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This document is an introduction to a learner's material on Physical Education and Health for Grade 10. It was collaboratively developed by educators from various schools and reviewed by the Department of Education. The introduction encourages teachers and stakeholders to provide feedback to improve the material. It also notes that some materials are from other copyright holders and have been used with permission. The material is meant to develop students' knowledge, skills, and habits for maintaining health and physical fitness through sports, recreation and health education. It guides students through activities to apply their learning and develop lifelong skills.

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0% found this document useful (0 votes)

3K views266 pages

g10 LM Pe & Health 10 - q1-3

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racmanaliyah

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Download as PDF, TXT or read online on Scribd

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10

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Health
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Learner’s Material
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Unit 1
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This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at [email protected].
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We value your feedback and recommendations.

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
permission to use these materials from their respective copyright owners. All means have
been exhausted in seeking permission to use these materials. The publisher and authors do
not represent nor claim ownership over them.

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Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy from this Learner’s Material. Those who
have not entered in an agreement with FILCOLS must, if they wish to copy, contact the
publishers and authors directly.
Authors and publishers may contact FILCOLS at [email protected] or (02) 439-

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learner’s Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

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This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a

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healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
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participation in health trends, issues and concerns in health care, and planning for a
health career.
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Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
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can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
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relevant skills and information, preparing yourself for the challenges of the world.

As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.

Come on. Let’s get started!

iii
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Table of Contents
HEALTH
Unit 1: Consumer Health .................................................................................... 197
Introduction ..................................................................................................... 198
Learning Competencies .................................................................................. 199
Pre-Assessment .............................................................................................. 199

Activity 1: Survey says! .............................................................................. 201

Activity 2: Pair Share ................................................................................. 201
Activity 3: Stop or Go ................................................................................. 202
Activity 4: My Shopping List ....................................................................... 203
Activity 5: Let’s Go Back ............................................................................ 204

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Activity 6: Doctor Who? ............................................................................. 205
Activity 7: Healthy Places ......................................................................... 208
Activity 8: Garden of Herbs ....................................................................... 210
Activity 9a: Newspaper Ads ...................................................................... 213

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Activity 9b: Think About It ......................................................................... 213
Activity 10: Magic Bracelet ........................................................................ 216
Activity 11: Quack, Quack!......................................................................... 217
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Activity 12: More Quacks! .......................................................................... 218
Activity 13: Brainstorm .............................................................................. 218
Activity 14: A Bad Quack .......................................................................... 219
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Activity 15: Fight The Quack! ..................................................................... 219

Activity 16: Top Five ................................................................................. 220
Activity 17: Your Checklist ........................................................................ 221
Activity 18: Guaranteed Service................................................................. 222
Activity 19: My PhilHealth .......................................................................... 223
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Activity 20: Think About It ......................................................................... 224

Activity 21: Government Firms ................................................................... 226
Activity 22: I Assert! ................................................................................... 227

Summary........................................................................................................ 229
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References ..................................................................................................... 230

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EP
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197

The learner understands the The learner demonstrates critical thinking

guidelines and criteria in the selection and decision-making skills in the selection,
and evaluation of health information, evaluation, and utilization of health
products, and services. information, products, and services.

I. Introduction

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Where did you last spend your money?
What item did you buy? Why?
What kind of service did you last avail?
Who recently shared with you a new health
information?

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These are only a few of the things that
concern you as adolescents. Decision-
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making is an important skill that you must
learn in order to live a healthy and normal
life. This module will help you understand
the basics of consumer health. Consumer
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health aims to develop a person’s ability to evaluate and utilize health information,
products, and services wisely and effectively.

All of us are consumers. We acquire health information, purchase health

products, and avail of health services to appraise, improve, and maintain our health.
Health information is any idea that we hear from people around us, read from books
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and other printed materials, or from the media that influence our health. Health
products are items that we consume to improve our well-being, like medicine, food,
clothes, furniture, electronics, etc. Health services are programs we avail from various
providers such as physicians, nurses, therapists, health workers, hospitals, clinics, and
the government. Some examples of these health services are insurance, treatment
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and cure, complementary and alternative medicine.

In this light, we must all be educated consumers who make wise selection of
information, products, and services that are scientifically proven and legally approved.
It is our duty to evaluate and examine the reliability of the sources.

Let us find out how we can be educated in consumer health.

