the food pyramid will be presented for
discussion. The styles and questions for interactive discussion are up to the teacher during
this phase. Notes wih pictures and power point are ready during discussion.

Good Nutrition - is clearly linked by scientific studies to overall health and well-being.
Proper nutrition means that one’s diet supplies all the essential nutrients to carry out normal
tissue growth, repair and maintenance. Too much or too little of any nutrient can precipitate
serious health problems.

Diet and nutrition often play a crucial role in the development and progression of chronic
diseases. A diet high in saturated fat, trans fat, and cholesterol increases the risk for
atherosclerosis and coronary heart disease. As many as 30 percent to 50 percent of all cancers
may be diet-related. Obesity, diabetes, and osteoporosis also have been associated with faulty
nutrition.

NUTRITION - is the study of food at work in our bodies, our source for energy, and the
medium for which our nutrients can function. It is just one key to developing and maintaining
good health. Nutrition is at work during our entire life-cycle — from infancy to adolescence,
adulthood and in our senior years — and can be the antidote for many of today’s common
problems, such as stress, pollution, sexual vitality, and disease prevention.

Good nutrition means getting the right amount of nutrients from healthy foods in the
right combinations. Having nutrition knowledge and making smart choices about the foods you
eat can and will help you achieve optimum health over your lifetime, and be a key to avoiding
obesity, illness, and many of today’s most prevalent chronic diseases.

Good nutrition is one of the keys to a healthy life. You can improve your health by
keeping a balanced diet. You should eat foods that contain vitamins and minerals. This
includes fruits, vegetables, whole grains, dairy, and a source of protein.

NUTRIENTS AND ITS FUNCTIONS

The essential nutrients for life include carbohydrates, proteins, and lipids (fats), as
well as fiber, vitamins, minerals, and water—the solvent for all soluble
ingredients in the blood and cells. The absorption of nutrients starts the moment we begin to
digest our foods, as they are transported to assist all the metabolic processes in the human body.

• 1) Water - is the body most important and basic nutrient that your body needs. Without
water you would die in just a few days. It has been recommended that you drink up to
eight glasses of water a day. During an M Nicholson Hip Hop Fitness class it seems as
 though people meet this quota. Plus by drinking that much water, it is very good for
your skin, and can make you look younger.
• 2) Protein - this nutrient is essential for the maintenance of the body. The amino acids
provide the buidling blocks for tissue, blood cells, hormones and enzymes. The best
source of protein is meat, poultry, fish, milk products, and eggs. It is believed that
about 10 to 15 percent of your daily intake should be from protein.
• 3) Carbohydrates - carbs are important because they provide you with the energy that
you need to get through the day. Let alone your Hip Hop Fitness workout. Complex
carbohydrates, or starches, are found in foods such as grains, potato’s and rice. It is said
that carbohydrates should be 55 to 60 percent of your diet.
• 4) Fiber - is a nutrient that is indigestible. It is also a carbohydrate that is important in
regulating your bodies functions. There are two types of fiber. There is insoluble and
soluble. It is believed that insoluble fiber aids in the prevention of hemorrhoids and
may also protect against cancer of the lower bowl. Insoluble fiber can be found in
brown rice, brain, whole grain cereals and broccoli. Soluble fiber is thought to help
reduce cholesterol and thus reduce the risk of heart and arterial disease. This type of
fiber can be found in oats, peas, beans, root vegetables, and citrus fruits. It is
recommended that you should consume of 20g to 35g per day from different sources.
• 5) Fat - stores energy. It also an insulator that protects the body against heat loss. Fat
also helps produce hormones, cushion vital organs like the liver and kidneys, and aid in
the absorption of certain vitamins. It is suggested that fat be no more than 30 percent of
the diet. The issue is however many people eat more. There are two main types of fat:
saturated (predominant fat in vegetable oils). Avoid fried and sugary foods at all costs
due to the very little nutritional value they possess.

Unsaturated fats, especially the monounsaturated fat in olive oil, may help protect
against heart disease.
• 6) Vitamins - are organic compounds. They essential for body growth, function,
maintenance and repair. Vitamins are broken down into two groups, water soluble and
fat soluble. Water soluble vitamins including the B complex group and vitamins C,
need to be resupplied daily due the body’s inability to store them. Fat soluble vitamins,
including A, D, E, and K, are stored by the body for long-periods of time. For this
reason excessive intake may be harmful. A balanced diet should provide all the
 vitamins that the body needs.
• 7) Minerals - are inorganic compounds that aid in energy production and body
maintenance as well as assisting in the control of body reactions. The mineral nutrient
contains three groups; macro minerals, electrolytes and micro elements. Macro
minerals such as calcium magnesium should be taken in larger doses. Electrolytes are
sodium, potassium, chloride, and bicarbonate. The body needs very small amounts of
micro minerals such as chromium cooper, fluoride, iodine, iron magnesium and,
molybdenum, selenium, sulfur, and zinc. A balanced diet consisting of meats and
vegetables can assist you in meeting these dietary needs.

The three basic food groups are Go, Glow and Grow.

1. GO FOOD GROUP gives our body heat and energy.

Foods rich in carbohydrates and starchy foods such as rice, com,bread, oatmeal, macaroni,
noodles, potatoes, camote, gabi, cassava and others.

Food rich in sugar are cakes, candies, honey, jam, jellies, molasses and ice cream.

2. GROW FOOD GROUP repairs and build our body cells and tissues. It makes us grow

Food rich in protein are poultry foods, meat products, eggs, milk products, fishes, shrimps,
crabs, mongo, beans, gelatin, soya, bean, peanuts, cereals like rice and corn.

3. GLOW FOOD GROUP regulate and protect our body. Glow foods are rich in
minerals and vitamins.

Minerals rich foods are milk, cheese, fish, shellfish, such as oyster and shrimp, mussles, clams,
seaweeds, lobster, anchovies, mongo sprouts, soybeans, soy milk, cashew, peanuts, onions,
animal liver, egg yolk, banana, apple, orange, com, rice, molasses, green peas, beans, lettuce
and spinach.

