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UNIT 1

Lesson 1: Identifying physical activities during pandemic

Lesson Objectives

At the end of the lesson, the students should be able to:

A. recognize the benefits of physical activities; and


B. perform physical activities at home in line with the recommendations of WHO.

Reading I

During this pandemic, people are required to stay at home to lessen and/or to
stop the spread of the disease (CoViD-19) causing deaths. However, with this situation,
people will more likely not to engage in physical activity.

WHO defines physical activity as any bodily movement produced by skeletal


muscles that requires energy expenditure – including activities undertaken while
working, playing, carrying out household chores, travelling, and engaging in
recreational pursuits.

The term "physical activity" should not be confused with "exercise", which is a
subcategory of physical activity that is planned, structured, repetitive, and aims to
improve or maintain one or more components of physical fitness. Beyond exercise, any
other physical activity that is done during leisure time, for transport to get to and from
places, or as part of a person’s work, has a health benefit. Further, both moderate- and
vigorous-intensity physical activity improve health.

Regular physical activity reduces the risk of ischaemic heart disease, stroke,
diabetes and breast and colon cancer. Additionally, regular physical activity is a key
determinant of energy expenditure and is therefore fundamental to energy balance,
weight control and prevention of obesity.
How much of physical activity is recommended? WHO recommends:

 Children and adolescents aged 5-17years


o Should do at least 60 minutes of moderate to vigorous-intensity physical
activity daily.
o Physical activity of amounts greater than 60 minutes daily will provide
additional health benefits.
o Should include activities that strengthen muscle and bone, at least 3 times
per week.
 Adults aged 18–64 years
o Should do at least 150 minutes of moderate-intensity physical activity
throughout the week, or do at least 75 minutes of vigorous-intensity
physical activity throughout the week, or an equivalent combination of
moderate- and vigorous-intensity activity.
o For additional health benefits, adults should increase their moderate-
intensity physical activity to 300 minutes per week, or equivalent.
o Muscle-strengthening activities should be done involving major muscle
groups on 2 or more days a week.

(https://www.change4health.gov.hk/en/physical_activity/facts/classification/
1. The benefits of physical activities are reduced short-term feelings of anxiety, improve
index.html)

cognition, brain health and memory, helps manage weight, reduces health diseases and
blood sugar level, strengthens the bones, muscles and lungs, improve performance of
activities, decreases injuries from falling, long life, improve energy levels, and makes
you feel happier among others.

2. I realized that during this pandemic, we must make our body more stronger to fight
this corona virus. Not only during this pandemic but must be a lifetime goal. Physical
activities can come in any way and gyms are not excuses to be healthier. By just
walking and doing household chores, we have done movements that require energy. No
more slacking off. I must not only be conscious of what I eat, but also focus of
improving the other parts of my body and reduce the negative risks that I can acquire
from slacking off.

3. From now on, I will continue my pattern of physical activities as I am not really fond
of moving excessively. I will normalize it as part of well-being and influence my other
family members to be fit as well. Not only continuing but improving it. This has changed
my view of being healthy, food intake is not enough but partner it with some physical
activities. I will go out from my comfort zone and start seeing progress of me being fit.
Health is wealth and it must be our top priority in order to live a healthy lifestyle.

Instructions: My physical activity plan. Using the table below, create an activity plan
showing the physical activity you usually perform or a task at home indicating the
frequency, intensity and duration.

Type of activity Intensity of Time(duration) of Picture of yourself


yourself yourself during the during the physical
during the
physical physical activity activity
activity

10-20 Minutes
1 COOKING LOW

2 MOPPING MODERATE 5 – 10 Minutes

ALTERNATE
3 MODERATE 5 – 10 Minutes
LUNGE

WASHING
4 LOW 10 – 25 Minutes
DISHES
5 MODERATE 1-2 Minutes
STAIR CLIMBING

Further reading

Physical inactivity is a key determinant of health across the lifespan. A lack of


activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus,
hypertension, osteoporosis, anxiety and depression and others diseases. Emerging
literature has suggested that in terms of mortality, the global population health burden
of physical inactivity approaches that of cigarette smoking. The prevalence and
substantial disease risk associated with physical inactivity has been described as a
pandemic.

Lesson 2: Global Recommendation on Physical Activity by: WHO

Lesson Objectives
At the end of the lesson, the students should be able to:

A. understand the overall aim of WHO for global recommendations on physical


activity for health;

B. cite an appropriate recommended levels of physical activities/exercises according


to age groups;

C. create a slogan on promoting the appropriate recommended levels of physical


activities/exercises according to age groups; and

D. recognize the benefits of recommended levels of physical activity for the three
(3) age groups.
Readings

Physical inactivity is now identified as the fourth leading risk factor for global
mortality. Physical inactivity levels are rising in many countries with major implications
for the prevalence of non-communicable diseases (NCDs) and the general health of the
population worldwide.

The focus of the Global recommendations on physical activity for health is


primary prevention of NCDs through physical activity at population level, and the
primary target audience for these recommendations are policy-makers at national level.

WHO developed the “Global Recommendation on Physical Activity for Health”


with the overall aim of providing national and regional level policy makers with the
guidance on the dose-response relationship between the frequency,duration intensity,
type and total amount of physical activity needed for the prevention of NCDs.

The "Global Recommendations on Physical Activity for Health" address three age
groups:

 Recommended levels of physical activity for children aged 5 - 17 years

 Recommended levels of physical activity for adults aged 18 - 64 years

 Recommended levels of physical activity for adults aged 65 and above

These age groups were selected taking into consideration the nature and
availability of the scientific evidence relevant to the prevention of non-communicable
diseases through physical activity.

These recommendations are relevant to all healthy individual unless specific


medical conditions indicate to the contrary. These recommendations are applicable for
all irrespective of gender, race, ethnicity, or income level.
For Special Learner’s

For inactive children and youth, a progressive increase in activity to eventually


achieve the target shown above is recommended. It is appropriate to start with
smaller amounts of physical activity and gradually increase duration,
frequency and intensity over time. It should also be noted that if children are
currently doing no physical activity, doing amounts below the recommended levels will
bring more benefits than doing none at all.