198

1. differentiates reliable from unreliable health information, products, and

services
2. explains the guidelines and criteria in the selection and evaluation of health
information, products, and services
3. discusses various forms of health service providers and healthcare plans
4. selects health professionals, specialists, and healthcare services wisely
5. explains the nature and dangers of quackery
6. reports fraudulent health services
7. explains the different kinds of complementary and alternative healthcare
modalities
8. explains the importance of consumer laws to protect public health

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9. identifies national and international government agencies and private
organizations that implement programs for consumer protection
10. participates in programs for consumer welfare and protection

III.

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Pre-Assessment
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Activity A: Identify the concepts being described in each item. Fill in the missing
letters to complete the crossword puzzle.
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EP
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199

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Across:
3. Sale of products that are not scientifically proven to be effective; fraudulent
advertisement or promotion
4. Healthcare practitioner who specializes in problems of the teeth
5. Allied health professional who provides healthcare to patients in hospitals
6. Public health insurance mandated by Philippine law
Down:
1. Doctor who specializes in the disorders of the respiratory system
2. Alternative medicine practice where needles are inserted in some specific of
the body
4. Form of quackery that uses equipment believed to cure illness
7. Health maintenance organization; form of healthcare provider that makes use

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of prepaid money to cover medical expenses

Activity B. Read the situation and answer the questions.

A teenager once went to the local market to buy materials for a Science
project. Upon passing by some stalls, he was invited for a free orientation on

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the latest product of a company. The company was selling “health rings” that
can detect the mood of a person and help lower body temperature and blood
pressure. The teenager was easily attracted, which made him buy two health
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rings for himself and his sister. He spent Php 600 for the items.

After a week, the teenager and his sister developed red spots and
rashes on their fingers. Upon checking, the rings are observed to have rust
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around them. The teenager wants to file a complaint so the company may
return his money.

1. What is the nature of the teenager’s problem?

________________________________________________________________

2. Who can help him with his problem?

________________________________________________________________
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3. What rights protect the teenager?

________________________________________________________________

4. What would you ask yourself before buying a health product to avoid the
same experience?
________________________________________________________________

5. As a Grade 10 student, how can you help the teenager?

________________________________________________________________

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In the WHAT TO KNOW phase, you will answer activities

which will assess your prior knowledge. At the end of the
phase, you will be assessed again to check your knowledge
about the concepts and information learned.

Activity 1: SURVEY SAYS!

1. Read the questions.

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2. Go around the classroom and ask a classmate to answer each question.
3. Record the responses below.

a. What should I do when my head and body ache?

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_____________________________________________________
b. How many times should I take vitamin and mineral supplements?
_____________________________________________________
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c. What is the best way to make my skin smooth?
_____________________________________________________
d. When is the best time to trim my fingernails?
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_____________________________________________________
e. What is the most effective way to lose weight?
_____________________________________________________
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Activity 2: PAIR SHARE

1. Find a partner and discuss the following questions:

a. Which of your classmates’ answers do you agree with? Which do you
disagree with? Why?
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b. What kind of information is being asked? Is it critical? Why?

c. Who can accurately answer these questions?
2. Write a one-paragraph reflection about the discussion.

Consumer health has three components: health information, health products,

and health services. What you have gathered from your classmates is health information.
Health information plays a big role in the life of individuals. “It is information that
people require to make wise choices and decisions about their health or the health of
[other people]” (Galvez Tan, et al., 2009).

201

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Health information is any concept, step, or advice that various sources give
to aid the health status of an individual. The type of information varies depending
on “diseases, sexual health, weight loss/gain, drugs and alcohol, depression/mental
illness, violence, smoking, eating disorders, acne/skin care, local clinics, and sexual
assault” (Payne, et al., 2005). The information is critical as it may alter the health
conditions of a person. Another important characteristic of health information is that
it is continuously and rapidly changing. Thus, it “should be timely, relevant, culturally
appropriate, accessible, and delivered in a relevant format” (Galvez Tan, et al., 2009).
There is a great need to update oneself regarding current research and evidence
available in the field.

Activity 3: STOP OR GO

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Read the health information below. Draw a cross on the GO column if it is
scientifically true and proven, and draw a cross on the STOP column if it is not.

GO STOP
Warts are contagious.

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Chocolates cause acne and pimples.
Cracking your knuckles causes arthritis.
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Healthy people who eat a balanced diet do not need
supplements.
Sleeping with wet hair causes mental disorders.
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Jumping from the third step of the stairs on the first day of
menstruation reduces the number of bleeding days.
Circumcision is done for hygienic purposes only.
Touching hands of people with HIV may infect you with such.
Putting toothpaste on burns causes irritation.
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Sleep need varies depending on the individual

Think About It!

