PHED0112-PATHFIT-1

Learning Module 01

PHYSICAL ACTIVITY
TOWARDS FITNESS AND
HEALTH 1 (PATHFit-1)

made possible in partnership with

Flexible Learning All-in-One Solution for Higher Education Institutions

in Region III
(FLASHEIR3)

This is a property of
Commission on Higher
Education
NOT FOR SALE

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PHYSICAL ACTIVITY TOWARDS HEALTH AND FITNESS (PATHFIT-1)

Learning Module 01
First Edition, 2021

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

Borrowed materials included in this module are owned by their respective copyright holders.
Every effort has been exerted to reach and seek permission to use these materials from their
respective copyright owners. The University and authors do not claim ownership over them.

Published by the Commission on Higher Education – Region III

in cooperation with the Flexible Learning All-in-One Solution for Higher Education
Institutions in Region III
Learning Module Development Team
Writers:
Jay Mark D. Sinag, Instructor I Jewel Ann D Miranda, Instructor I
Myca C. Pineda, Instructor I Roe Vincent S. Ovejas, Instructor I
Christian D. Sinio, Instructor I Allyson Alvear T. Lacson, Instructor I
Vince Ian F. Manalili, Instructor I Lyndo V. Fontanilla, Instructor I
Ashley L. Miranda, Instructor I Alvin John M. Carlos, Instructor I
Paul Justine Pineda, Instructor I Eunice Villaruel, Instructor I

Evaluators:
Evaluator 01 (First Name, Middle Initial, Last Name), Position
Evaluator 02 (First Name, Middle Initial, Last Name), Position
Evaluator 03 (First Name, Middle Initial, Last Name), Position

Quality Management Team:

Jay Mark D. Sinag, MPES

Facilitators
Cristina G. Rivera
Richmon L. Carabeo
Technical Support

Emmanuel C. Macaraeg, PhD, CESE

Overall Coordinator, Course Module Development

Myrna Q. Mallari
Project Leader, FLASHEIR3

Maria Teresa S. Salta, PhD

Education Supervisor, CHEDRO3

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Ma. Teresita Macanas Semana, PhD, CESO IV

OIC Regional Director, CHEDRO3

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Netiquette Guide for Online Courses

It is important to recognize that the online classroom is in fact a classroom, and
certain behaviors are expected when you communicate with both your peers and your
instructors. These guidelines for online behavior and interaction are known as
netiquette.

Security
Remember that your password is the only thing protecting you from pranks or more
serious harm.
● Don't share your password with anyone.
● Change your password if you think someone else might know it.
● Always log out when you are finished using the system.

Appearance
Bear in mind that you are attending a class, dress appropriately.

General Guidelines
When communicating online, you should always:
● Treat your instructor and classmates with respect in email or any other
communication.
● Always use your professors’ proper title: Dr. or Prof., or if in doubt use Mr. or Ms.
● Unless specifically invited, don’t refer to your instructor by first name.
● Use clear and concise language.
● Remember that all college level communication should have correct spelling and
grammar (this includes discussion boards).
● Avoid slang terms such as “wassup?” and texting abbreviations such as “u”
instead of “you.”
● Use the prescribed font Palatino Linotype and use a size 10-point font.
● Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS
YELLING.
● Limit and possibly avoid the use of emoticons like :) or J.
● Be cautious when using humor or sarcasm as tone is sometimes lost in an email or
discussion post and your message might be taken seriously or sound offensive.
● Be careful with personal information (both yours and other’s).
● Do not send confidential information via e-mail.

Email Netiquette
When you send an email to your instructor, teaching assistant, or classmates, you
should:
● Use a descriptive subject line.
● Be brief.
● Avoid attachments unless you are sure your recipients can open them.
● Avoid HTML in favor of plain text.
● Sign your message with your name and return e-mail address.
● Think before you send the e-mail to more than one person. Does everyone really
need to see your message?
● Be sure you REALLY want everyone to receive your response when you click,

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“reply all.”
● Be sure that the message author intended for the information to be passed along
before you click the “forward” button.

Message Board Netiquette and Guidelines

When posting on the Discussion Board in your online class, you should:
● Make posts that are on topic and within the scope of the course material.
● Take your posts seriously and review and edit your posts before sending.
● Be as brief as possible while still making a thorough comment.
● Always give proper credit when referencing or quoting another source.
● Be sure to read all messages in a thread before replying.
● Don’t repeat someone else’s post without adding something of your own to it.
● Avoid short, generic replies such as, “I agree.” You should include why you agree
or add to the previous point.
● Always be respectful of others’ opinions even when they differ from your own.
● When you disagree with someone, you should express your differing opinion in a
respectful, non-critical way.
● Do not make personal or insulting remarks.
● Be open-minded.
(Source: http://teach.ufl.edu/wp-content/uploads/2012/08/NetiquetteGuideforOnlineCourses.pdf)

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About the Faculty or Authors

Jay Mark D. Sinag is a graduate Master of Physical Education and Sports at the graduate school of
Bataan Peninsula State University- Main Campus and he obtained his bachelors degree at Bataan Peninsula State
University-Dinalupihan Campus with the degree of BSED with specialization in Music, Arts, Physical Education
and Health (MAPEH) in the year 2016. Formerly, he worked at Jose C. Payumo Jr. Memorial High School as
Teacher II in senior high school. He is an Instructor I at Bataan Peninsula State University-Orani Campus.
Lyndo V. Fontanilla, is an Instructor I at Don Honorio Ventura State University. Currently taking his
Masters Degree at Don Honorio Ventura State University, Masters of Art in Education major in Physical
Education. He obtained his Bachelors Degree at Angeles University Foundation, Angeles City with the degree of
Bachelor of Secondary Education major in Music, Art, Physical Education and Health (MAPEH) in the year 2014.
Christian Sinio finished his academic requirements in Master of Arts in Education major Physical
education in Don Honorio Ventura State University - main campus. He also graduated in the same university with
a course of Bachelor of Physical Education major in School Physical Education year 2018. He is currently serving
his alma mater Don Honorio Ventura State University since 2019 up to now as a Licensed Professional Teacher in
College of Education Department/Institute of Physical Education since 2019. He actively participated in various
seminars related to his profession.
Allyson Alvear T. Lacson is a licensed professional teacher, has 12 units in Master of Arts in Education
Major in Music Education at Philippine Normal University and has 36 units in Master of Arts in Education Major
in Physical Education at Don Honorio Ventura State University and he obtained his bachelor’s degree at Don
Honorio Ventura State University- Main Campus with degree of bachelor of secondary education major in Music,
Arts, Physical Education and Health (MAPEH) in the year 2017. He is currently affiliated with Don Honorio
Ventura State University as a college instructor since 2018.
Roe Vincent S. Ovejas holds a Bachelor of Secondary Education Major in Music, Arts, Physical
Education, and Health from Guagua National College, as well as Master of Arts in Education Major in Physical
Education from Don Honorio Ventura State University, where he currently on his thesis writing. He Previously
Worked as Teacher I in Senior High School and Junior High School Level at Guagua National College.He is an
Instructor I at Don Honorio Ventura State University since July 2019.
Ashley L. Miranda is a graduate of Bachelor of Secondary Education Major in Physical Education,
Health, and Music from Pampanga State Agricultural University, as well as a Masters of Education Major in
Physical Education from Don Honorio Ventura State University, where she is currently preparing for her
comprehensive exam this year. She previously worked as an Instructor I in Tertiary and Secondary Level at
Syllabus Inc.
Eunice A. Villaruel is an Instructor 1 at Bataan Peninsula State University. She finished her degree in
Master in Physical Education and Sports at the National College of Physical Education at Pamantasan ng Lungson
ng Maynila in 2006. Currently assigned at Bataan Peninsula State University, Dinalupihan Campus.
Myca C. Pineda finished Bachelor or Physical Education major in School P.E at Don Honorio Ventura
State University, as well as a Master of Arts in Education Major in Physical Education from the same University,
where she currently on her comprehensive examination. She has been Instructor I at Don Honorio Ventura State
University since June 2019. And a Part-Time instructor at Mary the Queen College of Pampanga during special
classes. Also, part of the experienced after she graduated, she was a volunteer teacher in Alternative Learning
System (ALS) in Mitla Elementary School, Porac Pampanga.
Jewel Ann D. Miranda is a graduate of Bachelor of Secondary Education major in Music, Arts, Physical
Education and Health at Systems Plus College Foundation (Main Branch) year 2017, and passed the September
2017 Licensure Examination for teachers. Now she's taking up Master of Arts in Education major in Physical
Education at Don Honorio Ventura State University.
Paul Justin Pineda, is an Instructor I at Don Honorio Ventura State University. He obtained his
Bachelor’s Degree of Physical Education major in School Physical Education at Don Honorio Ventura State
University in the year 2018. He also passed the Licensure Examination for Teachers in March 2019. Currently he
is taking Master’s Degree at Don Honorio Ventura State University, Masters of Art in Education major in Physical
Education.
Alvin John M. Carlos is currently a Physical Education Instructor I at Bataan Peninsula State University
(BPSU) – Main Campus and he is finishing his Masters of Education Major in Physical Education at Don Honorio
Ventura State University, Bacolor Pampanga.
Vince Ian F. Manalili is a licensed professional teacher, has 36 units in Master of Arts in Education
Major in Physical Education at Don Honorio Ventura State University and he obtained his bachelor’s degree at
Don Honorio Ventura State University- Main Campus with degree of bachelor of Physical Education Major in
School P.E in the year 2019. He is currently affiliated with Don Honorio Ventura State University as a college
instructor since 2020.

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Table of Contents

Page
Physical Fitness Concepts and Assessments
Topic 1. Physical Fitness Components and Assessment 14
Topic 2. Principles of Training 41
Topic 3. FITT Principle of Exercise 57
Topic 4. Phases of Good Exercise 72
Fundamental Movement Skills
Topic 5. Locomotor Movements 89
Topic 6. Non-Locomotor Movements 106
Topic 7. Manipulative Movements 119
Topic 8. Mobility Training 137
Health and Nutrition
Topic 9. Nutrients 154
Topic 10. Healthy Eating Habits 175
Topic 11. Weight Management 193
Topic 12. Fitness Program 209

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Course Overview
Introduction

This course reintroduces the fundamental movement patterns that consist of

non-locomotor and locomotor skills, which are integrated with core training to meet
the demands of functional fitness and sports performance. Emphasis will be on
exercise regression progression for the enhancement of fitness and the adaptation of
movement competencies to independent physical activity pursuits. In conjunction
with fitness concepts, exercise and healthy eating principles, periodic evaluation of
one’s level of fitness and physical activity, as well as eating patterns will be conducted
to monitor one’s progress and achievement of personal fitness and dietary goals.

Key Learning Competencies

1. Discuss physical fitness concepts and assessment in application to different
physical activities
2. Identify and perform the fundamental patterns and skills to meet the demands
of fitness and sports performance
3. Evaluate how well current eating habits meet the nutrition principles of
balance, moderation and variety.

Course Details:
● Course Code
● Course Title
● No. of Units (State the lecture and laboratory units)
● Classification (State whether lecture-based, laboratory-based, agency-based or
community-based)
● Pre-requisite / Co-Requisite
● Semester and Academic Year
● Schedule
● Name of Faculty
● Contact Details
Email:
Mobile Number:
Viber:
Messenger:
● Consultation
Day:
Time:

Learning Management System

(Provide the link for the Class created in Google Classroom. Likewise, share links of
other learning materials stored using Google Drive. If a commercial LMS will be
made available by the University, links shall be refreshed/updated and also be shared.

Assessment with Rubrics

(Discuss the assessment tools to be used along with the corresponding rubrics to
learners. Specify the major examinations such as Midterm and Final Examinations,

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their scope and coverage as well as schedule.)

Final Requirement with Rubrics

At the end of the semester, the learner will pass their daily journal that is asked by
their teacher during the orientation, this journal will be checked weekly and will be
passed before the final examination. Likewise, students will create a scrapbook
containing their activities and output within the semester and will be submitted on
the day of final examination.

Written examination will be administered also to the student to gauged of

what they have learned from the subject.

Class Standing Percentage

Oral and Written Examination 20%
Class Participation / Attendance 10%
Enhancement Activities 40%
Performance Assessment 40%
TOTAL 100%

Student with Disability

Students with disability are encouraged to discuss with the concerned faculty
accommodations during the first week of the term.

Grading System
Midterm Final
Class Standing - 70% Class Standing - 70%
Term Exam - 30% Term Exam - 30%
Final Rating
Midterm Grade (50%) + Final Grade (50%) = Final Rating

Course Policy
The following policies are to be observed and implemented inside the classroom
by both the Professor and Students.

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● Attendance in synchronous meeting and punctuality must be strictly

observed.
● Maintain respect and discipline, refer to netiquette.
● Active participation in class forum through sharing of ideas and experiences
is encouraged.
● Observe tranquility so as to maintain an environment of focus learning.
● Always check the shared folder/s for relevant readings.

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Module Overview
Introduction
(A comprehensive discussion of the module as to what to expect by the learners,
including topics included in this particular learning module as well as the scope and
coverage.)

● Topic 01: Physical Fitness Components and Assessment

● Topic 02: Principles of Training
● Topic 03: Good Phases of Exercise
● Topic 04: FITT Principle of Exercise
● Topic 05: Locomotor Movement
● Topic 06: Non-Locomotor Movement
● Topic 07: Manipulative Movement
● Topic 08: Mobility Training
● Topic 09: Nutrients
● Topic 10: Healthy Eating Habits
● Topic 11: Weight Management
● Topic 12: Fitness Program

Learning Outcomes
(State the learning outcomes being addressed by this module. Learning outcomes help
to think through and clearly delineate what it is the faculty want learners to learn in
each learning module.)

Minimum Technical Skills Requirement

(State the minimum technical skills requirement for the learner to smoothly proceed
with the learning module.)

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration
(Specify the number of hours allotted for this module. Likewise, specify the number of
hours allotted per topic. In a separate sheet, a calendar depicting all the deadlines
and due dates may be provided for progress monitoring.)

● Topic 01: Physical Fitness Components and Assessment = 4 hours

● Topic 02: Principles of Training = 2 hours
● Topic 03: Good Phases of Exercise = 2 hours
● Topic 04: FITT Principle of Exercise = 3 hours
● Topic 05: Locomotor Movement = 2 hours
● Topic 06: Non-Locomotor Movement = 2 hours
● Topic 07: Manipulative Movement = 3 hours
● Topic 08: Mobility Training = 4 hours

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● Topic 09: Nutrients = 2 hours

● Topic 10: Healthy Eating Habits = 2 hours
● Topic 11: Weight Management = 2 hours
● Topic 12: Fitness Program = 4 hours

Delivery Mode
This course will be delivered by enabling students to complete academic work
in a flexible manner, using synchronous and asynchronous mode.

Course materials and access to an online learning management system

will be made available to each student. Online assignments shall be posted
and include Discussion Board questions examination, and individual
assignments. Assigned faculty will support the students throughout this
eighteen-week course.

Module Requirement with Rubrics

● Daily Journal to be checked weekly and submitted before final examination

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Learning Module 01
Physical Activity Towards Health
and Fitness

Learning Packet 01

PHYSICAL FITNESS
COMPONENTS AND
ASSESSMENT

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Learning Packet 1

Physical Fitness Concepts and Assessments

Introduction
Challenge to many youth is developing a lifelong habit of physical fitness and
wellness as they mostly engage in gadgets and sedentary lifestyles. They tend
to grow on the world of technology or gadgets which promote inactive
behavior that might lead to different diseases.

In this module, Physical fitness components and assessment will be discussed

as the main topic that is remarkably known as the preliminary lesson in
Physical Education curriculum. This lesson shown different assessment of
physical fitness attributes.

Through Physical Fitness components and assessment we can determine the

level of participation that an individual can engage in. this also assess the
level of functioning in a sports or physical activity. Get started by deciding
what level of participation you engaged in. Focus on your goal, this time get
the family healthy together.

Objectives
● Identify physical Fitness components and Its uses
● Execute different assessment under each physical fitness components
● Evaluate the result of physical fitness test

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration

● Topic 01: Physical Fitness Components and Assessment = 4 hours (1 hour

synchronous class and 3 hours self-directed learning with practical exercises and
assessment)

Delivery Mode
(State the delivery mode, whether onsite (face-to-face under split-half scheme for
shopwork) or online (synchronous or asynchronous)).

Assessment with Rubrics

(Discuss the assessment tool to be used along with the corresponding rubrics.)

Requirement with Rubrics

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(Discuss the requirement along with the corresponding rubrics.)

Readings

● https://www.kenoshachc.org/2018/06/11/know-5-components-physical-fitness/
● https://www.spps.org/Page/18206
● https://www.researchgate.net/publication/295120492_Physical_fitness_in_school-
aged_children/figures?lo=1&utm_source=google&utm_medium=organic

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Introduction Key Points:

Being physically fit means, you can engage in consistent exercise because your
cardiovascular system is healthy, your body is flexible and your muscles are
strong. Besides, physical fitness refers to your ability to perform endurance ∙ Fitness testing is a
activities and have a healthy ratio of muscle and fat on your body. Achieving a great way to
healthy level of physical fitness offers many health benefits, making it an monitor and assess
important goal for all people. Walking, jogging, swimming, cycling, dancing, and students’ ability as
strength training are good choices. it relates to aerobic
fitness, strength,
Pre-Assessment and flexibility. It can
PAR-Q also help students
Answer the Physical Activity Readiness Questionnaire for Everyone on page understand how
8-11. Submit it along with this module. healthy they are
and learn to set
goals to improve
Lesson Proper their health-related
● Activity. fitness.
Direction: Answer the following question with I HAVE if you have been in
the situation and NEVER if not. Definition of
1. NEVER HAVE I EVER…commit myself to an activity and failed to Terms:
attend.
2. NEVER HAVE I EVER…cheated on my fitness program
3. NEVER HAVE I EVER…enrolled in a gym Health. The state of
4. NEVER HAVE I EVER…encourage my family to join in my exercise being free from
routine illness or injury
5. NEVER HAVE I EVER…bought food that is out of my budget Skill. The ability to
6. NEVER HAVE I EVER…bought exercise equipment and never use it
7. NEVER HAVE I EVER…lied about my weight do something well;
8. NEVER HAVE I EVER…deprived my sleep because of gadgets expertise
9. NEVER HAVE I EVER…assessed my fitness attributes
10. NEVER HAVE I EVER…engaged in physical activity during pandemic Hazard Alerts:

● Processing of the Activity. Stretch out your

1. List some activities which are good for your heart? leg muscles,
2. List down 5 exercises that will develop your upper and lower
extremities.
ligaments, and
tendons. It will
limit the health
● Brief Lesson. risks of a potential
damage caused
Physical components of fitness are used in school, gym, and health clubs to by a 'pull or
measure your level of physical fitness.
strain'. It also
Physical fitness components are divided into two. Health-Related Fitness prepares your
(HRF) and Skill- Related Fitness (SRF) knees and ankle
joints and will get
HEALTH-RELATED FITNESS them ready for a
strenuous
The definition of health-related fitness involves exercise activities that you do to workout.
try to improve your physical health and stay healthy. It has 5 components:
cardiovascular endurance, muscular strength, muscular endurance, flexibility, and
The workout area
body composition.
should be clear of
anyone who does
not have a direct
involvement in the
routine.

First Aid - ensure

that you have
knowledge and

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have a prepared
kit in case
emergency
happens.

Proper Clothing -
It’s long been
advised to
remove all loose
jewelry and belts
CARDIOVASCULAR ENDURANCE before the class
Refers to the ability of the whole body to perform activities for a prolonged time starts as they can
and have the circulatory and respiratory systems work efficiently. An individual actually lead to
who are engage in aerobic exercises are the one who can sustain workouts for
long period of time without getting tired.
injury.

Ways to Improve Cardiovascular Endurance Stretching &

1. Running or Walking Warm-ups - It’s
2. Aerobics and Aerobic Dance easy to injure cold
3. Swimming and Bicycling
4. At-Home Exercises muscles. That is
why ALL levels
MUSCULAR STRENGTH perform simple
Ability of the muscle to generate force. It is often measured by how much weight stretching
a person can lift. Stroger muscles allow person to do more work, protect the joints
from possible injuries and makes bone stronger.
exercises before
working out. Your
Ways to Improve Muscular Strength class should be
1. Lifting Weights no different. Start
2. Cycling off with a few
3. Hill Walking
4. Working with resistance bands stretches and
some light
MUSCULAR ENDURANCE physical activity
The ability of the muscle to generate force repeatedly. Improved endurance allows before you kick
an individual to perform physical activities in a greater number of repetitions and
in a longer period.
your lesson into
full gear. Be sure
Ways to Improve Muscular Endurance to allow time at
1. Sit-ups the end of the
2. Press-ups lesson to properly
3. Squat Thrusts
‘cool down’ and
FLEXIBILITY stretch again.
Defined as the range of motion possible at the many joints in the body. When the
muscles are developed and lengthened through appropriate exercise, they allow Be Alert - It is
the joints to move through a wider range of motion.
important to be
Ways to Improve Flexibility actively vigilant
1. Tai chi with your class.
2. Yoga Look for injuries.
3. Dance Some students
BODY COMPOSITION want to keep
It is the ratio of lean body weight to fat. The main components under performing
consideration are fat mass, muscle mass, bone density, and water volume. despite
developing an
Ways to Improve Body Composition
injury, where
1. Push-ups
2. Weighted Squat Jump others may be too
3. Explosive lunge jump embarrassed to
say something.
SKILL - RELATED FITNESS –

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Skill related fitness is defined as working out to improve a specific skill. The six Minor injuries can
skill-related components of fitness contribute to your ability to successfully worsen if not
participate in sports and activities.
treated.

SPEED
Speed deals with the rate at which a movement is performed. This skill is
applicable in all sports.

Ways to Improve Speed

1. Squat
2. Deadlift
3. Broad jump
4. Sled push

POWER
It is the ability to apply force at a high rate of speed. Power is common among
weight lifters

Ways to Improve Power

1. Squat Jumps
2. Clapping Push-ups
3. Hurdle Jumps

AGILITY
It refers to the ability to change direction quickly and accurately during
movement. This skills is best applied in sports where stopping and changing
direction is constantly enforced.

Ways to Improve Agility

1. Ladder Drills
2. Hurdle Drills
3. Cone Taps

BALANCE
It is the ability to maintain equilibrium while moving or standing still. This skill is
needed for most of the sports especially skating and gymnastics.

Ways to Improve Balance

1. Squat
2. Tai chi

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COORDINATION
It is the ability to use senses with the body parts to perform movement tasks. This
skill is best for hand-eye and foot-eye coordination

Ways to Improve Coordination

1. Jump Rope Drills
2. Target Practice
3. Dribbling

REACTION TIME
It is elapsed between a stimulus and the resulting response. This skill is best
applied in running especially sprinting.

Ways to Improve Reaction Time

1. Playing Table tennis
2. Dodgeball

● Enhancement Activity.
A. Direction: List down all the types of physical fitness components under
Skill-Related Fitness and Health-Related Fitness and give example of
physical activity related to the fitness component. Must not give the
examples from the discussion or lesson proper.

SKILL – RELATED Example HEALTH-RELATED Example

FITNESS Activities FITNESS Activities

● Generalization.
Physical fitness components are divided into two. Health-Related Fitness (HRF)
and Skill- Related Fitness (SRF)

Health-related fitness involves exercise activities that you do to try to improve

your physical health and stay healthy. It has 5 components: cardiovascular
endurance, muscular strength, muscular endurance, flexibility, and body
composition.

Skill-related fitness is defined as working out to improve a specific skill. The six
skill-related components of fitness contribute to your ability to successfully
participate in sports and activities.

● Application.

Perform activity assessments to test each fitness component on page 12-21. Write
down the result and take photos while doing the activities and make a narrative
report about it. Submit the narrative report to your professor on the scheduled
date. (See page 2 for the rubric).

Post-Assessment
Answer the post-assessment on page 23

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Activity Sheet

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Activity Sheet
1. Perform activity assessments to test each fitness component. Write down the result and take photos
while doing the activities and make a narrative report about it. Submit the narrative report to your
professor on the scheduled date. (See page 2 for the rubric).

A. Cardiorespiratory Endurance Assessment

The 3-Minute Step Test

It measures your aerobic (cardiovascular) fitness level based on how quickly your heart rate returns to normal after
exercise. What this measures: This test assesses your fitness level based on how quickly your heart rate recovers
after exercise. The fitter you are, the quicker your heart rate will return to normal after exercise.

Objective: Step on and off the bench for 3 minutes straight while keeping a consistent pace and then see how
quickly your heart rate will come back down.