Vitamin rich foods are green leafy vegetables, yellow fruits and vegetables, egg yolk, prunes,
liver, potatoes, mongo sprouts, peanuts, cashew nuts, soybeans, pepper leaves, animal internal
organs- such as heart, liver and kidney; fresh milk, cheese, camote, kangkong, malunngay, fish,
avocado, citrus fruits, guava and cod-liver oil.
Recommended Dietary Allowance: The RDA, the estimated amount of a nutrient (or calories)
per day considered necessary for the maintenance of good health by the Food and Nutrition
Board of the National Research Council/ National Academy of Sciences. The RDA is updated
periodically to reflect new knowledge. It is popularly called the

Source: https:// MW, time-to-run, com/nutrition/rda. htm

Picture

Average Quantities per Average Quantities pe 100g

dry powder 100g finished produc’-

2440k J (584 Cal) 815KJ(195 Cai

41 14

Fat total (g) 377 126

- saturated (g) 365 12.2
vans fatty acids (g) 0.3 <01
 2. How much nutrient we can get from this food per serving that is for Picture 1 and
Picture 2?
3. Based on your interpretation of the food labels, which food do you prefer and can you
recommend to intake daily.

PERFORMANCE

ASSESSEMENT 1

• Online Quiz

LESSON 2
HEALTHY EATING HABIT
 The health claims, dietary practices and making of dietary fitness goals or plan is
the focus of the activities in order to improve eating practices.

PREPARATION

Present a short video of healthy eating habits. After the presentation, get
what the students understand from the video. Ask them about their dietary practices.

Video link: https://www.youtube.com/watch?v=FvZIUKG67pI

What are some health claims of food products? Do you know of the health claims
your favorite products are giving? Here are some examples:

Sources
• https://www.google.com/url?sa=i&amp;url=https%3A%2F%2Fwww.matherhospital.org%2Fweight-loss-matters%2Fhealth-claims-
• dont-judge-a-food-by-its-package%2F&amp;psig=AOvVaw17MkmjbDe3np-
• 28kiBuzYI&amp;ust=1598105833668000&amp;source=images&amp;cd=vfe&amp;ved=0CAIQjRxqFwoTCLil8bK-rOsCFQAAAAAdAAAAABBT
• https://www.google.com/url?sa=i&amp;url=https%3A%2F%2Feconsultancy.com%2Fsix-brands-that-have-made-false-health-claims-
• in-advertising%2F&amp;psig=AOvVaw17MkmjbDe3np-
• 28kiBuzYI&amp;ust=1598105833668000&amp;source=images&amp;cd=vfe&amp;ved=0CAIQjRxqFwoTCLil8bK-rOsCFQAAAAAdAAAAABBZ

Question: How these health claims influence one's eating habits?

PRESENTATION

What is a health claim?

A health claim is a statement about a food and what it could do for your health when eaten as part of a
healthy diet. Foods that have health claims may help lower the risk of certain diseases like cancer,
heart disease, stroke and osteoporosis. Choosing foods with health claims may help you lower your
risk of these diseases when used as part of an overall healthy and well-balanced diet.

Below are examples of health claims you may find on some foods:

1. A healthy diet rich in vegetables and fruit may help reduce the risk of some types of cancer.
2. A healthy diet low in saturated and trans-fat may reduce the risk of heart disease.
3. A healthy diet containing foods low in sodium and high in potassium may reduce the risk of
high blood pressure, a risk factor for stroke and heart disease.
4. A healthy diet with adequate calcium and vitamin D and regular physical activity help to
achieve strong bones and may reduce the risk of osteoporosis.

5. Plant sterols help lower cholesterol.

Source: (fifty s://www. unlockfood. ca/en/A rti cles/Nutri tion-Labellins/Decodins-the-Nutrition-Label-Health- Claims- and-Nu. aspx)

HEALTHY EATING PRACTICES

• Eat a variety of vegetables, especially dark green, red, and orange vegetables (3 or more servings a

day).

• Eat a variety of fruits (2 or more servings a day).

• Eat whole-grain, high-fiber breads and cereals (3 to 6 servings a day). Reduce or eliminate refined

or processed carbohydrates; most of the grains in your diet should be whole grains.

• Drink fat-free or low-fat milk and eat low-fat dairy products.

• Choose from a variety of low-fat sources of protein — including eggs, beans, poultry without skin,

seafood, lean meats, unsalted nuts, seeds, and soy products. If you eat

meat, eat white meat at least four times more often than red meat.

• Reduce intake of saturated fats and trans-fats (such as partially hydrogenated oil) as much as

possible.
• Use vegetable oils (like olive or canola oil) instead of solid fats.

• Reduce daily intake of salt or sodium. Reduce to less than 1,500 mg. per day if you are older than

50, or have hypertension, diabetes or chronic kidney disease.

• Restrict or eliminate "junk food" — foods that contain refined white flour, solid fats or trans fats,

added sugars, and are high in sodium.

• Restrict or eliminate sodas and other sugar-added drinks that are high in calories and contain few

or no nutrients.

• If you drink alcoholic beverages, do so in moderation. Drink only when it doesn't put you or

anyone else at risk.

Source: (https://dhss.delaware.gov/dhss/dph/dpc/eatrighthtmr)

DIETARY AND FITNESS GOALS

The trend is now to focus on healthy food intake as a primary fitness goal. When
healthy eating habits become a lifestyle, we are healthier and happier. Eating right allows us to
reduce body fat, lose a few pounds, feel more confident and reduce our risk of illness.

Frequent studies are indicating healthy food intake as the most important part of our fitness programs.
Some physicians are teaching healthy eating habits and lifestyles as a way to improve overall health by
reducing obesity and related disease.