Discuss the questions:

1. Why are there misleading health information? Who spreads them?
2. Who are the sources of health information?

Beyond the Classroom

1. What are other examples of myths (superstitions) and/or misconceptions
that you hear in your community?
2. Write them on your notebook and search for a scientific proof to counter
them.

202

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Aside from health information, people also consume health products. Health
products are food, drugs, cosmetics, devices, biologicals, vaccines, in-vitro diagnostic
reagents, and household/urban hazardous substances and/or a combination of and/or
a derivative thereof (FDA Act, 2009). These products may be purchased from various
places like supermarkets, pharmacies, and hospitals.

Activity 4: MY SHOPPING LIST

1. List five examples of health products that people buy and consume.

2. Enumerate the answers in your notebook.

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Health
Products
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How do these products affect the overall well-being of an individual?

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1. Read the following information.

2. Identify reliable and unreliable sources of health information and products.
3. Complete the table below.

Sources of Health Information and Products

Reliable Unreliable

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People acquire health information and products from various sources like
people, media, and technology. It is important to identify the reliability of these sources.
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Reliable sources of health information and products are licensed professionals
who took up specialized and intensive studies in the field. They are the ones who
have the qualified educational background and can give scientific explanation to
validate information. We can also find reliable health information from health books,
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and accredited online sources. On the other hand, unreliable sources of information
and products are those from people who are not experts in this field.

Aside from health information and products, people also avail of various health
services from different providers.
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Health services are often connected to healthcare. These programs aim to

appraise the health conditions of individuals through screening and examinations,
cure and treat disorders, prevent and control the spread of diseases, provide safety,
emergency care, and first aid, and ensure a follow-up program for individuals who
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have undergone treatments.

Health services are usually offered by healthcare providers. “A healthcare

provider is a trained professional who provides people with healthcare” (Meeks, et al.,
2011). There are different types of healthcare providers, such as:

I. Health Professionals
Individuals who are licensed to practice medicine and other allied health
programs. An example of a health professional is a physician. A physician records
the medical history of individuals, provides diagnoses, performs medical examinations,
and prescribes medications. There are different types of physicians based on their
area of specialization.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 6: DOCTOR WHO?
What are the different types of physicians?
Match the type of the physician with the area of specialization below.
cardiologist orthopedist
dermatologist ophthalmologist
gastroenterologist pediatrician
geriatrician pulmonologist
gynecologist urologist
neurologist

1 6

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2 7
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3 8
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4 9
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5 10

What are the other medical specializations that you know? List them and their areas
of expertise below.
___________________________________________________________________
___________________________________________________________________

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Healthcare practitioners and allied health professionals are also considered

health care providers.

“A healthcare practitioner is an independent healthcare provider who is

licensed to practice on a specific area of the body” (Meeks, et al., 2011). Some
examples of healthcare practitioners are podiatrists (who specialize in the problems
of the feet), dentists, and optometrists.

On the other hand, “an allied health professional is a trained healthcare

provider who practices under the supervision of a physician or healthcare practitioner”

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(Meeks, et al., 2011). Nurses, dieticians, pharmacists, and physical therapists are
examples of allied health professionals.

II. Healthcare Facilities

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Healthcare facilities are places or institutions that offer healthcare services.
There are different types of healthcare facilities (Meeks, et al., 2011).
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a. Hospital
It is an institution where people undergo medical diagnosis,
care and treatment. A hospital offers different types of medical care
like inpatient and outpatient care. Inpatient care refers to care given
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to individuals who need to stay inside the hospital to receive proper

treatment, monitoring and care. On the other hand, outpatient care
refers to treatment that does not require an individual to stay inside the
hospital.
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There are different kinds of hospitals: private, voluntary,

government, and teaching (Meeks, et al., 2011). A private hospital is
operated by individuals to gain profit. A voluntary hospital does not
require profit because it is owned by a community or an organization. A
government or public hospital is being run by the state and the treatment
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fees are subsidized. A teaching hospital includes a school for medical

students.

In the Philippines, there are two classifications of hospitals:

general and specialty. General hospitals have complete medical,
surgical, and maternal care facilities. Some examples are the Philippine
General Hospital, Baguio General Hospital, Cebu General Hospital, and
Davao Medical Center. On the other hand, specialty hospitals handle
a particular disease or condition or deal with only one type of patient.
Some examples are the Philippine Heart Center, Lung Center of the
Philippines, and National Kidney Transplant Institute.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
b. Walk-In Surgery Center
It is a facility that offers surgery without the patient being
admitted in the hospital.

c. Health Center
The services in a health center cater to a specific population
with various health needs.

d. Extended Healthcare Facility

A facility that provides treatment, nursing care, and residential
services to patients, often the elderly..