Physical activity has also been associated with psychological benefits in young
people by improving their control over symptoms of anxiety and depression. Similarly,
participation in physical activity can assist in the social development of young people by
providing opportunities for self-expression, building self-confidence, social interaction
and integration. It has also been suggested that physically active young people more
readily adopt other healthy behaviours (e.g. avoidance of tobacco, alcohol and drug
use) and demonstrate higher academic performance at school.

For inactive adults or adults with disease limitations will have added
health benefits if moving from the category of “no activity” to “some levels” of activity.
Adults who currently do not meet the recommendations for physical activity should aim
to increase duration, frequency and finally intensity as a target to achieving them.

NOTE: Pregnant, postpartum women and persons with cardiac events may
need to take extra precautions and seek medical advice before striving to achieve the
recommended levels of physical activity for these age groups.

Exercise I
Name: ____________________________________ Date: ____________

Year level and Section: _______________________ Score: ___________

Instructions: Explain briefly the overall aim of WHO for global recommendations on
Physical Activity for health. Why is it important to know the benefits of
recommended levels of Physical Activity for the three (3) age groups?

Aim of WHO for global recommendations on Physical Activity for Health.

Since physical inactivity has been the fourth leading risk for global mortality that has
major implications of non-communicable diseases, the World Health Organization calls
out the policy makers for their “Global Recommendation on Physical Activity for Health”.
The aim of the program is to prevent increase of NCDs through physical activity at
population level. WHO will provide guidance on dose-relationship for the type, total
amount, duration, frequency and intensity of the physical activity to the national and
regional policy-makers.

Benefits of recommended levels of Physical Activity.

The recommended levels of Physical Activity by who considers the capabilities of each
level in terms of moving. Wherein, the recommended levels are beneficial in making
physical activity plans. It also helps to improve cardiorespiratory and muscular fitness,
cardiovascular, bone health, reduce symptoms of depression and anxiety and the like. It
is important to know the benefits of the recommended levels so that we can perform a
physical activity basing from the recommendation of WHO and inorder to prevent
overdoing an activity.

Exercise II
Name: ____________________________________ Date: ____________

Year level and Section: _______________________ Score: ___________

Instructions: Complete the table below. Cite at least 3 appropriate recommended


levels of physical activities or exercises according to the student’s age
group.

Age Group Recommended Exercises / Physical Activities

1. Accumulate atleast 60 minutes of moderate-to-


vigorous physical activity daily

5-17 yrs. old 2. Bone-loading activities like playing games,


running, turning or jumping.

3. Moderate intensity activities like walking, cycling,


skateboarding, rollerblading, etc.

1. Atleast 150 minutes of moderate aerobic physical


activity like jogging, walking, cycling, etc.

18 – 64 yrs. old 2. Or atleast 75 minutes of vigorous-intensity of


aerobic physical activity like dancing, hiking, etc.
3. Household Chores

1. Zumba

2. Light Walking
64 and Above 3. Household Chores
UNIT 2
Lesson 3: DIFFERENCE OF HEALTH AND WELLNESS (HW) AND PHYSICAL
FITNESS

Lesson Objectives

At the end of the lesson, the students should be able to:

A. differentiate the words health, wellness, and physical fitness;


B. determine the different benefits of physical activities in the different
developmental areas of an individual;
C. identify the different components of physical fitness through semantic web;
D. undergo a circuit training that targets all the components of Physical Fitness; and
E. express importance of Physical fitness through journal reflection.

Reading I

Health and wellness are terms that are often interchanged, but their origins and
meanings are different. As established by the World Health Organization (WHO) in the
1940s, health is referred to as, “a state of complete physical, mental and social well-
being and not merely the absence of disease or infirmity” Although this definition has
been criticized for being overly inclusive and unattainable, especially as it relates to the
word “complete,” very importantly, it broadens the medical definition of health beyond
the simple absence of disease. According to the WHO, the primary determinants of
health include the social, economic, and physical environments, and the person’s
individual characteristics and behaviours. The maintenance and improvement of health,
accordingly, depends not only on external or environmental factors (including the
systems of care), but also on the efforts and intelligent lifestyle choices of the person.
In fact, it depends on wellness.
In understanding the difference between health and wellness, in short, health is a
state of being, whereas wellness is the state of living a healthy lifestyle. Health refers to
physical, mental, and social well-being; wellness aims to enhance well-being. While
Fitness tends to focus on your physical health. It tends to focus on nutrition, strength,
conditioning, flexibility, and body composition.

Exercise I: After knowing the difference of health and wellness complete the
diagram below to make a summary of the differences and similarities of the two
broad terms.

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Exercise II. List down the benefits of physical activity to an individual. Use the
table below.

Aspects Benefits
1. Physical  Improve muscle strength
 Helps cardiovascular system work
efficiently
 Delivers oxygen and nutrients to
tissues
 Controls weight
 Improve bone health and strength
 Reduce risk of getting sick
 Help body to manage blood sugar
and insulin levels
2. Social  Improve self-confidence and self-
sufficiency
 Peer acceptance
 Leadership skill
 Empathy
 Decrease feelings of loneliness
 Develop and strengthen interpersonal
relationships
3. Mental  Less tension, stress and mental
fatigue
 Improved sleep
 Sense of achievement
 Increases focus and memory
 Healthy appetite
 Treat mild to moderate depression
4. Emotional  Less anger and frustration
 Positive mood
 Natural energy booster
 Emotionally stable
 More relaxed and positive
 Self-worth and self-esteem

Reading II

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. A fit person is able to perform
schoolwork, meet home responsibilities, and still have enough energy to enjoy sport
and other leisure activities. A fit person can respond effectively to normal life situations,
such as raking leaves at home, stocking shelves at a part-time job, and marching in the
band at school. A fit person can also respond to emergency situations - for example, by
running to get help or aiding a friend in distress.

Physical fitness involve skill-related fitness and health related components which
are listed below.

Skill-Related Fitness Health-Related Fitness


Speed Cardio-respiratory endurance
Power Muscular Strength
Agility Body Composition
Balance Muscular Endurance
Reaction Time Flexibility
Coordination

Exercise III: Answer the following:

1. What is physical fitness?


Physical Fitness is a set of attributes which enables a person to be healthy and
perform actively in physical aspects like sports and daily activities. It is achieved
by proper intake of foods, physical exercise and sufficient rest.
2. Complete the table below. Differentiate skill-related fitness from health-related
fitness and give examples of each component.