Equipment needed: Stopwatch or clock with a second hand; a friend to help you keep count; a 12-inch bench, box,
or step; a metronome

Execution: This test is based on a 12-inch step, so use one as close to 12 inches as possible, otherwise your results
will be skewed. Set the metronome to 96 beats per minute and make sure you can hear the beat. Stand facing the
step. When ready to begin, start the clock or stopwatch and march up and down on the step to the metronome beat
(up, up, down, down) for 3 consecutive minutes. (You can rest if you need to, but remain standing.) When 3
minutes are up, stop immediately, sit down on the step, and count (or have a friend count) your pulse (use your
wrist or neck) for one full minute.

Scoring: Here are the age-adjusted standards based on guidelines published by YMCA.

Ratings for Men, Based on Age

18-25 26-35 36-45 46-55 56-65 65+
Excellent 50-76 51-76 49-76 56-82 60-77 59-81
Good 79-84 79-85 80-88 87-93 86-94 87-92
Above Average 88-93 88-94 92-88 95-101 97-100 94-102
Average 95-100 96-102 100-105 103-111 103-109 104-110
Below Average 102-107 104-110 108-113 113-119 111-117 114-118
Poor 111-119 114-121 116-124 121-126 119-128 121-126
Very Poor 124-157 126-161 130-163 131-159 131-154 130-151

Ratings for Women, Based on Age

18-25 26-35 36-45 46-55 56-65 65+
Excellent 52-81 58-80 51-84 63-91 60-92 70-92
Good 85-93 85-92 89-96 95-101 97-103 96-101
Above Average 96-102 95-101 100-104 104-110 106-111 104-111
Average 104-110 104-110 107-112 113-118 113-118 116-121
Below Average 113-120 113-119 115-120 120-124 119-127 123-126
Poor 122-131 122-129 124-132 126-132 129-135 128-133
Very Poor 135-169 134-171 137-169 137-171 141-174 135-155

How to improve: To improve your scores on this test, develop a regular cardio (aerobic) exercise routine and stick
to it. Increase your intensity and duration gradually and you'll boost your endurance over time.

B. Muscular Strength Assessment

The Push-Up Test

● Equipment:
Mat or towel (optional)

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 PHED0112-PATHFIT-1

In this test, you will perform either standard push-ups, or modified push-ups, in which you support yourself with
your knees. The Cooper Institute developed the ratings for this test with men performing push-ups and women
performing modified push-ups. Biologically, males tend to be stronger than females; the modified technique
reduces the need for upper-body strength in a test of muscular endurance. Therefore, for an accurate assessment of
upper-body endurance, men should perform standard push-ups and women should perform modified push-ups.
(However, in using push-ups as part of a strength-training program, individuals should choose the technique most
appropriate for increasing their level of strength and endurance, regardless of gender.)

● Instructions

1. For push-ups: Start in the push-up position with your body supported by your hands and feet. For the
modified push-ups: Start in the modified push-up position with your body supported by your hand and
knees. For both positions, your arms and your back should be straight and your fingers pointed forward.
2. Lower your chest to the floor with your back straight, and then return to the starting position.
3. Perform as many push-ups as you can without stopping.

Number of push-ups: ________________

Number of modified push-ups: ________

● Rating Your Push-Up Test Result

Your score is the number of completed push-ups or modified push-ups. Refer to the appropriate portion of the table
on page 19 for a rating of your upper-body endurance.

Record your rating below and in the chart at the end of this lab.

Rating: __________________

Ratings for the Push-Up and Modified Push-Up Test:

SOURCE: Based on
norms from the
Cooper Institute for
Aerobic Research,
Dallas, Texas; from
the Physical Fitness
Specialist Manual,
Revised 2002.

C. Muscle Endurance Assessment

For best results, do not do any strenuous weight training within 48 hours of any test.

The 60-Second Sit-Up Test

● Equipment
1. Stopwatch, clock, or watch with a second hand
2. Partner
Warning: Do not take this test if you suffer from low-back pain.

To prepare, try a few sit-ups to get used to the proper technique and warm up your abdominal muscles.

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 PHED0112-PATHFIT-1

1. Lie flat on your back on the floor with knees bent, feet flat on the floor, and your fingers interlocked
behind your neck and your elbows wide. Your partner should hold your ankles firmly so that your feet
stay on the floor as you do the sit-ups.
2. When your partner signals you to begin, raise your head and chest off the floor until your chest touches
your knees or thighs, keeping your elbows wide, then return to the starting position. Keep your neck
neutral. Do not force your neck forward, and stop if you feel any pain.
3. Perform as many sit-ups as you can in 60 seconds.

Number of sit-ups: ______

To rank your results, please see the chart on page 16.

Ratings for 60-second Sit-up Test:

D. Flexibilitity

Modified Sit And Reach Test

The sit and reach test is the most common flexibility test. It measures the flexibility of the lower
back and hamstrings. It requires a box about 30cm (12 inches) high and a meter rule:

1. Sit on the floor with your back and head against a wall. Legs should be out straight ahead and knees flat
against the floor.
2. Have someone place the box flat against your feet (no shoes). Keeping your back and head against the
wall stretch your arms out towards the box.
3. Have someone place the ruler on the box and move the zero end towards your fingertips. When the ruler
touches you fingertips you have the zero point and the test can begin.
4. Lean forward slowly as far as possible keeping the fingertips level with each other and the legs flat. Your
head and shoulders can come away from the wall now. Do NOT jerk or bounce to reach further.
5. Slowly reach along the length of the ruler 3 times. On the third attempt reach as far as possible and hold
for 2 seconds. Have your training partner read the score. Repeat twice and compare your best score with
the table below.
The following table is data from the American College of Sports Medicine (1995) for performance in the sit and
reach test:

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 PHED0112-PATHFIT-1

E. Body mass index

a. Formula for computing body mass index

Weight (in kilogram)/ height (in meter) 2

F. Speed

Purpose: The purpose of this test is to determine acceleration, maximum running speed and speed
endurance, depending on the distance run.

Equipment required: measuring tape or marked track, stopwatch or timing gates, cone markers.

Pre-test: Explain the test procedures to the subject. Perform screening of health risks and obtain
informed consent. Prepare forms and record basic information such as age, height, body weight, gender,
test conditions. Measure and mark out the test area. Perform a warm-up for sprints. See more details of
pre-test procedures.

Procedure: The test involves running a single maximum sprint over a set distance, with time recorded.
After a standardized warm up, the test is conducted over a certain distance, such as 10, 20, 40 and/or 50
meters or yards, depending on the sport and what you are trying to measure. The starting position should
be standardized, starting from a stationary position with a foot behind the starting line, with no rocking
movements. If you have the equipment (e.g. timing gates), you can measure the time to run each split
distance (e.g. 5, 10, 20m) during the same run, and then acceleration and peak velocity can also be
determined. It is usual to give the athletes an adequate warm-up and practice first, and some
encouragement to continue running hard past the finish line.

Results: You can use a measure of the time for the first 10 meters or yards from a stationary start as a
score for acceleration, and the time to run between 30-60 meters for a flying sprint speed, or maximum

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running speed. This score can also be presented as a running velocity (distance / time). For sprint tests
conducted over 100 meters or yards or so, comparing the time for the final 40 compared to the first 40
can be used as a speed endurance score.

Target population: sprinters, team sport athletes and any other sport in which speed is important.

Reliability: Reliability is greatly improved if timing gates are used. Also weather conditions and the
running surface can affect the results, and these conditions should be recorded with the results. If
possible, set up the track with a crosswind to minimize the effect of wind.

G. Power

Purpose: This test measures upper body (arm) strength and explosive power. By keeping the back in
contact with the wall the strength of the arms only are tested.

Equipment required: 4 kg (~ 8 lb) medicine ball, wall, tape measure

Pre-test: Explain the test procedures to the subject. Perform screening of health risks and obtain
informed consent. Prepare forms and record basic information such as age, height, body weight, gender
and test conditions. Check and record the weight of the ball. Perform a standard warm-up, with practice
aiming for the ideal release angle. See more details of pre-test procedures.

Procedure: The athlete sits on the floor with his legs fully extended, feet 24 inches (~60 cm) apart and
with the back against a wall. The ball is held with the hands on the side and slightly behind the center
and back against the center of the chest. The forearms are positioned parallel to the ground. The athlete
throws the medicine ball vigorously as far straight forward as he can while maintaining the back against
the wall. The distance thrown is recorded.

Scoring: The distance from the wall to where the ball lands is recorded. The measurement is recorded to
the nearest centimeter (other protocols have used the nearest 0.5 foot or 10 cm). The best result of three
throws is used.

Variations: 1-2 kg medicine balls are sometimes used too, depending on the abilities of the subjects
being testing. The weight of the medicine ball will obviously affect results, and should be selected to
best test the age group or abilities of your subjects. There is also a similar test using a basketball.
The Powerball Chest Launch similarly tests upper body power, however as the subject is kneeling they
can utilize the torso to project the ball further. The sitting test can also be performed without a wall, so
that the torso can also be used to help propel the ball. See also other medicine ball throw tests.

Target population: This protocol is as used for the NHL, though this test would be suitable for any
sports in which upper body strength is important, for example rowing and tennis.

Advantages: this test is easy and quick to perform for an individual.

Disadvantages: several people are needed to conduct this test smoothly: one to mark results, another to
check technique and another to collect and return the balls. If testing a large group, it can be time
consuming to put all the subjects through this test.

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 PHED0112-PATHFIT-1

Comments: The angle the ball is thrown is important. You may want to explain to the subject about the
optimal angle for maximal distance, and to allow some practice attempts. You may aid in the ease of
measurement for this test by extending a tape measure out along the expected path in front of the subject.
When recording the distance, you can either move the tape to where the ball landed, or less accurately
align where the ball landed to the approximate distance on the tape.

H. Agility

Purpose: to test whole body agility

Equipment required: tape measure, chalk or tape for marking the ground, stopwatch

Pre-test: Explain the test procedures to the subject. Perform screening of health risks and obtain informed
consent. Prepare forms and record basic information such as age, height, body weight, gender and test
conditions. Measure and mark out the floor cross pattern. Perform a standard warm-up. See more details of
pre-test procedures.

Test layout: A quadrant is marked out on the floor, as illustrated in the diagram (3 feet is about 90 cm). Mark
the starting line and number each of the quadrants.

Procedure: The subject stands with both feet together at the starting line. On the command 'go', they jump
ahead across the line into the first quadrant, then in sequence successively into quadrants 1, 2, 3, 4, 1, 2, etc.
This pattern is continued as rapidly as possible for 10 seconds. After a rest repeat the trial.

Scoring: The average score from two, 10 second trials is the subject’s score.The subject's score is the number
of correct jumps less a penalty deduction. One point is awarded each time the subject lands with both feet
entirely within the correct quadrant during the 10 second trial, with a penalty of 0.5 point subtracted each time
the subject touches a line and for each time the subject lands with one or both feet in an incorrect quadrant.

Advantages: This is a simple agility test to perform, requiring limited equipment and space.

Disadvantages: Only one person can perform the test at a time

Variations: Comparison of performing the test in the anticlockwise and clockwise directions may show if
any imbalances exist between left and right movement skills.

I. Balance

Purpose: to measure whole body balance

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 PHED0112-PATHFIT-1

Equipment required: flat, non-slip surface, stopwatch, recording sheet.

Pre-test: Explain the test procedures to the subject. Perform screening of health risks and obtain informed
consent. Prepare forms and record basic information such as age, height, body weight, gender, test conditions.
Perform an appropriate warm-up. See more details of pre-test procedures.

Procedure: The aim of the test is for the participant to stand on one leg for as long as possible. Give the
subject a minute to practice their balancing before starting the test. When ready, they lift one foot off the
ground, and the timing starts. The timing stops when the elevated foot touches the ground or the person hops
or otherwise loses their balance position. The best of three attempts is recorded. Repeat the test on the
opposite leg.

Scoring: time the total length of time person can stay in the balance position.

Variations / modifications: to increase the degree of difficulty, the test can be conducted with the person
having their arms either by their sides, across their chest, held out horizontally, or on their head. You could
make the subject stand on their toes or not. You could also conduct the test with their eyes closed for each of
these variations too.

J. Coordination

Purpose: to measure hand-eye coordination and dexterity.

Equipment required: three sticks are required for each person being assessed. Each stick should be about 60
centimeters (~2 foot) long, two centimeters (~1 inch) in diameter and with tape or painted at one end.

Procedure: there are two parts to this test, one with five attempts at a half flip, the other with five attempts at a full
flip. Three practice attempts are allowed before each part.

▪ Half-Flip: the subject holds a stick in each hand at waist level so that the sticks are horizontal. The
assessor places the third stick across the two hand-held sticks. The subject then attempts to flip the

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balanced stick so that it turns one half of a rotation and lands back on the two hand‐held sticks. The
subject should attempt five half-flips with one point scored for each successful attempt. The flip is
unsuccessful if the stick is not flipped the half rotation or drops to the floor.

▪ Full-Flip: The starting position is the same as for the half-flip part of the test. In this second part, a full
flip is attempted. The stick must go through a full rotation and land balanced across the other two sticks,
with the same orientation as the starting position (using the painted end of the stick as a guide). Two
points are awarded for each successful attempt.

Scoring: One point is awarded for each successful half-flip, two points for each successful full-flip. Add up
the scores for the two test parts and see the table below for a coordination rating. The maximum possible
score is 15.

rating males (total points) females (total points)

Excellent 14–15 13–15

Very Good 11–13 10–12

Fair 5–10 4–9

Poor 3–4 2–3

Very Poor 0–2 0–1

K. Reaction time

Purpose: to measure reaction time, hand-eye quickness and attentiveness.

Equipment required: 1 meter long ruler or Yardstick, calculator.

Pre-test: Explain the test procedures to the subject. Prepare forms and record basic information such as age,
gender and test conditions. Record preferred hand. See more details of pre-test procedures.

Procedure: The person to be tested stands or sits near the edge of a table, resting their elbow on the table so
that their wrist extends over the side. The assessor holds the ruler vertically in the air between the subject's
thumb and index finger, but not touching. Align the zero mark with the subjects fingers. The subject should
indicate when they are ready. Without warning, release the ruler and let it drop - the subject must catch it as
quickly as possible as soon as they see it fall. Record in meters the distance the ruler fell. Repeat several times
(e.g. 10 times) and take the average score.

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Variations: you could adapt this test to determine the reaction time to a sound, by using the set up with the
subject wearing a blindfold, and the ruler being released at the same time as an auditory signal.

Comments: results for left and right hands can be expected to be different, therefore this should be controlled
for or at least the hand used recorded with the results.

PHYSICAL FITNESS SCORE CARD

As you perform various pre-assessment of health related fitness, it is important that you keep your performance
on record. Fill-out this score card with the results of your physical fitness test.

STUDENT’S PROFILE
M.
LAST NAME FIRST NAME
I.
P.E.
AGE SEX PROG., YR., SECTION
CODE
(mm/dd/yy
DATE OF BIRTH P.E. TITLE MOVEMENT COMPENTENCY TRAINING
yy)
2020-2
SEM S.Y. INSTRUCTOR’S NAME
021

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 PHED0112-PATHFIT-1

PRE-TEST POST TEST

HEALTH-RELATED FITNESS HEALTH-RELATED FITNESS

ANTHROPOMETRY AND BODY COMPOSITION ANTHROPOMETRY AND BODY COMPOSITION

I. Body Mass Index I. Body Mass Index

Weight (kg) Height (m) Weight (kg) Height (m)

BMI = weight (kg) BMI = weight (kg)
height (m)2 Rating height (m)2 Rating

II. Waist Circumference (inch) II. Waist Circumference (inch)

1st 2nd 3rd Average Category Score 1st 2nd 3rd Average Category Score

FITNESS COMPONENT ASSESSMENT FITNESS COMPONENT ASSESSMENT

TEST RESULT REMARKS TEST RESULT REMARKS

3 MINUTES 3 MINUTES
STEP TEST STEP TEST
PUSH UP PUSH UP
60 SECOND 60 SECOND
SIT-UP TEST SIT-UP TEST
SIT AND
SIT AND REACH
REACH
SPEED TEST SPEED TEST
BASKETBALL BASKETBALL
PASS PASS
AGILITY TEST AGILITY TEST
BALANCE
BALANCE TEST
TEST
COORDINATION COORDINATIO
TEST N TEST
RULER DROP RULER DROP
TEST TEST

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Assessment
Name: _____________________________________________ Score: __________________
Year/Section: _______________________________________ Date: __________________
B. Identification. Write your answer on the space provided.
___________1. The ability to cover a distance in short period of time.
___________2. The ability to response quickly to a stimulus.
___________3. The ability to main body equilibrium while standing or
moving.
___________4. The ability of heart and lungs to function efficiently while
doing an activity for a long period of time.
__________5. The ability to stop, start and change direction
__________6. The ability of upper body, lower body and senses to function
simultaneously without awkwardness.
__________7. The relation of lean muscle to stored fat.
__________8. The ability of your muscles and joints to move through their
full range of motion.
__________9 Ability to exert force repeatedly or for an extended time.
_________10. The ability of the muscle to transfer energy and release
maximum force at a fast rate.

C. Direction: List down all the types of physical fitness components under Skill-Related Fitness and
Health-Related Fitness.

SKILL – RELATED FITNESS HEALTH-RELATED FITNESS

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Assignment
Questions:
1. What are your plan to improve or to maintain the result of your
fitness assessment test?
2. Which fitness test got the lowest or weak result?
3. Which physical fitness component is difficult to improve or
develop?

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References
1. http://www.yourdictionary.com/health-related-fitness
2. https://www.sharecare.com/health/fitness-exercise/what-is-skill-related-fitness
3. https://www.smore.com/5p7c8-health-skill-related
4. https://thephysicaleducator.com/2017/01/24/fitness-components-resources/
5. https://healthyliving.azcentral.com/reasons-should-physically-fit-3586.htmlhttps://www.livestrong.com/a
rticle/359100-ways-to-improve-cardiovascular-endurance/
6. https://www.nhs.uk/live-well/exercise/how-to-improve-strength-flexibility/
7. http://www.bbc.co.uk/bitesize/standard/pe/the_body/training_and_effects/revision/5/
8. https://www.nhs.uk/live-well/exercise/how-to-improve-strength-flexibility/
9. https://www.healthline.com/health/fitness-exercise/body-composition-exercises
10. http://www.stack.com/a/best-speed-exercises
11. https://www.livestrong.com/article/159566-power-exercises-drills/
12. https://www.wikihow.com/Improve-Your-Agility
13. https://www.prevention.com/fitness/a20443104/6-ways-to-improve-your-balance/
14. https://gmb.io/coordination/
15. https://www.wikihow.com/Improve-Your-Reflexes
16. https://www.capnpetespowerpe.com/product-page/pointing-out-pe-skill-related-components-of-fitness
17. https://www.alamy.com/health-related-components-of-fitness-image350667855.html
18. https://www.sparkpeople.com/resource/fitness_articles.asp?id=1115
19. https://med.libretexts.org/Bookshelves/Health_and_Fitness/Book%3A_Concepts_of_Fitness_and_Welln
ess_(Flynn_et_al.)/04%3A_Muscular_Strength_and_Endurance/4.04%3A_Assessing_your_Muscular_S
trength_and_Endurance
20. https://www.sport-fitness-advisor.com/flexibilitytests.html
21. https://www.researchgate.net/publication/320067348_A_research_on_relationship_between_ABO_bloo
d_groups_and_body_mass_index_among_Turkish_seafarers/figures?lo=1
22. https://www.homefitnesstest.com/tests/speed-and-agility.htm
23. https://www.topendsports.com/testing/tests/sprint.htm
24. https://www.topendsports.com/testing/tests/medicine-ball-throw-seated.htm
25. https://www.topendsports.com/testing/tests/quadrant-jump.htm
26. https://www.topendsports.com/testing/tests/balance-stand.htm
27. https://www.topendsports.com/testing/tests/stick-flip.htm
28. https://www.topendsports.com/testing/tests/reaction-stick.htm

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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 PHED0112-PATHFIT-1

Learning Module 01
Physical Activity Towards Health
and Fitness

Learning Packet 02

PRINCIPLES OF TRAINING

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Learning Packet 02

Principles of Training
Introduction
The lessons and activities in this module are designed to students towards achieving a level of physical fitness for
health and performance while demonstrating knowledge in principles of training.

Objectives
● Identify the principles of training
● Independently participate in physical activities outside of online class
● Reflect from the activities related to principles of training

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration
● Topic 02: Principles of Training = 2 hours (1 hour synchronous class and 2 hours self-directed
learning with practical exercises and assessment)

Delivery Mode
Online (synchronous or asynchronous)

Assessment with Rubrics

Students should be able to identify the variables and principles of training. The Enhancement Activity Rubric
shall be used.
Students should be able to establish their own 5 days workout routine. The PA Log Rubric shall be used.

Requirement with Rubrics

Enhancement Activity (Reflection)
Physical Activity Log

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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Introduction Key Points:

Let’s be real, the body isn’t a big fan of any form of change on any level. In
fact, the human body is actually quite acquiescent to growth and change and at
the same time, will fight tooth and nail against efforts to bring about said By using the
change. On a cellular level the body is highly adaptable and efficient at principles of training
making both negative and positive changes but it does not like change that as a framework we
seeks to shed excess body fat or add muscle and it will protect itself by putting can plan a personal
on more fat and resisting muscle growth.
training program that
The body functions by the integration of muscular systems. Think about it: we uses scientific
walk, we chew, we breathe, we have bowel movements, our heart beats, we principles to improve
talk, we blink, etc…and any dysfunction within this system of muscles creates performance, skill,
malfunctions and prevents these activities from carrying out their normal game ability and
function. So, when we put our bodies under the stress of exercise, we engage
all of these muscular systems. And since muscles require a LOT of energy, physical fitness..
they require a healthy and steady supply of oxygen and nutrients, we, as
trainers, novices, and athletes, want to take advantage of these resources. Definition of
Terms:
Individuality, specificity, progression, overload, adaptation, recovery,
reversibility, cool down and warm-up, we use these principles of training
because we know that when we test the muscle systems with workloads that Principles - a basic
it’s not accustomed to, previously, the body will respond and adapt to the next idea or rule that
exposure to the same or greater stimulus and workload by getting stronger in explains or controls
order to handle the new load. how something
happens or works.
Pre-Assessment
You will take a test to assess your knowledge in Principles of Training. Plateau - to reach a
For Face to Face mode, test paper and answer sheet shall be used.
1. Which statement best describes the principle of reversibility? level and stay there,
rather than rising or
a. Changing training duration prior to competition
falling
b. Changing training intensity prior to competition
c. The loss of training benefits with reduced performance Acronyms:
d. The loss of muscle glycogen due to increased training HR – Heart Rate
demand MHR – Maximum
2. Which of the following is an example of the principle of Heart Rate
reversibility? PA- Physical
Activity
a. Decreased training intensity leading up to a major
competition
b. Decreased level of performance as a result of a break in Hazard Alerts:
training
c. Completing exercises for opposing muscle groups in one Stretch out your leg
session muscles, ligaments,
d. Achieving a lower time in an 800m time trial on a second
and tendons. It will
limit the health risks
attempt
of a potential
3. Which of the following best demonstrates the principle of damage caused by a
progression? 'pull or strain'. It also
a. Ensuring that an athlete's HR is below 70-80% if MHR prepares your knees
during each session and ankle joints and
b. Gradually increasing the weight & number of reps for will get them ready
strength training exercises
for a strenuous
workout.
c. Participating in a variety of activities to develop a range of
muscle groups The workout area
d. Scheduling 1-2 training sessions each week to maximize should be clear of
training benefits anyone who does

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4. Which of the following principles of training would best not have a direct
explain why an elite lawn bowler may not necessarily be an involvement in the
elite basketballer? routine.
a. Progression
First Aid - ensure
b. Reversibility
that you have
c. Specificity
knowledge and have
d. Reliability a prepared kit in
5. If I've been training the same way for a while and my body is case emergency
used to the exercise intensity, what additional principle of happens.
training has occurred?
a. Adaptation Proper Clothing - It’s
long been advised to
b. Reversibility
remove all loose
c. Rest and recovery
jewelry and belts
d. Specificity before the class
starts as they can
Lesson Proper actually lead to
● Review. injury.

Physical Fitness and Components Stretching &

Warm-ups - It’s easy
to injure cold
muscles. That is
why ALL levels
perform simple
stretching exercises
before working out.
Your class should be
no different. Start off
with a few stretches
and some light
physical activity
before you kick your
lesson into full gear.
Be sure to allow time
● Activity. at the end of the
lesson to properly
‘cool down’ and
stretch again.