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O
C
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207

1. Complete the table by writing the correct answers on each box.

2. Find a partner and discuss the description of each health facility.

Health
Facilities

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Types

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C
III. Health Insurance
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`“Health insurance is a financial agreement between an insurance company

and an individual or group for the payment of healthcare costs” (Payne, et al., 2005).
This also may pertain to a “protection that provides benefits for sickness and injury”
(Meeks, et al., 2011).
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It offers various types of coverage: “medical insurance, major medical insurance,

hospitalization insurance, surgical insurance, and disability insurance” (Meeks, et al.,
2011). Medical insurance pays for the fees of the health professionals, laboratory
tests, and prescription drugs. Major medical insurance offers payment for long-term or
chronic diseases such as AIDS and cancer. Hospitalization insurance pays for the stay
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of the patient inside the hospital. Surgical insurance pays for surgery fees. Disability
insurance provides financing for members who meet accidents or suffer from illnesses.

208

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Health insurance may be sourced from both public and private companies. An
example of public health insurance is PhilHealth. As mandated by law in the country,
employees of both public and private companies avail of PhilHealth. It requires a small
monthly contribution from its members. These contributions are saved and used for
the medical care needed by a PhilHealth member.

A health maintenance organization (HMO) is a healthcare provider that offers

medical services that are availed through a prepaid amount of money. It is a business
that requires a relatively reduced monthly fee for subscribers. The difference of an HMO
with other insurance companies is that it hires or trains its own health professionals
and healthcare practitioners.

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Time To Read

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Using a computer with an internet connection, identify at least two other health
insurances offered in the country. If without an Internet connection, you may inquire
from the nearest hospital/medical center.
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Write a short paragraph about each health insurance and its benefits. Cite your
resources properly.
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“Consumers today face an amazing array of choices when they consider taking
action to improve their health or seek care for a health problem” (Donatelle, 2006).
In addition to health professionals, there are also many other forms of healthcare
that offer alternatives. These complementary and alternative healthcare modalities are
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often taken because some individuals believe that traditional medical care may not be
enough to treat a particular health condition. A complementary medicine is availed and
integrated together with traditional medicine. On the other hand, alternative medicine
is offered in place of traditional medicine.

There are four major domains of complementary and alternative medicine:

biology-based practices, energy medicine, manipulative and body-based practices,

and mind-body medicine (Donatelle, 2006). Examples of biologically-based practices
are taking herbal medicine and availing of special diets and vitamins. Energy medicine
uses magnetic fields or biofields in belief that energy fields may enter various points in
the body. Manipulative and body-based practices are bodily-kinesthetic in nature and
are concerned with movement therapy. Mind-body medicine uses mental exercises in
belief that the brain is central to the health of an individual.

In our country, Republic Act No. 8423 or the Traditional and Alternative
Medicine Act of 1997 provisioned the creation of the Philippine Institute of Traditional
and Alternative Healthcare (PITAHC), which works closely with the Department of

209

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Health. The PITAHC is also the law-making body with regards to the effective use
of traditional and alternative medicine. Here are examples of the PITAHC-approved
alternative modalities

Naturopathy

“Naturopathic medicine views diseases as a manifestation of an alteration in

the processes by which the body naturally heals itself” (Donatelle, 2006). Naturopathy
offers a wide range of natural practices including herbal medicine acupuncture,
acupressure, nutritional therapy, and ventosa cupping massage therapy.

Herbal medicine

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There are 10 herbs that are proven and tested to have medicinal value and
approved by the Department of Health” (Galvez Tan, et al., 2009)

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Activity 8: GARDEN OF HERBS
What are the herbs approved by the Department of Health?
Unscramble the letters to form each herb in column A.
Read column B for the medicinal value of each herb.
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A B
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Herb Medicinal value

For ringworm and other skin (fungal)

1. P L A U K A O C
infections
For non-insulin dependent diabetic
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2. P A M A L A Y A
patients
3. W A G N A B For blood pressure control

For use as antiseptic to disinfect wounds

4. S A Y A B A B For mouthwash or tooth decay and gum
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infection

5. G U D N A L I For cough and asthma

For intestinal worms, particularly ascaris
6. Y I N O G – A I N Y O G N
and trichina

7. B A S M N G O For urinary stones

8. A S A T N G B A T U G For mouthwash

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10. B E R Y A – N U B E A For relief from body aches and pains

Examples of Alternative Medicine

1. Acupuncture

It is a form of energy medicine where

long thin needles are inserted to specific

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parts of the body to affect the energy
flow. Acupuncture is believed to treat
musculoskeletal dysfunctions.