Fitness Components
Health-related Component Skill-related Component

- focuses on overall health and - enables to perform more effectively


longevity that related to day-to-day and efficiently to a particular sport
activities - ability to maintain high level of
- ability to become and stay healthy performance in a sport
Examples
 Cardiovascular Endurance  Power
(Ex. The 2.4 km run test) (Ex. Squat Jump)
 Muscular Endurance  Speed
(Ex. Plank) (Ex. Long slow runs)
 Strength  Agility
(Ex. Modified push-up) (Ex. High-knee Forward Run Drills)
 Flexibility  Coordination
(Ex. Stretching) (Ex. Juggling)
 Body Composition  Balance
(Ex. Burpees) (Ex. Single Leg Lift)
 Reaction Time
(Ex. Ruler Drop Test)

Exercise IV: Perform a circuit training that compasses all the components of
Health-Related Fitness and Skill-Related Fitness following the exercise program
below. Document this by a camera and attach the photos after this Exercise.

Cardio-respiratory Endurance:

1. Jog on place
2. Jumping Jacks

Flexibility

1. Neck stretch
2. Shoulder stretch
3. Upper body stretch
4. Back stretch

Muscular Strength and Endurance

1. Push up
2. Curl up
3. Plank
4. Walking lunges

Speed

1. High Knees
2. Butt kicks

Power
1. Standing Long Jump
2. Passing a Basketball Ball

Agility

1. Speed ladder
2. Shuttle run

Balance

1. Knee up
2. 1 leg Standing

ATTACH PHOTOS FOR:


Cardio-respiratory Endurance
Flexibility
Muscular Strength and Endurance
Speed
Power
Agility
Balance Lesson 4: Introduction to Physical Fitness
Test

Lesson Objectives

At the end of the lesson, the students should be able to:

A. identify one’s readiness in engaging physical activities using the PAR-Q;


B. perform physical activities under physical fitness test; and
C. analyze the importance of physical fitness from making a journal reflection.

Reading I
Physical fitness plays a major role in living a happy, healthy lifestyle. Keeping fit
prevents chronic illnesses such as cardiovascular disease and other minor and major
illness. Being fit also enables you to perform everyday activities with more ease, and it
helps you perform better in your favourite sports or physical activity.

If you haven't been active recently, or are looking to add a new or more intense
exercise to your current routine, the physical activity readiness questionnaire (PAR-Q)
can help you decide if you are ready to exercise safely, or if you might need a trip to
your physician to make sure you don't push beyond your own limit.

The PAR-Q is a simple self-screening tool that can and should be used by anyone
who is planning to start an exercise program and make it stick. It is typically used by
fitness trainers or coaches to determine the safety or possible risk of exercising for an
individual based on their health history, current symptoms, and risk factors. It also can
help a trainer design an ideal exercise prescription for a client.

The PAR-Q was created by the British Columbia Ministry of Health and the
Multidisciplinary Board on Exercise. 1 This form has been adopted directly from the
American College of Sports Medicine (ACSM) Standards and Guidelines for Health and
Fitness Facilities.

There are now a variety of PAR-Q questionnaires and other health self-directed
screening assessments in use. But the basic questions from the original questionnaire
haven't changed a great deal.

The questions on the PAR-Q aim to uncover heart, circulatory, balance, medical,


emotional, and joint problems that could make exercise difficult, or even dangerous, for
some people.
All the questions are designed to help uncover any potential health risks
associated with exercise. The most serious potential risk of intense exercise is that of a
heart attack or other sudden cardiac event in someone with undiagnosed heart
conditions.

As useful as these questionnaires are, some underlying cardiac issues,


particularly those in young athletes, can only safely be diagnosed by more invasive
testing, including an electrocardiogram (ECG) and an echocardiogram. Still, the simple
questionnaire has a place in screening most adults for obvious exercise safety risks.

Exercise I: Take the Physical Activity Readiness Questionnaire

Being physically active is very safe for most people. Some people,
however, should check with their doctors before they increase their current level
of activity. The PAR-Q has been designed to identify the small number of adults
for whom physical activity may be inappropriate or those who should have
medical advice concerning the type of activity most suitable for them.

Answer Yes or 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 that could be made worse by a change in
your physical activity?
6. Is your doctor currently prescribing drugs (for example, water pills) for your
blood pressure or heart condition?
7. Do you know of any other reason why you should not do physical activity?

If You Answered Yes

If you answered yes to one or more questions, are older than age 40, and have been
inactive or are concerned about your health, consult a physician before taking a fitness
test or substantially increasing your physical activity.

Ask for a medical clearance along with information about specific exercise limitations
you may have. In most cases, you will still be able to do any type of activity you want,
as long as you adhere to some guidelines.

If You Answered No

If you answered no to all the PAR-Q questions, you can be reasonably sure that
you can exercise safely and have a low risk of having any medical complications from
exercise. It is still important to start slowly and increase gradually. It may also be
helpful to have a fitness assessment with a personal trainer or coach in order to
determine where to begin.

Keep in mind that if your health changes so that you then answer "Yes" to any of
the PAR-Q questions, tell your fitness or health professional. You may need to change
your physical activity plan.
Exercise II. Do the following:

Resting Heart Rate: Your resting heart rate is a measure of how hard your
heart is working when you're physically inactive. A lower resting heart rate is
typically an indicator of good cardiovascular fitness. A resting heart rate of 60 to
100 is normal for adults. You can use a heart rate monitor to assess this or
simply take your pulse. Taking your pulse first thing in the morning is ideal.
Attach your PFT result after this lesson.

HOW TO DO IT: Have a stopwatch or a clock with a second hand nearby. Place your
index and middle fingers on your carotid artery in your neck or on your radial artery on
the inside of your wrist. Count the number of beats in 20 seconds, then multiply that
number by three to find your resting heart rate.

 Sit-and-Reach Test

The sit-and-reach test measures your flexibility, specifically your hamstring flexibility.
You will need a ruler and a step for this test.