S ource: (https://www.verywellfit.com/eat-healthy-feel-healthy-and-look-amazing-
3121363#:—:text=The%20trend%20is%20now%20to,reduce%20our%20risk%20of%20illness.

Sample dietary and fitness goal

BODY • Exercise weekly • 3 times a week

• Sleep well
 • 8 hours a day

FOOD • Eat plenty of fruits and • Vegetarianism

vegetables and plenty of • Balanced diet
water
• Eat the right amount of
food and at the right
time

MIND • Do recreational • Relaxation

activities • yoga
• Do meditation

PRACTICE

Health & Nutrition

Reflective Journal

Name: Course. Year & Sec.:

Week # Inclusive Date/s: Days:
Practice: Write or take pictures on your food intake for the week and based on our discussion, assessed your food
intake on how these affects and or beneficial to your very life.

Rubrics:
Content (pictures/listings) 10 points
Assessment/Justification 20 points
Reflections 20 points
Total 50 points

How beneficial to your very being?

Breakfast Lunch Dinner Write the pros and cons o f these
food you have intake.
 Day 1 Bread

Day 2

Day 3

Day 4

Day 5

Reflections:

PERFORMANCE

PARAGON
Present the 1-minute advertisement. The peer critiques the performance based on a rubric.
 ADVERTISING RUBRIC

NEEDS
REMARKS
EXCELLENT GOOD SA TISFACTORY
CRITERIA IMPROVEMENT
4 3 2
1
The project The project shows The work is an The work is a
shows some evidence of extensive collection minimal collection
significant originality and and rehash of other or rehash of other
evidence of inventiveness. people's ideas, people's ideas,
originality and products, and products, and
inventiveness. images. There is images. There is no
Originality
The majority of little evidence of evidence of new
the content and new thought or thought.
many of the inventiveness.
ideas are fresh,
original, and
inventive.
The writing is The writing is legible The writing is The writing is
legible, clear, and clear with few mostly legible and illegible and/or
and grammatical errors. clear with some unclear. The writing
Writing grammatically The writing entices grammatical errors. is unenticing or full
correct. The the consumer. The writing is or grammatical
writing entices somewhat enticing. errors.
the consumer.
The The advertisement is The advertising is The advertisement is
advertisement is aesthetically pleasing and is a unoriginal and is
an aesthetically pleasing/creative/or satisfactory example not an example of
Presentation pleasing, original and a good of the chosen the chosen format.
Format creative, and example of the chosen format.
original format.
example of the
chosen format.
The The advertisement is The advertisement The chosen
advertisement a good example of the uses the advertising advertising
uses the chosen use of the advertising technique technique is not
Advertising
advertising technique. satisfactorily, but followed or no
Technique
technique not creatively. advertising
creatively and technique exists.
well.

ASSESSMENT 2
Show the dietary and fitness goal in a week on a slide. This is to be reported with a rubric. (NOTE:
Instruction may very per Instructor.)

CHAPTER 3: LOCOMOTOR AND NONLOCOMOTOR

SKILLS
Intended Learning Outcomes:
 Within the lesson, the students are expected to:

1. identify and discern the meaning of Locomotor movements from NonLocomotor

movements:

PREPARATION
1. Make a short review of the previous lessons and gather students learning insights

in a short discussion setting.

2. Play a short dance video made of a simple warm-up and conditioning exercises to

for around 5-10 minutes.

https://www.youtube.com/watch?v=n_tdMZMamoE&t=34s

https: 7www.youtube.com/watch?v=NlzTPfkM7f8

you can open this link through you tube or Google chrome

PRESENTATION

Locomotor - are movements that bring the performer from one place to another.

A. Walk- a series of steps in all direction.

Instruction:
Left foot is on the ground with the right foot is in the air moving forward. Then the right foot
makes contact with the heel first as the left foot moves forward in the air.

B. Run- is to walk with longer strides with a push off by the foot suspends the body momentarily in
the air.
 Instruction:
The feet are both in the air at the same time alternately moving forward during the

C. Hop - is to spring on one foot and to land on the same foot.

Instruction:
Stand on one foot and will hop with the one foot. The opposite foot is bent at the knee and
trailing behind the back of the student.

D.. Skip - is to step and hop with the same foot in one count.

Instruction:
Step with the left foot then hop on the same foot, then step on the right foot and then hop
on the same foot.
E. Leap - is to spring on one foot and to land on the other foot. Instruction:
A student leaves the ground off on one foot (i.e. left foot) and will land on the opposite foot
(i.e. right foot).

6. LEAPING is springing on one foot and landing on the other foot (wide
stride).

F. Jump- is to spring on both feet and to land on one or both feet.

Instruction:
Stand with both feet together and will jump with both feet together.
G. Gallop - is a combine step and a cut.

Instruction:
One foot is placed in front of the opposite foot. The front foot takes a large step
forward while the second foot stays in place. The back foot then takes a step forward
but always stays behind the front foot.

H Slide - is to glide the foot right and left along a smooth surface.

Instruction:
The students will move to their right or their left with the appropriate shoulder leading the
direction of the slide. If they are moving to the left, the left shoulder will be leading the
motion. The left foot will reach out to the left side to take a step. The right foot will then take
a step next to the left foot.

7. SLIDING is done by gliding on the floor, sideward or forward using the right and left foot
alternately.
T’ideo: httvs://www.voutube.coni/watch?v=JnilxwYl _9rw

NON - LOCOMOTOR/AXIAL MOVEMENTS

These are movements that occur in the body parts or the whole body and do not cause the body to

travel to another space, the individual stays put in place and moves only the torso, arms or legs or

the entire body.

A. Swing - a pendular motion of a body part that can move forward and backward or side to side.

Instruction:

Moving the body part from side to side.

6. SWINGING is a pendular movement

below an axis.
B.. Twist - a partial rotation of body parts around an axis.

Instruction:
To rotate the part of the body around an axis.