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C
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2. Ventosa cupping massage therapy

This procedure is done by placing inverted

glasses that have flames from burning cotton,
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on specific points in the body. It is believed to

relieve muscle and joint pains.
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Similar to acupuncture, reflexology

focuses on treating specific disorders through
massaging of the soles of the feet.

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4. Acupressure

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Acupressure uses the same technique
as that of acupuncture. The only difference
is that acupressure does not use needles but
C hands to apply pressure on certain points of
the body.
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EP

5. Nutrition Therapy

Nutrition therapy approaches treatment

of a medical condition by providing a tailored

diet for the patient.

212

Using newspapers and magazines, reference books, or credible internet

websites, identify other forms of complementary and alternative healthcare modalities

Procedure:
1. Cut out pictures of advertisements of different complementary and
healthcare modalities.

2. Paste them on a piece of paper.

3. Search and write the health effects of these modalities.

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Activity 9b: THINK ABOUT IT

In 2-3 paragraphs, write your thoughts about the question, “Why are health

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professionals, whether those that offer traditional, alternative, or complementary, not
present in a lot of rural municipalities in the country?”
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213

Procedure:
1. Do a survey in your community about the various health services offered.
2. Complete the table with the information that you will gather.
3. Answer the question in one paragraph.

Barangay _______________

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Health Health Facilities Healthcare Plans

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Professionals
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How effective and efficient are your community’s healthcare professionals and
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facilities?

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The following activities will be recorded under “Knowledge”.

Read the directions carefully and give the best answers.

Recall the concepts learned in the previous sessions.

Complete the graphic organizer by providing examples.

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Consumers

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C Health Services
Health Information Health Products
Reliable Sources Examples:
Health Health Facilities
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Professionals Examples:
Examples:
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Health Insurance Complementary

Examples: and Alternative
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Health Modalities
Examples:

215

In the “WHAT TO PROCESS” phase, you will answer and

perform activities which will help you process and improve your
understanding. At the end of the phase, you will be assessed
again to check your processing skills about the concepts and
information learned

Activity 10: MAGIC BRACELET

1. Study the poster below. Find a partner and discuss the questions.
2. Synthesize the discussion and prepare to share in class.

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Reflection Questions:

a. What is being sold by the poster?

b. What does it guarantee?
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c. Will you buy it? Make a comparative chart that lists reasons for buying
and reasons for declining this product.

Consumers receive health information, products, and services from various

sources, thus individuals may be prone to frauds. An example of which is quackery.
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Quackery, a form of a health fraud, is any advertisement, promotion, or sale

of products and services that have not been scientifically proven safe and effective
(Meeks, et al, 2011). It is being operated by a quack. A quack is an individual that has
little or no professional qualifications to practice medicine. He/She also pretentiously
uses meaningless medical jargon and relies on scare tactics, paranoid accusations,
and quick fixes.

There are three major characteristics of health quackery (Schaler & Carroll,
undated). First, it is a big business. A huge amount of money is spent on fraudulent
health products and services. Second, it multiplies and spreads fast. Lastly, it thrives
on individuals who are diagnosed with illnesses that are known to have no cure.

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1. Study the posters.

2. Identify the three forms of quackery. Write the answers in your notebook.

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The three forms of quackery are:

a. Medical quackery
Medical quackery includes cures, treatments, and remedies of various
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health conditions that are drugless or bloodless in nature.

b. Nutrition quackery
Nutrition quackery involves promotion of food fads and other nutritional
practices that claim to be all-natural. These are believed to have beneficial
properties of multiple plants in one product.

c. Device quackery
Device quackery makes use of miraculous gadgets (such as dials,
gauges, electrodes, magnets, and blinkers) that are believed to cure certain
health conditions.

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Complete the table by writing other examples of medical, nutrition, and device
quackery.

Medical Device Nutrition

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Activity 13: BRAINSTORM

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1. Form groups of five members. Assign numbers 1 to 5 for each member.
2. Each person is given two minutes to answer this question: Why do people
easily fall for quackery?
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3. After everyone has written the answers, discuss the possible factors that
affect people’s vulnerability to quackery.
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List down possible dangers of quackery to a person’s physical and psychological

well-being.