HOW TO DO IT: Warm up for this test by going for a quick jog and doing some light
stretching. When you return, take off your shoes and sit down on the floor facing the
bottom step of a stairway with your legs extended out in front of you, feet flexed and
legs slightly apart. Keep your legs straight throughout the exercise.

Place your ruler on the top of the step, extending out over your feet. As you inhale and
lengthen your spine toward the ceiling, reach your arms out in front of you, with one
hand on top of the other. Exhale completely as you reach your fingers forward as far as
you can. When you have reached as far as you can, touch your fingertips to the ruler
and make note of the distance between your toes and your fingers.
Good flexibility for men ranges from 2.5 to 6 inches past the toes, and for women, 11
to 20 inches past the toes.

 Squat Test

The squat test measures the muscular strength and endurance of your lower body.

HOW TO DO IT: Find a chair, such as a dining room chair, that sets your knees at
right angles when you sit down. Stand a little bit in front of the chair with your back to
it. Put your hands on your hips and squat down as if you are sitting on the chair. Touch
your bottom to the chair lightly, then stand back up. Do this as many times as you can,
maintaining proper form and without resting. When you can no longer do anymore with
good form, record how many you did.

For women, a good score is between 23 and 27. For men, a good score is between 27
and 34.

 Step Test

The step test measures your cardiovascular endurance. You'll need a stopwatch and a
step about 12 inches high for this activity. Before starting the test, make sure you know
how to find your pulse on your neck with your index finger.

HOW TO DO IT: Set your stopwatch for three minutes. Stand in front of the step, and
begin to step up and down. Step on with the right foot, then step the left foot up. Step
the right foot off and step the left foot off. Continue this rhythm for three minutes. At
the end of three minutes, find your pulse and count the number of beats in 60 seconds.

A good score for women is 88 to 102 beats-per-minute, or BPM. For men, a good score
is 81 to 96 BPM.

UNIT 3
Lesson 5: Principles of Training

Lesson Objectives

At the end of the lesson, the students should be able to:

A. understand the principles of programme design/ training;


B. identify the F.I.T.T. training variables;
C. apply each components of the F.I.T.T. principle to fitness components; and
D. recognize the principle of training programme design in developing components
of fitness.

Reading I

The Training Programme Design

Well-planned training allows individuals to reach their training goals without


risking illness or injury. The principles of programme design ensure that programmes
are effective and efficient and progress at a suitable pace. These principles are
applicable to men and women and across a broad age range.

Overload

 The fundamental principle of fitness is overload. The human body is, essentially,
lazy and if it is not challenged or stressed it will not adapt or improve.
Overloading the body challenges it beyond its current capacity and creates the
stimulus that it needs to adapt. Through these adaptations, the body’s function
and efficiency is enhanced.

 Performing exercise at the same intensity for the same duration and on the same
number of days per week, month after month will not result in any fitness
improvements. By increasing the intensity, frequency or duration of training,
overload is created, the body is challenged and it will adapt by becoming fitter.
Only one of these variables should be increased at a time.
 One thing that must be remembered is that the initial response to overload is
fatigue. It is important, therefore, that adequate recovery time is programmed
following the overload as this is when the adaptations take place.

Progression

 Progression is a continuation of the overload principle and refers to the fact that,
after the initial overload, further overload needs to be applied in order to create
the necessary stimulus and the adaptations. Progression and overload are often
coupled together and called ‘Progressive Overload’. Quite simply, if no
progression is applied no further fitness improvements will be seen.

 It is important to remember that progression should be gradual. If it is too slow,


improvements will be unlikely and hard to perceive. If it is too fast, injury or
illness may occur.

Specificity

 This principle relates to the fact that the body will only adapt according to the
exact type of overload that is placed upon it; for example, endurance exercise
will primarily develop the long-term aerobic energy system.

 In addition, training adaptations will be sport-specific which explains why


swimmers need to swim and runners need to run in order to improve
performance. Sport-specific training ensures that the appropriate muscles and
energy systems are used in exactly the right way and that adaptations will
enhance performance in that sport.

Reversibility
 If individuals stop training they will start to lose any adaptations that they had
achieved: this is called ‘detraining’. Basically, fitness adaptations are reversible so
no-one can afford to be complacent! After just one to two weeks of de-training,
fitness will be noticeably reduced and it can take just a few months to lose
training adaptations completely if no activity at all is performed. This explains
why many sports people continue to train through the off-season.

Learning Activity 5.1

Which principle of training relates to each of the following statements?

1. Training adaptations will relate to the type of training that is performed:


SPECIFICITY

2. In order to develop fitness, the body needs to be challenged: OVERLOAD

3. Endurance exercise will primarily develop the long-term energy system:


SPECIFICITY

4. If individuals stop training they will start to lose their fitness: REVERSIBILITY

5. After initial overload, further overload needs to be applied in order to improve


fitness: PROGRESSION

Reading II

The F.I.T.T. Principle

The variables of fitness training can be remembered by using the acronym F.I.T.T. By
adapting these variables, programmes can be designed that will suit the majority of
people.

F.I.T.T stands for:

Frequency
Intensity
Time
Type
Frequency

 Frequency refers to the number of training sessions that are carried out per
week; that is, how often training is performed.

Intensity

 This variable refers to how hard a person works during a training session. The
intensity of training is probably the most important factor when it comes to
improving fitness as there is a threshold, below which, no significant adaptations
will occur. On the other hand, training at too high an intensity will result in the
individual being unable to complete the prescribed duration.

Time

 Time refers to the duration of the training session. The duration of training
is inversely related to its intensity: the more intense a session is, the shorter the
duration needs to be in order to gain the fitness benefits.

Type

 The type or mode of exercise performed may affect the fitness benefits achieved.
When choosing the mode of exercise, the specificity principle must be
considered. The exercise that is prescribed should be specific to the individual’s
preferences, needs and goals. It is also important to remember the principle of
individuality and consider individual needs when choosing exercise type; for
example, high impact exercise is not recommended for overweight individuals.

Learning activity 5.2


What do the letters of the acronym F.I.T.T stand for? What do they mean in
relation to a training session?

F stands for: FREQUENCY


and means:
That it is the number of times or how often an individual performs exercises,
carries out training sessions or is physically active in a week.

I stands for: INTENSITY


and means: That this describes how hard a person works during physical activity. It is
the most important factor in improving fitness. It is usually measured as
light, moderate, or vigorous.