4. TWISTING is moving a part of the body around a long axis, usually for the head
and body.

D. Stretch - extending a body part or the whole body.

Instruction:
To extend the body parts vertically or horizontally.

2. STRETCHING OR EXTENDING is done by straightening or extending any part of the body from the
joints.

F. Bend - a flex of a body part at a joint.

Instruction:
To move from a straight position into a curved.
G. Swaying - is a pendular movement above an axis.

Instruction:

Shifting weight from one side of the body to the other side smoothly.

Iutps: www:\oitutbe.comwatch?\' z()i8()iscPXw&featitre share

Video: http://www.youtube.com/watch?v=Jm1xwY1_9iw
 PRACTICE

IndivPARAffiSON/ Short Exercises:

ACTIVITY NO.1

Interpret the following variations of locomotor movements by observing the following

criteria:

CRITERIA Needs Progressing Meeting Exceeds

Improvement Towards Grade Expectations 3 pts. Expectations 4pts.
1 pts. Level
2 pts.
1. skipping Cannot skip. Performs step/hop Performs Performs
Aerobic Exercise A but not coordinated coordinated
locomotor skill completely fluent. movement most of movement all of
which combines a the time. the time.
hop and a step (walk
or run). The rhythm
is uneven
2. jumping Cannot Jump Little to no Jumps with proper Jumps from one or
A form of balance on take form from one or two feet with
locomotion in which off or landing and two feet but shows balanced take off
the body weight is looks more like a lack of control on and landing. Lands
projected from one hop take off or landing. on balls of feet with
or two feet and lands Jarred landing. knees bent to
on two feet absorb force.

3. galloping Cannot Gallop Walk or run. Back Back foot sometimes Non-support gallop,
foot crosses front crosses front. leads with 1 foot
foot. Turns to and has an uneven
A form of side. rhythm
locomotion which is
a combination of an
open step by the
leading foot and a
closed step by the
trailing foot. The
same foot leads
throughout. The
rhythm is uneven.

4. hopping Cannot Hop Cannot balance Hops mostly on one Can hop balanced
on one foot on foot but does not use on either foot.
take off or the other foot as well Landing is soft and
Balanced movement landing or at all controlled.
from one foot to the
same foot.
 5. running Cannot Run Rarely runs Usually looks Looks straight
looking straight straight ahead with ahead while
A form of ahead. Little or no some arm running and feet
locomotion much arm movement. movement. Feet not and arms are
like the walk except Runs flat footed. facing forward. moving in a straight
that the tempo and line in the direction
body lean differ. of movement.
There is no time Weight is on the
when both feet are balls of the feet.
on the ground
simultaneously.
6. Sliding Cannot Slide Movement Movement is Consistent
resembles gallop sideways but feet sideways
Sideways movement or feet cross. sometimes cross or movement with
where the lead foot heels click together. either foot leading
moves and is and feet do not
followed by the cross or touch.
other foot.
7.Leaping Cannot Leap Moves from 1 Moves from 1 foot Springs from 1 foot
To spring from 1 foot but lands on to the other foot but to the other with
foot to the other. 2 feet. without sufficient force, landing with
force or controlled control.
landing.

Source: httvs://www.rcamms.com/rubricshowc.cfm?code=B447XA&sv=true

ACTIVITY NO. 2

Make your own combinations of Locomotor movements with any of the Non-Locomotor movements.

PERFORMANCE

ASSESSPARA

Direction: In a form of Dance Presentation with music, execute the basic locomotor and
non- locomotor movements observing the following criteria below:
h tt ps: //d rive, goo gl e. co m /file/d /I Y b63o8tN7cvi -gL81 bY MvHX q o LOn K2D B/vi ew ?us p=sh ar in g
Dance Performance Rubric

Exceeds Expectations Meets Expectations 3 Does Not Meet

Approaching
4 Expectations
Expectations
2 1/0
Knowledge of Demonstrates excellent Demonstrates Demonstrates no
Choreography knowledge of movement Demonstrates some knowledge of movement.
knowledge of
and performs with few knowledge of movement,
choreography and
errors. and performance has
performs movement free
many errors.
of errors.
Stage Presence Dancer uses their face Dancer uses facial and Dancer uses little face Dancer uses no facial
and body to fully express body expressions when and body expressions and/or body expressions.
the intent of the performing. when
movement. performing the
Musicality Shows a full Shows understanding of Dancer speed up/ and or
understanding of rhythm rhythm and timing by Has some knowledge of falls behind often
and timing by staying on staying on beat rhythm and timing, but throughout the dance.
beat for the entire dance. throughout speeds up/and or slows
most of the dance. down many time
throughout dance.
Technique Great attention to the Choreography is Choreography is Choreography shows no
quality of movement, performed with attention performed with little attention to details of
body position, and to details and shows attention to details of movement and
demonstrates excellent proficiency of dance movement, and student demonstrates little
understanding of dance style. is not proficient is dance knowledge of dance
style. style. style.
Effort
Shows great effort while Shows effort when Shows little effort while Shows no effort while
performing performing performing the performing
choreography. choreography choreography choreography.
 LESSON2: ADAPTATION OF LOCOMOTOR AND
NONLOCOMOTOR SKILLS TO TRAINING EXERCISES

Intended Learning Outcome:

At the end of the chapter, the students are expected to: 1. adapt the basic movements
competencies in training exercises.

PREPARATION
► Giving of Warm-up Exercises:

The purpose of the warm-up is to prepare players for the training to follow.
During the warm-up, body temperature is raised, which is one of the main factors in facilitating
performance. The elevation of body temperature warms up and stretches muscles, tendons,
ligaments, and other tissues, which prevents or reduces ligament sprains and tendon and muscle
strains.

1. Knee hug and calf raise

Instruction:
• Standing straight with your feet hip-width apart, slowly raise
your right leg to your abdomen area.
• Tuck in your legs using both arms and raise your calf
pointing forward.
• Hold it for 16 seconds and change direction.
• Return to the starting position and repeat on the left side.
Disclaimer.

|2. Lunge and twist|

Instruction:

• Stand straight with your feet hip-width apart.