Physical Psychological

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TEST YOUR PROCESSING SKILLS
The activity below will be recorded under Process. Read the
procedures carefully and use the rubric to improve your output.
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Activity 15: FIGHT THE QUACK!

In 2-3 paragraphs, answer the

following question on a piece of paper:
As a Grade 10 student, how can
you protect your family and yourself from
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quackery?

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In the “WHAT TO REFLECT AND UNDERSTAND” phase, you

will do activities which will assess your deeper knowledge and
understanding of the topics learned. At the end of the phase, you
will be assessed again to check your reflection and understanding
about the concepts and information learned.

You are faced with health information and products every day from different
people and forms of media. But to simply know the source of information and product

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is reliable (or unreliable) may sometimes be not enough. It is also important to learn
how to evaluate the reliability of the health information and product.

Activity 16: TOP FIVE

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1. Study the poster.
2. List five questions that you will ask the source about the product.
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Will you buy the product? Why or why not?

It is important to examine and evaluate the reliability of any piece of health

information before applying it to your well-being. Here are the criteria that will help you
determine whether the information is reliable or not.

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Complete the criteria below by supplying the missing letters. Use the
descriptions as your guide.

When evaluating health information and products, you must check for:

C__D_B___TY

1. This tells about the source and recency of the information.

o Who or what is the source of the information/product?
o Is the source qualified?
o Is the information updated?

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__NT__T

2. This tells about the accuracy, disclaimer, and completeness of information.

o Is it complete and correct?

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o Does it have scientific basis?
o Does it state the limitations, purpose, scope, authority and currency of
the information?
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o Does it have labels that contain the directions for use and storage,
expiration date and warnings?
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D_SC__S_R_

3. This tells about the purpose and caveat of the information.

o What is the purpose of giving the information/product?
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o Is it for marketing purposes?

o Is it for selling products or for disseminating information?
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IN__R_CT___TY

4. This tells about the feedback mechanism and means of information

exchange between the source and the consumer.
o Can the consumer offer comments and suggestions?
o Is it possible to ask questions?

Aside from evaluating the reliability of health information, choosing competent

and reliable healthcare providers is also important for it is crucial to the appraisal,
diagnosis, and treatment of health conditions. When visiting a healthcare provider, a
person should determine satisfaction and reliability.

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1. Answer the questions.

a. What are the things that you look for in a doctor?
b. What are the things that you look for in a hospital?

2. Write your list of characteristics in your notebook. Prepare to share in class.

I am looking for a hospital

that…

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I am looking for a doctor

who…
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
“Health insurance should cover standard risks of illness and injury for family
members.” (Meeks, et al., 2011). There are two types of expenses involved in health
insurance: covered expense and exclusion. Covered expense refers to the coverage
of medical services that can be paid by the company issuing the health insurance. On
the other hand, exclusions are specific services that are not paid by the issuer.

Forms of health insurance are not all the same. It is important to study the
plan before availing it. Here are some actions that may be taken to evaluate a health
insurance (Meeks, et al., 2011):

1. Obtain and read carefully a copy of the health insurance plan.

2. Ask questions of representatives from the health insurance plan.
3. Shop around for other options.

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4. Choose plans that give the most comprehensive coverage at the most
affordable price.

Activity 19: MY PHILHEALTH

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Suppose you are employed and about to be enrolled in Philhealth.
How will you evaluate its reliability?
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What questions will you ask the company? Write them on a piece of paper.
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What are the pros and cons of availing a healthcare plan?

1. Debate on whether there is a need for a healthcare plan or not.
2. List your findings.

Pros Cons

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3. Write your comments on a piece of paper and be ready to share in class.

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The government also plays an important role in consumer protection. A
consumer has rights mandated by law. These are privileges that an individual is
guaranteed of health products and services.
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The Consumer Act of the Philippines is a law that protects the interest of
the consumer, promotes general welfare, and establishes standards of conduct for
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business and industry. There are 8 basic rights of a consumer according to the act
(Galvez Tan, et al., 2009).

Identify the 8 basic rights of a consumer:

1. The right to __________________ This right guarantees survival, adequate

food, clothing, shelter, healthcare,
education, and sanitation.

2. The right to ___________________ This is the right to be protected against

the marketing of goods or the provision
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of services that are hazardous to health

and life.

3. The right to ___________________ This is the right to be protected against

dishonest or misleading advertising or
labeling and the right to be given the
facts and information needed to make
an informed choice.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. The right to ___________________ This is the right to choose products at
competitive prices with an assurance of
satisfactory quality.

