Physical Education and Health 11: FITT Goals To Achieve Health-Related Fitness (HRF)

 

Senior High School  

PHYSICAL EDUCATION AND HEALTH FirstSemester –  Module4  – Module4

FITT Goals to Achieve Health-Related Fitness HRF)

Department De partment of Education

Re Republ publ ic of the Philippi ne nes s

 

Physical Education and Health  – Grade 11  Al ter nat ive iv e Deliver Deli ver y Mod e First Semester Semester - Module 4: FITT FITT Goals to Achi eve Health-Rela Health-Related ted Fitn ess (HRF) (HRF) First Editio n, 2020 2020 Republic Act 8293, section 176 states that: “No copyright shall subsist in any work of the Government Gove rnment of t he Philippin Philippin es. However However,, prior approval of the government government agency agency or offi ce wherein the work is created created shall be ne necessary cessary for exploitation of such work for pro fit. Such agency or off ice may, may, among oth er thi ngs, impos e as a cond iti on, payment of royalty.”  This material has been developed de veloped in i n support to the Senior High School Program implementation in the Department of Education, Region X - Northern Mindanao. It can be reproduced for educational purposes and can be modified for the purpose of translation into another language provided that the source must be clearly acknowledged. No work may be derived from this material for commercial purposes and profit. Borrowed materials included included in this module are owned by the respective copyright holders. Effort has been exerted to locate and seek permission to use these materials from the respective copyright owners. The publisher and author do not represent nor claim ownership over them. Development Team Team of the Modul e Writer/s:

Marites G. Jael

Content Editor:

Johnny D. Redondo

Language Editor:

Melende B. Catid, PhD

Proofreader:

Melende B. Catid, PhD

Layout Artist:

Israel Renan A. Baculio, Francis Jumawid

Development Team: Chairperson:

Co-Chairpersons:

Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr. CESO V  Assistant Regional Regional Director Jonathan S. Dela Peña, PhD, CESO V Schools Superintendent Rowena Division H. Para-on, PhD  Assistant Schools Division Division Superintendent Superintendent Mala Epra B. Magnaong, Chief ES, CLMD  CLMD 

Members:

Neil A. Improgo, PhD, EPS-LRMS; EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM EPS-ADM;; Erlinda G. Dael, PhD, CID Chief ; Johnny D. Redondo, EPS MAPEH In-charge; In-charge; Celieto B. Magsayo, LRMS Manager ; Loucile L. Paclar, Librarian II; II; Kim Eric G. Lubguban, PDO II

Regional Evaluator:

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Senior High School  

PHYSICAL EDUCATION AND HEALTH FirstSemester – Module4

FITT Goals to Achieve Health-Related Fitness HRF)

This instructional material was collaboratively developed and reviewed by educators from public schools. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at  at region10@deped [email protected]. .gov.ph.  

We value your feedback and recommendations.

Department De partment of Education

Re Republ publ ic of the Philippi ne nes s

 

TABLE OF CONTENTS

Title

Page

Title Page

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Overview Objective

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1 1

Lesson 1: Appl ying FIT FITT T on O Our ur Household Daily Routi nes

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 Activity 1

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3

 Activity 2

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4

 Activity 3

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Pre-Assessment

Lesson 2: Improvi ng Your He Health alth Throug h HR HRF FC Compo ompo nents  Activity 1

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 Activity 2  Activity 3

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Summary

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References

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OVERVIEW What activities make up your day? Do you have time to be active? Are you particular of the food you intake daily? Today’ s pandemic COVID-19 makes us realize how our health is very important to each one of us. Yes, our daily household chores and activities, and the food we intake can either make us healthier or it can put us at risk even at a young age. Regardless of the type of activity we do, you will most likely gain flexibility and improve your heart rate to a certain level. Physical fitness activity can be moderate or vigorous, dependin depending g on the type of household activities you are doing. There are organizations that have advocacies to help us stay fit while staying at home. What this module is all about? This module is designed to help you achieve physical fitness for health reasons through health-related fitness (HRF) components and the application of the FITT (Frequency, Intensity, Time, and Type). Frequency = how often do you performed physical activities Intensity = how hard you performed these activities Time = how long do you perform such activities and: Type = mode of physical activities This module is focused in two lessons: Lesson 1: 1: Applying  Applying FITT on our household daily routines Lesson 2: Improving 2:  Improving your health through HRF components

What you are expected to learn from this module? 