Be Alert - It is
important to be
actively vigilant with
your class.
Look for injuries.
Some students want
to keep performing
● Brief Lesson. despite developing
an injury, where
7 Principles of Exercise and Sport Training others may be too
When you approach your multi-sport training, the best way to answer embarrassed to say
your questions is to better understand the principles behind the work you
something. Minor
are putting in to improve. These are seven basic principles of exercise or

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sport training you will want to keep in mind: injuries can worsen
if not treated.
✔ Individuality
✔ Specificity
✔ Progression
✔ Overload
✔ Adaptation
✔ Recovery
✔ Reversibility

Individuality
Everyone is NOT created equal from a physical standpoint. Everyone is
different and responds differently to training. Some people are able to
handle higher volumes of training while others may respond better to
higher intensities. This is based on a combination of factors like genetic
ability, predominance of muscle fiber types, other factors in your life,
chronological or athletic age, and mental state.

Specificity
Exercise is stress and because the body efficiently acclimates to stress,
specificity is imposing a specific type of stress on the body repeatedly
and in a variety of ways. The Specific Adaptations to Imposed Demands
(SAID) affirms that the body will improve its performance of a specific
exercise over time.
Improving your ability in a sport is very specific. If you want to be a
great pitcher, running laps will help your overall conditioning but won’t
develop your skills at throwing or the power and muscular endurance
required to throw a fastball fifty times in a game. Swimming will help
improve your aerobic endurance but won’t develop tissue resiliency and
muscular endurance for your running legs.

Progression
To ensure that results will continue to improve over time, the degree of
the training intensity must continually increase above the adapted work
load. Increasing weight is the most popular and most applicable method
of progression; however, progression can also be accomplished by
changing frequency, number of exercises, complexity of exercises, the
number of sets, and in any combination.
To reach the roof of your ability, you have to climb the first flight of
stairs before you can exit the 20th floor and stare out over the landscape.
You can view this from both a technical skills standpoint as well as from
an effort/distance standpoint. In order to swim the 500 freestyle, you
need to be able to maintain your body position and breathing pattern well
enough to complete the distance. In order to swim the 500 freestyle, you
also need to build your muscular endurance well enough to repeat the
necessary motions enough times to finish.

Overload
The overload principle is one of the seven big laws of fitness and
training. Simply put, it says that you have to gradually increase the
intensity, duration, type, or time of a workout progressively in order to
see adaptations.

Issues with the Overload Principle:

Hitting a Plateau while Ignoring the Overload Principle
Overreaching and Overtraining Stress

Hitting a Plateau while Ignoring the Overload Principle

The obvious issue with ignoring the overload principle is the failure to
make gains. If you continue to do the same workout or train at the same
intensity and frequency, you will make gains only to a certain point.
After that you are not overloading the muscles and hit a plateau with no
further improvements or adaptations.
This happens because our bodies are very good at adapting to stress.

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 PHED0112-PATHFIT-1

Overreaching and Overtraining Stress

On the other hand, if you use the overload principle in the wrong way,
say by increasing intensity too quickly, you get into a state of
overreaching or overtraining. Overreaching is a short-term problem, a
decrease in physical performance that takes days to overcome. Some
signs of overtraining you should watch out for include:
✔ Increased resting heart rate.
✔ Loss of appetite and weight loss.
✔ Difficulty sleeping.
✔ Emotional changes or mood swings.
✔ Fatigue.
✔ Chronic muscle soreness.

Adaptation
Over time the body becomes accustomed to exercising at a given level.
This adaptation results in improved efficiency, less effort and less muscle
breakdown at that level. That is why the first time you ran two miles you
were sore after, but now it’s just a warm up for your main workout. This
is why you need to change the stimulus via higher intensity or longer
duration in order to continue improvements. The same holds true for
adapting to lesser amounts of exercise.

Recovery
The body cannot repair itself without rest and time to recover. Both short
periods like hours between multiple sessions in a day and longer periods
like days or weeks to recover from a long season are necessary to ensure
your body does not suffer from exhaustion or overuse injuries. Motivated
athletes often neglect this. At the basic level, the more you train the more
sleep your body needs; despite the adaptations you have made to said
training.

Reversibility
Fitness improvements are lost when demands on the body are lowered. If
you discontinue application of a particular exercise like running five
miles or bench pressing 150 pounds 10 times, you will lose the ability to
successfully complete that exercise. Your muscles will atrophy and the
cellular adaptations like increased capillaries (blood flow to the muscles)
and mitochondria density will reverse. You can slow this rate of loss
substantially by conducting maintenance/reduced program of training
during periods where life gets in the way, and is why just about all sports
coaches ask their athletes to stay active in the offseason.

The benefits of training are lost with prolonged periods without training.
On the flip side, this also means that the detraining effect can be reversed
once training is resumed. Extended rest periods reduce fitness and the
physiological effects diminish over time which throws the body back to
its pre-training condition … reductions in performance can be lost in as
little as two weeks and sometimes sooner. Interestingly, training has a
lingering effect even when discontinued in that strength levels after
de-training are seldom lower than pre-training levels.

Note: The principles of specificity, progression, overload, adaptation, and

reversibility are why practicing frequently and consistently are so
important if you want to improve your performance. Physical
components of fitness are used in school, gym, and health clubs to
measure your level of physical fitness.

● Enhancement Activity.
Direction: I believe that at least once in your life you have been able
to exercise or have played some kind of traditional games or sports.
Based on your experiences, identify which principle it applies. And

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 PHED0112-PATHFIT-1

explain how this particular exercise fall under this principle. (see
rubric on page 16)

Individuality

Specificity

Progression

Overload

Adaptation

Recovery

Reversibility

● Generalization.

What is the importance of knowing and understanding the principles of

training? And how will you apply it to your exercise routine?

The principles of specificity, progression, overload, adaptation, and

reversibility are why practicing frequently and consistently are so important if
you want to improve your performance. Missed sessions cannot really be
made up within the context of a single season. They are lost opportunities for
improvement. Skipping your long ride on weekend A means you can’t or
shouldn’t go as far as originally planned on weekend B (progression &
overload). Skipping your Monday swim means your swimming skills and
muscles won’t be honed or stressed that day (specificity). Missing a week due
to a vacation sets you back more than one week (adaptation and reversibility).
Apply these principles to your training to get a better understanding of your
body and how to achieve success.

● Application.

Student should be able to create their own Physical Activity Log.

See activity sheet on page 13.

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 PHED0112-PATHFIT-1

Post-Assessment

Instruction: Choose the letter of the correct answer.

1. Which principle encourages rest periods between activities?

a. Regularity
b. Variety
c. Recovery
d. Balance
2. When the exercise workloads exceed normal demands placed on the body
you are following which principle?
a. Overload
b. Specificity
c. Progression
d. Recovery
3. When you gradually increase the intensity and duration of your activity,
which fitness principle are you following?
a. Overload
b. Progression
c. Balance
d. Variety
4. Completing a certain exercise to meet a desired goal is which principle?
a. Balance
b. Progression
c. Regularity
d. Specificity
5. If a training program has been designed for a specific person, which
principle of training has been applied?
a. Specificity
b. Individuality
c. Overload
d. Progression
6. Which principle of training relates to losing any fitness gains made?
a. FITT
b. Adaptation
c. Individuality
d. Reversibility
7. Which principle of training has the athlete displayed from Weeks 6 to 12?

a. Adaptation
b. Progression
c. Reversibility
d. Specificity
8. Which is an example of specificity in strength training?

a. A
b. B
c. C
d. D
9. The principle of specificity is best illustrated by:
a. Lifting heavy weights to increase aerobic performance

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 PHED0112-PATHFIT-1

b. Power walking to improve arm strength

c. Doing push-ups to reduce waistline size
d. Doing sit-ups to increase abdominal strength
10. By ensuring that you progressively overload your body you encourage it
to adapt to new stresses being placed upon it.
a. Adaptation
b. Individuality
c. Intensity
d. Specificity

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 PHED0112-PATHFIT-1

Activity Sheet
Physical Activity Log

You can do this during online class or face to face

Create your own 5 days workout/exercise routine considering the principles of training.

TYPE OF SPECIFIC DAY/ DURATION DOCUMENTATION

EXERCISE ACTIVITY DATE

Example: CORE Monday 15 minutes Insert picture

STRENGTH TRAINING
EXERCISE (planking,
curl-ups, bicycle
crunches and leg
raise)

Total number of minutes:

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 PHED0112-PATHFIT-1

Assessment
Physical Activity Log (Rubric)

Very Good Good Fair Poor

Planning All activities Most (50%) Some (25%) Activities do not
address the activities address activities address address the
Development of the principles of the principles of the principles of principles of
actual workout training. training. training. training.
program
All activities are Most (50%) Some (25%) -Activities are
relevant and are activities are activities are irrelevant or are
sequenced relevant and are irrelevant and are not sequenced
properly. sequenced sequenced properly.
properly. properly.
Implementation Implemented all of Implemented most Implemented some Insufficient
the planned (50%) of planned (25%) of planned evidence of
Documentation is activities. activities. activities. implementation of
implemented the program.
throughout the 5 days. Program logs are Program logs are Program logs are
complete. complete. incomplete. Program not
recorded on daily
Information Information Information log sheets.
provided for all provided for all provided for some
activities. activities. (25%) of the Information not
activities. present or
confusing to
reader.
Organization The program's The program's The program is The program's
format is attractive format is good and format and
Organization of the and well-organized well-formatted and well-organized organization is
program well-organized. confusing to the
reader.

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 PHED0112-PATHFIT-1

Assessment
Enhancement Activity Rubric

Exemplary Exceeds Standard Adequately Meets Standard Below Standard

O ● Well organized ● Thoughtfully ● Somewhat organized ● Choppy and confusing

rg ● Logical format organized ● Somewhat incoherent ● Contains a limited
a
ni ● Contains main concepts ● Easy to follow most ● Contains only a few of the number of concepts
za ● All key words and of the time main concepts ● Many key words and
ti
o concepts necessary to ● Contains most of the ● Many key words and concepts from the unit
n promote an overview of main concepts concepts from the unit are are missing.
the unit are used and well ● Most key words and covered and are
organized to give added concepts from the somewhat organized.
meaning. units are covered in a
meaningful way and
are thoughtfully
organized.
C ● Shows an understanding ● Makes some mistakes ● Makes many mistakes ● Shows no
o of the topic’s concepts in terminology or in terminology and understanding of
nt
en and principles and uses shows a few shows a lack of the topic’s
t, appropriate terminology misunderstandings of understanding of many concepts and
C
o and notations concepts concepts principles
nc ● No misconceptions/ errors ● Few misconceptions ● Some misconceptions ● Many
ep evident. are evident. are evident. misconceptions are
ts
a evident.
n
d
T
er
m
in
ol
og
y
C ● All words accurately ● All words accurately ● Most words accurately ● Some words
o connected. connected. connected. accurately
n
ne ● Connections indicate ● Connections are clear ● Connections are connected.
ct superior organization/ and logical. They somewhat clear and ● Connections aren't
io
ns understanding and connect concepts to convey some meaning. clear, they convey
a enhance meaning. Arrows promote clarity and ● Makes some incorrect little meaning and
n easily connect concepts in convey meaning. connections do not promote
d
K an informative manner. ● Identifies important clarity.
n ● Identifies all the concepts but makes ● Fails to use any
o
wl important concepts and some incorrect appropriate
ed shows an understanding connections concepts or
ge of the relationships ● Some meaningful appropriate
of
th among them connections made connection
e ● Meaningful and original
R
el insights

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 PHED0112-PATHFIT-1

at ● demonstrated
io
ns
hi
ps
a
m
o
n
g
P
ri
nc
ip
le
s
of
T
ra
in
in
g

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 PHED0112-PATHFIT-1

Assignment

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 PHED0112-PATHFIT-1

References
1. https://business.fit/5-principles-training/?fbclid=IwAR1vr3p1KGLdp6oJF2qI9w27Ow5xIC_W
zpcUlWGpzzwuJnpK8zHGoCcFNaw
2. https://www.muscleandfitness.com/routine/workouts/workout-routines/ultimate-workout-progr
am-be-all-around-athlete/
3. https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=G2B9CB&
4. https://www.nps.gov/grsm/learn/education/classrooms/upload/Concept-Map-Scoring-Rubric.p
df
5. https://dictionary.cambridge.org/us/dictionary/english/principle
6. https://www.smore.com/5p7c8-health-skill-relate
7. https://www.alvordschools.org/cms/lib/CA01900929/Centricity/Domain/891/Health%20and%
20Skill%20Components%20of%20Physical%20Activity.pdf

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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 PHED0112-PATHFIT-1

Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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PHED0112-PATHFIT-1

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Learning Packet 3

Good Phases of Exercise

Introduction

The lessons and activities in this module are designed to students towards achieving a
level of physical fitness for health and performance while demonstrating knowledge in
proper phases of exercise.

Objectives

● Identify the different phases of exercise

● Create a warm-up, stretching, cool down routine
● Influence member of the community or the family to participate in exercise

Learning Management System

Google Classroom Class Code:

Duration
(Specify the number of hours allotted for this course packet.)

 Topic 01: Phases of Exercise = 2 hours

1 hour self-directed learning with
practical exercises and 1 hour assessment

Delivery Mode
Online (synchronous or asynchronous)

Assessment with Rubrics

Student is able to demonstrate the proper phases of exercise.

Requirement with Rubrics for Online Class

Warm-up, Stretching, Cool down routine; Warm-up Dance Exercises

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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 PHED0112-PATHFIT-1

Introduction
Key Point:
Planning a workout regimen should include all four phases of exercise to
help prevent injuries while burning the most possible calories. If you take By using the good
the time to start and end slowly and stretch your muscles, you can help phases of exercise we
support your cardiovascular system and reduce the chance of muscle can perform the
stiffness following your workout. different types of
exercises properly to
The phases of your exercise session should include warmup, conditioning attain our specific
and cooldown. Some people prefer to add stretching as a fourth phase, target or fitness goal.
separating it from the warmup or cooldown phases. Each of the phases
plays an important role in helping you reach your fitness goals while
Definition of
maintaining your health and safety. The phases that provide time to Terms:
prepare your body and time for your body to recover are just as important
as the exercise activity you choose for the main part of your session.
Exercise – Physical
activity that is planned,
Pre-Assessment structured, and
repetitive for the
You will take a test to assess your knowledge in Phases of Exercise. purpose of
For Face to Face mode, test paper and answer sheet shall be used. conditioning any part
of the body used to
improve health and
For Online mode, link of this pre-test shall be posted in Google classroom. maintain fitness. It is
an activity requiring
physical effort, carried
out to sustain or
1. Which statement best describes about exercise? improve health and
fitness. It is
a. Activity requiring physical effort, carried out to sustain or bodily activity that
improve health and fitness enhances or
b. Increases your body temperature slowly, improve flexibility maintains physical
fitness and
and protect against injury and muscle soreness
overall health and
c. Specific skeletal muscle is deliberately elongated to its fullest wellness.
length in order to improve the muscle's felt elasticity and Phases – a stage in
reaffirm comfortable muscle tone process of change or
d. Both A and B development.

2. Which of the following is not a phase of exercise? Hazard Alert

a. Warm-p
b. Cool down Stretch out your leg
c. Stretching muscles, ligaments,
and tendons. It will
d. Training limit the health risks
of a potential damage
caused by a 'pull or
3. What phases of exercise rely on this “The purpose of this phase strain'. It also
after exercise is to allow your heart rate and breathing to return to prepares your knees
normal and to promote relaxation”? and ankle joints and
will get them ready
a. Conditioning for a strenuous
b. Cool down workout.
c. Warm-up

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 PHED0112-PATHFIT-1

d. Stretching The workout area

should be clear of
anyone who does not
4. What do you call a strategy used to improve mobility while have a direct
moving through a range-of- motion, often in a manner that looks involvement in the
routine.
like the activity or sport that is going to be performed?
a. Static Stretching First Aid - ensure
b. Dynamic Stretching that you have
c. Systematic Stretching knowledge and have
a prepared kit in case
d. None of the above emergency happens.

5. What is the best thing to do before engaging any forms of physical

activity?
a. Do it right.
b. Always start your activity with warm-up.
c. Start with stretching.
d. All of the above

Lesson Proper

Review

7 Principles of Exercise and Sport Training

✔ Individuality
✔ Specificity
✔ Progression
✔ Overload
✔ Adaptation
✔ Recovery
✔ Reversibility

Individuality
Everyone is NOT created equal from a physical standpoint. Everyone
is different and responds differently to training. Some people are able
to handle higher volumes of training while others may respond better
to higher intensities. This is based on a combination of factors like
genetic ability, predominance of muscle fiber types, other factors in
your life, chronological or athletic age, and mental state.

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 PHED0112-PATHFIT-1

Specificity
Exercise is stress and because the body efficiently acclimates to
stress, specificity is imposing a specific type of stress on the body
repeatedly and in a variety of ways. The Specific Adaptations to
Imposed Demands (SAID) affirms that the body will improve its
performance of a specific exercise over time.
Improving your ability in a sport is very specific. If you want to be a
great pitcher, running laps will help your overall conditioning but
won’t develop your skills at throwing or the power and muscular
endurance required to throw a fastball fifty times in a game.
Swimming will help improve your aerobic endurance but won’t
develop tissue resiliency and muscular endurance for your running
legs.

Progression
To ensure that results will continue to improve over time, the degree
of the training intensity must continually increase above the adapted
work load. Increasing weight is the most popular and most
applicable method of progression; however, progression can also be
accomplished by changing frequency, number of exercises,
complexity of exercises, the number of sets, and in any combination.
To reach the roof of your ability, you have to climb the first flight of
stairs before you can exit the 20th floor and stare out over the
landscape. You can view this from both a technical skills standpoint
as well as from an effort/distance standpoint. In order to swim the
500 freestyle, you need to be able to maintain your body position and
breathing pattern well enough to complete the distance. In order to
swim the 500 freestyle, you also need to build your muscular
endurance well enough to repeat the necessary motions enough times
to finish.

Overload
The overload principle is one of the seven big laws of fitness and
training. Simply put, it says that you have to gradually increase the
intensity, duration, type, or time of a workout progressively in order
to see adaptations.

Issues with the Overload Principle:

Hitting a Plateau while Ignoring the Overload Principle
Overreaching and Overtraining Stress

Adaptation
Over time the body becomes accustomed to exercising at a given
level. This adaptation results in improved efficiency, less effort and
less muscle breakdown at that level. That is why the first time you ran
two miles you were sore after, but now it’s just a warm up for your
main workout. This is why you need to change the stimulus via higher
intensity or longer duration in order to continue improvements. The
same holds true for adapting to lesser amounts of exercise.

61
 PHED0112-PATHFIT-1

Recovery
The body cannot repair itself without rest and time to recover. Both
short periods like hours between multiple sessions in a day and
longer periods like days or weeks to recover from a long season are
necessary to ensure your body does not suffer from exhaustion or
overuse injuries. Motivated athletes often neglect this. At the basic
level, the more you train the more sleep your body needs; despite the
adaptations you have made to said training.

Reversibility
Fitness improvements are lost when demands on the body are
lowered. If you discontinue application of a particular exercise like
running five miles or bench pressing 150 pounds 10 times, you will
lose the ability to successfully complete that exercise. Your muscles
will atrophy and the cellular adaptations like increased capillaries
(blood flow to the muscles) and mitochondria density will reverse.
You can slow this rate of loss substantially by conducting a
maintenance/reduced program of training during periods where life
gets in the way, and is why just about all sports coaches ask their
athletes to stay active in the offseason.

Note: The principles of specificity, progression, overload, adaptation, and

reversibility are why practicing frequently and consistently are so
important if you want to improve your performance.

● Processing of the Activity.

Trivia about exercises

● Brief Lesson.

The FOUR Phases of Exercise:

1. Warm-up
2. Dynamic Stretching and Static Stretching
3. Conditioning/ Routine Proper
4. Cool down

(1) WARM-UP
▪ Prepares your body for the activity of the conditioning
part of your workout.
▪ Allows your body to adjust gradually to the increased
demand on your heart, muscles, breathing and
circulation.
▪ Increases your body temperature slowly, improve
flexibility and protect against injury and muscle soreness.

EXAMPLE:
For light aerobic activities, such as walking slowly for five

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 PHED0112-PATHFIT-1

to 10 minutes or a moderate version of your conditioning

exercise, and should be based on your physical
characteristics and your conditioning activity. For
strength training, warm up by moving your joints and
muscles.
For lifting weights, walk on the treadmill for about five
minutes or perform other light exercises such as side steps
with side-arm lifts. For intense run, jog for a few
minutes.

(2) STRETCHING
● A form of physical exercise in which a specific skeletal muscle
(or muscle group) is deliberately elongated to its fullest length
in order to improve the muscle's felt elasticity and reaffirm
comfortable muscle tone.

Two types of stretching:

1. Dynamic stretching is a strategy used to improve mobility
while moving through a range-of- motion, often in a
manner that looks like the activity or sport that is going to
be performed.

2. Static stretching is holding a stretch without movement,

usually only at the end-range of a muscle.

DYNAMIC AND STATIC STRETCHING

▪ Prepares your body for the activity of the
conditioning part of your workout.
▪ Allows your body to adjust gradually to the increased
demand on your heart, muscles, breathing and
circulation.
▪ Increases your body temperatures slowly, improves
flexibility and protect against injury and muscle
soreness.

(3) CONDITIONING/ ROUTINE PROPER

● During this phase, you perform the exercise that produces
fitness benefits, such as calorie burning, building endurance or
muscle strengthening.
● Can be aerobic exercise, such as running or biking, or it can be
weight training. For best results toning your body, combine
the two types of conditioning.
● Selected exercises like for cardio, strength, flexibility,
endurance etc.

(4) COOL DOWN

● The purpose of this phase after exercise is to allow your heart
rate and breathing to return to normal and to promote

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relaxation.
● It ends your exercise session with recovery time for your body.
EXAMPLE:
Slow walking, stretches, proper inhalation and exhalation

● Enhancement Activity.
Direction: Answer the following questions based on your understanding
about the topic:

1. What is the different between warm up to stretching?

2. How do you differentiate static stretching to dynamic stretching?
3. Why warm up and cool down are important before and after engaging
some exercises?

● Generalization.
Phases of exercise address various functions of the body. Working to
increase muscle mass requires a very different approach than working to
build muscular endurance! Building muscles will not only give you
strength, but will also help boost your metabolism and support your joints
under stress. Muscular endurance will give you strength for longer time
periods.

However, the first phase to tackle should be the stability phase. Teaching
the body to work with proper breathing and form will ensure safety before
progressing to heavier or longer workouts.

Finally, the often neglected power and agility brings safety at the other
end of the spectrum: teaching the muscles to quickly react and provide
power when necessary. Watch out! That pile of books is falling off the
shelf! Get your strong arms up to protect your head and jump out of the
way!

● Application.

Student should be able to make and execute a warm-up, stretching, and c

down routine.

PHASES OF EXERCISE ROUTINE CRITERIA:

Proper execution of routine/exercise: 10 points

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 PHED0112-PATHFIT-1

Mastery: 10 points
Energy: 5 points
PE Attire: 5 points
Creativity on video presentation: 5 points

TOTAL: 35 POINTS

● Post-Assessment
PHASES OF EXERCISE WRITTEN TEST

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 PHED0112-PATHFIT-1

Assessment
Instruction: Write A if the first statement is correct, while the second statement is
incorrect; B if the first statement is incorrect, while the second statement is correct; C
if both statements are correct; and D if both statements are incorrect.
1. Each of the phases plays an important role in helping you reach your fitness goals
while maintaining your health and safety. The phases that provide time to prepare
your body and time for your body to recover are just as important as the exercise
activity you choose for the main part of your session.
2. The phases of your exercise session should include warmup, conditioning and
cooldown. Some people prefer to add stretching as a fourth phase, separating it
from the warmup or cooldown phases.
3. Planning a workout regimen should include all four phases of exercise to help
prevent injuries while burning the most possible calories. If you take the time to
start and end slowly and stretch your muscles, you can help support your
cardiovascular system and reduce the chance of muscle stiffness following your
workout.
4. Physical activity is performed for various reasons, to aid growth and improve
strength, preventing aging, developing muscles and the cardiovascular system,
honing athletic skills, weight loss or maintenance, improving health and also for
enjoyment. Many individuals choose to exercise indoors where they can congregate
in groups, socialize, and enhance well-being.
5. The four phases of exercise are warm up, stretching, conditioning, and cool down.
Cool down allows your body to adjust gradually to the increased demand on your
heart, muscles, breathing and circulation.
6. Conditioning is a form of physical exercise in which a specific skeletal muscle (or
muscle group) is deliberately elongated to its fullest length in order to improve the
muscle's felt elasticity and reaffirm comfortable muscle tone. Stretching can be
aerobic exercise, such as running or biking, or it can be weight training.
7. The purpose of warm up after exercise is to allow your heart rate and breathing to
return to normal and to promote relaxation. Cool down ends your exercise session
with recovery time for your body.
8. The best example of dynamic stretching is head rotation. Dynamic stretching is
holding a stretch without movement, usually only at the end-range of a muscle.
9. Static stretching is a strategy used to improve mobility while moving through a
range-of- motion, often in a manner that looks like the activity or sport that is
going to be performed. One of the best example of static stretching for basketball is
shooting.
10. Proper breathing is important in cool down phase. Always drink water during
your workout session to avoid hydration.