T stands for: TIME


and means: Is the measurement of how long an individual does a physical activity. The
more intense an activity is, the shorter the time it needs in order to gain the
fitness benefits

T stands for: TYPE


It describes what type or mode an activity is being performed. It is
important to consider the specificity principle in choosing the type of
exercise that meet’s the individual’s preference, needs and goals.
Learning Activity 5.3

Direction: Complete the table below on how to progress each of the main
elements of a training programme using the F.I.T.T. variables.

Table 1.1

Component of
training /
programme Cardiovascular
Muscular fitness Flexibility
variable fitness
progression
Beginners to have
Beginners should
full-body work on
do training session Flexibility training
all 6 body areas
for 3-5 days per can start for 3
for 2 – 3 days per
week then days per week
Frequency week then
gradually increase then increase to 5-
increase to 4-5
to Moderate to High 7 days for all
days for
which is for 5 – 7 major joints.
intermediate to
days per week.
high.

The beats per


minute (bpm) for a From 60%-70% of
beginner can be maximum strength
less than 145 BPM for beginners,
Stretch to the
then gradually increase it to 70%-
Intensity point of mild
progress the 90% of maximum
discomfort
intensity to strength for
moderate to high intermediate to
for BPM to reach high.
145 – 186.

Time(duration) Beginners can have 1-3 sets, 8-12 Hold stretches for
20 – 30 minutes for repetition for 30 20-30 seconds and
3 – 5 days in a sec to 1 min then perform it 2-3
week of physical increase it to 2,3 times for the same
activity then sets, 12-20 reps area then increase
increase to 30 – 60 (30sec to 1 min) it to 60 seconds
minutes for for endurance, and for each flexibility
moderate to high. 3-5 sets, 2-6 reps exercise
(2-5 min) for
strength

A continuous
Weight machines,
activity that Static stretching
free weights,
requires oxygen like exercises, dynamic
Type resistance tubing,
walking, jogging, flexibility, ballistic
medicine ball, own
running, hiking, flexibility
body weight, etc.
and others.

SELF-ASSESSMENT

At this point, you are now ready to take the self - assessment for lesson
5.
Direction: Explain briefly, you can use extra sheet of paper if the space will not
suffice. Attach the extra sheet after.

Rubrics

Areas of 4pts. 3pts 2pts 1pt.


Assessment
Ideas Presents ideas in Presents ideas in a Ideas are too Ideas are vague
an original manner consistent manner general or unclear
Organization Strong and Organized Some organization; No organization;
organized beg/mid/end attempt at a lack beg/mid/end
beg/mid/end beg/mid/end
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
1. How does fitness components are being developed using the principles of
training programme design?
The different fitness components are being developed through the use
of the principles of the training programme design in a way that the
planned training is effective, efficient, and progressive. It helps to set-
up training routine to maximize the exercise program to meet goals of
improving health. Consistently using the training principles will achieve
the exercise goals of an individual.

2. Explain why Athletes or Sports People are using the principle of training
programme design.

Athletes and sports people are using the principle of training


programme design because it helps them to achieve a high-level
performance and to enhance their skills as a player. From being a good
highschool basketball player, they can be the Most Valuable Player
with continuous progressive training practices. The training design also
helps the coaches to devise the most effective training programme to
maintain the health of the player and to execute the best of them.

Lesson 6: Health Eating Habits

Lesson Objectives
At the end of the lesson, the students should be able to;
A. identify the different foods that have proteins, carbs, and fats;
B. interpret how the body uses proteins, carbs, and fats in relation to physical
activity;
C. recognize the function of these three building blocks and their effects on the
body;
D. describe the different vitamins and minerals; and
E. recognize the importance of the different micronutrients.
Readings

Nutrition can be defined as food at work in the body. It can also be defined as
the process by which the organism ingests, digests, absorbs, transports and utilizes
nutrients and disposes of their end-products. Nutrition is an important aspect of each
individual’s life. It is imperative to ensure that each one of us gets a balanced
nutritional diet with all components that are needed in our stage of life. Hence it is
important to consult a nutrition expert to ensure that you are on the right nutritional
track. Nutrients can be divided into 2 categories: macronutrients, and micronutrients.
Macronutrients are those nutrients that the body needs in large amounts. These provide
the body with energy (calories). Micronutrients are those nutrients that the body needs
in smaller amounts.

MACRONUTRIENTS

Macronutrients are the nutrients we need in larger quantities that provide us with
energy: in other words, fat, protein and carbohydrate. Micronutrients are mostly
vitamins and minerals, and are equally important but consumed in very small amounts.

We generally get our micronutrients along with macronutrients. Protein-


containing foods such as meat, beans, milk, fish or eggs are sources of iron, calcium
and vitamin D, for example. Carbohydrate-containing foods such as fruit and
vegetables provide a wide range of vitamins, minerals and fibre, while starchy
carbohydrates such as brown rice, wholegrain bread and cereals provide fibre, B
vitamins and magnesium. Fats provide us with vitamins A, D, E and K.

MICRONUTRIENTS

Micronutrients are essential elements required by the body for functioning. They
are essential, just like macronutrients, but needed in much smaller amounts. Despite
the amount needed, they are crucial for proper development, growth, enzyme
production and much more.

Micronutrients include vitamins, minerals, phyto-nutrients and antioxidants.  They


are found in all foods, just like macronutrients, but also abundant in plants, herbs and
spices. Here’s an easy way to look at it; macronutrients provide calories and energy,
while micronutrients supply the “tools” for the biological & physiological functions.

Micronutrients enable the body to produce enzymes, hormones and other


substances essential for proper growth and development. Although only needed in tiny
amounts, even moderate levels of deficiency can have serious detrimental effects on
human function. Micronutrient malnutrition has many adverse effects on human health,
not all of which are clinically evident. In addition to the direct health effects,
micronutrient malnutrition has profound implications for economic development and
productivity, including potentially huge public health costs and the loss of human
development.