• Take a step forward with your right leg, bend your knees and
rotate your torso.
• Return to the starting position and repeat on the left side.
• Alternate side until set is complete.
Disclaimer: I am not the owner of the picture
3. Inchworm
Instruction:

Disclaimer: I am not the owner of the picture

• Stand straight with your feet-width apart.

• Bend down from your hips trying to touch the floor with your palms.
• Maintain the straightness of your legs, move your hands forward as much as you can.
• While doing so, try not to sag your hips.
• While taking small steps with your feet, move towards your hands.
• Come back to the standing position and repeat the above steps.

\4. Side Squat^

Instruction:
• Stand straight with your feet-width apart.
• Step your right leg to the side, slowly drive your back
down just like sitting in an imaginary chair, keeping your
torso up.
• Keep your heels and toes touching the ground.
• Go back to the center and alternate on the other
side until set is complete.
D
sclaimer: I am not the owner of the picture

5. Frankenstein Walk

Instruction:
• Have your arms straight out in front of you
• Brace your abs to keep upright
• Raise one leg as high as you can to touch the
opposite hand
• Walk forward and repeat these motions

PRESENTATION
 NONLOCOMOTOR TRAINING EXERCISES

A. Rolling Series

Dead Bug Series

Instructions (if video is not available)

• Lie on your back, bring your arms straight along with your
knees and hips in a 90 degrees angle.
• Lower your left arm along with your right leg without
touching the ground.
• Return to the starting position
• Continue on the other leg and arms until the set is done. *

Disclaimer

VARIATION: (It is made if there’s difficulty in performing the exercise.

Variation 1
Lying on your back in a starting position, bring your left arms reaching above the head. Both
knees and legs stay in a 90 degrees angle.
Repeat on the other arms.

Variation 2
Lying on your back in a starting position, bring your right leg down, not touching the ground.
Alternate side of the leg while arm stays on the starting position

Video: httys://www.voutube.coni/watch?v=g_BYBOR-
4Ws&feature=voutu.be&fbclid=IwAR0HJiAhNRNlnKahhJqWeFJ5SW121allL]’Y0PG4kuCeh8iKpPCcLIpG
Instruction:
• Drawing in. Pull in your navel towards your spine while keeping your back straight *Imagine
Pausing the flow of urine midstream by gently lifting and squeezing your
pelvic
floor muscles up towards your belly button.
• Zipping up an imaginary line from your pubic bone to belly button and follow the zip
upwards
as you tense the muscles.
• Bracing commonly referred to as a “bearing down” or tightening of the muscles. Imagine
about to be punched in the stomach. You would automatically contract or brace yourself for
the impact.

B. Plank Series
Elbow Plain

Instruction:
• Begin by lying on your stomach, place your elbows below
your shoulders, the hands and palms on the ground and unto
your toes. Creating a straight
line.
• Using your palm, lift your body to the ground and hold it. It is
important to note, in doing plank, it is very important to
maintain a proper position by maintaining a good posture and
straight line.

Variation: (If there’s difficulty in doing the exercise)

• Doing the same process/method. Lift your body to the ground, place your knees on the ground
and lift your toes.

Instruction:

• Begin by lying on your stomach, place your elbows below your shoulders, the hands and
palms on the ground and unto your toes. Creating a straight line.
• Using your palm, lift your body to the ground and hold it.
It is important to note, in doing plank, it is very important to maintain a proper position by
maintaining a good posture and straight line.

Variation: (If there’s difficulty in doing the exercise)

• Doing the same process/method. Lift your body to the ground, place your knees on the ground
and lift your toes.

Instruction:

• Standing straight with your leg hip-width apart

• Drive your hips back, bending your knees and ankles.
• Sit into a squat position while keeping your heels and
toes on the ground. Keep your chest and should up.
• Make sure knees are bent to a 90-degree angle.
• Press into your heels and straighten your legs to return to

Video: https://www.youtube.coni/watch?v=aclHkVaku9U
Instruction:
Disclaimer: I am not the owner of the picture
• Starting position: Get into your hands and knees.

Line yourself up, your arms are under your shoulder and your legs are under your hips.

• Slowly raise your right hand as if you’re reaching something and extend your left leg.
• Movement usually comes with an alternate hand and leg movement.
• Hold it for 3 seconds and proceed to the other side of the arms and legs. Video:
https:/Avww.youtube.com/watch?v=wiFNA3sqjCA

LOCOMOTOR TRAINING EXERCISES

Crawl & Creep

Instructions
- Starting in a crawl position with your arms under
Snow bear Crawl
your shoulder and your bend legs under your hips
- Lift your legs using your toes, now legs are not
touching the ground.
- Movement of the hands and legs are opposite. When
right hand moves forward then the left leg
automatically moves forward.
Note: Here are other crawl & creep exercises that you
can do.

Video:
https://yvyyyv.bins.coniMdeos/search?q=exercises+that+incluse+c................~

&mid=CF6A2585EF0C3B8A41ACCF6A2585EF0C3B8A41AC&view=detail&FORkl=]’IRE

|Jumping and Landing Techniques!

Jumping
• Standing with your hip-width apart.
• Bend your knees and swing your arms back and push in your toes moving forward.

Landing
• Land using the ball of your toes
• Bend your knees when landing to be able to absorb the shock.
Video: https://wyyyv.voiitube.comAvatch?v=sVCoBMUl81s&fbclid=IwARlob0ilI6dftX3T zoDB-
Xytseq7OnOgZDtdRz6rdHYzcL WDyGq-02pJIyv

jumping Exercises!
Standing with your feet together and hands at your side.
Beging by raising your hands up abover your head while jumping up jst enough to

spread your feet.