Learning Compete Competencies ncies   Understand how FITT can determine our progress physically   Perform activities that enhances our HRF components

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  Describe FITT and HRF with regards to our own bodies 

At the end of this module, you are expected to:

you’ve learned about about HRF and FITT to improve improve physical well-being;    Apply what you’ve   Determine what what activities activities would suit you depending on what aspect of your health health you are trying to improve; and   Encourage improvement improvement of physical physical health health using using your knowledge about FITT and HRF.

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Lesson

1

Applying FITT On Our Household Daily Routines 

What I need to know  At the end of the lesson the students are expected to perform activities using FITT formula.

Pre-assessment Read the following statements carefully and write the word Yes Yes   on the space provided before the number of the statements that applies to you, while leave it blank if it doesn’t. Use separate sheet for your answers.  answers.   ________1. I engage in physical physical activities for at least 30 minutes minutes several days days a week.  ________2. I engage in physical physical activities that challenge my my heart rate.  ________3. I spend quality quality time with family, friends, and others in my social circle.  ________4. I always find time to do leisure leisure activities. activities.  ________5. I do warm-up, stretching, and and cool down exercises. exercises.  ________6. I do not stress myself about schoolwork schoolwork deadlines. deadlines.  ________7. I take care of environment environment by doing small small deeds such as throwing my my trash into trash bin.  ________8. I assess my physical fitness level and and my participation participation in physical activities.  ________9. I try to eat vegetables and and fruits as much much as I can.  ________10. I have assigned task task to do househ household old chores. Count the number of YES to know your Healthy Lifestyle Assessment rating. Excellent Good Fair Needs Improvement

9 - 10 7-8 4-6 0-3

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What I Know Activity 1: Warm You Up! This activity will prepare your body for physical activity. Objective: To prepare yourself for physical activity using general or sports-specific warm up exercises Procedure: 1. Choose a partner partner (members (members of the family) 2. Do the following exercises (16 counts):   Jog in place   Jumping Jack   High Knees 3. Do the following stretching:   Head bending   Arm stretching   Shoulder   Trunk •

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Note: Head Rotation is not allowed for stretching. The time allotted to properly warm up your body can spell the difference between perform performing ing well and getting yourself injured. Spend around 5-10 minutes on warm-up routine. Execute either general warm-up exercise like jogging and jumping jacks and body twisting or sportsspecific warm-up exercises. Reflective Re flective Questions Questions  (use  (use a separate paper for your answers): answers):  1. What did you feel after doing the activity? 2. What I have learned in doing the warm-up activity? 3. How do I feel in doing the activity? Activity 2: I LOVE MY WEIGHT! Objective: To differentiate between healthy and unhealthy eating practices Materials:   Checklist notebook   Pen •

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Procedure: 1. Put a check mark (√) on the practices that show healthy habit and (x) for unhealthy explain your answer briefly. 3

 

2. Discuss it with the members of the family

HEALTHY AND UNHEALTHY HABIT Practices

Healthy habit

Unhealthy habit

Explain

1. Drinking beverages is my option. 2. Eating sweets daily. 3. Removing vegetables when eating “Lauya ”. 4. Eating fruits daily. 5. Preferred delivered food. 6. Eating home cook meals. 7. Prefer to eat eat deep deep fried fried foods. 8. Prefer to eat street foods 9. Skipping meals for a diet 10. Drink Plenty of water a day

What to Process

Activity 3: My Daily Routine! This activity will be determined possible times during the day where you can be more active. Objective: To discuss opportunities of becoming more active based on your daily routine Materials:   Activity notebook   Pen •

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Procedure: 1. Work with sibling or any member of the family. 2. In your activity log, fill fill up the spaces on how much much time you spent doing doing this. household activities. Use your activity notebook.