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Assignment

CRETIRIA FOR WARM-UP DANCE EXERCISE:

CRITERIA POINTS
Proper Execution of Routines 10
Mastery 10
Timing and Synchronization 10
Energy 5
Over-all Performance 5
TOTAL 40

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References
1. https://www.livestrong.com/article/421773-four-phases-of-exercise/
2. https://healthyliving.azcentral.com/4-phases-exercise-4274.html
3. https://dictionary.cambridge.org/us/dictionary/english/exercise
4. https://portablesportscoach.com/safety-considerations-teaching-pe/

Annexes

ANSWER KEY

Pre-Assessment

Post Assessment

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

Learning Module 01
Physical Activity Towards Health
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and Fitness

Learning Packet 04

FIIT principles of exercise

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Learning Packet 4

FIIT principles of exercise

Introduction
The scientific data establishing the positive effects of exercise is undeniable, and in
most adults, the benefits considerably outweigh the hazards.

To enhance and maintain physical fitness and health, most adults require an exercise
regimen that includes aerobic, resistance, flexibility, and neuromotor exercise
training. Individual health and physical fitness goals should be met within the context
of individual health status, function, and the relevant physical and social environment
in an exercise training program.

Objectives
● Explain the FIIT principles of exercise.
● Analyze an individualized exercise program
● Apply the FITT principles based on chosen exercise
● Emphasizes the importance and benefits of FITT principles

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration

● Topic 4: FIIT Principles = 2 hours (1 hour synchronous class and 1 hours

self-directed learning with practical exercises and assessment)

Delivery Mode
(State the delivery mode, whether onsite (face-to-face under split-half scheme for
shopwork) or online (synchronous or asynchronous)).

Assessment with Rubrics

(Discuss the assessment tool to be used along with the corresponding rubrics.)

Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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Introduction Key
Points:
The most difficult aspect of exercising is typically not the activity itself. It's knowing where
to begin. Trying to figure out what to do, how long to do it, and how often to do it may be
overwhelming. It takes some planning to come up with a safe, efficient workout regimen that In this part,
you can stick to. The FITT Principle comes into play. This is a collection of basic principles you may
you may use to build a workout program suited to your objectives, fitness experience, and provide the
lifestyle. It's also known as the FITT formula. key points
of the
The FITT concept is a tried-and-true technique of creating a productive training routine. topics
It's especially beneficial if you thrive on structure, because the components may be thought being
of as a set of rules to follow.
presented
in this
. particular
Learning
Lesson Proper Packet.
● Activity.
Direction: Answer the following question The key
points may
1. You can improve or maintain how well heart and lungs work by applying the FITT be bulleted
principle for like this:
A. muscular endurance
B. muscular strength
C. flexibility
D. cardiorespiratory endurance
∙ Key point
01
2. Intensity during a cardiorespiratory endurance workout means
A. how often an activity is performed ∙ Key point
B. how hard an activity is performed 02
C. how long an activity is performed
D. where an exercise is performed ∙ Key point
3. To improve cardiorespiratory endurance the frequency of the workout sessions
should be 03
A. to 3 sessions per week
B. to 3 sessions per week
C. to 5 sessions per week
D. 5 to 7 sessions per week Definition
4. Cardiorespiratory endurance is best described as the ability of the of Terms
A. heart and lungs to work efficiently to supply oxygen to the muscles
B. joints and bones to move through a full range of motion
C. muscles to work over a long period of time
D. body to burn calories efficiently Muscular
5. How long a cardiorespiratory endurance workout session lasts is called? system: is
A. an organ
frequency system,
B. intensity
involved
C. time
D. time
majorly in
6. If you are walking at a pace that causes your heart to beat less than 50% of its the
maximum heart rate, which FITT principle variable do you need to change to movement
improve your cardiorespiratory endurance? of the body.
A. Frequency Frequency:
B. Intensity refers to the
C. Time frequency of
D. Type exercise
7. Which FITT Principle variable is changed when you increase the length of a run
undertaken or
from 1 mile to 2 miles?
how often you
A. Frequency
B. Intensity
exercise.

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C. Time Intensity:
D. Type refers to the
8. According to the FITT Principle, how intense should your cardiorespiratory intensity of
endurance exercise be? exercise
undertaken or
how hard you
A. 65% to 85% of the maximum heart rate or RPE of 4
B. 50% to 65% of the maximum heart rate or RPE of 3
exercise.
C. 35% to 50% of the maximum heart rate or RPE of 2 Time: refers
D. Above 85% of the maximum heart rate or RPE of 5 to the time
you spend
9. What is the FITT principle recommendation for the time that will give you the exercising or
most benefit from your cardiorespiratory workout? how long you
A. 60 minutes exercise for.
B. 30 minutes Type: refers
C. 20 minutes to the type of
D. 5 minutes exercise
10. Increasing the speed or pace swimming laps
undertaken or
A. frequency
what kind of
B. intensity
C. time exercise you
D. type do.
Muscular
enduranc
e: the ability
● Brief Lesson. of
a muscle or
Let’s be real, the body isn’t a big fan of any form of change on any level. In group
fact, the human body is actually quite acquiescent to growth and change and of muscles t
at the same time, will fight tooth and nail against efforts to bring about said o sustain
change. On a cellular level the body is highly adaptable and efficient at repeated
making both negative and positive changes but it does not like change that contractions
against a
seeks to shed excess body fat or add muscle and it will protect itself by
resistance
putting on more fat and resisting muscle growth. for an
extended
period of
The body functions by the integration of muscular systems. Think about it: time..
we walk, we chew, we breathe, we have bowel movements, our heart beats,
we talk, we blink, etc…and any dysfunction within this system of muscles
creates malfunctions and prevents these activities from carrying out their
normal function. So, when we put our bodies under the stress of exercise, Hazard
we engage all of these muscular systems. And since muscles require a LOT Alerts:
of energy, they require a healthy and steady supply of oxygen and nutrients,
we, as trainers, novices, and athletes, want to take advantage of these Make sure
resources. you get a
proper
Enter the five principles of training … we use these principles of training warm up
because we know that when we test the muscle systems with workloads that before
starting
it’s not accustomed to, previously, the body will respond and adapt to the
play.
next exposure to the same or greater stimulus and workload by getting Warming up
stronger in order to handle the new load. involves
5-15
7 Principles of Exercise and Sport Training minutes of
light
When you approach your multi-sport training, the best way to answer your physical
activity to
questions is to better understand the principles behind the work you are
elevate your

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putting in to improve. These are seven basic principles of exercise or sport heart rate
training you will want to keep in mind: and
breathing
1. Individuality rate,
increase
2. Specificity
your blood
3. Progression flow and
4. Overload make your
5. Adaptation muscles
6. Recovery warmer.
7. Reversibility
Be careful
1. Individuality with your
surrounding
Everyone is NOT created equal from a physical standpoint. Everyone is s. Make
different and responds differently to training. Some people are able to sure you
handle higher volumes of training while others may respond better to higher are away
from
intensities. This is based on a combination of factors like genetic ability,
valuable
predominance of muscle fiber types, other factors in your life, chronological things
or athletic age, and mental state. before you
perform the
0. Specificity manipulativ
e skill
Exercise is stress and because the body efficiently acclimates to stress, specificity is
imposing a specific type of stress on the body repeatedly and in a variety of ways. The
Specific Adaptations to Imposed Demands (SAID) affirms that the body will improve its
performance of a specific exercise over time.
Improving your ability in a sport is very specific. If you want to be a great pitcher, running
laps will help your overall conditioning but won’t develop your skills at throwing or the
power and muscular endurance required to throw a fastball fifty times in a game. Swimming
will help improve your aerobic endurance but won’t develop tissue resiliency and muscular
endurance for your running legs.

0. Progression

To ensure that results will continue to improve over time, the degree of the training intensity
must continually increase above the adapted work load. Increasing weight is the most
popular and most applicable method of progression; however, progression can also be
accomplished by changing frequency, number of exercises, complexity of exercises, the
number of sets, and in any combination.
To reach the roof of your ability, you have to climb the first flight of stairs before you can
exit the 20th floor and stare out over the landscape. You can view this from both a technical
skills standpoint as well as from an effort/distance standpoint. In order to swim the 500
freestyle, you need to be able to maintain your body position and breathing pattern well
enough to complete the distance. In order to swim the 500 freestyle, you also need to build
your muscular endurance well enough to repeat the necessary motions enough times to
finish.

0. Overload

The overload principle is one of the seven big laws of fitness and training. Simply put, it says
that you have to gradually increase the intensity, duration, type, or time of a workout
progressively in order to see adaptations.
Issues with the Overload Principle:

a. Hitting a Plateau while Ignoring the Overload Principle

a. Overreaching and Overtraining Stress

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Hitting a Plateau while Ignoring the Overload Principle

The obvious issue with ignoring the overload principle is the failure to make gains. If you
continue to do the same workout or train at the same intensity and frequency, you will make
gains only to a certain point. After that you are not overloading the muscles and hit a plateau
with no further improvements or adaptations.
This happens because our bodies are very good at adapting to stress.

Overreaching and Overtraining Stress

On the other hand, if you use the overload principle in the wrong way, say by increasing
intensity too quickly, you get into a state of overreaching or overtraining. Overreaching is a
short-term problem, a decrease in physical performance that takes days to overcome. Some
signs of overtraining you should watch out for include:

● Increased resting heart rate.

● Loss of appetite and weight loss.
● Difficulty sleeping.
● Emotional changes or mood swings.
● Fatigue.
● Chronic muscle soreness.

0. Adaptation

Over time the body becomes accustomed to exercising at a given level. This adaptation
results in improved efficiency, less effort and less muscle breakdown at that level. That is
why the first time you ran two miles you were sore after, but now it’s just a warm up for your
main workout. This is why you need to change the stimulus via higher intensity or longer
duration in order to continue improvements. The same holds true for adapting to lesser
amounts of exercise.

0. Recovery

the body cannot repair itself without rest and time to recover. both short periods like hours
between multiple sessions in a day and longer periods like days or weeks to recover from a
long season are necessary to ensure your body does not suffer from exhaustion or overuse
injuries. motivated athletes often neglect this. at the basic level, the more you train the more
sleep your body needs, despite the adaptations you have made to said training.

0. Reversibility

Fitness improvements are lost when demands on the body are lowered. If you discontinue
application of a particular exercise like running five miles or bench pressing 150 pounds 10
times, you will lose the ability to successfully complete that exercise. Your muscles will
atrophy and the cellular adaptations like increased capillaries (blood flow to the muscles) and
mitochondria density will reverse. You can slow this rate of loss substantially by conducting
a maintenance/reduced program of training during periods where life gets in the way, and is
why just about all sports coaches ask their athletes to stay active in the offseason.

The benefits of training are lost with prolonged periods without training. On the flip side, this
also means that the detraining effect can be reversed once training is resumed. Extended rest
periods reduce fitness and the physiological effects diminish over time which throws the
body back to its pre-training condition … reductions in performance can be lost in as little as
two weeks and sometimes sooner. Interestingly, training has a lingering effect even when
discontinued in that strength levels after de-training are seldom lower than pre-training
levels.

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Note: The principles of specificity, progression, overload, adaptation, and reversibility are
why practicing frequently and consistently are so important if you want to improve your
performance.

FITT PRINCIPLE

Placing increasing amounts of stress on the body causes adaptations that improve
fitness; progression is critical. The FITT Principle (or formula) is a great way of monitoring
your exercise program. The acronym FITT outlines the key components, or training
guidelines, for an effective exercise program, and the initials F, I, T, T, stand for: Frequency,

Intensity, Time and Type.

Generalization.

After completing the FITT principle of exercise, as a Future P.E teacher, can you say that it
can be exercise routine to stay healthy? With the knowledge and skills, you acquired in this
course, will you promote FITT exercise in support to the principle that youth should lead a
healthy and active life, both in and out of school? How will you do it

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Activity

● Application.

Exercise using the FITT exercise principles

Activity Description Time Heart Rate

Lunge stand straight with your feet hip-width apart and flat on the 2 minutes
ground. Relax your shoulders and allow your shoulder blades
to sink down towards your hips. Take a big step forward with
your right leg, and lean forward so that about 70% of your
weight is on your front foot.

Fold forward ● Starting with your legs stretched out in front of 2 minutes
Straddle Stretch you.
● Sweep your legs as wide apart as you can.
● See if you can push the hips further forward.
● Flex the toes back, push the heels out, and
externally rotate the legs meaning roll them
towards your posterior.
● Keep your spine long.
● Push your sitting bone down into the earth.
● Place your hand’s palm down in front of you.
● Walk your hands slowly and touch your chest to
earth without compromising your hips

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Jumping Jacks stand up straight with your shoulders back and your pelvis 2 minutes
relaxed. Hold your arms at your side with your feet
shoulder-width apart, then jump, spreading your legs slightly
and extending your arms over your head.

High knees Start standing with your legs hip-distance apart and as you 2 minutes
exhale lift one leg up into a 90-degree angle towards your chest,

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balancing on one leg then transfer your weight to the other side,

and switch.
Jump squat Then press your feet down to explode off the floor 2 minutes
and jump as high as you can. Allow your knees to bend 45
degrees when you land, and then immediately drop back down
into a squat, and jump again

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Post-Assessment
● Create an exercise program following the FITT principles of exercise.
● Evaluation: Students will pick a partner and trade activities to criticize each other's work
(the teacher will provide a rubric to follow for scoring)

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Assessment
Criteria %

Proper Execution of skill the skill 50%

Narrative Report (explain how to 25%

perform the FITT exercise)

Creativity on video presentation 25%

Total 100%

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Assignment
Review and research about the importance and benefits of FITT exercise principles in
developing and improving skills for games, sports and activities. The said review will be used
to participate in the class forum or in google classroom.

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References
Waehner, P. (2020, February 20). The F.I.T.T. Principle for an Effective Workout. Retrieved
from verywellfit:
https://www.verywellfit.com/f-i-t-t-principle-what-you-need-for-great-workouts-1231593
FITT principles of exercise https://www.healthline.com/health/fitt-principle
Study Sets at https://study.com/academy/practice/quiz-worksheet-the-fitt-principle.html

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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Performance Report
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

Learning Module 01
Physical Activity Towards Health
and Fitness
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Learning Packet 05

Locomotor Movements

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Learning Packet 1

Locomotor Movements
Introduction
The Module will discuss and explain the concept of Locomotor Movement and overall movement in our body and
will help you identify the barriers that hinders your movement.

Objectives
● Recognize the different locomotor movements
● Execute all locomotor movement skills in an exercise base activity and program
● Display movement competency with confidence

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share
links of other learning materials stored using the Google Drive. In the event
that a commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration

Topic 01: Definition of locomotor, Walking, Run, Skipping, Galloping, Hopping,

Jumping, slide, walking backwards, leap. = 2` Hours/session

Delivery Mode
(State the delivery mode, whether onsite (face-to-face under split-half scheme
for shopwork) or online (synchronous or asynchronous)).

Assessment with Rubrics

Students will create a TABATA video presentation performing 3-5 minutes of
Locomotor Movements and they will be graded by the following criteria.

Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings
(In order to help learners make sense of and/or actively read required
material, it’s recommended to provide them with relevance (why are they
reading this?) and guiding questions. This helps them focus their reading and
be prepared for activities related to the readings. For web-based or Google
Drive-stored readings, you may list them here or embed them in the topic
pages.)

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Introduction Key Points:

From the time of our birth, we are discovering how to move about in the world. The
core of human activity can be reduced to several fundamental movement. An infant
learns to pick food with an index finger and thumb a toddler masters using a spoon to In this part,
eat cereal, and a child works on the complex coordination required to use chopsticks. you may
Now, these eating activities may seem trivial, but this evolution of motion is essential provide the
to our success as an individual. These skills are often taught either through play or
formal physical education classes. It may seem silly to instruct a child in these basic
key points of
skills, but they represent the building blocks upon which more complex movements the topics
are based. So, it's time to examine each of these important skill sets more closely. being
A locomotor skill is a physical action that propels an individual from one place to presented in
another. This may mean moving forward, backward, or even upwards using certain this particular
skills.
Learning
Packet.
Pre-Assessment
PAR-Q
Answer the Physical Activity Readiness Questionnaire for Everyone on page 8-11. The key points
Submit it along with this module. may be
bulleted like
Lesson Proper this:
● Activity.
To assess your predetermined knowledge please answer the following question.
· Key point 01
1. For you what is the meaning of Locomotor Movements and its benefit to
· Key point 02
the body? Elucidate your answer.
· Key point 03

Definition of
Terms:
2. What are the possible health benefits of Locomotor Movements?

You may
provide
definition of
terms to
facilitate better
3. What are the locomotor movements and give their brief description? understanding
of the
concepts
being
presented.

● Lesson Proper.
You may
adopt this
What is Locomotor?
format:
Simple body actions like walking, bending, and kicking a ball may not seem
important, but they constitute the foundation for more complicated physical activity.
Simple, fundamental bodily movements are required for playing sports, exercising, Term. Its
and dancing. definition,
As a result, these movement ideas should be mastered during early childhood mostly
development and elementary school physical education. Fundamental bodily technical.
movements are mastered at that age, according to studies, and students are more
Term. Its
inclined to continue active. Students are unable to participate in some physical
activities as they get older if fundamental body movements are not mastered at an definition,
early age. Students who do not grasp fundamental bodily motions at a young age will mostly
be unable to participate in specific physical activities as they get older. A pupil who technical.

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never learns to dribble a basketball, for example, will be unable to play on the middle Term. Its
school basketball team later. definition,
Locomotor movements mostly
technical.
Let us start with locomotor movements. Locomotor refers to body movements that
move the body from one place to another. They cause the body to travel. There are Term. Its
eight main locomotor movements. They are categorized as either even or uneven definition,
movements. Even rhythm movements consist of equal, unvarying actions. These mostly
movements include:
technical.
1. Walking
2. Running
3. Hopping
4. Leaping Hazard
5. Jumping Alerts:

Keep in mind that we are referring to the physical education definition of these
movements. Students sometimes confuse the movements and terminology. A hop is This may be in
technically defined as a springing from one foot and landing on that same foot. a form of
A leap is a springing from one foot but landing on the other foot. Leaping movements notice,
are commonly used when people jump over objects, like jumping over a rain puddle. caution, or
warning.

Locomotor Movements Definition of Terms

Include
appropriate
hazard alert
Is a slow locomotor skill where
one foot is always on the ground. where and
Walk As the left foot is on the ground when needed.
the right foot is in the air moving
forward. Then the right foot
contacts the heel first as the left This should
foot moves forward in the air. appear before
the conduct of
an activity.

Run It is faster locomotor skill. During

a run, the feet are both in the air at
the same time. The feet alternate
moving forward during the skill.

A locomotor skill that requires the

students to alternate their motion
Skipping from the left side to the right and
then continue to alternate from
left to right.

A skill that can be performed with

either foot as the lead. One foot is
Galloping 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

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then takes a step forward but

always stays behind the front foot.

It is a one footed skill. Students

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

A two footed skill. Students will

stand with both feet together and
Jumping will jump with both feet together.
The students should work on
using their knees as shock
absorbers so that they can protect
themselves from injury.

A sideways movement. The

students will move to their right
Slide or their left with the appropriate
shoulder leading the direction of
the slide.

A slow movement. The students

will need to turn their heads to
Walking backwards watch where they are going.
Students should be instructed to
step one foot directly behind the
opposite foot to move themselves
backward.

Leap jump or spring a long way, to a

great height, or with great force.

Walking

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Running

Skipping

Galloping

Hoping

Jumping

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Slide

Leap

Exercise and Locomotor Activities Have Health Benefits

● It is All About Movement - When we move, we make our bodies more efficient
at doing tasks. This will assist our bodies in regulating the sugar overload.
● Poor posture and muscular disparities induced by an unhealthy lifestyle and
sedentary lifestyle can be corrected with effective training.

● Useful training provides amazing fat-burning workouts by using full-body

activities that promote overall fitness.
● Muscle Tone/Density- Proper exercise and an active lifestyle promote muscular
strength and endurance.

● Specific to sports, living an active lifestyle encourages us to be interested in the

world of sports.
● Enhancement Activity.

A. You must answer the following question with your own thoughts and ideas
based on our discussion.

1. As a student how can you achieve positive attitude towards physical

activity? Explain your answer.

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2. In your setting, do you provide yourself with a good range of physical

challenges or activities that will help you to achieve Fitness? Elucidate your
answer.

3. In your own opinion what are the hindrances that you encountered in
performing Locomotor movements. How will you overcome those
hindrances?

4. Does locomotor movement help you to understand what are the barriers and
possible hindrances in your movement?

Activity
B. Identify the following Locomotor movement.
1.

2.

3.

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5.

6.

7.

8.

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9.

● Generalization.

The development of motor skills affects the cognitive development of an

individual (Robbinson & Goodways, 2009). Helping students in having an active
lifestyle helps them to increase their motivation in doing physical activities and motor
skills. Once learned, these skills lay the basis for the enhancement of more expert
exercise and sport skills that can be retained for a generation (Sttoddenn et al., 2008).
Motor skills must be imparted, and the continuous interaction between the learner and
his or her environment can determine the capability of ability performance that is
attained (Clarks, 2007). The constraints present in the learning environment can
hearten or discourage different conducts and may contribute to the strengthening of
skills throughout the lifespan (Haywood and Getchell, 2009). Children learn the
significant motor skills that enable them to improve the ability that creates
self-confidence and leads to safe and active participation in a wide range of sports.

● Application.

If Face to Face Instruction is allowed: If only online Class is allowed:

Demonstration of Locomotor movement Student will make a video of them
with their Group performing Locomotor Movements

Performance Task

Students will create a TABATA video presentation performing 3-5 minutes of

Locomotor Movements and they will be graded by the following criteria:
Criteria Percentage
● Correct execution of all 50%
Locomotor skills and
movement.
● Enthusiasm and attitude and 30%
overall presence toward the
presentation
● Creativeness on video 20%
Presentation.

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Instructions:

● Perform the given Locomotor Abilities with correct posture and execution.

● Document your activity (Picture or Video).

● Submit your documentation in Google class.

● Your output will be graded based on the rubric below.

Total of 20 points.

LOCOMOTOR 3 Points 4 Points 5 Points

Walking Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Running Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Learner unable to Learner Learner
Skipping establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Galloping Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Hoping Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Jumping Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.
Slide Learner unable to Learner Learner
establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.

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Leap Learner unable to Learner Learner

establish the skill sometimes established the
to remain static established the skill to remain
while performing skill to remain static while
the locomotor static while performing the
action. performing the locomotor action.
locomotor action.

Additional Activity
Explain your experience while performing the Locomotor Activities. Do
you think it is essential for us to regularly implement physical activities in our daily
life? Elucidate your answer.

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References
1. Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L.O., & Beard, J.R.
(2009). Childhood motor skill proficiency as a predictor of adolescent physical
activity. Journal of Adolescent Health, 44, 252-259
2. Beisman, G. (1967). Effect of rhythmic accompaniment upon learning of
fundamental motor skills. Research Quarterly, 38: 172-176.
3. Cordovil, R., Andrade, C., & Barreiros, J. (2013). Perceiving children’s
affordances: Recalibrating estimation following single-trail observation of
three different tasks. Human Movement Science (32), 270-278.
4. Department of Education, Government of Newfoundland and Labrador. (n.d.).
Physical education curriculum guide: Primary and elementary. Retrieved
from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/physed/prim_elem/8.
pdf
5. Department of Education, Government of Newfoundland and Labrador. (n.d.).
Physical education: A Kindergarten Curriculum Guide. Retrieved
from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/physed/#primary
6. Derri V., Tsapakidou A., Zachopoulou E., & Kioumourtzoglou E. (2001).
Effect of a music and movement programme on development of locomotor
skills by children 4 to 6 years of age. European Journal of Physical Education,
6(1), 16-25.
7. Gabbard, C.P. (2011). Lifelong Motor Development (6th Ed). San Francisco,
CA: Pearson Benjamin Cummings.
8. Gallahue, D. G. (1996). Developmental Physical Education For Todays
Children. Dubuque, IA: Brown and Benchmark.
9. Haywood, K.M., & Getchell, N. (2009). Life Span Motor Development (5th
Ed.). Champaign, IL: Human Kinetics.
10. Kirchner, G., & Fishburne, G. (1998). Physical Education For Elementary
School Children (10th Ed.). Boston, Mass. WCB/McGraw Hill.
11. Kogan, S. (2004). Step by step: a complete movement education curriculum
(2nd Ed.). Champaign, IL: Human Kinetics.