Reverse movement back to starting position.
Standing with your hip-width apart
Bend your knees and swing your arms back.
Push on your toes and bring your body forward.
Land using the ball of your toes and while bending your knees.
Video:
https://www.bins.com/videos/search?q=exercises+that+includes+juniping&&view=detail&niid=9EDC4A
784C1B9A 7A 74D49EDC4A 784C1B9A 7A 74D4&&FORM= I RDGAR&ru=%2Fvideos%2Fsearch%3Fq%3
Dexercises%2520that%2520includes%2520iumpins%26as%3Dn0/o26form0/o3DQBVR0/o26sp0/o3D-
l%26pq%3Dexercises%2520that%2520includes%25201umping%26sc%3D0-
31%26sk%3D%26cvid%3DF7B734CCFEDD4018834CA5A264C20C79

|Linear Movements (hop, skip, leap, run/jog

Instruction

• When doing hop, skip, leap, and run/jog, you must follow a straight line in front of you.
Links below are one of the many ways to enjoy these movements.
• https://www.youtube.coin/watch?v=S8-9NEETWtA
• https://www.voutube.com/watch?v=LGW5_WbBv7U

lateral Movement:

Stand straight with your feet together and hands on your side.
Step your R foot to the side then step your left foot at the rear right foot. Next, step your
R foot again to the side then step your left foot across the R foot. Stop by stepping your
R foot to the side and bring your left foot close to the right foot.

Crossover

Starting with your feet hip-width apart.

Step your right foot to the side, raise bring your left leg across the right leg. Immediately
step the Right foot to the side and quickly bring your left foot at the back.
Repeat the instruction above until you’re done with your set.
Video: https: www.youtube. com watch ?v=u Wavyf2s IT
- https://www.youtube.com/watch?v=2hFeIPWI2D0
 PRACTICE

MIX N'MOVE
Instruction:

1. Choose 5 exercises from nonlocomotor and locomotor training exercises.

2. Mix the nonlocomotor and locomotor exercises.
3. Each nonlocomotor training exercises should have at least 12-15 repetitions and for
the locomotor exercises it should be done for at least 20 seconds.
4. Record a video of yourself doing the exercises.

PERFORMANCE
► CreatiiT iFitness Plan/Program
o Every student is tasked to create their 30 days fitness plan.
o They are also required to perform their fitness plan and record their progress
through their fitness journal, pictures and videos. (Indicate by week or per day)
My Personal Fitness Rubric

Level Criteria

Evaluation of Barriers and

Fitness Fitness
Current Fitness Fitness Plan
Goals Schedule Helpers
Level
3 Provides a Provides a Provides exercises/ Provides a time Identifies barriers
Advarit'&d specific specific., activities from, schedule to and helpers to
description to iticaiurcable, chosen/ current unit implement an implementing thr
explain the achievable, that would enhance •exercise phn fitness program
StUCtertfS- realistic, and the aligned fitness using the and provides
current timely goal, for component. The drusen activity. suggestions for
performance on each component plan demonstrates overcoming
each aspect of based on a clear application barriers and
the fitness student' s of die FITT training enhancing
assessment. current level of principles. helpers-.
fitness.

2 Provides a brief Provides a goal Provides Provides a time IcfenTifies

ProficteTit description of to improve each cxcreisesi'activities schedule to barriers and
the current level component of from chosen1 iimpl.em.ent.im helpers to
of performiiiice health-related current unit fiiat exercise pLan implementing the
on each aspect fitnessi but some would enhance using the fitness program.
of the fitness of the goals Lack heal1b*relaied chosen activity,
assessment. specific, fitness, but does not but does not
measurable,, consistently align allow enough
achievable, with the identified time to
realistic, and component. The complete the
timely aspects. plan demonstrates activity.
the FITT principles,
1 Needs Does not Docs not provide Does nnt provide Dues not Does not identify-
Improvem provide a fitness goals far excreisesfactivtties provide a specific barriers
ent description of ihc tach component- from chosen/ cun- sufficient time and helpers to
current level of ent unit to develop schedule to implementing a
pcrfoirmaiice on the identified implement the fitness program.
each -aspect of component. FITT plan.
the fitness principles arc not
assessment. used.

Reflection------------
3b.
The My Personal Fitness rubric wilt be given to students at the beginning of the project. Certified physical education teacher will
Scoring Guidelines administer and score all performance tasks.__
ScortVPerfo rmance Scores for all students will be reported hi a summary report. Individual students will receive a scored rubric.
Reporting
 Answer the following questions:

1. What did you feel doing the Locomotor and Non-locomotor skills training exercises?

2. Did you encounter problems while practicing or performing the series of locomotor and non-
locomotor skills?

3. How does this training exercises on locomotor and non-locomotor skills beneficial to an
individual?

4. What value did you gain from this activity?

Creating a Fitness Plan/Program

o Every student is tasked to create their 30 days fitness plan.

o They are also required to perform their fitness plan and record their progress

Name: Course & Year

 Week: Date:

Use this log to track your minutes and experiences of the activity each week. Track activity
of at least a moderate pace

WRITE HERE...........
I. What do you think of your fitness results? Are you where you want to be? Elaborate.

2. What are your personal workout goals?

3. What do you need to do to increase your fitness (1-5) priority order)?

Journal Reflection Rubrics

Criteria Unsatisfactory- Developing Accomplished Exemplary Total

Beginning

45-50points
7
Content 0-34 points 35-39points 40-44points
50
Reflection
Reflection lacks Reflection Reflection Reflection
critical thinking. demonstrates demonstrates demonstrates a high
Superficial limited critical some degree of degree of critical
connections are thinking in critical thinking in thinking in
made with key course applying, applying, applying, analyzing,
concepts and course analyzing, and/or analyzing, and/or and evaluating the
materials, activities, evaluating evaluating the ones goal,
and/r assignments ones goal, performance, and
the ones goal, performance, and progress. Displays
performance, and progress. picture and
progress. Minimal Connections made explanations with
connections made through clarity of
through explanations, performing the
explanations, inferences, and/or exercises.
inferences, and/or examples.
examples.