Weekly We ekly Activity Log  Ac ti vi ti es o f Daily Dai ly Livin g (ADL) Laundry Studying Scrubbing the floor Cleaning the house Washing the dishes Free time Fixing bedroom Feeding pets/animals Preparing meals Fetching water

Sun

Mon

Tue

4

Wed

Thu

Fri

Sat

 

3. Focus on the following: a.) How long do you spend on activities activities that make you move a lot? b.) When are the best times and days for you to be more active? 4. Share your ideas ideas to the members of of the family and submit submit your output output in a separate separate sheet of paper: a.) How do you feel doing the activity? b.) Do you enjoy doing household household chores? Why? c.) What do you do during your free time?

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Lesson

2

Improving Your Health Through HRF Components 

What I need to know  At the end of the lesson the learners are expected determine their resting heart rate, maximum heart rate and can assess the performance in the different fitness test

What I Know

Activity 1: LISTEN TO YOUR HEART! Most of the physical activities and exercises involve the heart and the lungs. It is necessary to monitor how your heart is doing especially during the vigorous workout. Objective: To get your resting-maximum resting-maximum heart rate Materials:   activity notebook/pen notebook/pen   clock/stopwatch   calculator •

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Procedure: I. To get your resting heart rate 1. Locate your radial, temporal, femoral(groin), or carotid artery with your index

II.

III.

and middle finger. 2. Take the rate within 15 seconds and multiply this by 4 to complete the 1 minute requirements. Always record To get your maximum heart rate (MHR) Direction:: subtract your age from 220. Direction Example: If you are 16 years old, your maximum heart rate is (220-16) = 204 bpm To get your target heart rate zone

Purpose: To Purpose:  To determine your aerobic intensity according according to a straight percentage of your MHR, usually 60-90%. Directions:  Get the MHR, multiply it by 60%(0.60) to get the lower limit. Multiply by 90%(0.90) to get the upper limit. Record your target heart rate zone.

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Example: If you are 16 years old, your y our MHaR is 204bpm. Determine the lower limit. (204x0.6) = 122.4 beats per minute Determine upper limit. (204x0.9) = 183.6 beats per minute Thus, your target heart rate for training is between 122.4 to 183.6 beats per minute. Types 1. Resting Heart Rate (RHR)

Beats per Minute(bpm) Minut e(bpm)

Date taken

2. Maximum Heart Rate (MHR) 3. Target Heart Rate Zone

What did you notice about your heart rates? Do you think it is necessary to learn how to estimates these types of heart rate? Why? (Use a separate paper for your answer)  answer)  Activity 2: To determine your Training Heart Rate (THR) as basis for designing individual individual training program. Instruction: Compute your Training Heart Rate targeting the Basic Endurance (65%) using the Karvonen’s Formula and show your solution. You may use a separate sheet for your answer following the example as shown on the last table. Importance of Comput ing t he Training Heart Heart Rate: Rate: ➢ 

Monitor the heart heart rate in doing your your aerobic aerobic exercises to ensure ensure gradual progression for safety purposes. level of intensity intensity (Training (Training Zone) based on your cardiovascular cardiovascular fitness ➢  Guide the level level. Let’s Review about Training Zones  

1. Basic Endurance – this involves working the heart rate of 65%-75% MHR for a period of 15 to 60 minutes.  minutes.  2. Threshold Endurance – This involve working at a heart rate level of 80%-85% 80% -85% MHR for a period of 15 t0 45 minutes.  minutes.  3. Overload Endurance- swimming Endurance- swimming at a heart rate level of 85%- 90% MHR for a period of 15 to 30 minutes.