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Learner’s Feedback Form

Name of Student:
___________________________________________________
Program :
___________________________________________________
Year Level : ___________ Section :
___________
Faculty :
___________________________________________________
Schedule :
___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□I completely get it. □ I’m struggling.
□I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are
struggling or lost?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________

If No, state your reason?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________

To further improve this learning packet, what part do you think should be
enhanced?
_________________________________________________________

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_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________

How do you want it to be enhanced?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____________________________

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Performance Report
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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Learning Module 01
Physical Activity Towards Health
and Fitness
Learning Packet 06

Non-Locomotor Movement

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Learning Packet 6

Non-Locomotor Movement
Introduction
Non-locomotor motion is "moving around the body's axis (the spine) rather than
moving the body through space." Movement is attached to non-locomotive
movement. It's in one location. Bending, turning, swing-rock, push-pull, curl-stretch
and rise-fall are the basic non-locomotor movements. Non-locomotor ability is the
ability to perform basic movements during ground contact. You need well-planted
educational and practical opportunities for children and many advantages for the
developing child. An overarching recommendation for educators, parents and policy
makers is to raise awareness for children of non-locomotor skills and to communicate
their importance throughout their life. The non-locomotor abilities are classified in the
broad category of fundamental motor skills and movement patterns among locomotive
and manipulative abilities (Kirchner & Fishburne, 1998). These skills form the
foundation of competent movement and are necessary for the effective operation of
life. A gradual progression through the initial and primary stage must occur to achieve
a mature stage of a fundamental motor skill like non-locomotive skills (Kirchner &
Fishburne, 1998). These abilities are not automatically developed or matured;
instructions are required instead to attain maturation.

Objectives

● Understand the concept of Non Locomotor and explain how non locomotor
movements affect the exercises.
● Implement all non-locomotor movement skills in a training basis and program
activity
● Display Confident in doing the movement skill

Learning Management System

Google Classroom Class Code:

Duration
(Specify the number of hours allotted for this course packet.)

Topic 01: Non-Locomotor Movements = 2 hours/session

(2 hours discussion and demonstration)
Topic 02: Non-Locomotor Movements = 2 hours/session
(2 hours assessment and evaluation)

Delivery Mode
Online (synchronous or asynchronous)

Assessment with Rubrics

Students must be able to perform all the non-locomotor movements.

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The NON-LOCOMOTOR MOVEMENTS RUBRICS shall be used.

Requirement with Rubrics

Dance Presentation/ Workout for Non- Locomotor Movements

Readings
Non Locomotor Movements
https://wiki.ubc.ca/Course:KIN366/ConceptLibrary/Non-Locomotor_Skills

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Introduction
These are movements that occur in the body parts or the whole
body and do not cause the body to travel to another space.
However, non-locomotor movements can be combined with
locomotor movements such as a walk and arm swing. An Key Points:
overarching recommendation for educators, parents and policy
makers is to raise awareness for children of non-locomotor skills In this part, you may
and to communicate their importance throughout their life. The provide the key points
non-locomotor abilities are classified in the broad category of of the topics being
fundamental motor skills and movement patterns among presented in this
locomotive and manipulative abilities (Kirchner & Fishburne, particular Learning
1998). Packet.

Pre-Assessment The key points may

You will take a test to access your knowledge in Non-locomotor be bulleted like this:
movements.
For face to face mode, test paper and answer sheet shall be used.
∙ Key point 01
For Online mode, link of this pre-test shall be posted in google
classroom. ∙ Key point 02

Please answer the following questions: ∙ Key point 03

Essay Type

1. For you, what is the meaning of non-locomotor

movements and how will you be using the said skills in
Definition of Terms:
your daily activities? Elucidate your answer.
2. What are the health benefits that you will acquire in You may provide
doing non-locomotor movements? Explain your answer. definition of terms to
3. What are the types of non-locomotor movements? facilitate better
understanding of the
Lesson Proper concepts being
● Review
presented.

1. What is the definition of locomotor movements? You may adopt this

2. What are the health benefits of locomotor movements? format:
3. Types of Locomotor Movements
Term. Its definition,
● Brief Lesson mostly technical.
Term. Its definition,
Non-locomotor abilities are essential body movements that do mostly technical.
not include traveling. They are stability abilities that include Term. Its definition,
movements of limbs or body parts, and sometimes even the mostly technical.
whole body. They are sometimes referred to as axial movements, Term. Its definition,
as in 'revolving around an axis. mostly technical.

Non Locomotor Movement Definition

It is a pendular motion of a body part tha Hazard Alerts:
Swing forward and backward or side to side.
This may be in a form
of notice, caution, or
warning. 107
 PHED0112-PATHFIT-1

Is a partial rotation of body parts around an ax Include appropriate

Twist hazard alert where
and when needed.
Is a full rotation of the body around a
Turn horizontal. Full, half or quarter turns This should appear
Shake It is a short quick vibrating movement in a b before the conduct of
the whole body. an activity.
It is a flex of a body part at a joint.
Bend
Stretch Extending a body part or the whole body

Wiggle A small or big, fast or slow curvy movemen

part or the whole body.

Rock or sway To shift of the body weight forward, backw

side or in a circular pathway

We tighten all the muscles surrounding the a

we contract the abdominal muscles, the ere
Bracing the muscles proximately go into joint action and
core. back from the rear. In other words, we create a
or girdle that soothes and protects the spine
co-contraction

Lift your legs so your knees are straight over y

Dead bug an exhale, slowly lower your right arm and
series they're just above the floor. On an inhale, brin
to the starting position. Repeat on the opposite

Maintain a neutral spine by engaging your

muscles. Draw your shoulder blades together
Bird dog series right arm and left leg, keeping your shoulde
parallel to the floor. Increase the back of you
tuck your chin into your chest to gaze down at

Start in plank, inhale, and then move yo

toward your heels as you exhale. Press through
Plank series and shoot yourself back out long into pla
Repeat at a brisk pace, keeping your core p
whole time.

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The humble squat might just be the most effec

Squat series you can do: It engages the entire lower half
including the hips, glutes, quads, hamstrings,
while also hitting the core, shoulders, and back

Bodybuilding lore has people bench press o

Press up a push-up by holding the shoulder blades in
scapular eliminate the serratus anterior function
protraction and protraction. This creates a greater demand on
retraction bring the humorous into horizontal flexion,

Swing
https://www.youtube.com/watc
h?v=jEmdv0RB_FA

Twist
https://www.youtube.com/watc
h?v=hJVNQvRFW28

Turn
https://www.youtube.com/watc
h?v=pAWFpry1Uqg

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Bend

Stretch

Bracing the core

Dead bug series

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Bird dog series

Press up scapular protraction

and retraction

Plank series

Squat series

● Enhancement Activity.

1. For you, what is the meaning of non-locomotor

movements and how will you be using the said skills
in your daily activities? Elucidate your answer.

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2. What are the health benefits that you will acquire in

doing non-locomotor movements? Explain your
answer.
3. What are the types of non-locomotor movements?
4. Does non-locomotor movements helps you to
understand the barriers in performing sports or
exercises?

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Key Points:

In this part, you may

provide the key points
of the topics being
presented in this
particular Course
Packet.

The key points may

be bulleted like this:

∙ Key point 01

∙ Key point 02

∙ Key point 03
● Generalization
After completing the Non-Locomotor, as a student of PE
class, can you say that it can be part of our daily routine?
With the knowledge and skills, you acquired in this Definition of Terms:
course, will you promote non-locomotor in support to
the principle that youth should lead a healthy and active You may provide
life, both in and out of school? How will you do it? definition of terms to
facilitate better
understanding of the
concepts being
presented.

You may adopt this

format:

Term. Its definition,

mostly technical.
Term. Its definition,
mostly technical.
Term. Its definition,
mostly technical.
Term. Its definition,
Performance Test
mostly technical.

Instructions:

Hazard Alerts:

This may be in a form

of notice, caution, or
warning. 113
 PHED0112-PATHFIT-1

● Perform the given Non Locomotor Abilities with correct

posture and execution. Include appropriate
hazard alert where
● Document your activity (Picture or Video). and when needed.

● Submit your documentation in Google class.

This should appear
before the conduct of
● Your output will be graded based on the rubric below.
an activity.
Total of 20 points

Additional Activity

Explain your experience while performing the Non

Locomotor Activities. Do you think it is essential for us to
regularly implement physical activities in our daily life?
Elucidate your answer.

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References
Barnett, L. M., van Beurden, E., Morgan, P. J., Brooks, L.O., & Beard, J.R. (2009). Childhood motor
skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent Health, 44,
252-259

Beisman, G. (1967). Effect of rhythmic accompaniment upon learning of fundamental motor abilities.
Research Quarterly, 38: 172-176.

Cordovil, R., Andrade, C., & Barreiros, J. (2013). Perceiving children’s affordances: Recalibrating
estimation following single-trail observation of three different tasks. Human Movement Science (32),
270-278.

Department of Education, Government of Newfoundland and Labrador. (n.d.). Physical education

curriculum guide: Primary and elementary. Retrieved
from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/physed/prim_elem/8.pdf

Department of Education, Government of Newfoundland and Labrador. (n.d.). Physical education: A

Kindergarten Curriculum Guide. Retrieved
from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/physed/#primary

Derri V., Tsapakidou A., Zachopoulou E., & Kioumourtzoglou E. (2001). Effect of a music and
movement programme on development of locomotor abilities by children 4 to 6 years of age. European
Journal of Physical Education, 6(1), 16-25.

Gabbard, C.P. (2011). Lifelong Motor Development (6th Ed). San Francisco, CA: Pearson Benjamin
Cummings.

Gallahue, D. G. (1996). Developmental Physical Education For Todays Children. Dubuque, IA: Brown
and Benchmark.

Haywood, K.M., & Getchell, N. (2009). Life Span Motor Development (5th Ed.). Champaign, IL:
Human Kinetics.

Kirchner, G., & Fishburne, G. (1998). Physical Education For Elementary School Children (10th Ed.).
Boston, Mass. WCB/McGraw Hill.

Kogan, S. (2004). Step by step: a complete movement education curriculum (2nd Ed.). Champaign, IL:
Human Kinetics

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

Learning Module 01

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Physical Activity Towards Health

and Fitness

Learning Packet 07

Manipulative Skills

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Learning Packet 7

MANIPULATIVE MOVEMENT SKILLS

Introduction
The lessons and activities in this module are designed to learn manipulative skills for
PATHFIT 1 courses.

Objectives
● Identify and explain the manipulative movement skills
● Execute the throwing manipulative movement skill
● Explain the relation of locomotor, non-locomotor and manipulative and its
importance

Learning Management System

Google Classroom code: _______________

Duration

● Topic 07: Manipulative movement skills = 2 hours

Delivery Mode
Flexible: online (synchronous and asynchronous)

Assessment
Written examination via Google Form and with rubrics
Video presentation in executing skills with rubrics

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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Introduction

The development of motor skills, including

manipulative, locomotor and non-locomotor skills and
capabilities, has been a primary goal of physical
education (Graham, 1987; Seidentop, 1990). A
manipulative skill is one in which a person handles an
object with hands, feet, or other body parts. The skills
are basic to the development of sport skills; throwing,
catching, kicking, dribbling, volleying and hitting.
These skills are necessary for successful participation in sports, games and
activities (Rink, 1993).

Pre- Assessment

Manipulative Skills
Multiple Choice

1. What skills will you use if you need to receive and control object being
propelled?

a. Kicking c. Dribbling
b. Throwing d. Catching

2. What skill will you use if you need to apply force to an object on ground.

a. Throwing c. Kicking
b. Dribbling d. Volleying

3. A skill which a person controls a ball with hand or feet in standing or

moving position.

a. Throwing c. Hitting
b. Dribbling d. Volleying

4. A skill which a person release or propel an object away from the body to a
target.

a. Throwing c. Catching
b. Catching d. Volleying

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Lesson Proper

Review: Recall locomotor movement

Recall non-locomotor movement

Activity:

Manipulative movement skills warm-up activity

Guess what type of manipulative movement skill the player used

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______________________________________

Processing of the activity Definition of Terms:

Why do we need to learn and improve our manipulative movement skills?

Manipulative movement skills are important not only in sports and games but Manipulative
also in performing daily activities. Today we are going to learn what are the movement skills –
manipulative skills and on how to execute them. refer to motor
skills involving
an object
Brief Lesson
Fine motor skills-
1. Discussion are minor set of
skills used to
Manipulative movement skills refer to motor skills involving an manipulate smaller
object. It is about making certain movements to apply force in order to move objects, and require
objects. Manipulative skills, particularly, are those in which a person learns lesser energy.
to handle objects with precision in accordance with speed and control. These
skills mainly involve physical activities with the use of hand and body
coordination to execute a task. Gross motor skills-
are those which
Locomotor and Non-locomotor movements are combined with make use of
manipulative skills in sports and games. Consider the movement of a comparatively bigger
basketball player that dribbles the ball while moving in his position, we can muscles in the body,
now see that player used both locomotor for moving in his position by
walking or running and manipulative skill by dribbling the ball. The
and require high
movement of a baseball batter in hitting/striking the ball is both level of judgement
non-locomotor movement by standing and twisting his hips in his position and and coordination.
manipulative skill by using bat in hitting the ball. We can see now the
importance of all movement as combining them to execute a skill in Sports,
Games or in performing daily activities.

All body movements require us to make use of our muscles. Motor

skills are divided into two types – fine and gross. Fine motor skills are minor
set of skills used to manipulate smaller objects, and require lesser energy.
Examples if fine motor skills including drawing, sketching cutting, etc. Gross
motor skills are those which make use of comparatively bigger muscles in the
body, and require high level of judgment and coordination. Some examples of
gross motor skills are jumping, running, climbing, kicking, catching, etc.

In physical education, manipulative skills are effectively employed to

achieve mastery in a specific activity. Learners practice basic manipulation
abilities in order to improve endurance, flexibility, accuracy, and force
relevance. As a result, individuals gain physical fitness as well as endurance.

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They also have a good understanding of their bodies and can judge their
tolerance levels.

2. Importance of developing manipulative movement skills

Training the body to undertake physical motions is essential for a

person’s overall development. More significantly, these activities must begin
at an early age in order for the kid to benefit from the following advantages.

● Healthy growth and development

● Building strong muscles and bones
● Development of basic motor skills
● Improved sense of movement, balance and coordination
● Development of mental facilities
● Improved social interactions, a heightened sense of confidence
● Healthy weight

3. Manipulative movement skills

Throwing

Throwing – is a skill
that engages arms,
hands, and the
shoulder. The person
propels the object
away from his/her
body accurately
towards the chosen
target.

Throwing is a skill that engages arms, hands; and the shoulder. The person
propels the object away from his/her body accurately towards the chosen
target.

To execute a throw:

1. non-throwing shoulder: point to target

2. T-shape: make with arms
3. Opposite foot: step to target
4. Eyes on target
5. Follow Through: arms across chest.

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For best results, use logical progression tree.

1. Developing Skill Phase: Throw for force (no target) or throw object/ball at
stationary targets.
2. Expanding Skill Phase: Throw with partner or to moving target
3. Mastering Skill Phase: Throw against a defender or play modified game.

Throwing Games and Sports:

● Baseball
● Softball
● Football
● Basketball
● Dodgeball
● Soccer
● Discus
● Javelin
● Cricket
● Darts
● Horseshoes
● Ultimate Frisbee
● Ring Toss

Catching

Catching – is a
where the person
receives and
controls object
being propelled.
Catching is a skill where the person receives and controls object being
propelled. The person must visually track the object and move to proper
position to successfully receive and hold object.

How to catch and object

1. Slide: body in front of or under ball

2. Reach out and touch: arms to ball
3. Finger up: if the ball is above waist
Fingers down: if the ball is below waist
4. Watch all-the-way: ball to hands

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5. Soft Fingers: give in to ball

Catching Games and Sports

● Baseball
● Softball
● Football
● Rugby
● Dodgeball
● Soccer
● Hockey
● Lacrosse
● Ultimate Frisbee

Kicking

Kicking is using foot to apply force to object on ground. It requires good

foot-eye coordination. Kicking involves lower body movements and beings Kicking – using
with making use of the leg to move a stationary ball.
foot to apply force
to object on ground.

How to perform kick accurately

1. non-kicking foot beside ball

2. Watch all-the-way: ball to kicking foot
3. Wide foot on ball: instep/laces not toe
4. Hit behind center: of ball
5. Follow Through: swing leg at knees/higher

For best results, use logical progression tree

1. Developing Skill Phase: kick stationary ball while standing or kick at

stationary targets.
2. Expanding Skill Phase: kick moving ball or kick with partner (stationary or
moving).
3. Mastering Skill Phase: kick stationary ball while standing or kick at
stationary targets.

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Kicking Games and Sports

● Soccer
● Football
● Rugby
● Kickball
● Keep Away
● Beat the Keeper

Dribbling

Dribble –
controlling or
bouncing the ball
with hand on the
floor with one hand
at a time or with
Dribbling is controlling or bouncing the ball with hand on the floor with one feet in moving or
hand at a time or with feet in moving or controlling the ball (standing or controlling the ball.
moving).

Types of Dribbling

Dribbling with hand: tapping of ball downward so it bounces continuously.

Dribbling with feet: constant tapping of ball to move it forward/sidewards.

How to dribble with hand:

1. Bend Knees: slightly

2. Soft Fingers: on ball not very tips
3. Ocean Wave: tap motion on top of the ball
4. Ball Waist High: keep or lower
5. Opposite foot in front: slightly ahead

How to dribble with feet:

1. Push Ball: gently with inside or outside foot

2. Keep it close: as outstretched arms

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3. Eyes-on-ball and on the location on where to go

4. Speed equals skill: match speed to your ability

Dribbling Games and Sports

● Basketball
● Soccer
● Keep Away
● 4 Corners

Hitting/Striking

Hitting – using
piece of equipment
to hit/strike an
object moving it
through air on
ground.

Hitting/Striking is using piece of equipment to hit/strike an object moving it

through air on ground. Hitting/Striking is one of the toughest manipulative
skill to master, so ensure that you give it adequate time and effort.

How to hit (forehand stroke)

1. Eyes locked: on object you are striking

2. non-striking shoulder: point to target
3. Opposite foot: step forward target
4. Watch all-the-way: to object meeting paddle/bat/racket/stick
5. Follow Through: swing arm/s across chest

Hitting Games and Sports

● Baseball
● Softball
● Tennis
● Hockey
● Lacrosse
● Badminton
● Racquetball
● Golf
● Bowling
● Pool
● Ping pong
● Handball
● Cricket

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Volleying

Volleying is striking the ball or object while it is in air by using variety of

body parts. It requires anticipation timing and must move to the ball at a
precise time to be in the best position in volleying.

How to perform a set pass in volleyball

Volleying – striking
1. Slide Under: body under ball the ball or object
2. Peek Through Window: make a diamond shape with hands and fingers while it is in the air
3. Bend Knees by using variety
4. Quick catch and push water balloon up of body parts.
5. Fly: extend arms and wrists, follow through

Volleying Games and Sports

● Volleyball
● Soccer
● Hacky Sack

Enhancement Activity

To learn more about how to execute the following manipulative movement

skills, you may access through the following links. Familiarize with each
manipulative movements and relate in with the locomotor and
non-locomotor movement.

Throwing: https://www.youtube.com/watch?v=gLqZniX2Xc4

Catching: https://www.youtube.com/watch?v=hXF4kpdJzeU

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Kicking: https://www.youtube.com/watch?v=3ZQPH-5ZRiI

Dribbling for basketball (hand):

https://www.youtube.com/watch?v=CMQp0bwjokw

Dribbling for soccer (feet): https://www.youtube.com/watch?v=nUac-XV-Slg

Hitting/Striking (Baseball): https://www.youtube.com/watch?v=xbzWEyzOpyc

Hitting/Striking (Tennis): https://www.youtube.com/watch?v=aZj7DIEftPg

Hitting/Striking (Golf): https://www.youtube.com/watch?v=BBbSwvV3bJI

Volleying (Volleyball) : https://www.youtube.com/watch?v=97sqzUoIeaQ

https://www.youtube.com/watch?v=oC8_QCY8ZE0

Volleying (Soccer): https://www.youtube.com/watch?v=8AGVAe_65Oo

Generalization

After completing the manipulative movement skills course, with the

knowledge and skills, you acquired, will you promote manipulative
movement skills of students and athletes in support in the development and
improvement of one’s skills for sports, games and activities? How will you do
it?

Application

Student should be able to execute throwing manipulative movement skill

Throwing Manipulative Movement Skill

(Cornhole)

Students will take a video of them while executing throwing manipulative

skill in playing Cornhole

Watch the game cornhole through this link:

https://www.youtube.com/watch?v=L4sLbFStJ_Y

Instructions on how to make a DIY Cornhole:

By using any available resources at your home, here are the

measurements on making the cornhole board.

Hazard Alerts:

Make sure you get

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a proper warm up
before starting play.
Warming up
involves 5-15
minutes of light
physical activity to
elevate your heart
rate and breathing
rate, increase your
blood flow and
make your muscles
warmer.

Be careful with your

surroundings. Make
Next will be the Cornhole bag or Bean bag sure you are away
from valuable things
Use any unused fabric for making cornhole bags. Cornhole bags, or bean
before you perform
bags are 6” x 6” | 15x15 cm fabric bags that have an inner fill of corn the manipulative
kernels (traditional) or beads of plastic resin (you can use sand for DIY). skill
The bags weight is regulated to a range of 14-16.5 oz | 440-470 g.
Ask for help if you
Play the game with your can’t do it alone. Be
relatives or try it yourself!
resourceful and
creative.

Post – Assessment

Multiple Choice:

1. What skill will you use if you need to apply force to an object on ground?

a. Dribbling c. Hitting

b. Kicking d. Throwing

2. It refers to the motor skills involving an object.

a. Locomotor movement skills c. Non-locomotor movement skills

b. Manipulative movement skills

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3. A skill which a player release or propel an object away from the body to a
target.

a. Dribbling c. Volleying

b. Hitting d. Throwing

4. A skill which a player strikes a ball or object while it is in air by using of

body parts.

a. Dribbling c. Volleying

b. Hitting d. Throwing

5. A skill which a player controls the ball with hand or with feet in moving or
controlling the ball.

a. Dribbling c. Volleying

b. Hitting d. Throwing

6. Which of the following is not an example of hitting/striking sport?

a. Baseball c. Basketball

b. Hockey d. Tennis

Essay: (4 points)

Explain the relation of locomotor and non-locomotor movements with

manipulative skills and give its importance.

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Answer Key

Pre-Assessment

Post Assessment

Essay Rubric

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Assessment

Criteria %
Proper Execution of the 50%
manipulative movement skill
Narrative Report (explain how 35%
to perform the manipulative
skill and documentation on
making the cornhole board and
bag
Creativity on video 15%
presentation
Total 100%

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Assignment

Assignment No.1

Review and research about the importance and benefits of manipulative movement skills in developing
and improving skills for games, sports and activities. The said review will be used to participate in the class forum
or in google classroom.

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References
McKenzie, T., Alcaraz J. & Salis, J. (1998). Effects of a physical education program on Children’s manipulative
skills. Journal of Teaching in Physical Education.Vol. 17 No. 3. https://doi.org/10.1123/jtpe.17.3.327

https://aptparenting.com/manipulative-skills

https://www.slideshare.net/medelena/chapter-12-manipulative-skills

https://journals.humankinetics.com/view/journals/jtpe/17/3/article-p327.xml?content=contributor-notes

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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Learning Module 01
Physical Activity Towards Health
and Fitness

Learning Packet 08

Mobility Training

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Learning Packet 8

Mobility Training
Introduction
In this module you’ll learn more about mobility, who it impacts, why you
should be focusing on it no matter what your age or training history, and how
to tame common mobility hot spots from head to toe.

Objectives

● Organize different workout.

● Participate in Mobility Training Program.
● Engage member of the community to participate in mobility training

Learning Management System

Google Classroom Class Code: 0w4cp20

Duration
(Specify the number of hours allotted for this learning packet.)