MACRONUTRIENTS

CARBOHYDRATES

Role in the Body

1. Fuel during high intensity exercise


2. Spares protein (to preserve muscle mass during exercisee)
3. Fuel for the Central Nervous System (your brain!)

Recommended Allowance

1. Sedentary Individuals: 40-50% of your total daily calories should be


carbohydrates
2. Exercises Regularly: 60% of your total daily calories should be carbohydrates
3. Athletes or persons involved in heavy training: 70% of your total daily calories
should be carbohydrates (3.5-4.5 grams of carbohydrate per pound of body
weight)

NOTE: 1 gram of carbohydrate = 4 Calories

Food Sources

1. Grains (choose mostly whole grains for added benefits)


2. Dairy (choose low-fat or non-fat most often)
3. Fruit (choose whole fruits more often than fruit juices)

POTEINS
Role in the Body
1. Tissue structure (part of organ tissues, muscle, hair, skin, nails, bones, tendons,
ligaments and blood plasma)
2. Part of cell plasma membranes
3. Involved in metabolic, transport, and hormone systems
4. Make up enzymes that regulate metabolism
5. Involved in acid/base balance to maintain a neutral environment in our bodies

Recommended Daily Allowance

1. Sedentary Individuals: 0.36 grams of protein per pound of body weight


2. Recreationally Active: 0.45-0.68 grams of protein per pound of body weight
3. Competitive Athlete: 0.54-0.82 grams of protein per pound of body weight
4. Teenage Athlete: 0.82-0.91 grams of protein per pound of body weight
5. Body Builder: 0.64-0.91 grams of protein per pound of body weight
6. When restricting Calories: 0364-0.91 grams of protein per pound of body weight
7. Maximum amount of protein the body can utilize: 0.91 grams of protein per
pound of body weight

NOTE: 1 gram of protein = 4 Calories

Food Sources

1. Legumes (beans)
2. Lentils
3. Soy products, such as tofu
4. Peanuts and nuts
5. Whole grains (quinoa, oats, brown rice)
6. Seeds
7. Meat alternative products
8. Some vegetables
9. Animal sources

FATS
Role in the Body
1. Energy reserve
2. Protects vital organs
3. Insulation
4. Transport fat soluble vitamins

Recommended Allowance
1. 20-35% of your total daily calories should come from fat.

Less than 10% of total daily calories should come from Saturated Fat (coconut and
palm kernel oil, shortening, butter, cream cheese, full fat dairy products)

NOTE: 1 gram of fat = 9 Calories

Food Sources

1. Oils
2. Nuts
3. Seeds
4. Meat, fish, dairy
5. Micronutrients

MICRONUTRIENTS

Vitamin B1: Thiamin

Function

1. Needed to release energy in food


2. Prevents beriberi

Food Sources

1. Whole grains
2. Dried beans
3. Peas
4. Peanuts
5. Animal proteins

Vitamin B2: Riboflavin


Function

1. Needed to build and maintain body tissues

Food Sources

1. Whole grains
2. Green and yellow vegetables
3. Animal proteins

Vitamin B6: Pyridoxine

Function

1. Helps the development of the nervous system


2. Involved in the production of blood
3. Helps break down protein and glucose to produce energy for the body

Food Sources

1. Potatoes
2. Chickpeas
3. Yeast
4. Nuts
5. Bulgur
6. Fish
7. Rice
8. Bananas

Vitamin B12: Cobalamine


Function

1. Promotes proper growth and development of the nervous system

Food Sources

1. Fortified cereals
2. Nutritional yeast
3. Algae
4. Animal products

Vitamin C: Ascorbic Acid

Function

1. Helps form growth hormones


2. Needed to build strong gums, teeth, and bones
3. Antioxidant

Food Source

1. Citrus fruits
2. Cabbage
3. Berries
4. Peppers

Folic Acid

Function

1. Helps build DNA and protein


2. Helps maintain intestinal tract
3. Aids in bone growth
4. Prevents nervous system birth defects
Food Sources

1. Dark green leafy vegetables


2. Yeast
3. Wheat germ

Vitamin A: Retinal

Function

1. Vision
2. Healthy skin
3. Healthy hair

Food Sources

1. Animal products
2. Body can make vitamin A from vegetables that have carotene
1. Carrots
2. Sweet potatoes
3. Other red-orange vegetables

Vitamin D

Function

1. Promotes strong teeth and bones


2. Prevents rickets

Food Sources

1. Mushrooms
2. Dairy Milk & Fortified Non-Dairy Milk
3. Fortified cereals
4. Cod liver oil
5. Tuna
6. Salmon
7. Egg yolks
8. Produced by the body when exposed to sunlight

Vitamin E

Function

1. Prevents damage to cell membranes


2. Protects vitamin A
3. Aids in blood production

Food Sources

1. Seeds and Nuts


2. Vegetable oil

Vitamin K

Function

1. Aids in blood clotting

Food Sources

1. Green leafy vegetables


2. Produced by bacteria in the large intestine

Calcium
Function

1. Maintains teeth and bones


2. Helps blood clot
3. Helps nerves and muscles function

Food Sources

1. Dairy Milk & Fortified Non-Dairy Milks


2. Dark green vegetables
3. Sardines
4. Clams
5. Oysters
6. Legumes
7. Almonds

Potassium

Function

1. Regulates water balance in cells


2. Helps nerves function
3. Important for heart rhythm

Food Sources

1. Oranges
2. Bananas
3. Cereal
4. Potatoes
5. Dried beans
Sodium

Function

1. Regulates water balance


2. Stimulates nerves

Food Sources

1. Table salt
2. Bread
3. Almost everything

Iron

Function

1. Forms blood cells


2. Transports oxygen throughout the body

Food Sources

1. Dark green vegetables


2. Whole-grain cereals
3. Whole grains, such as brown rice & quinoa
4. Legumes
5. Lentils
6. Nuts
7. Seeds
8. Dried fruits
9. Animal proteins

Zinc
Function

1. Aids in transport of carbon dioxide


2. Aids in healing wounds
3. Forms enzymes

Food Sources

1. Whole grains
2. Dairy Milk & Fortified Non-Dairy Milks
3. Legumes

Water

Functions

1. Moistens tissues such as those in the mouth, eyes, and nose


2. Protects body organs and tissues
3. Helps prevent constipation
4. Helps dissolve minerals and other nutrients to make them accessible to the
body
5. Regulates body temperature
6. Lubricates joints
7. Lessens the burden on the kidneys and liver by flushing out waste products
8. Carries nutrients and oxygen to cells

Activity #1 (Macronutrients)

Direction: Identify and answer correctly the corresponding questions. Write


the letter of your choice in the space provided.
A – Carbohydrates

B – Proteins

C - Fats

B 1. Essential to growth and repair muscle and other body tissues.