18-20 points
7
0-13 points 14-15 points 16-17 points
30
Personal Conveys inadequate Conveys limited Conveys evidence Conveys strong
Growth evidence of reflection evidence of of reflection on evidence of
on own work in reflection on own own work with a reflection on own
response to the self- work in response personal response work with a
assessment questions to the self- to the self- personal response
posed. Personal assessment assessment to the self-
growth and questions posed. questions posed. assessment
awareness are not Demonstrates less Demonstrates questions posed.
evident and/or than adequate satisfactory Demonstrates
demonstrates a personal growth personal growth significant personal
neutral experience and awareness and awareness growth and
with negligible through few or through some awareness of deeper
personal impact. simplistic inferences made, meaning through
Lacks enough inferences made, examples, insights, inferences made,
inferences, examples, examples, insights, and challenges. examples, well
personal insights and and/or challenges Some thought of developed insights,
challenges, and/or that are not well the future and substantial
future implications developed. implications of depth in perceptions
are overlooked. Minimal thought current and challenges.
of the future experience. Synthesizes current
implications of experience into
current future implications.
experience.

18-20 points
Quality 0-13 points 14-15 points 16-17 points /20

Poor writing style Average and/or Above average Well written and
lacking in casual writing writing style and clearly organized
organization and style that is logically thoughts and
explaination of sometimes unclear organized explanation of the
thoughts. and/or with some thoughts and idea.
errors composing explanation of the
thoughts and idea.
ideas.

0 points deducted
Timeliness Deduct 11 points- Deduct 6-10 /--
Deduct 1-5 points
overall failing points

Journal reflection is Journal reflection Journal reflection

Journal reflection is
submitted 2-3 days is submitted 1-2 is submitted within
submitted on or
(49-72 hours) after days (25-48 hours) 1 day (24 hours)
before deadline.
the deadline. after the deadline. after the deadline.

TOTAL POINTS (sum of 4 Criteria) /100

REFERENCES

• © Canadian Society for Exercise Physiology www. csep. ca forms (for PAR-O)
• Eurofit, (1993), Eurofit Tests of Physical Fitness, 2nd Edition, Strasbourg
• Fahey, T.D., Insel, PM & Roth, W.T (2003). Fit and Well: Core Concepts and Labs in
Physical Fitness and Wellness (5thed). Boston: McGraw Hill
• Seizer, F & Whitney E (2003). Nutrition: Concepts and Controversies (9 th ed) Australia:
Wadsworth (for eating habits)
• Sizer, F.S., Piche L.A., Whitney, N.S. (2012). Nutrition: Concepts and Controversies (2 nd
ed). Ontario: Nelson Education Ltd. (for eating habits)
• Mangubat. Tolitol. Urbiztondo. Vergara. 2016. Health-Optimizing Physical
education- Recreational Activities. Vibal Group, Inc.
• Punzalan, M.D. & Mondina, M. (2019). Physical education 2: Fitness exercises.
Manila: Mindshapers Co., Inc.
• Punzalan, M. D., et. al. (2019). Physical education 1: Movement enhancement.
Manila: Mindshapers Co., Inc.
• Joel Seedman (2016). Benefits of the Bird Dog Exercise. Retrieved at
(https: "www.stack.com a'benefits-of-the-bird-dog-exercise-and-8-challenging-
variations)

• Hoeger & Hoeger. (2015). Fitness & Wellness. 11th Edition. USA: Cengage Learning.

• Cando, et al. (2018). Health and Fitness Management: PED Workbook

• Mangubat. Tolitol. Urbiztondo. Vergara. 2016. Health-Optimizing Physical

education- Recreational Activities. Vibal Group, Inc.
• Punzalan, M.D. & Mondina, M. (2019). Physical education 2: Fitness exercises.
Manila: Mindshapers Co., Inc.
• Punzalan, M. D., et. al. (2019). Physical education 1: Movement enhancement.
Manila: Mindshapers Co., Inc.
• Joel Seedman (2016). Benefits of the Bird Dog Exercise. Retrieved at
(https: 'www.stack.com a benefits-of-the-bird-dog-exercise-and-8-challenging-
variations)

► https://www.voiitiibe.eom/w
4 Ws&feature =voutu. be&fbclid=lwARQHJiAhNRNlnKahhJq WeFJ5SWl2lal lLVY0PG4kuCeh8iK
pPCcLIpG2F8O

► https://www. youtube, com/watch ?v =ctclHkVciku9 U

 ^https://www.youtube.corn/watch?v=wiFNA3sqiCA

^■https://www.bing.com/videos/search?q=exercises+that+incluse+crawling&docid=608026142
04406301 l&mid=CF6A2585EF0C3B8A41ACCF6A2585EF0C3B8A41AC&view=detail&FORM
=VIRE

► https:/'www.youtube.com/watch?v=gVCoBMUl81g&fbclid=lwARIobOi 116dftX3T zoDB- Xvtseq

7OnOgZDtdRz6rdHYzcL WDvGq-02pJIw

► https://www.bing.com videos scorch?q=exercises+that+includes +jumping&&view =detail&mi

d=9EDC4A 784C1B9A 7A 74D49EDC4A 784C1B9A 7A 74D4&&FORM=VRDGAR&ru=
%o2Fvideo s%2Fsearch%3Fq%3Dexercises%2520that%2520includes%2520iumping%26qs%3Dn
%26form %o3DOBVR%26sp%o3D-
l%26pqo%3Dexercises%2520that%2520includes%2520iumping%26sc%3D0-
31%26sk%3D%26cvid%3DF7B 734CCFEDD4018834CA5A264C20C79

► https://www.youtube.com/watch?v=S8-9NEETWfA

► https:/'www.youtube.com/watch?v=LGW5_WbBv7U

► https://www.youtube.coni/watch?v=uWaw_f2sVY
► https://www.youtube.coni/watch?v=2hFelPW12D0
• https://www.youtube.com/watch?v=FvZIUKG67pI