5. The right to ___________________ This is the right to express consumer

interests in the making and execution of
government policies.

6. The right to ___________________ This is the right to be compensated for

misrepresentation, shoddy goods or
unsatisfactory services.

7. The right to ___________________ This is the right to acquire the

knowledge and skills necessary to be an

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informed customer.

8. The right to ___________________ This is the right to live and work in an

environment that is neither threatening
nor dangerous and, which permits a life

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of dignity and well-being.
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Aside from the Consumer Act of 2009, there are also other international and
national consumer advocacy groups that advocate for our health.
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Reflection Questions:
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1. What are instances that you practiced your consumer rights?

2. In which programs did you participate to advocate for consumer protection?

Write a short reflection on a piece of paper. Include the importance of practicing

your consumer rights.
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By knowing your consumer rights, you have the power to report illegal and
fraudulent health products and services. Here are some government firms that we
can approach to report. Identify them.

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What are other government agencies where we can report fraudulent health
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services?

___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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How do you write a letter of complaint for the purchase of a fraudulent product?
Read the letter.

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Your Turn!

Construct a letter of complaint for the purchase of a product that is already

expired. Follow the format above.

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In the WHAT TO TRANSFER phase, you will apply what you

have learned by creating or producing a product. At the end of the
phase, you will be assessed again to check your knowledge,
skills and attitudes.

Do you know that October is the Consumer Welfare Month?

You will produce advocacy materials for the practice of consumer rights.

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1. Create your choice of any product in the list on any of the listed topics on
consumer health.

Product Topic
Song / Poem / Commercial Jingle Wise and intelligent consumers

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Artwork / Poster Consumer protection
Brochure Health services
Video
C Combatting quackery

2. Prepare to present it in class.

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228

Complete the paragraph by writing the correct answers on the blanks.

Consumer health encompasses the health information, products, and services

being gathered, acquired, and availed by an individual. _____________________
refers to any concept, idea, data, or figures that may aid to the health status of an
individual. __________________ refer to materials, devices, or items that an individual
purchases to improve health. Examples of these are shampoo, medicine, health
electronics, and food. On the other hand, ___________________refer to programs
offered for the health appraisal of an individual through various treatment, screening,
and examinations. Some examples of these are health professionals, facilities, and

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insurance.

When availing of health information, products, and services, it is important

to examine and evaluate the reliability of the sources to avoid quackery. Quackery
refers to fraudulent promotion, sales, or advertisement of various products. There
are three kinds of quackery. The first is __________________ which refers to the

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prescription of scientifically unproven medical treatment and cure. The second is
____________________ which refers to the sale of items that are believed to treat
or cure an individual. The last is __________________ which includes fad diets and
other practices.
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Under the law, the consumers are protected with rights such as _________,
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, , and _. With these

rights, a consumer may be able to report incidences of fraudulent practices and
purchases.
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229

Donatelle, R. (2006). Access to Health. (9th ed.). San Francisco: Pearson

Education, Inc.

Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic

Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.

Haag, J. (1976). Consumer Health: products and services. Great Britain:

Henry Kimpton Publishers.

Jones, K., Shainberg, L., & Byer, C. (1975). Consumer Health. (2nd ed.). San

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Francisco: Canfield Press.

Meeks, L., et al. (2005). Comprehensive school health education: Totally

awesome strategies for teaching health ®. (4th ed). McGraw-Hill.
New York.

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Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill.
C
Schaller & Carroll. (1979). Health, Quackery & the Consumer. W.B. Sanders
Company.
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Health
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Learner’s Material
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Unit
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This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learner’s Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

relevant skills and information, preparing yourself for the challenges of the world.

Come on. Let’s get started!

Unit 2: Health Trends, Issues, and Concerns in the National Level ................ 231
Introduction ..................................................................................................... 232
Learning Competencies .................................................................................. 233
Pre-Assessment .............................................................................................. 233

Activity 1: New Mail! .................................................................................. 234

Activity 2: Let’s Recall! ............................................................................... 236
Activity 3: Alternatives ............................................................................... 237

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Activity 4: Pillars of Foundation ................................................................. 238
Activity 5: Your AID to AIDS ...................................................................... 240
Activity 6: True or False ............................................................................. 241
Activity 7: Because!.................................................................................... 242