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How to compute your THR using the Karvonen’s Formula   THR=RHR + Zone Level (MHR-PA-RHR)

Example: Given: RHR= 75bpm MHR =220bpm PA = 16 Years Old Zone = 65% PA = 16 Years Old THR =? Solution: THR=RHR + Zone (MHR-PA-RHR) THR= 75 + 65% (220-16-75) THR = 75+ .65(131) THR =75+85.15  An sw er THR = 160.15bpm  160.15bpm  

Where: THR= Training Heart Rate RHR=Resting Heart Rate Zone= Level of Endurance MHR= Maximum Heart Rate (220bpm) PA= Present Age

Activity 3: Physical Fitness Assessment Assessment Objective: Objective: To assess your performance in the different fitness tests

My Fitness Profile in Health Health and Skill-Relate Skill-Related d Physic al Fitness Part A Name: _______________________ __________________________ ___ Year and Section: ______________ Date: ________  Age: _______ Height:(cm) Height:(cm) _________Wei _________Weight:(kgs) ght:(kgs) __________Resting __________Resting heart heart Rate: ______ Maximum Heart Rate (MHR): ________________ ________________ Target Zone Heart Rate: ______________ ______________   Part B Fitness test

Pre-Test Trial 1

Interpretation of score

Date

Pre-Test

Trial 2

Trial 1

Interpretation of score

Date

Remarks

Trial 2

Curl-up Push-up Trunk lift 50-yard dash 1 footstand

Procedure: 1. Fill up the information at Part Part A 2. Fill up the information at Part Part B by: a. Reading the procedure for each of the selected tests presented presented in the fitness profile b. Performing warm-up before taking the fitness fitness test test 8

 

c. Performing cool-down exercises after the fitness fitness test d. A trial is encourage for each category category before proceeding proceeding to the test proper  A. CURL-UP TEST Objective:  To measure muscular endurance of the abdominal muscle Objective: To Materials: Exercise Materials:  Exercise mat, meter stick Procedure: 1. Lie flat on your back back with your knees bent bent at 140 degrees degrees angle. Feet flat on the the floor and legs slightly apart. The arms should be straight, in line with your trunk, and palms resting on the mat. 2. Your partner will will be the one to get the measurement under your knees on the the mat so that your fingertips rest on the edge of the meter stick s tick 3. Start the curl-up, your torso using your abdominal muscl muscles es until your fingers reach the other side of the measuring strip. Keep the heels in contact with the mat. 4. Do as many curl-up curl-up as you can wit with h a maximum maximum of 75. You must have have about 1 curl-up every 3 seconds.

B. PUSH- UP  UP  Objective:  To measure the strength of the arms and shoulder girdle Objective: To Materials: stopwatch Materials:  stopwatch Procedure: 1. Boys: Begin with the common common push-up position. The body is is supported by the the hands and toes. Keep your body straight. Girls: Begin with the common push-up position with the weight placed on the hands and knees. Push with arms until these are fully extended. 2. Lower the body until the e lbows are at 90’ angle. Perform as many as you can in one minute. 3. Count the the number number of repeated push-up done correctly mat. 

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C. TRUNK-LIFT Objective:  To measure the upper back and trunk flexibility Objective: To Materials: exercise Materials:  exercise and ruler Procedure: 1. Begin by lying lying in prone position. position. Your legs legs should be straight straight and your hands hands are under your thighs. 2. Extend your arms forward with with one hand hand placed on top of the other. 3. Lift your chin slowly slowly (as high as possible) possible) while your partner holds holds your legs. Hold this position for about 3 seconds. 4. Another classmate classmate will measure measure using a ruler the distance between between your chin and and the floor. You may have 2 trials and record the result.

D. 50-Yard 50-Yard Das Dash h  Objective:  To evaluate speed Objective: To Materials: stopwatch, Materials:  stopwatch, measuring tape and flat surface 70 yards longer Procedure: 1. Mark off a safe course course 50 yards yards long. 2. Position the starter at the finish finish line with stopwatch. The star starter ter timer will shout “ready set” and “ go”  3. At the go signal, signal, sprint as fast as you can to finish the line line 4. Record the time.