• https:/ www.google.com/urr? sa=i&url=https%3A%2F%2Fwww.matherhospital.org%2F

w eight-loss-matter s%2Fhealth-claims-dont-iudge-a-food-by-its-
package %2F&psig=A Ov I 'aw 17MkmjbDe3np-
28kiBuzYI&ust=1598105833668000&source=images&cd=vfe&ved=0CAIQiRxqFwoTC
Lil8bK-rOsCFOAAAAAdAAAAABBT

• https://www.google.com/url?sa=i&url=https%3 A%2F%2Feconsultancv.com%2Fsix- brands-

that-have-made-false-health-claims-in-
adverti sing%2F&p si g=AO v V aw 17Mkmj bDe3np-
28kiBuzYI&ust=1598105833668000&source=images&cd=vfe&ved=0CAIOiRxqFwoT
CLil8bK-rOsCFQAAAAAdAAAAABBZ

• https://www.unlockfood.ca/en/Articles/Nutrition-Labelling/Decoding-the-Nutrition-
Label-Health-Claims-and-Nu.aspx

• http s: //dhss. del aware. gov/dhs s/dph/dp c/eatri ght. html

• https://www.verywellfit.com/eat-healthy-feel-healthy-and-look-amazing-
3121363#:~:text=The%20trend%20is%20now%20to,reduce%20our%20risk%20of%20il lness.

• https:/ www.slideshare.net ronalynconcordiaphysical-education-10-learning-material

• https://www.youtube.com/watch?v=kPbmoq5V6AA
• https://www.youtube.com/watch?v=2vE_MrkXp2A
• https://www.rcampus.com/rabricshowc.cfm?sp=true&code=L7X94B(for rubrics of
zumba)

• https:mvww.youtube.com watch?v=8E9oouaUZoM(forpush-ups)

• https:/Avww.voutube.coni/ivatch?v=OkN5Ht4PjGo (for hexagon agility test) |

• https://www.yoHtube. com watch ?v=n_tdMZMamoE&t=34s

• https://www.yontube. com watch?v=NlzTPfkM7f8
• https: www.google.com Hrl?sa=i&Hrl=https%3A%2F%2Fwww.nbcnews.com%2Fhe
alth%2Fhealth-news%2Ffda-s-new-food-labels-will-be-little-bigger-
n577481&psig=AOvVaw2ZnHOG NPwliM4vEH2OM Q&Hst=1598073187882000&S
ource=images&cd=vfe&ved=OCAIOjRxqFwoTCODRvdnEq-
sCFOAAAAAdAAAAABAP
•
• https://www.google, com nrl?sa=i&HrI=https%3A %2F%2Fwww.csmonitor. com
%2FB nsiness%2FThe-Bite %2F2014%2F0821 %2FTen-things-yoH-didn-t-know-
aboHt-food- labels&psig=A0vVaw2ZnHQG NPwliM4vEH2OM
Q&Hst=1598073187882000&soHr
ce=images&cd=vfe&ved=OCAIOjRxqFwoTCODRvdnEq-sCFOAAAAAdAAAAABAp
•
• https: www.google.com Hrl?sa=i&Hrl=https%3A%2F%2Fraisingchildren.net.aH%2F
teens%2Fhealthy-lifestyle%2FnHtrients%2Ffood- labels&psig=AOvVaw2ZnHOG
NPwliM4vEH2OM 0&nst=1598073187882000&sonr
ce=images&cd=vfe&ved=OCAIQjRxqFwoTCODRvdnEq-sCFOAAAAAdAAAAABA4
•
• https: www.google.com Hrl?sa=i&Hrl=https%3A%2F%2Fwww.time-to- rHn.com
%2FnHtrition%2Frda.htm&psig=AOvVaw2jkEoUT61 SljL5PJWkwE0&Hst=
1598021411031000&soHrce=images&cd=vfe&ved=0CAIOjRxqFwoTCMjto-
mDqHsCFOAAAAAdAAAAABAD

• https: www.google.com itrl?sa=i&Hrl=https%3A%2F%2Fwww.nextlevehirgentcare.c

om%2Fblog%2Fis-the-food-pyramid-still-
relevant&psig=AOvVaw2qCmP4rvqVUU9XFiffEZpC
&nst=1598021671749000&SOH
rce=images&cd=vfe&ved=OCAIOjRxqFwoTCNjXHPiEqHsCFOAAAAAdAAAAABAD
• https: www.thoHghtco.com essay-rHbric-2081367

• Hoeger & Hoeger. (2015). Fitness & Wellness. 11th Edition. USA: Cengage Learning.

• Cando, et al. (2018). Health and Fitness Management: PED Workbook

• https://www.youtube.com/watch?v=FvZIUKG67pI
• https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.matherhospital.org%2Fweigh t-
loss-matters%2Fhealth-claims-dont-iudge-a-food-by-its-
package%2F&psig=AOvVawl7MkmibDe3np-
 28kiBuzYI&ust=1598105833668000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLil8
bK-rOsCFQAAAAAdAAAAABBT

• https://www.google.com/url?sa=i&url=https%3A%2F%2Feconsultancy.com%2Fsix-brands-
that-have-made-false-health-claims-in-advertising%2F&psig=AOvVaw17MkmjbDe3np-
28kiBuzYI&ust=1598105833668000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLil8
bK-rOsCFQAAAAAdAAAAABBZ

• https://www.unlockfood.ca/en/Articles/Nutrition-Labelling/Decoding-the-Nutrition-Label-
Health-Claims-and-Nu.aspx

• https://dhss.delaware.gov/dhss/dph/dpc/eatright.html

• https://www.verywellfit.com/eat-healthy-feel-healthy-and-look-amazing-
3121363#:~:text=The%20trend%20is%20now%20to,reduce%20our%20risk%20of%20illness