● Topic 08: Mobility Training = 4 hours

(1 hours self-directed learning with
practical exercises and 3 asynchronous)

Delivery Mode
Flexible: online (synchronous or asynchronous).

Assessment with Rubrics

The student will have 2 assessments. Written Examination (Google Form) and
Performance Based Assessments (Video Presentation).

Readings
Uploaded in Google Classroom:

● Power Point Presentations

● Videos/Instructional Videos
● Assessment Tools

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Introduction
Mobility is hot topic, and vital for anyone spending time in the weight room. The
ability to have full range of motion in your muscles and joints is one of the most
important aspects of training. Improving your mobility can help you work out for
longer, reduces joint pain, and can reduce the risk of injury. Key Points:

In this part, you

Pre-Assessment may provide the
Multiple choice key points of the
topics being
1.___________ program is teaching, or developing in oneself or others, any skills presented in this
and knowledge or fitness that relate to specific useful competencies. Also, it has
particular
specific goals of improving one's capability, capacity, productivity and performance
Learning Packet.
a. Training
b. Mobility The key points
c. Fitness may be bulleted
d. Physical Education like this:

∙ Key point 01
2.It is defined as the potential for movement and the ability to get from one place to
another using one or more modes of transport to meet daily needs. As such, it differs
from accessibility, which refers to the ability to access or reach a desired service or ∙ Key point 02
activity.
∙ Key point 03
a. Training
b. Mobility
c. Fitness
d. Physical Education Definition of
Terms:

You may provide

Lesson Proper definition of
terms to facilitate
• Review. better
understanding of
*Recall locomotor movement, non-locomotor movement and manipulative the concepts
movements being presented.

• Activity. You may adopt

this format:
Mobility exercise skills Warm-Up Activity.

Term. Its
Perform the following skills. definition, mostly
technical.
Term. Its
definition, mostly
technical.
Term. Its
definition, mostly
technical.
Term. Its
definition, mostly
technical.
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Hazard Alerts:

This may be in a
form of notice,
caution, or
1.
warning.

Include
appropriate
hazard alert
where and when
needed.

This should
appear before
the conduct of an
activity.
2.

3.

• Processing of the Activity.

Why you need to start working on mobility?

You’ve probably heard this before, but it’s worth repeating: “Because we spend so
much time in poor, static positions including in front of the computer, TV, or phone,
our body gets ‘tight’ and lacks both optimal range-of-motion and adequate activation
of specific muscle groups,”.

• Brief Lesson

1. Discussion
Mobility designates exercises that will increase your range-of-motion and your
stabilization, or control of the muscles that surround each joint. Mobility isn’t the
same as flexibility, though it is close. Mobility incorporates flexibility and strength,
and it’s crucial to help you squat deeper, push harder, and jump higher.

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Head into a workout with limited range-of-motion, and your assistance muscles will
start to compensate. Because assistance muscles are typically smaller and weaker,
forcing them to handle excessive torque is a recipe for pain and injury. Worse, if your
lifts aren’t activating primary muscles because you can’t achieve full
range-of-motion, you probably won’t even build the muscle you’re working toward.
These are some example of mobility exercises.

2. Benefits and Importance of Mobility Training

The importance of mobility cannot be understated. Good mobility can make a big
difference to all areas of your life, whether you are a high-performance athlete or an
office worker.

• Posture will improve with mobility training. That’s because your body will be
better able to position itself correctly, reducing stress on the spine.
• Sports injuries and common niggles such as knee pain are less likely to occur when
your posture is good.
• General aches and pains can also be alleviated with good mobility.

For athletes and sports professionals at the top of their game, taking the time to work
on their mobility has obvious benefits. But the importance of mobility for less active
individuals is also paramount.

3. Mobility Training Exercises

a. Bracing the Core
b. Elbow Plank
c. Hip Bridge
d. Rolling
e. Squats
f. Bird dog (Contralateral)
g. Dead Bug (Contralateral)

A. Bracing the core

https://www.youtube.com/watch?v=gidN1N8nSRU&t=106s

Practicing abdominal bracing while exercising or performing daily tasks such as

heavy lifting can help reduce the strain on your neck and lower back. It can also

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protect these injury-prone areas from straining. While bracing the abdominals may
feel awkward as you get used to the action, discomfort or pain isn't normal.

To correctly brace your abdominal muscles:

1. Keep the inward curve in your lower back (avoid rounding your lower back)
2. Breathe normally throughout
3. Lift and squeeze your pelvic floor muscles
4. Very gently contract or tense your abdominal wall (the area below your briefs)
5. Try to keep your pelvic floor and lower abdominal muscles contracted together
6. Relax your abdominal muscles after maintaining your abdominal contraction for
12-15 seconds at a time.

Note: Correct abdominal bracing is never an outward bulging action of the abdomen.
Rather, it’s a subtle in draw of the lower abdomen.

B. Elbow Plank

https://www.youtube.com/watch?v=K-DBIY19KW8

The plank looks like an easy exercise—after all, you’re not even moving during it.
But there’s more involved in how to do a plank than you may think. And if you
master the exercise, you will reap some serious total-body benefits.
That’s because if you do a plank with proper form, your abs won’t be the only
muscles that feel the move.

Planks are great for working the abs, and the elbow plank is harder on the abs than
the traditional plank in push-up position.
1. Start face down on the floor resting on your forearms and knees.
2. Push off the floor, raising up off your knees onto your toes and resting mainly on
your elbows.

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3. Contract your abdominals to keep yourself up and prevent your booty from
sticking up.
4. Keep your back flat — don't let it drop or you'll be defeating the purpose. Picture
your body as a long straight board, or plank.
5. Hold as long as you can. Aim for 20-30 seconds in the beginning and work your
way up to one minute, as you get stronger.
6. Repeat three times.

Planks, or plank variations, are great exercises to include in your workouts one to
two times a week, though if your goal is to specifically get better at them, you may
want to increase that to two to three.

C. Hip Bridge

https://www.youtube.com/watch?v=mmveFKdpknI

There’s nothing better than an effective exercise that you technically don’t even have
to get out of bed for. The hip bridge is the solution for strengthening your glutes
because you start and end lying on your back. It's a quick way to make a healthy
decision first thing in the morning before you even change out of your pajamas. (On
the days you're feeling extra motivated though, try this 20-minute strength routine.)

1. Start lying flat on your back, your knees bent and your arms in low V by your
hips. Your feet should be about hip-distance apart with your heels a few inches away
from your butt.
2. Push through your heels to lift your hips up while squeezing your glutes. Try to
create one diagonal line from your shoulders to your knees.
3. Pause for 1-2 seconds, then lower back down. "To get the most out of this simple
move, you have to take it slow," Marie says.
4. That's 1 rep, do 10. Repeat for 3 sets total.

Main muscle used in the bridge is the gluteus maximus muscle, the largest one in the
buttocks. ... THEY WILL HELP WITH LOWER-BACK PAIN: The bridge helps to
reduce lower back pain as well. It works the hamstrings, lower back, abs, in addition
to the glutes.

D. Rolling

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https://www.youtube.com/watch?v=S8lNKwWW8J4

A roll is the most basic and fundamental skill in gymnastics class. There are many
variations in the skill. Rolls are similar to flips in the fact that they are a complete
rotation of the body, but the rotation of the roll is usually made on the ground while a
flip is made in the air with the hips passing over the head and without any hands
touching the ground.

Learning Cues:
1. Lye on mat facing up with body tucked in tight
2. lift your arms above your head straight up so that the top of your arms or
shoulders are close to your ears
3. Put your hands together and point upwards as if making the point of the pencil
4. Stretch the body as much as possible always reaching at full stretch towards the
point
5. Roll shoulders to gain momentum and travel down the mat as shown below

Rolls also help recover from a fall safely.

E. Squats

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https://www.youtube.com/watch?v=YaXPRqUwItQ

The squat is a dynamic strength training exercise that requires several muscles in
your upper and lower body to work together simultaneously. Many of these muscles
help power you through daily tasks such as walking, climbing stairs, bending, or
carrying heavy loads. They also help you perform athletic-related activities.

The Basics: Proper Squat Form

1. Stand with feet a little wider than hip width, toes facing front.

2. Drive your hips back—bending at the knees and ankles and pressing your knees
slightly open—as you…

3. Sit into a squat position while still keeping your heels and toes on the ground,
chest up and shoulders back.

4. Strive to eventually reach parallel, meaning knees are bent to a 90-degree angle.

5. Press into your heels and straighten legs to return to a standing upright position.

Before you start loading your squat, you should definitely get the bodyweight move
down. (If you’re having difficulty with the movement, you can hold on to a wall to
get more comfortable with what it should feel like.)

F. Bird dog (Contralateral)

https://www.youtube.com/watch?v=wiFNA3sqjCA

The bird dog is a simple core exercise that improves stability, encourages a neutral
spine, and relieves low back pain. It strengthens your core, hips, and back muscles. It
also promotes proper posture and increases range of motion.

This exercise is suitable for people of all levels, including seniors, and it can be used
to prevent injury, align your spine, and recover from low back pain.

How to do the bird dog exercise?

For this exercise, you’ll need an exercise mat. Place a flat cushion or folded towel
under your knees for extra cushioning. You can use a mirror to check your
alignment.

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1. Begin on all fours in the tabletop position.

2. Place your knees under your hips and your hands under your shoulders.
3. Maintain a neutral spine by engaging your abdominal muscles.
4. Draw your shoulder blades together.
5. Raise your right arm and left leg, keeping your shoulders and hips parallel to the
floor.
6. Lengthen the back of your neck and tuck your chin into your chest to gaze down at
the floor.
7. Hold this position for a few seconds, then lower back down to the starting
position.
8. Raise your left arm and right leg, holding this position for a few seconds.
9. Return to the starting position. This is one round.
10. Do 2-3 sets of 8-12 repetitions.

To make sure you’re getting the most benefits from the bird dog exercise, you’ll
need to align your body correctly and use the right techniques.

• Keep your hips level and don’t rotate your pelvis.

• Avoid lifting your leg too high or allowing your spine to curve past its natural
position.
• Feel a line of energy from your fingertips, all along your body, and out through
your toes.
• Keep your spine neutral and engage your core to prevent your back from sagging.
• Don’t allow your chest to sink down toward the floor.
• Draw your shoulder blades back, down, and away from your ears.
• Keep the back of your neck in line with your spine.
• Move slowly and with control.
• Maintain smooth and even breathing.

G. Dead Bug (Contralateral)

https://www.youtube.com/watch?v=g_BYB0R-4Ws

The dead bug exercise is a popular way to build core strength and stabilization. It
helps build a solid, stable foundation that protects the spine and allows for greater
ease in everyday and athletic movements, such as moving heavy objects, walking up

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hills, and throwing.

This move also helps prevent and relieve low back pain by protecting your lower
back. It’s a supine abdominal exercise. That means you do it lying on your back.
Read on for instructions and tips.

To do it:
1. Allow your shoulders and lower back to fall heavy to the floor.
2. Draw your shoulders down away from your ears. To get into the starting position,
lift your hands so your elbows are above your shoulders with your fists facing in
toward each other.
3. Lift your legs so your knees are directly over your hips.
4. On an exhale, slowly lower your right arm and left leg until they’re just above the
floor.
5. On an inhale, bring them back to the starting position.
6. Repeat on the opposite side.
7.This is 1 rep.

Progression
Start by doing 1 to 3 sets of 5 to 12 repetitions on each side.

Once you’ve mastered the dead bug and can easily do a few sets, you can progress to
more advanced variations. Or you can build a longer routine composed of variations
ranging in difficulty.

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• Enhancement Activity
Organize your own workout.
Directions. Construct a dance choreography.

1. Use the following mobility exercises as your dance step.

a. Bracing the Core
b. Elbow Plank
c. Hip Bridge
d. Rolling
e. Squats
f. Bird dog (Contralateral)
g. Dead Bug (Contralateral)

2. Add at least 1 min warm-up and 1 min cooldown in your video presentation.
3. Minimum of 4 mins maximum of 5 mins for the duration of your video.
4. Submit the final edited video in G-class.

• Generalization.
What are the benefits of mobility exercise in our total fitness?
How mobility exercise became significant in individual health?

• Application.
Instructions: Participate in Online Mobility Training.
1. Search for “Free” Mobility Training Online. Whether in the country or
international.
2. Register to get free online certificate after the session.
3. Your certificate serves as proof of your attendance.
4. Submit a copy of your certificate in G-class.

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Activity Sheet

Rubric for enhancement activity.

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Assessment

IDENTIFICATION. identify the following statement and write the correct answer
before each number.

___________1. It is a bodyweight floor exercise that strengthens the core—more

specifically, the abdominal muscles, lower back, butt, and thighs. Although it is called
an isolation exercise, a lot is going on from head to thigh.

___________2. This mobility exercise involves lying face up on your mat with your
arms in the air above your torso and your legs in the air with your knees bent at
90-degree angles.

___________3. Practicing abdominal bracing while exercising or performing daily

tasks such as heavy lifting can help reduce the strain on your neck and lower back. It
can also protect these injury-prone areas from straining. While bracing the abdominals
may feel awkward as you get used to the action, discomfort or pain isn't normal.
___________4. This type of mobility exercise mainly develops your muscular
endurance and specifically your abdominal muscles. In performing this exercise, you
have to face down, bring your elbows and toes on the floor and stay still.

___________5. It is a strength exercise in which the trainee lowers their hips from a
standing position and then stands back up. The hip and knee joints flex while the
ankle joint dorsiflexes; conversely the hip and knee joints extend and the ankle joint
plantarflexes when standing up

___________6. It works the hamstrings, lower back, abs, in addition to the glutes.
With many of the benefits similar to that of a squat, another plus for this exercise is
that it does not place any pressure on the lower back. This is also a great exercise for
people who are unable to squat due to back, hip, or knee pain.

___________7. This mobility exercise is similar to flip in the fact that they are a
complete rotation of the body, but exercise rotation usually made on the ground while
a flip is made in the air with the hips passing over the head and without any hands
touching the ground.

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Assignment

Act as a training coach/Zumba Instructor

Instructions.
1. Choose 2 family member.
2. Make them participate in your dance choreography.
3. Submit the video in our google classroom.

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References
1. https://thefitnesstribe.com/best-mobility-courses/
2. https://www.trainheroic.com/blog/guide-to-joint-mobility-exercises/
3. https://www.harpendenphysiotherapy.co.uk/self-help/understanding-importance-mobility/
4. https://bodycomplete.co.uk/why-mobility-is-important-in-any-training-programme/
5. https://www.verywellfit.com/how-to-engage-your-core-the-right-way-4783531
6. https://greatist.com/fitness/perfect-plank#plank-variations
7. https://www.self.com/story/this-lazy-girl-move-is-the-best-for-your-butt
8. https://gymnasticselectronicportfolio13.weebly.com/gymnastics-skills.html
9. https://www.healthline.com/health/exercise-fitness/squats-benefits
10. https://www.realsimple.com/health/fitness-exercise/workouts/squat-form
11. https://www.self.com/story/5-ways-youre-probably-doing-squats-wrong
12. https://www.healthline.com/health/bird-dog-exercise
13. https://www.healthline.com/health/exercise-fitness/dead-bug-exercise#how-to-do-a-dead-bug

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Learner’s Feedback Form

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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____________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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Learning Module 01
Physical Activity Towards Health
and Fitness
Learning Packet 09
NUTRITION

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Course Packet 09

Nutrition
Introduction
This packet deals with the understanding of how nutrition/foods plays an important
role in one’s health, Proper nutrition is a vital element in sustaining life and
promoting good health. Understanding how to manage good health and how nutrition
affects life can be beneficial skill for all.

Objectives
1. Define Nutrition and identify the different essential nutrients
2. Plan a balance diet according to personal requirement/needs
3. Develop awareness on the significance of good nutrition and healthy eating habits

Learning Management System

Google Classroom Class Code:

Duration
4 hours

 Topic 01: Understanding = 4 hours

(3 hours self-directed learning with
practical exercises and 1 hours
assessment)

Delivery Mode
Online (synchronous or asynchronous)).

Assessment
Student is able identify the different essential nutrients

Requirement with Rubrics for Online Class

Video Making: preparing nutritious and healthy diet for the family.

Readings

The Journal of Nutrition, Editor-in-Chief - Teresa A. Davis, PhD

https://academic.oup.com/jn
How to Explain Basic Nutrition Concepts
Eat Right PRO, Academy of Nutrition and Dietetics

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Introduction
Nutrition is a very vital part of keeping and maintaining a healthy life. The food
that we intake greatly affect our health thus affects our life as a while. In
developing countries, one of the barrier of having many comorbidities is the
lack of understanding the basics of nutrition. According to WHO “People with
adequate nutrition are more productive and can create opportunities to
gradually break the cycles of poverty and hunger”. (WHO 2021) Key Points:
A few times day, every day, people consume food according to their preference
and to some according to their means. This may considerably influence
peoples’ body and health. The food that people take may be beneficial or ∙ Key point 01
detrimental to their health. Thus knowledge about nutrition or food in layman’s Nutrition
term, even the basic ones, have an impact in one’s life.
is how food affects the
Proper nutrition sustains life by promoting good health. This means that one’s health of the body.
diet all the essential nutrients the body needs to carry out normal growth of Food is essential—it
tissue, repair, and maintenance. Moreover, also proper diet provides enough provides vital nutrients
substrates that give energy to the body to become active in work, physical for survival, and helps
activities, and relaxation. (Alave 2016) the body function and
stay healthy
Pre-Assessment
You will take a test to assess your knowledge in Nutrition.
For Face to Face mode, test paper and answer sheet shall be used. Definition of Terms:

For Online mode, link of this pre-test shall be posted in google classroom.
Carbohydrates
How any glasses of water one needs to drink in one day? are the energy-giving
4 nutrients that includes
6 sugars, starches, and
8 the fiber.
10
What are the source of fats?
A. Soy product Fats
B. Nuts, are the body’s main form
C. Grains of long term energy
D. Red meat storage.
Dairy products come from which source?
A. Fish
B. Grains Proteins
C. Vegetables
are also needed for
D. Mammals
What essential nutrient is good for the skin? hormones, enzymes, and
Carbohydrates other essential
Fats molecules.
Protein
Minerals
Which of the following foods have the most vitamin A? Vitamins
A. White meats maintain proper body
B. Sliced breads functions like cell and
C. deep yellow or orange fruits and vegetables nerve health, skin and
D. colored candy tissue health
Is diet and nutrition the same? (5 points)
A. True
B. False Minerals
If True explain your answer in five sentence paragraph
If False give the difference between the two, minimum of five sentences
Maintain proper body
functions like organ
functions, breathing,
Lesson Proper heart function, and
 Review. growth
1. Explaining Organ Functions
1.1 Lungs: provide oxygen to blood
1.2 Heart: circulates blood throughout the body Water
1.3 Stomach: helps digest food is the most important of
1.4 Intestines: absorb nutrients from food all the nutrients because
we cannot survive long
without it.
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1.5 Liver: removes toxins from blood and processes nutrients from food
1.6 Kidneys: filter blood of waste and extra fluid

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Enhancement Activity.
Exploring ChooseMyplate.gov
Objective
Students will become aware of the new guidelines for healthful eating and activity .

Participants
First year students under PHED0112

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Time
20 to 30 minutes

Location
Classroom (for face-tp-face)
Home (online)

Pre-activity Talking Points

• Who has heard of MyPlate? What is it? What do the colors stand for?
• ChooseMyPlate.gov has tips to help us stay healthy. It’s for people of all ages.

Directions
• Familiarize yourself with the MyPlate site before the activity. See the fact sheets.
• Have children go to the website.
• First, explain parts of the site and have them take the animated tour of MyPlate to
obtain background information.
• Then, have children determine their personal plate by using the “Daily Food
Plans.” If possible, have them print their individual plans.
• Optional handouts under the “For Kids” section include a printable poster,
coloring page and worksheet.

Post-activity Review
• Raise your hand if you’re supposed to eat 1½ cups of fruit a day according to your
Daily Food Plans. How about 2 cups? Who needs 3 cups of vegetables?
• Your plan may be a little different from your friend’s plan, depending on how old
you are, if you are a boy or a girl and how much physical activity you get. That is
what makes MyPlate so useful. It is designed just for you.
• You also can use the website to track your daily nutrition and activity using the
Food Tracker.
• The Web site is a good tool for you and your family. You can help your parents
find their Daily Food Plan, too.

Reference:
Activities to Promote Healthy Nutrition and Physical Activity Habits Among
Children
North Dakota State University
Julie Garden-Robinson, Ph.D., R.D., L.R.D., Food and Nutrition Specialist
Bridget Curley, Program Assistant (former); Amanda Helbling, Student Dietitian Hazard Alerts:
(former)
https://www.ag.ndsu.edu/publications/health-fitness/activities-to-promote-healthy-n
utrition-and-physical-activity-habits-among-children#section-0 Make sure you get
a proper warm up
before starting
Generalization. play. Warming up
If Face to Face Instruction is If only online Class is allowed: involves 5-15
allowed: minutes of light
physical activity to
Food Students will take video of them while elevate your heart
preparing one day meal (breakfast, rate and breathing
Preparation in the classroom lunch, and dinner) for the family rate, increase your
taking into consideration the blood flow and
nutritional value of the food. make your
With the knowledge and skills, students have acquired in this course, good eating muscles warmer.
habit and awareness in the nutritional value of the food intake can be promoted.
Completing this packet in Nutrition is not the end but rather the beginning of
healthy living by practicing healthy eating habits and maintaining good life. The Be careful with
choice is always ours to make and the challenge is “”are we going to choose to live your surroundings.
healthy or the other way”? Just remember whatever choice we make, our life is Make sure you are
always at steak.
away from
valuable things
Application. before you perform

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the manipulative
Student should be able to play a prepare nutritious meal for the family skill

Ask for help if you

can’t do it alone.
Be resourceful and
creative.

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Assessment
NUTRITION WRITTEN TEST
Instruction: Choose the letter of the correct answer.