A 2. Our main source of energy.

C 3. One source of energy storage unit.

B 4. Meats, beans, eggs and fish.

A 5. Pasta, bread, potatoes.

C 6. Butters, oils, avocadoes.

A 7. Fruits and vegetables.

B 8. Basis of body structure.

C 9. Good in small amount.

C 10. Beef tallow.

Activity #2 (Macronutrients)

Essay: Explain briefly but substantially the following quotation. Be guided on


rubrics.

Rubrics

1.
To look healthy outside, we must note first of the healthy foods to take. Eating proper
foods will make our body healthy and is going to be reflected to the physical
appearance of the body. Thus, the healthiness of the outside comes within the body.

1.

Some people have the mindset that a healthy diet is eating less foods. However, little
did they know that to have a healthy body, proper balanced diet is way better than
skipping meals. Eat right, eat in moderation, and eat healthy to acquire great amount of
nutrients that the body needs.

Activity #3: (Micronutrients)


Direction: Identify the followings.

1. Vitamin: B1, THIAMINE


Type: WATER-SOLUBLE
Function: Assist in carbohydrates and amino acids metabolism.

2. Vitamin: FOLATE
Type: WATER – SOLUBLE VITAMIN
Source: It includes legumes, green leafy vegetables, orange juice, wheat germ
and liver.

3. Vitamin: D
Type: FAT – SOLUBLE VITAMIN
Function: It regulates blood calcium levels. Supports bone health.

4. Vitamin: ZINC
Type: MINERALS
Function: It plays a role in the immune system, and is important to the proper
function of at least two enzymes including one that helps protect cells from
damage.

5. Vitamin: MAGNESIUM
Type: FAT – SOLUBLE VITAMIN
Source: Leafy greens, potatoes, whole grains, nuts, seeds, legumes.

6. Vitamin: IRON
Type: MINERALS
Function: Carries oxygen throughout the body, supports immune function and
participated in the development of the brain and nervous system.

7. Vitamin: VITAMIN K
Type: FAT – SOLUBLE VITAMIN
Function: Blood clotting, and bone formation
Source: Leafy green vegetables.

8. Vitamin: CALCIUM
Type: FAT – SOLUBLE VITAMIN
Function: Component of bone and teeth.
Source: Dairy foods, Chinese cabbage, kale, turnip greens

9. Vitamin: C
Type: WATER – SOLUBLE VITAMIN
Function: Iron absorption, anti-oxidant, immune system
Source: Fruits and vegetables
10. Vitamin: VITAMIN E
Type: FAT – SOLUBLE VITAMIN
Function: Promotes proper growth and development of the nervous system

Activity #4 (Micronutrients)

Direction: Analyze the following questions and choose the correct answer.

1. What is the function of vitamin A?


a. For energy
b. To help prevent anemia
c. Healthy eyesight, skin and immune system
2. What is the function of iron?
a. To help prevent anemia by forming hemoglobin
b. For healthy eyesight
c. For normal functioning of the immune system
1. Which of the following is a non-dietary source of vitamin D?

a. Sunlight b. Milk c. Green leafy vegetables

2. Which of the following vitamins helps the absorption of iron into the body?

a. Vitamin D b. Vitamin C c. Folate

3. Why is folate important for pregnant women?

a. To help prevents neural defects

b. To help prevent morning sickness

c. To help prevent fatigue

4. Which of the following is a source of calcium?

a. sardines b. oranges c. sunlight

5. Vitamin C is required for the health of which body system?

a. Skeletal system b. Nervous system c. Immune system

6. Vitamin B1 and B12 both help to release energy from our foods, but which other
function does B12 have.
a. Healthy eyesight b. Healthy skin c. Formation of red
blood cells

7. Which of the following is a good source of Vitamin B1?

a. Citrus fruits b. Fortified breakfast cereals c. Mango

8. A deficiency in Vitamin D causes which of the following diseases in children?

a. anemia b. Rickets c. Osteoporosis

Activity #5
Direction: Create a slogan portraying the essence of micro and macronutrients.

Further Reading

Why is nutrition important?

A famous saying “you are what you eat”. A healthy diet consists of a well-balanced diet
composed of all important nutrients in right proportion. It prevents malnutrition and
onset of diseases like obesity, diabetes, heart diseases, cancer & stroke to name a few.

Food that we eat acts as a fuel to the body & provide essential nutrients which further
act as:

 Energy-giving foods – Carbohydrates, Fats- Energy required constantly for the


voluntary & involuntary activities of the body.
 Body-building foods – Proteins, Minerals- Muscles, bones & organs are built
up and maintained by the protein supplied by the food. Minerals like iron,
phosphorous affect the formation of the blood – skeleton tissue (bones).
 Protective foods – Vitamins, Minerals – essential for safeguarding the body
against diseases.
 Regulatory foods – Water, Roughage- Water is required to regulate body
processes such as digestion, excretion, maintenance of the body temperature
and the electrolyte balance. Roughage helps normal body movements.

Healthy Diet
Provides the body with essential nutrition that maintain or improve general
health.
Fitness
A general state of good health usually as a result of exercise and nutrition.

UNIT 4
Lesson 7: Introduction to Biomechanics

Lesson Objectives

At the end of the lesson, the students should be able to:

A. determine the different planes of motion and anatomical position;


B. give examples of motion in plane and exercise in axis;
C. apply a certain movement based exercise; and
D. recognize the connection of planes of motion and anatomical position to MBE.

Reading I
Planes and Axis

Human movements are described in three dimensions based on a series of planes and
axis. There are three planes of motion that pass through the human body.

 The sagital plane


 The frontal plane
 The transverse (horizontal) plane

The sagital plane lies vertically and divides the body into right and left parts.

The frontal plane also lies vertically and divides the body into anterior and posterior
parts.

The transverse plane lies horizontally and divides the body into superior and inferior
parts.