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E. One – Leg Stand Objective: To Objective:  To evaluate balance by holding the position for a maximum of 60 seconds Materials: stopwatch Materials:  stopwatch and flat surface 70 Procedure: 1. Test your balance balance by standing on one foot. foot. Bend the other other leg and place the other foot on the inside of the supporting leg. 2. Place your hands hands on the waist. Raise the heel of the supporting foot off the floor at a given signal. Maintain balance as long as you can. 3. Stop this test ifif you lose your balance balance or ifif 60 seconds is over. 4. Record your score.

SUMMARY Influencing your family, community and society, in general, to actively engage themselves in physical fitness it can motivate others to do the same. Doing household chores and keep ourselves in motion our body can benefit so much. Regardless of age, gender and social status, health is the most important. Using our FITT formula we can calibrate our fitness programs that is suited to our age. The activities that are found in this module can help you manage your health activity. Getting our resting heart before fitness activity can help up monitor our and knowing our target heart we can personally identify ourselves the status of our health.

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References Department of Education (DepEd) K to 12 Curriculum Guide Health Education, Pasig City, Philippines. 2012 https://www.youtube.com/watch?v=PvYI3iPUHpY https://www.clipartkey.com/view/iRiJwh_boy-standing-on-1-foot-clip-art-rodin/ https://strosemtvernon.com/class-pages/pe/935-fitness-testing http://lellyjelly.weebly.com/pe/fitness-testing http://clipart-library.com/dash-cliparts.html https://www.google.com/search?q=do%27s%20and%20don%27 https://www.google.com/search?q=do%27 s%20and%20don%27ts%20in%20stretchi ts%20in%20stretchi ng%20cartoons&tbm=isch&hl=en&tbs=il:ol&c ng%20cartoons &tbm=isch&hl=en&tbs=il:ol&chips=q:do%27s%20an hips=q:do%27s%20and%20don d%20don %20ts%20in%20stretching%20cartoons%2Conline_chips:openclipart&sa=X& ved=0CAAQ1vwEahcKEwj4_fv5g ved=0CAAQ1vw EahcKEwj4_fv5gtvsAhUAAAAAHQAAAAAQAg tvsAhUAAAAAHQAAAAAQAg&biw=1349&b &biw=1349&b ih=600#imgrc=UyAWJkWAO506GM&imgdii=lUgTTsUc4tmgwM https://www.google.co https://www.google.com/search?q=do%27 m/search?q=do%27s%20and%20don%27 s%20and%20don%27ts%20in%20stretchi ts%20in%20stretchi ng%20cartoons&tbm=isch&hl=en&tbs=il:ol&c ng%20cartoons &tbm=isch&hl=en&tbs=il:ol&chips=q:do%27s%20an hips=q:do%27s%20and%20don d%20don %20ts%20in%20stretching%20cartoons%2Co %20ts%20in%20stretch ing%20cartoons%2Conline_chips:openclipart&sa=X& nline_chips:openclipart&sa=X& ved=0CAAQ1vwEahcKEwj4_fv5g ved=0CAAQ1vw EahcKEwj4_fv5gtvsAhUAAAAAHQAAAA tvsAhUAAAAAHQAAAAAQAg&biw=1349&b AQAg&biw=1349&b ih=600#imgrc=lUgTTsUc4tmgwM&imgdii=YDhxWpAXwzdDQM https://www.google.com/search?q=do%27s%20and%20don%27 https://www.google.com/search?q=do%27 s%20and%20don%27ts%20in%20stretchi ts%20in%20stretchi ng%20cartoons&tbm=isch&hl=en&tbs=rimg:CR8 ng%20cartoons &tbm=isch&hl=en&tbs=rimg:CR8Q5o94NaxJYeM8L1 Q5o94NaxJYeM8L1VgtIAm& VgtIAm& sa=X&ved=0CB0QuIIBahcKEwjoxvHYhN sa=X&ved=0CB0 QuIIBahcKEwjoxvHYhNvsAhUAAAAAHQAAAA vsAhUAAAAAHQAAAAAQHw&biw= AQHw&biw= 1349&bih=600#imgrc=6I7R6WvmEXVC9M

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