1. You should you eat fruits and vegetables because

A. They contain fiber, which helps keep your digestive system healthy.
B. They give you energy.
C. They contain vitamins and minerals that help you stay healthy.
D. All of the above
2. Which of these foods fits in protein food group?
A. apple
B. milk
C. rice
D. chicken
3. Which of the following foods have the most vitamin A?
A. red fruits and vegetables
B. green leafy fruits and vegetables
C. purple fruits and vegetables
D. red fruits and vegetables
4. What is one important thing protein does for the body?
A. helps make bones strong
B. keeps us from getting cold
C. helps build muscles
D. give us good eyesight
5. Which food contains the most calcium, a mineral which is needed for strong bones and teeth?
A. broccoli
B. milk
C. tortilla
D. chicken
6. What do carbohydrates do for your body?
A. help make bones strong
B. help build muscles
C. supply energy
D. give us good eyesight
7. What is the final stage in the nutritional stages?
A. Absorption
B. Digestion
C. Ingestion
D. Excretion
8. What is the enzyme present in the saliva that helps in the grinding of the foo in the mouth?
A. Amino acid
B. Amylase
C. Fatty Acids
D. Glucose
9. What body system that carries the nutrients into the different parts of the body?
A. Circulatory
B. Digestive

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C. Integumentary
D. Muscular
10. Absorption of nutrients takes place in what part of the digestive system?
A. Esophagus
B. Stomach
C. Small Intestine
D. Large Intestine
11. What type of carbohydrates are those that can be used for long amount of time?
A. Fiber
B. Simple carbs
C. Sugar
D. Complex carbs
12. How many calories from fat is the aim for your total daily needs?
A. 20-35%
B 30-45%
C. 40-55%
D.50-65%
13. What essential nutrients help boost our immune system?
A. Mineral
B. Fats
C. Vitamins
D. Water
14. What do you call the process of taking in food and using it for growth, metabolism, and
repair?
A. Digestion
B. Assimilation
C. Nutrition
D. Excretion
15. Cholesterol is a fatty substance that clogs the arteries.
A. True
B. False

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Activity Sheet
Activity

https://healthbeet.org/wp-content/uploads/2020/02/Recipe-booklet-for-youth-
nutrition-activity-printable-booklet.pdf
Instructions:
1. click the link
2. perform the given activity in the site
3. make a video presenting the meal you prepared
3. submit your output (work sheet and video) in the google classroom -
classwork

Reference:
Health Beet, Free Worksheets and Printables, Amy Roskelley
https://healthbeet.org/wp-content/uploads/2020/02/Recipe-booklet-for-youth-
nutrition-activity-printable-booklet.pdf

Activity will be graded based on a teacher made rubrics:

Competencies 5 4 3 2 1
Knowledge Able to make Able to make Able to make Able to make Able to make
healthy food healthy food healthy food healthy food healthy food
choices with choices with choices with choices with choices with
nutritional little less insufficient least no nutritional
considerations nutritional nutritional nutritional considerations
considerations considerations considerations

Application Can prepare Can prepare Can prepare Can prepare Can prepare
recipe/serve recipe/serve recipe/serve recipe/serve recipe/serve
meal with meal with meal with meal with meal with no
exemplary little less insufficient least nutritional
nutritional nutritional nutritional nutritional value
value value value value

Awareness Demonstrate Demonstrate Demonstrate Demonstrate Does not

accurate accurate accurate accurate demonstrate
understanding understanding understanding understanding accurate
of the lesson of the lesson of the lesson of the lesson understandin
but with but with more but with un g of the lesson
minimal lapses acceptable
lapses lapses

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Assignment

Assignment No. 1
Make an advance reading about the weight management. Prepare a note,
stating your own dietary activity and your personal view about weight
management. Out-put will be submitted in our google classroom - classwork

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References
Jun C. Alave, Physical Education and Heath book 1, 2016
JFS Publishing Services, Manila Philippines

Charles Patrick Davis, MD, PhD Medical Editor, Reviewed on 3/29/2021

https://www.medicinenet.com/nutrition/definition.htm

Eat right pro,

https://www.eatrightpro.org/practice/practice-resources/international-nutritio
n-pilot-project/how-to-explain-basic-nutrition-concepts

Lumen: Boundless Biology. Animal Nutrition and the Digestive System

https://courses.lumenlearning.com/boundless-biology/chapter/digestive-system-pro

Dr. Ananya Mandal, MD, Reviewed by Sally Robertson, B.Sc., What is Digestion?
https://www.news-medical.net/health/What-is-Digestion.aspx

National Cancer Institute - SEER Training Modules, Introduction to the Digestive

System
https://training.seer.cancer.gov/anatomy/digestive/

Catherine S. and Jefferson, Missouri, How are Nutrients Transported Around the
Body?
https://study.com/academy/lesson/how-are-nutrients-transported-around-the-body.
html

Article Shared by M Manisha, Assimilation of Food in Human Beings

https://www.biologydiscussion.com/human-beings/assimilation-of-food-in-human-be
ings/52409

Natasha Spencer, 30-Jan-2020, Duas Rodas explores the big questions in nutrition
https://www.nutraingredients-latam.com/Article/2020/01/30/Duas-Rodas-explores-t
he-big-questions-in-nutrition

Alida D., What Are Nutrients? - Definition & Examples

https://study.com/academy/lesson/what-are-nutrients-definition-examples.html

RGMG Education, Nutrition- Six essential nutrients, Jan 23, 2018

https://www.youtube.com/watch?v=93br2D8rTAQ

Tim Taylor, Digestive System

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https://www.innerbody.com/image/digeov.html

"How are Nutrients Transported Around the Body?" Study.com, 6 December

2014,
study.com/academy/lesson/how-are-nutrients-transported-around-the-body.h
tml
WHO, Nutrition
https://www.who.int/health-topics/nutrition

Aging Action Initiative, Oils and Fats – English

Chrome
extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A
%2F%2Fagingactioninitiative.org%2Fwp-content%2Fuploads%2F2016%2F07
%2Ffats-and-oils-english.pdf&clen=387967&chunk=true
BCGP —Yvette Brazier , Medically reviewed by Alexandra Perez, PharmD, MBA,—
Updated on December 15, 2020
https://www.medicalnewstoday.com/articles/195878

WebMD Medical Reference, Medically Reviewed by Sabrina Felson, MD on July 30,

2020, Vitamins and Minerals: How Much Should You Take?
Medically Reviewed by Sabrina Felson, MD on July 30, 2020,
https://www.webmd.com/vitamins-and-supplements/vitamins-minerals-how-much-s
hould-you-take

Mandy Ferreira -Medically reviewed by Natalie Butler, R.D., L.D.- Updated Sept. 3,
2020
6 Essential Nutrients and Why Your Body Needs Them
https://www.healthline.com/health/food-nutrition/six-essential-nutrients

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Annexes

ANSWER KEY
Pre-Assessment

Post Assessment

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

Learning Module 01

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Physical Activity Towards Health

and Fitness
Learning Packet 10

HEALTHY EATING HABITS

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Learning Packet <Number>

Healthy Eating Habits

Introduction
The lessons and activities in this module is all about healthy eating habits, its types,
factors affecting food preferences and the ways to improve eating habit.

Objectives
● Identify the types and different eating healthy habits and different factors
affecting food preferences.
● Annotate the importance of improving eating habits through an activity named
reflect, replace and reinforce.
● Create a vlog using the personal food log based on dietary recommendations
beneficial to one’s body.

Learning Management System

meet.google.com/unr-nesj-idd

Duration

● Topic 10: Title of Topic 10 = 9 hours (7 hours self-directed learning

with practical exercises and 2 hours assessment)

Delivery Mode

Online (synchronous or asynchronous)).

Assessment with Rubrics

Student is able to make a personal food log and create it as vlog
Personal food log and vlogging rubrics will be used.

Requirement with Rubrics

Making short vlog about the created personal food log

Readings

Essay about healthy eating habits -

https://www.cram.com/subjects/Healthy-Eating-Habits-Essay

Healthy Diet - https://www.who.int/news-room/fact-sheets/detail/healthy-diet

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Introduction Key Points:

Eating healthy is said to be the key to a healthy quality life. The food
we eat has something to do with our physical fitness and overall
health. Therefore it is very important to adopt healthy eating habits. It
increases your energy level but at the same time improves your ∙ Healthy eating
physical and psychological health. habit is vital in
improving one’s
In the present world of high stress and pollution quality food health
consumption becomes especially important. Practicing a healthy diet ∙Nourishments
is vital part of modern self-health care. It serve as a solid foundation
serve as the fuel for
to good health. Your food decision every day influence your the body to work to
well-being-how you feel today, tomorrow, and in the future. its full potential

Healthy diet or smart dieting indicates eating different kinds of foods ∙Assessing eating
that give you the nutrients you need to keep your wellbeing feel better, habits will be
and vigor. These supplements include protein, sugars, fat, water, beneficial to plan
nutrients, and minerals. and take action to
the current health
Healthy living is important for everybody. When we care for our status.
physical health, we feel better too – fitter, more relaxed and better ∙Bad eating habits
able to cope with things. Being mindful and familiar on what you eat
will lead you to
and yourself can help you with achieving your wellbeing goals.
different health
issues.
Pre-Assessment
Multiple Choice. Read each item carefully. Choose the letter of the correct answer.

1. Which of the following does not belong to the healthy eating habit?
a. drink water a lot
b. eat breakfast everyday
Definition of
Terms
c. starve yourself for a sexy body
2. This type of eating habit stated that you are eating anything which you are not
fully aware of what you eat or take neither into our mouth not to satisfy our Assessment. The
cravings nor with purpose. evaluation or
a. fun eating c. fog eating estimation of the
b. fuel eating d. storm eating nature, quality, or
ability of someone
3. The following are important factors to consider to improve healthy eating habit
except _____.
or something.
a. reconsider c. replace
b. reflect d. reinforce Healthy eating.
4. This factor affecting the differences in food choices have a strongly demographic Making choices
character. There are visible differences based on age and gender within cultures, about what you eat
for instance. for the purpose of
a. anthropology c. psychology providing our body
with nutrients that
b. biology d. sociology
improve or maintain
5. Which of the following is not belong to the importance of assessing eating habit? good health.
a. To develop your skills and talents.
b. To identify eating pattern and health benefit score.
c. To provide a guide to start the conversation of eating healthy to prevent chronic
Food preference.

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diseases. A food preference is

d. To learn how healthy you are or get you ready to start a conversation with your making a food
health care provider on how to make improvements. choice based on
what you enjoy
Review most, find most
1. Why is important to be knowledgeable about nutrition?
satisfying, feel best
eating, etc. based
2. What will happen if someone is not receiving the proper amount of nutrients?
on your body's
needs and desires.
Activity

Food log. It consist

Let’s assess your eating habit by searching this link: of log of what you
https://www.hss.gov.nt.ca/sites/hss/files/resources/healthy-eating-assessment.pdf eat and drink each
day which helps
Processing Questions: you and your doctor
1. How do you find the activity? understand your
2. What is the result of your eating habit assessment? eating habits.
3. What are your plans based on the result of the assessment?

Lesson
THE FOLLOWING ARE THE LISTS OF THE TOP SIX (6) BAD
EATING HABITS:

1. Binging: (unable to stop eating) - At the point when foods are low in fiber and
high in sugar or salt and partially hydrogenated trans fats the propensity is to
over-eat. When eating five to six little meals daily of high fibered new organic
product, vegetables, entire grains, vegetables, seeds and nuts, the outcome is
consuming more calories and putting away less fat because your body heats up
frequently and make effects . Gorging on refined processed food is presumably the
best reason for obesity.

2. Starving Yourself - When binging stop, comes starvation. Skip breakfast and your
body has been "starving" for 12 to 18 hours coming about in over-eating again and
making your body store a great part of the food as fat, and can’t be burned.
3. Not Knowing What You Eat - The vast majority don't give a lot of consideration
to the number of low fiber calories and how much awful fat they take every day,
particularly which they eat regularly in fast foods or restaurants. Leading to
excessive calories stored as fat.
4. Sugar, White Flour, Caffeine and simple carbohydrates -Sugar raises (glucose)
levels, making your body produce insulin and changes your metabolic rate. The
individuals who eat a great deal of white flour and sugar items, stacked with void
calories, will store more fat and make it harder to burn. Caffeine likewise raises the
insulin levels, hindering the fat consuming cycle that begins in the first part of the
day and eases back down for the rest of the day. Eating basic sugar starches late in
the day advances fat accumulation and glucose swings. Eating high fiber whole
foods as snack at late night can help keep up a consistent glucose level to give your
body sound rest.

5. Skipping Breakfast - “Breakfast is the most important meal of the day.” It is

more important than other meals. It is considered healthy in our body. It is proven
that breakfast helps us lose weight, and by skipping it can lead to obesity.

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6. Not Drinking Enough Water - Water is pivotal for your brain cells
and each organ in your body (including your skin) so as to function properly. For
your body to burn fat, it needs at slightest eight glasses of pure water every day.
Water does not only quench your thirst, it also decrease hunger and remove toxins
out. Fluids such as carbonated water and coffee really drain water from our body.
Drink water regularly- it makes your entire body feel good!

THE FOUR TYPES EATING HABITS

IMPROVING HEALTHY EATING HABITS

We

have a strong habits when it comes to eating. Some are not so good”(I always clean
my plate”) and some are good(“I always eat breakfast). Since most of our eating
habits were established during childhood, it is not too late to change or improve
them.

Having a drastic changes to eating habits can lead to short term weight loss.
However, it is neither good for your body nor a good idea, and won’t be successful
in the long run. Improving your eating habits permanently needs a thoughtful
approach in which you Reflect, Replace, and Reinforce.

● REFLECT on all of your specific eating habits, both bad and good; and,
your common triggers for unhealthy eating.
● REPLACE your unhealthy eating habits with healthier ones.
● REINFORCE your new, healthier eating habits.

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Reflect:

1. Create a list of your eating habits. Keep a

food diary for a few days. Write down
everything you eat and the time of day you eat it.
This will help you uncover your habits.

2. Highlight the habits on your list that may be leading you

to overeat. Common eating habits that can lead to
weight gain are:

- Eating too fast

- Always cleaning your plate
- Eating when not hungry
- Eating while standing up (may lead to eating mindlessly or too
quickly)
- Always eating dessert
- Skipping meals (or maybe just breakfast)

3. Look at the unhealthy eating habits you’ve highlighted. Be sure you’ve identified
all the triggers that cause you to engage in those habits. Identify a few you’d like to
work on improving first. Don’t forget to pat yourself on the back for the things
you’re doing right. Maybe you usually eat fruit for dessert, or you drink low-fat or
fat-free milk. These are good habits! Recognizing your successes will help
encourage you to make more changes.

4. Create a list of “cues” by reviewing your food diary to become more aware of
when and where you’re “triggered” to eat for reasons other than hunger. Note how
you are typically feeling at those times. Often an environmental “cue”, or a
particular emotional state, is what encourages eating for non-hunger reasons.

5. Common triggers for eating when not hungry are:

- Opening up the cabinet and seeing your favourite snack food.

- Sitting at home watching television.
- Before or after a stressful meeting or situation at work.
- Coming home after work and having no idea what’s for dinner.
- Having someone offer you a dish they made “just for you!”
- Walking past a candy dish on the counter.
- Sitting in the break room beside the vending machine.
- Seeing a plate of doughnuts at the morning staff meeting.
- Swinging through your favorite drive-through every morning.
- Feeling bored or tired and thinking food might offer a
pick-me-up.

6. Circle the “cues” on your list that you face on a daily or weekly basis. While the
Thanksgiving holiday may be a trigger to overeat, for now focus on cues you face
more often. Eventually you want a plan for as many eating cues as you can.

7. Ask yourself these questions for each “cue” you’ve circled:

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- Is there anything I can do to avoid the cue or situation? This

option works best for cues that don’t involve others. For
example, could you choose a different route to work to avoid
stopping at a fast food restaurant on the way? Is there another
place in the break room where you can sit so you’re not next to
the vending machine?
- For things I can’t avoid, can I do something differently that
would be healthier? Obviously, you can’t avoid all situations
that trigger your unhealthy eating habits, like staff meetings at
work. In these situations, evaluate your options. Could you
suggest or bring healthier snacks or beverages? Could you
offer to take notes to distract your attention? Could you sit
farther away from the food so it won’t be as easy to grab
something? Could you plan ahead and eat a healthy snack
before the meeting?

Replace:

● Replace unhealthy habits with new, healthy ones.

For example, in reflecting upon your eating
habits, you may realize that you eat too fast when
you eat alone. So, make a commitment to share a
lunch each week with a colleague, or have a
neighbor over for dinner one night a week.
Another strategy is to put your fork down between
bites. Also, minimize distractions, such as
watching the news while you eat. Such
distractions keep you from paying attention to how
quickly and how much you’re eating.
● Eat more slowly. If you eat too quickly, you may
“clean your plate” instead of paying attention to
whether your hunger is satisfied.
● Eat only when you’re truly hungry instead of when
you are tired, anxious, or feeling an emotion besides hunger. If you find yourself
eating when you are experiencing an emotion besides hunger, such as boredom
or anxiety, try to find a non-eating activity to do instead. You may find a quick
walk or phone call with a friend helps you feel better.
● Plan meals ahead of time to ensure that you eat a healthy well-balanced meal.

Reinforce:
Reinforce your new, healthy habits and be patient with yourself.
Habits take time to develop. It doesn’t happen overnight. When you do
find yourself engaging in an unhealthy habit, stop as quickly as
possible and ask yourself: Why do I do this? When did I start doing
this? What changes do I need to make? Be careful not to berate
yourself or think that one mistake “blows” a whole day’s worth of
healthy habits. You can do it! It just takes one day at a time!

FOOD PREFERENCES

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The main reason why people eat what

they eat is simple: Because it's there. The
reverse is also true: You cannot eat what
isn’t there. But behind the supply of food
available to any given individual, hides a
mix of biological, psychological, social,
cultural and historical influences.

Factors Affecting Food Preferences

Biology

Some of our taste preferences

are innate and help us
choose from a selection of
thousands of potential
nutrients and toxins. Sweet is
positively associated with
fruit, for instance, while
bitter flavours are (initially)
avoided as they may indicate
the presence of toxins. The
aversion to very strong flavours – including bitter and sour – also
seems innate. Our olfactory sense appears to be programmed
differently: The nose learns and deve lops mainly after birth.

Psychology
The experience of enjoying a
certain type of food together
increases the chance that we
will develop positive
preferences for its flavour, or
flavours similar to it.

Sociology
Sociological differences in food
choices have a strongly
demographic character. There
are visible differences based on
age and gender within cultures,
for instance.

Anthropology (culture)
You are what you eat, the cliché
says. Anthropologists who wish
to know what kind of food

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people will choose will ask about their culture. Culture largely
determines how people look at food and eating patterns.

Enhancement Activity

Instruction: Write down all your specific eating habits in REFLECT, both bad and
good; and your common triggers for unhealthy eating, for REPLACE, it is your
unhealthy eating habits with healthier ones and lastly for REINFORCE it is your
new, healthier eating habits.
Reflect Replace Reinforce

Guide Questions:
1. How do you come up in knowing your good and bad eating habits?
2. Do you think the replace eating habits will help you to be healthier?
3. Why is it important to reflect, replace and reinforce when it comes eating habits?

Generalization

Good nutritional habits and a balanced diet aren't developed overnight, nor are they
destroyed in one unbalanced meal. Healthful eating means a lifestyle of making
choices and decisions, planning, and knowing how to make quick and wise choices
when you fail to plan.

It is a challenge that should not be taken for granted. The nutritional habits you
develop now will be harder to change in the future when your body stops growing
and your lifestyle may become more sedentary.

On the other hand, a poor diet can lead to insidious health problems that can
impede success in academic and social performance and may eventually mean
struggling with a serious long-term health issues, such as heart disease or diabetes.
Knowing how much and what to eat is important knowledge

Application

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WATCH MY FOOD LOG ON MY VLOG!

Instructions:

1. The student should record his/her food intake for a day

and make a vlog regarding on it.
2. The personal food log and the short vlog have to be
submitted a week after the log to the Google
Classroom.
3. The students will be graded based on the following
rubrics below.

Name: _____________________________________
P.E. Schedule: ____________________

DAY / DATE:
Meal and Place Thoughts/ Food and Amount
Time Feelings Beverages
(And how
prepared)
Breakfast Home(kitchen, Hungry, in a Egg, poached 1
at table, in hurry orange ½ cup
front of TV) (EXAMPLE) Juice 1 slice
(EXAMPLE) Toast of bread 1 tsp
Margarine (EXAMPLE)
(EXAMPLE)
AM
Snacks

Lunch

PM
Lunch

Dinner

25 points 20 points 15 points 10points 0

point
s

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Complete Insufficient Insufficient Insufficie None

information information informatio nt subm
was provided was provided n was informatio issio
by the student. by the provided n was n
- kind of student. by the provided
food/bev Lacks 1 out student. by the
erage, of 4 required Lacks 2 out student.
- serving information. of 4 Lacks 3
size - serving required out of 4
- evidence/ size informatio required
photo - evidenc n. informatio
- evaluatio e/photo - servi n.
n - evaluati ng - servi
on size ng
- evalu size
ation

Food Log Rubric

Vlogging Rubric
Criteria 5 points 3 points 1 point

Content Appropriate, engaging, Appropriate and Vlogs not engaging,

Quality(x2) reflective, and respectful to others. are irrelevant, or
respectful to others are difficult to
follow in meaning
Communicat The communication The communication The communication
ion Skills skills is impeccable skills is excellent skills is quiet good
(x2) and shows strong and shows and shows poor
confidence while confidence while confidence while
talking talking talking
Creativity & The camping vlog The camping vlog is The camping vlog is
Originality shows innovativeness creatively made that not well-crafted
(x3) and craftsmanship that makes it original that makes it
makes it standout common
Video Video is well lit and Video is well lit and Camera may be
Quality frames subject frames the subject jerky, making it
(Editing)(x2) appropriately. Editing within the frame difficult to view,
enhances cohesiveness without excessive poorly lit, or
of vlog movement subject not clearly
in video

Learning Packet Discussion Forum

Around the World Food Guide!

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Instruction:
1. The section will be divided into four groups (4).
2. Each group will collaborate to identify two food guides from different countries.
3. Create a Venn diagram of these food guides and identify their similarities and
differences.

Country 1 Country 2

Process Questions:
1. What are the similarities among these guides?
2. What are the differences that you find in the guides?
3. What conclusions can you make about the food guides?

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References

● https://www.healthline.com/nutrition/is-skipping-breakfast-bad
● www.bemytravelmuse.com
● https://www.healthline.com/nutrition/8-fad-diets-that-work
● https://www.cdc.gov/healthyweight/losing_weight/eating_habits.html
● https://www.google.com/search?q=food+preferences&
● https://www.wur.nl/en/show/Food-preferences.htm
● https://www.fnri.dost.gov.ph/index.php/tools-andstandard/nutritional-guid
e-pyramid/28-nutrition-statistic/nutritional-guide-pyramid/78-teen-13-19y
rs-old
● DHVSU Path1 Module
● Health Optimizing Physical Education. Recreational Activities. Mangubat,
Tolitol, Urbiztonzo and Vergara. Vibal Group Inc.
● 2016. In HOPE.Health-Optimizing Physical Education – Recreational
Activities, by Mark B. Tolitol, Stella Marie M. Urbiztondo, Lodinio A.
Vergara and Anamaria S. Mangubat, page 48-53. Quezon City: Vibal
Group Inc.

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Assessment
True or False. Write true if the statement is true and write false if the statement is
false.
_______1. Eating habits play a vital role in our health.
_______2. Fog eating is you eat way beyond the normal consumption yet you feel like
you cannot stop.
_______3. One of the ways to improve your eating habit is by doing reflection.
_______4. Food preferences is affected by the following factors: biological,
psychological, social, cultural and historical influences.
_______5. Making a food log will help you to improve your eating habit.

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Learners Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

Learning Module 11

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Physical Activity Towards Health

and Fitness

Learning Packet 11

WEIGHT MANAGEMENT

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Learning Packet 11

WEIGHT MANAGEMENT
Introduction
The lessons and activities in this module are designed to students towards
achieving a level of physical fitness for health and performance while
demonstrating knowledge in Weight Management
Objectives
● Describe the importance of lifestyle change
● Create a Personal Fitness plan, Based in the need of your body
● Explain the impact of weight management in our daily lives

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of
other learning materials stored using the Google Drive. In the event that a
commercial LMS will be made available by the University, links shall be
refreshed/updated and also be shared.)

Duration

● Topic 11: Weight Management = 4 hours (1 hour synchronous class and 3

hours self-directed learning with practical exercises and assessment)

Delivery Mode
(State the delivery mode, whether onsite (face-to-face under split-half scheme for
shopwork) or online (synchronous or asynchronous)).

Assessment with Rubrics

Student is able manage is own weight by creating and doing the personal fitness plan
and doing as a workout routine for 10 days
Student should be able to explain the importance of weight management (Discuss the
assessment tool to be used along with the corresponding rubrics.)

Requirement with Rubrics

Personal fitness Plan Rubrics

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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Introduction Key Points:

Weight management is the process of adopting long-term lifestyle
modification to maintain a healthy body weight on the basis of a person's
age, sex and height. Methods of weight management include eating a
By managing your
healthy diet and increasing physical activity levels. weight and doing
physical activities
you can attain
Pre-Assessment healthy well-being
You will take a test to assess your knowledge in Weight Management. and properly attain
For Face to Face mode, test paper and answer sheet shall be used. the normal weight.
For Online mode, link of this pre-test shall be posted in Google classroom.
Definition of
1. How is a person's body composition estimated? Terms:
a. weight (in lbs)/height (in meters)
b. weight (in kg)/height (in meters)^2 Management –
c. height (in inches)/weight (in lbs) the process of
d. calories eaten/weight dealing with or
controlling things
2. Which of the following is not an example of lifestyle or people
change Lifestyle –
a. Sleeping Patterns someone's way of
living; the things
b. Eating Tendencies
that a person or
c. Training particular group of
d. Level of Physical Activity people usually do
3. Which of the following is the normal body
composition of a person
Acronyms
a. 16.5 to 18.4
b. 30 and above WHO –World
c. 18.5 to 24.9 Health
Organization
d. 25 to 29.9
BMI – Body Mass
Index
4. Which among the following has higher risk of having
health problems? NCD – Non
a. Under weight Communicable
disease
b. Overweight
c. Normal Weight
d. BOTH A and B Hazard Alerts:

5. What is the best thing to do the have a safe Stretch out your
management in weight? leg muscles,
a. Getting optimal sleep ligaments, and
tendons. It will limit
b. Reducing stress
the health risks of
c. Maintaining healthy habits a potential damage
d. All of the above caused by a 'pull

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or strain'. It also
prepares your
knees and ankle
Lesson Proper
joints and will get
them ready for a
Lifestyle Change strenuous workout.
Your lifestyle includes any choice or action you make that influences your
life in some small way. Taken together, these choices and actions reflect
your attitude and values.

Lifestyle changes are behavior modifications or habit changes that

encourage positive changes in your life. These are a fundamental
component to any wellness program.

● Examples of lifestyle habits include:

● Sleeping patterns
● Eating tendencies
● Level of physical activity
● Stress management practices
● Hydration habits

Making changes to these habits can create lasting effects on your personal
well-being. The foods you eat, the amount of sleep you get and your
exercise habits can all influence your weight, hormone health and level of
pain.