Axis

An axis is a straight line around which an object rotates. Movement at a joint takes
place in a plane about an axis. There are three axes of rotation.

 Sagital axis
 Frontal axis
 Vertical axis

The sagital axis passes horizontally from posterior to anterior and is formed by the
intersection of the sagital and transverse planes.

The frontal axis passes horizontally from left to right and is formed by the intersection
of the frontal and transverse planes.

The vertical axis passes vertically from inferior to superior and is formed by the
intersection of the sagital and frontal planes.

Planes of motion and function


 There is a tendency when describing a movement for it to be referred to in the
particular plane that it is dominated by. An example of this would be a
description of walking as a sagital plane movement.
 In reality this is really only a description of the gross direction of movement. At
individual joint level, movement will be occurring in all three planes not solely in
the sagital plane. For example during walking, the hip will be flexing/extending in
the sagital plane, adducting/abducting in the frontal plane and
internally/externally rotating in the transverse plane.
 The same concept applies to all the individual joints in the lower limb
 The movement that you effectively “see” does not represent what is occurring in
terms of motor control and force absorption within all three planes.
 For example during gait the most obvious hip movement is expressed in the
sagital plane, but at the joint there is an interplay between eccentric force
absorption and concentric force production in all three planes. The hip is subtly
decelerating internal rotation and adduction and then accelerating external
rotation and abduction.
 This simultaneous movement can be seen as one motion with three
components…… it can be termed tri-planar motion
 It is essential that the exercise professional is comfortable with the concepts of
tri-planar motion and the fact that all functional movements are three
dimensional, however it is biomechanically understood that description in single
plane terms is most useful when generalising about gross movement patterns.

Enrichment Activities

Exercise I

Direction: Determine the different planes of motion in the given illustration.


Write your answer on the blank below the illustration.
Sagital Plane Transverse Plane Frontal Plane

Exercise 2

Direction: Give at least 3 examples of motion/movement in each Planes and Axis.

Planes Motion Axis Examples


Kicking a ball, chest pass in
Sagital Flexion / extension Frontal netball, walking, jumping,
squatting, bicep curl
Abduction / adduction Jumping jack exercises,
Frontal Side flexion Sagital lateral arm and leg raises,
Inversion / eversion side bend, cartwheel
Interior rotation /
Skating, hip rotation in a
exterior rotation
golf swing, twisting in a
Transverse Horizontal flexion / Vertical
discus throw, spinning in
extension
skating, limb rotation
Supination / pronation
Reading II

Movement Based Exercise

 Works to strengthen the complete system, working your muscles through a


deeper range of motion.

Best Styles of Movement Based Exercise

 Yoga- means union or connection and comes from the Sanskrit root yuj which
means “ to join or to yoke”. It is universal in its application leading to all round
development of body and soul.

 Calisthenics – a form of exercise consisting a variety of movements that


exercise large muscle groups such as running, standing, grasping, pushing, etc.
These exercises are often perform rhythmically and with minimal equipment as
body weight exercises.
 Parkour- training discipline using movement that develop from military obstacle
course training. Practitioners, called tracers or traceurs , aim to get from one
point to another in complex environment, without assistive equipment and in the
fastest and most efficient way possible.
 Rock Climbing- a sport or activity of climbing rock faces with the aid of ropes
and special equipment.

Exercise 3

Direction: Choose any movement based exercise on the lesson. Practise


and record your performance by a video.

Movement Based Exercises

 Yoga
 Calisthenics
 Parkour
 Rock Climbing

Self-Assessment

1. What is the connection or relation of the planes of motion and anatomical position
to the movement based exercise?
Since the movement based exercises work the muscles in a much
deeper range of motion, understanding the planes of motion and
anatomical is significant. Because the individual will be moving parts of
the body, not only one. The movement based exercise will help in
utilizing the different planes of motion and the anatomical position to
train the body to do some physical activity, achieving goals of
improving health.

Lesson 8: Basic Strength Training Activities

Lesson Objectives

At the end of the lesson, the students should be able to:

A. understand the concept of basic strength training activities;


B. perform the different strength training activities; and
C. recognize the importance of strength training activities.

Readings

Basic Strength Training Activities


It work your muscles by applying a resistance against which the muscle need to exert a
force.

A. Body Weight Exercise

 are strength training exercises that use the individuals own weight to provide
resistance against gravity. It can enhance a range of bio motor abilities including
strength, power endurance, speed and flexibility.

B. Free Weight

 are physical training aids designed for use in isolating resistance to a muscle or
muscle group, when weight is not supported or otherwise connected to a machine,
pulley or lever.

C. Functional Exercise

 are movements or exercises that improve a person’s ability to complete their daily
activities or to achieve a specific goal.

D. Circuit Training

 a form of body conditioning that involves endurance training, resistance training,


high intensity aerobics, and exercises performed in a circuit, similar to high-intensity
interval training.

E. Tabata Training

 is high intensity interval training. A cardio training which relies upon short bursts of
all out exertion followed by rest period.

Exercise 1

Direction: Come up with a training plan for each Strength Training


Activities.
Strength Training Training Exercises

Body Weight Exercise Air Squat (15-18 reps, 3 sets)

Single Leg Balance (30-45 second, each leg)

Walking Lunge (8 reps, 2 sets, each leg)

Plank (15-45 seconds)

Leg Lift (8 reps, 2 sets)

Free weight Weighted glute bridge (15-18 reps, 2 sets)

Overhead shoulder press (10-12 reps, 2 sets)

Floor press (4 reps, 2 sets)

Dumbbell chest press (13-15 reps, 3 sets)

Step-up (10-12 reps, 3 sets, each leg)

Functional Exercises Squat (12 reps, 3 sets)

Glute Bridge (12 reps, 3 sets)

Lateral Lunge (12 reps, 3 sets)

Push-up (12 reps, 3 sets)

Circuit training Calf Raises (15 reps)

Bench Dips (15 reps)

Jump Rope (60 seconds)

Abdominal Crunches (15 reps)

Squat Jumps (15 reps)

Tabata Burpee (2 minutes)


Mountain Climber (20 seconds, 8 sets)

Scissor Kick (4 minutes)

Spiderman (3 minutes)

High Knees (15 seconds, 6 sets)

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