Obesity is a chronic condition that affects more than one in three adults
and about 17 percent of children and adolescents in the United States.
More than one in three adults is overweight. Being overweight or obese
increases your risk of type 2 diabetes, heart disease, stroke, fatty liver
disease, kidney disease, and other health issues.

● Body Mass Index (BMI)

● It’s pretty easy to figure out the estimated healthy weight.
You can use two simple tools.

● To figure out your BMI, just use this math formula:

Multiply your weight by itself and divide it by your height
squared. So, for example, if you weigh 65kg and your
height is 1.68m then your BMI works out this way:
● 1.68 x 168 = 2.8224
● 65 x 2.8224 = 23.03

Obesity in adults is defined as having a BMI of 30.0 or above. The other

ranges are:
• Overweight = 25.0 to 29.9
• Normal weight = 18.5 to 24.9
• Underweight = under 18.5
BMI is a common tool to give you some idea of where you are. But it
doesn’t measure body fat. It’s not meant to give a diagnosis or tell you for

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sure that you have a weight problem.

Maintaining a healthy weight is an important part of lifelong well-being,

but it can be challenging to find the right balance and navigate all of the
myths and false promises out there about diet and weight loss. Being
either underweight or overweight carries certain health risks, but they are
just a part of the overall equation, which also must include activity level,
nutrition, lifestyle and other health conditions. The key to achieving and
maintaining a healthy weight isn’t about short-term dietary changes. It’s
about a lifestyle that includes healthy eating, regular physical activity, and
balancing the calories you consume with the calories your body uses.

Safe ways to help manage your weight include getting optimal sleep,
reducing stress, and maintaining healthy eating habits and regular physical
activity. This includes eating more fruits and vegetables and walking more
in your daily routine

The World Health Organization (WHO) mentions that a healthy diet helps
to protect against malnutrition in all its forms, as well as
non-communicable diseases (NCDs), including such as diabetes, heart
disease, stroke and cancer. Unhealthy diet and lack of physical activity are
leading global risks to health.

Many diet plans will build these healthy habits into your plan, and it’s
important to choose a plan that takes a life-long perspective on weight
management and overall health.

Guide Question
1. What is Weight Management?
___________________________________________
2. What is BMI?
___________________________________________
3. What is the difference between Weight Management
and Lifestyle Change?
___________________________________________
___________________________________________

Application

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Direction:

Post-Assessment
WEIGHT MANAGEMENT WRITTEN TEST

Instruction: Choose the letter of the correct answer.

1. It is a chronic condition with a high risk of health problem
a. Overweight
b. Obesity
c. Stress
d. None of the Above
2. If your kilogram is 56 and your height is 1.62m what is your
BMI?
a. 21.34
b. 21.36
c. 21.3
d. 21.38
3. If your BMI is 24.82 What will be your level of interpretation?
a. Overweight
b. Under weight
c. Obesity
d. Normal Weight
4. What is BMI?. Choose the correct answer that defines BMI.
a. It measure the body fat
b. It meant to give diagnosis for weight problem
c. It is a common tool to give idea of where you are
d. None of the above
5. The following are safe ways to manage your weight properly,
EXCEPT
a. Regular physical activity
b. Eating lot fruits and vegetables
c. Too much Sleep
d. Reducing Stress
6. The following are consider as NCD (non-communicable Disease)
EXCEPT
a. Tuberculosis
b. Cancer
c. Stroke
d. Diabetes
7. What are the Lifestyle the you need to follow in managing your
weight
a. Stress management practices

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b. Sleeping patterns
c. Level of physical activity
d. All of the abouve
8. What is Weight Managemet?
a. A lifestyle modification that includes eating healthy diet and
increasing physical activity
b. It is the choices and actions that reflect and influence your life
changes
c. It is a changes of behavior and habits
d. It is the fundamental program of wellness
9. Having a below the standard of your weight
a. Normal weight
b. Overweight
c. Obesity
d. Under weight
10. The following will be helpful ways to manage your weight?
EXCEPT
a. Put your goals and plans in writing
b. Set realistic goals
c. Target healthy weight
d. Personalize your plan

General Questions
Answer the following questions; see the rubrics in pages 11

Based from your experiences doing physical activity for 10 days what
do you think is the impact of weight management in our lives?
_______________________________________________
_______________________________________________

What do you think is the importance of Managing your weight?

_______________________________________________
_______________________________________________

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Activity Sheet
Personal Fitness Plan
For 10 days Create your Personal fitness plan and Accomplish it and put all
needed documentation, Activities and Time of your workout per day.
Lastly, Write the Target weight that you wanted to achieve in 10days.
BMI:_______
Under line your Classification: Underweight – Normal weight – Overweight
– Obesity
FITNESS PLAN ASSESSMENT
TARGET IN 10 DAYS____________
Example: From 24.5 BMI TO 23.7 BMI (68 KG TO 64KG)
Note: Apply also what you have learned from the previous topic (Health
eating Habits) “Dietary eating is must” (see the rubrics in page 10)

Type of Minutes of Pictures Before Pictures After

Activities Workout

Example 3set 10 reps 15 minutes (BEFORE (AFTER

DAY 1- push ups WORKOUT) WORKOUT)
MONDAY 3 set 1 minute
planking
100 Jumping
Jacks
Jog in place 5
minutes

DAY 1

DAY 2

DAY 3

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DAY 4

DAY 5

DAY 6

DAY 7

DAY 8

DAY 9

DAY 10

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Assessment
Personal Fitness Plan (Rubric)
Very Good Good Fair Poor
Program/ Program Program is Program is
Design-Plannin clearly Program somehow not related
g related to the relates to related to the goal.
goal, goals but activities but
Development of Demonstrate some has -demonstrat
the actual appropriate exercises are irrelevant e improper
workout choice of not accurate. and execution of
program exercises, the order, improper exercises and
sets, reps sets, reps sequence of not applied
order, sets in the
and reps. training
plan.
Implementatio
n Always on Regularly Participates Participates
task and demonstrate with some with
Documentation strives for s consistent encouragem minimal
is implemented personal best effort and ent, effort and
throughout the during stays on Completed requires
10 days. selected task. at least 50+% constant
activities. Completed of the days.. encouragem
Completed 80+% of the ent.
100% of the days Completed
days. >50% of the
days.
Goals are Goals are Goals are too Goals are
Goals clear, clear and general but non-existent
measureable, realistic, and somehow of or too vague
Goal of the plan and realistic. good any pre-test and unclear.
was properly met data.
with clear
information

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Assessment
GENERAL QUESTIONS (Rubric)
Needs Approaching Good Very Good
Improvement Standard
Ideas & There is no support may
Content clear or More be lacking, Clear and
specific specific or your well-express
Content must explanation information sentences ed, including
be related to the in answer to is needed or may be a bit specific
topic the question. you need to awkward. examples to
follow the Overall, a demonstrate
directions decent job. what you
more closely. learned. Well
done!
Use of Terms
No terms Only one Your answer Your answer
Terms that are from the term from included included all
appropriate in lesson are the lesson is several terms the terms
the subject used. used in the from the from the
matter must be answer. Try lesson, lesson that
use for a few demonstrati applied to
more, next ng adequate the question
time understandi asked. All
ng of the terms are
material fully defined
and used in
the proper
context.

ANNEXES

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ANSWER KEY

Guide Questions
1. Weight management is the process of adopting
long-term lifestyle modification
2. Body Mass Index
3. Weight management is about maintaining
healthy body weight while Lifestyle change is
an action that makes you influence your life
style in some other way.

Pre-Assessment

Post Assessment

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Assignment

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References
1. Center for Disease Control and
Preventionhttps://www.who.int/news-room/fact-sheets/detail/healthy-diet.
2. NIH… Turning Discovery into Health Rodgers Griffin P. from
https://www.niddk.nih.gov/.
3. Nourish by WebMD Retrieve from
4. https://www.nature.com/subjects/weight-management.
5. rcampus.com/rubricshowc.cfm?sp=yes&code=C75643&
6. https://www.rcampus.com/rubricshowc.cfm?code=U66W43&sp=true.
7. World Health Organization (April 29, 2021) Health Diet “Key Facts”
https://www.who.int/news-room/fact-sheets/detail/healthy-diet.

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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Learning Module 01
Physical Activity Towards Health
and Fitness

Learning Packet 01

FITNESS PROGRAM:
COMMUNITY BASED

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Learning Packet 12

Fitness Program: Community Based

Introduction
This module is designed to promote academic discipline utilizing
participation, inclusion, and sense of belonging which contributes to
man’s healthy living. And also to make new friends or meet new
like-minded people to improved, utilize the social skills – teamwork and
communication.

Objectives

● Organize fitness program of community or home

● Demonstrate and organize fitness exercise with the community or
family and the knowledge.
● Integrate importance of fitness and health to a fitness program

Learning Management System

Google Classroom Class Code: jrlenk4

Duration
(Specify the number of hours allotted for this course packet.)

Delivery Mode
Online (synchronous or asynchronous)).

Assessment with Rubrics

Student is able to identify the variables and principles of training.
Students will be able to perform and participate in the design fitness program.

Requirement with Rubrics for Online Class

Video Performance
Video Presentation
Video Demonstration

Readings
(In order to help learners make sense of and/or actively read required material, it’s
recommended to provide them with relevance (why are they reading this?) and
guiding questions. This helps them focus their reading and be prepared for activities
related to the readings. For web-based or Google Drive-stored readings, you may list
them here or embed them in the topic pages.)

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Introduction Key Points:

Being physically fit means, you can engage in consistent exercise because your
cardiovascular system is healthy, your body is flexible and your muscles are
strong. Besides, physical fitness refers to your ability to perform endurance In this part, you
activities and have a healthy ratio of muscle and fat on your body. Achieving a may provide
healthy level of physical fitness offers many health benefits, making it an the key points
important goal for all people. Walking, jogging, swimming, cycling, dancing, and of the topics
strength training are good choices. being
presented in
this particular
Pre-Assessment Learning
You will take a short quiz to assess your knowledge of the importance of fitness Packet.
and different types of Fitness Program.
The key points
A test paper or rubrics shall be used for Face to Face program. may be
bulleted like
this:
For online quizzes, link will be provided in our goggle classroom to answer the
quiz.
∙ Key point 01

1. It is a type of cardiovascular conditioning that includes activities like ∙ Key point 02

brisk walking, swimming, running, or cycling. You probably know it as
“cardio.”
∙ Key point 03
a. Aerobic Exercise
b. strength training
c. balance training
d. Flexibility and stretching. Definition of
Terms:

2. It’s also called weight training or resistance training, and an You may
important part of any fitness routine. provide
a. Aerobic Exercise definition of
b. strength training terms to
facilitate better
c. balance training
understanding
d. Flexibility and stretching of the concepts
being
3. It involves doing exercises that strengthen the muscles that help keep presented.
you upright, including your legs and core.?
a. Aerobic Exercise
You may adopt
b. strength training this format:
c. balance training
d. Flexibility and stretching
Term. Its
definition,
mostly
4. It keeps the muscles flexible, strong, and healthy. a. Aerobic Exercise technical.
b. strength training Term. Its
c. Stretching definition,
d. Flexibility mostly
technical.

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5. These exercises strengthen and train your lower back, hips, Term. Its
abdomen and pelvis to work together for better balance and stability. definition,
a. Aerobic Exercise mostly
b. strength training technical.
c. balance training Term. Its
d. Flexibility and stretching definition,
mostly
technical.
Lesson Proper

• Review Hazard Alerts:

1. (Review of the previous lesson)
This may be in
a form of
• Activity notice, caution,
or warning.
Graded Recitation to the previous lesson

Brief Lesson Include

appropriate
hazard alert
where and
5 Elements of Fitness Program when needed.

● When you are going to have a fitness plan, it is better to This should
understand and answer questions regarding to fitness appear before
program that may apply in every culminating activities. To the conduct of
fully understand, these are the 5 basic elements of fitness an activity.
training program that you will want to keep in mind:

● Aerobic fitness
● Strength training
● Core exercises
● Balance training
● Flexibility and Stretching

1. Aerobic Fitness

Aerobic exercise provides cardiovascular conditioning. The term aerobic actually

means "with oxygen,"
which means that breathing controls the amount of oxygen that can make it to the
muscles to help them burn fuel and move.

Benefits of aerobic exercise

• Improves cardiovascular conditioning.

• Decreases risk of heart disease.
• Lowers blood pressure.

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• Increases HDL or "good" cholesterol.

• Helps to better control blood sugar.
• Assists in weight management and/or weight loss.
• Improves lung function.
• Decreases resting heart rate.

Aerobic Exercise has 2 parts:

A. Low/Lower Impact
B. High/Higher Impact

Lower impact aerobic exercise includes:

• Swimming.
• Cycling.Lesson Proper
• Using an elliptical trainer.
• Walking.
• Rowing.

Higher impact aerobic exercise includes

• Running.
• Jumping rope.
• Performing high impact routines or step aerobics

2 Strength Training

Strength training or resistance training involves the performance of physical

exercises which are designed to improve strength and endurance. It is often
associated with the use of weights. It can also incorporate a variety of training
techniques such as calisthenics, isometrics, and plyometric. Strength training is
typically associated with the production of lactate, which is a limiting factor of
exercise performance. Regular endurance exercise leads to adaptations in skeletal
muscle which can prevent lactate levels from rising during strength training.

Benefits of Strength Training

• Makes You Stronger and Fitter

• Protects Bone Health and Muscle Mass
• Helps Your Body Burn Calories Efficiently
• Helps Keep the Weight off for Good
• Helps You Develop Better Body Mechanics
• Can Help With Chronic Disease Management
• Boosts Energy Levels and Improves Your Mood
• Helps improve blood pressure and reduce risk of hypertension and heart
disease.

Examples of Strength Training.

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• lifting weights.
• working with resistance bands.
• heavy gardening, such as digging and shoveling.
• climbing stairs.
• hill walking.
• cycling.
• dance.
• push-ups, sit-ups and squats.

3 Balance training

Balance training is an excellent way to help the body recognize where it is in

space and to help control movements in space. With increased proprioception,
the body is able to produce smooth, controlled movements with a lower risk of
injury. to work together, or coordinate.

Benefits of Balance Training.

• Body Awareness – Body awareness is the sense of how your limbs are
oriented in space, also known as proprioception. According to an article in the
Los Angeles Times, balance training improves body awareness, which decreases
the likelihood of injury.

source: imgur.com

• Coordination – Balance training requires your entire body to work

together, otherwise you will fall or stumble. Improved coordination during
balance training will be transferred into coordination in everyday life.

Joint Stability – Balance training promotes stables knees, ankles, hips, and
shoulders. This can prevent a large array of injuries including sprained ankles
and serious knee problems.

• Reaction Time – Balance training can improve one’s reaction time. If you
happen to slip or stumble when performing balance exercises, your body needs to
re-balance immediately or you will fall. This in turn will improve your reaction
time in everyday life.

• Long term health- Incorporating balance training into your exercise

routine helps to maintain or improve your balance, which is needed to prevent
falls and fractures. As we age, our balance can deteriorate something we want to
avoid.

Examples of Balance Training

Yoga
It uses breathing techniques, exercise and meditation. It helps to improve health
and happiness It defined yoga
as "the cessation of the modification of the mind" (stopping changing the mind).

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Tai Chi

It is sometimes colloquially known as "Shadowboxing," is an internal Chinese

martial art practiced for
defense training, health benefits, and meditation

Balance Class

It is designed for people who are unsteady on their feet, are worried about falling
or have had a fall. The
classes focus on exercise and advice to improve your balance and confidence.

1. Core Exercises

Any exercise that involves the use of your abdominal and back muscles in
coordinated fashion counts as a core exercise. For example, using free weights in
a manner that involves maintaining a stable trunk can train and strengthen
several of your muscles, including your core muscles.

Benefits of Core Exercise

• It helps you maintain correct posture and

• It reduce strain on your spine.
• It reduces the risk for various health problems.
• Reduce the risk for neck pain, torn muscles, ruptured disks, strained ligaments
and incontinence.
• Core training improves athletic performance.

Example of Core Exercises

Plank

The plank is an isometric core strength exercise that involves maintaining a

position similar to a push-up for the maximum possible time.

Deadbug.

The dead bug exercise involves lying face up on your mat with your arms in the
air above your torso and your legs in the air with your knees bent at 90-degree
angles.

Reverse Crunch.

Lift your feet off the ground and raise your thighs until they're vertical. Keep
your knees bent at 90 degrees throughout the movement. Tuck your knees toward
your face as far as you can comfortably go without lifting your mid-back from

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the matt.

Glute Bridge.

The glute bridge exercise is a versatile, challenging, and effective exercise. This
workout move targets the back of your legs, or posterior chain. The prime
movers in your posterior chain include your hamstrings and gluts.

Side Plank

The plank is an isometric core strength exercise that involves maintaining a

position similar to a push-up for the maximum possible time.

Flexibility and Stretching.

Stretching keeps the muscles flexible, strong, and healthy, and we need that
flexibility to maintain a range of motion in the joints. Without it, the muscles
shorten and become tight.

Benefits of Flexibility and Stretching

• It can improve posture. Tight muscles can cause poor posture.

• It can improve range of motion and prevents loss of range of motion.
• It can decrease back pain.
• It can help prevent injury.
• It can decrease muscle soreness.

3 Types of Flexibility and Stretching

Static

Static stretching is what typically comes to mind when talking about stretching.
This is the most commonly known style of stretching and has been seen as the
status quo for years. This style of stretching may not be the best way to improve
performance before physical activity.

Dynamic

Dynamic stretching is a form of active stretching that is performed by engaging

the desired muscle’s antagonist through the joint’s range of motion, only holding
the stretch for 2-3 seconds. Because the stretch is only held briefly, the muscle is
able to increase in length without a reduction in muscle tension or muscle
excitability.

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Ballistic stretching.

Ballistic stretching is the most controversial form of stretching. Unlike dynamic

stretching, ballistic stretching utilizes muscle activation through quick, jerky
movements. This inhibits the body’s stretch reflex and increases the muscle’s
range of motion through the force created by the bouncing. The extra external
force produced can overload the muscle, increasing the risk for potential injury.

Fitness Program

A physical fitness program is an integrated regimen of physical activities

catering to one or more specific need such as functional, skill-related and/or
health-related fitness. It is a plan to help someone improve their health and
physical condition.

This table shows as an example of a Fitness Plan/Program.

This table below is an example rubric of a fitness plan.

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Activity 1. Use the fitness program/ fitness plan below to

execute the fitness exercises with your community that is
indicated on the table shown below. Provide a video or photo as
evidence that you conducted the activity.

Mon Tues Wed Thurs Fri Sat Sun

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Activities Activities Activities Activities Activities Activities

Warm up Warm up Warm up Warm up Warm Warm up

exercise exercise exercise exercise up exercise
(15 mins) (15 mins
W (15 mins (15 mins exercise
(15 mins
(15 mins
R
E E
E S
K T
Aerobic Strength Core Balance Strength Aerobic
Exercises Training Exercise Training Training Exercises
1 (20 (15 (15 (15 (15 (20 D
minutes) minutes) minutes) minutes) minutes) minutes)
A
Y

Cooldow Cooldow Cooldown Cooldown Cooldow Cooldown

n n Exercises Exercises n Exercises
Exercises Exercises (15 (15 Exercises (15
(15 (15 minutes) minutes) (15 minutes)
minutes) minutes) minutes)

Note: Repeat the Fitness Plan/Program until Week 4.

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Rubric for the Fitness Program: Community Based

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Activity 2.

Based on our discussion above. For this activity you have to

choose one fitness trends exercise and join the session. Make a
documentation to prove that you actually participated in that
activity.
Documentation:

Pictures

Caption:

Enhancement Activity

Have a virtual interview to those people who are participated in

the fitness program. Ask them two questions about their
experiences, goals and if they have tips to share. Write your
questions and their responses below. Attach evidences of your
interview.

Question 1 Question 2

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Generalization.

The Fitness Program measures were taken to determine if the

subjects (a) learned the exercises under the individual
instruction program, (b) generalized the exercises to a group
physical fitness program, and (c) generalized learning the
exercises to the point of learning no trained exercises in the
group physical fitness program without additional individual
training. Also, exercises can boost the confidence of the
students; improve the immune system, a routine that can help
us to become healthier and stronger.

Application.

Student should be able to create their own Fitness Plan or

Fitness Program.

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Activity Sheet

Fitness Program/Plan

You can do this during online class or face to face

Create your own 5 days fitness program/plan using the exercises that was discussed
above.

Type of exercise Specific Date Duration Documentati

Ex. Aerobic Activity on
Exercise Monday/ 15 minutes
Walk for August Insert
02,2021
Fitness Photo/s

Name:

Total number of minutes:

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Activity Sheet

Post-Assessment

FITNESS PROGRAM WRITTEN TEST

Instruction: Choose the letter of the correct answer.

1. The following are the fitness program activities EXEPT.
a. Aerobic fitness
b. Strength training
c. Regulatory
d. Balance training
e. Flexibility and Stretching

2. It involves doing exercise that strengthens the muscles that help keep you
upright, including the legs and core.

a. Aerobic Exercise
b. Strength Training
c. Balance Training
d. Flexibility and Stretching

3. This fitness program keeps the muscles flexible, strong, and healthy.
a. Aerobic Exercise
b. Strength Training
c. Balance Training
d. Flexibility and Stretching

4. These exercises strengthen and train the lower back, hips to work together for
better balance and stability.
a. Aerobic Exercise
b. Strength Training
c. Balance Training
d. Flexibility and Stretching

5. This part of exercise includes walking, swimming cycling and rowing.

a. Low Impact
b. High Impact
c. Balance

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d. Stretching

6. A type of balance training that uses breathing techniques, exercise and

meditation.
a. Yoga
b. Tai Chi
c. Balance Class
d. Stretching

7. A balance training that designed for people who are unsteady on their feet.
a. Yoga
b. Tai Chi
c. Balance Class
d. Stretching Adaptation

8. It is sometimes known as “Shadow Boxing”.

a. Yoga
b. Tai Chi
c. Balance Class
d. Stretching Adaptation

9. This style of stretching may not be the best way to improve performance
before physical activity.

a. Static
b. Dynamic
c. Balistic
d. Flexible

10. By ensuring that you progressively overload your body you encourage it to
adapt to new stresses being placed upon it.
a. Adaptation
b. Individuality
c. Intensity
d. Specificity

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Annexes

Post-Assessment
Answer Key

1. c 2. a 3. b 4. c 5. a 6. a 7. a 8. b 9.c 10.a

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References

Sharecare (2020) Why is flexibility an important component of Physical

Fitness? Retrieved from
https://www.sharecare.com/health/common-cardiovascular-exercisemachines/flexibili
ty-important-component- physical-fitness

Dance Academy USA (2012) The Importance and Purpose of

Flexibility Retrieved from
https://www.danceacademyusa.com/2015/03/02/the-importance-and-purpose-offlexib
ility/
Online Resources

https://www.google.com/search?q=Fitness+program+plan+example
https://belymbr.com/3-main-types-of-stretching
https://www.google.com/search?q=strength+training
https://www.google.com/search?q=core+exercises+meaning
https://www.google.com/search?q=rubric+of+a+fitness+plan
https://www.google.com/search?q=fitness+plan&sxsrf=ALeKk00oXJvt9ywk8eiAch4
v-tJanw2HFA:1627868959320&tbm=isch&source=iu&ictx=1&fir=NSeBnsy_R8Y-w
M%252CVtzGH0GcF5zHwM%252C_&vet=1&usg=AI4_-kQ7YxzKEaUV2S1NCd
oUhHY0gHyKEQ&sa=X&ved=2ahUKEwjZ8724nJHyAhUSgMYKHTZZAzIQ9QF
6BAghEAE&biw=1366&bih=625#imgrc=NSeBnsy_R8Y-wM
https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/fitness/art-20048269
https://canadacollege.edu/fitnesscenter/plan.php
https://www.betterhealth.vic.gov.au/health/HealthyLiving/exercise-programs

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Learner’s Feedback Form

Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

Learning Packet : Number : _________ Title :

______________________

How do you feel about the topic or concept presented?

□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.

In what particular portion of this learning packet, you feel that you are struggling or
lost?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Did you raise your concern to you instructor? □ Yes □ No

If Yes, what did he/she do to help you?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

If No, state your reason?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

To further improve this learning packet, what part do you think should be enhanced?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

How do you want it to be enhanced?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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________________________________________________________________

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Learner’s Performance Report

Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty: ___________________________________________________
Schedule : ___________________________________________________

Course Code : ____________ Title: ____________________________

Learning Module Code Learning Module Title Rating

Learning Packet Code Learning Packet Title Rating

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