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Activity 8: Gateway or Get-away ............................................................... 243
Activity 9: Cigarette Packs .................................................................... 244
Activity 10: Rescue the Child ..................................................................... 246
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Activity 11: Group Research ..................................................................... 248
Activity 12: House Speech ........................................................................ 248
Activity 13: Jigsaw ..................................................................................... 249
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Activity 14: I Am Aware ............................................................................. 249

Activity 15: Student Lawyers! ..................................................................... 250
Activity 16: Health Headlines ..................................................................... 252
Activity 17: Pressing Issues ....................................................................... 252
Activity 18: Letter of Concern ..................................................................... 253
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Post-Assessment........................................................................................... 254
References ..................................................................................................... 256
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Number of Meetings: 10
CONTENT STANDARDS PERFORMANCE STANDARDS
The learner demonstrates understanding The learner consistently demonstrates
of current health trends, issues, and critical thinking skills in exploring local,
concerns in the local, regional, and regional, and national health issues,
national levels. trends, and concerns.

I. Introduction
As an adolescent, you experience numerous health issues that pertain to
your well-being. What are some examples of these concerns? Write them in the
circles.

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This module will help you recognize and understand how the government works
with various institutions and sectors to address issues and concerns. It is important to
know these policies because they embody your rights as a citizen of the country. Be
aware. Be knowledgeable. Practice your rights.

232

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
II. Learning Competencies
The learner:
1. discusses the existing health-related laws;
2. explains the significance of the existing health-related laws in safeguarding
people’s health;
3. follows existing health-related laws;
4. critically analyzes the impact of current health trends, issues, and concerns;
and
5. recommends ways of managing health issues, trends, and concerns.

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III. Pre-Assessment

A. Identify the policy being described in each number. Choose from the box the

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letter of the correct answer in the table.

a. Consumer Act
b.
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Traditional and Alternative Medicines Act
c. Responsible Parenthood and Reproductive Health Act
d. Philippine AIDS Prevention and Control Act
e. Comprehensive Dangerous Drugs Act
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f. Tobacco Regulation Act

g. Cybercrime Prevention Act
h. Anti-Child Pornography Act
i. National Blood Services Act
j. Anti-Hazing Law
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k. National Environmental Awareness and Education Act

l. Seat Belts Use Act
m. Anti-Drunk and Drugged Driving Law
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Letter
of the Description of the Policy
Answer
1. Provides for the inclusion of environmental education programs
in various national institutions

2. Supervises the legal production of cigarettes in the country

3. Provides assistance for the prevention and control of AIDS

4. Provides for the regulation of products and services being sold

and offered in the country

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6. Prohibits physical and emotional harm and abuse as initiation to

a certain social group
7. Penalizes vehicle drivers who are under the influence of drugs
and alcohol
8. Provides for the regulation of narcotic and other related
substances being sold/imported in the country

9. Identifies scientifically proven herbs as medicinal plants

10. Penalizes vehicle users who will not wear safety belts while on
the road

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11. Protects children from any malicious acts online

12. Provides for criminal offenses committed online

13. Provides for maternal and child healthcare, family planning, and

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responsible parenthood
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PART I: WHAT TO KNOW No. of Sessions: 5

In the WHAT TO KNOW phase, you will answer activities which

will assess your prior knowledge. At the end of the phase, you
will be assessed again to check your knowledge about the
concepts and information learned.
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CONSUMER HEALTH

Activity 1: NEW MAIL!

Read the letter of complaint given and answer the questions following after.

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1. What is the letter sender’s dilemma?

___________________________________________________________
___________________________________________________________

2. What consumer right is the letter sender practicing?

___________________________________________________________
___________________________________________________________

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Round Robin:

I. Materials:
• 1 pad paper for the group
• pens for each member

II. Procedure:
1. Form groups of 5 members.
2. Each member is given 1 minute to recall a consumer right discussed in the
previous module. When the bell rings, the student passes the paper to the
next member.

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3. Group Sharing:
Discuss these in your group.
a. What does each consumer right mean?
b. In what ways can you practice these rights?

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Time to Read

Republic Act No. 7394 or the Consumer Act of the Philippines has three
objectives (Galvez Tan, et al., 2009):
1. Protect the interest of the consumer
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2. Promote his/her general welfare

3. Establish standards of conduct for business and industry

To achieve the objectives, the Act aims to protect people against hazards to
health and safety, and deceptive and unfair sales acts and practices. In this light, the
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policy mandates for information dissemination and education to facilitate sound choice
and proper exercise of rights by the consumer.

The Consumer Act also covers the quality and safety of different products
like food, drugs, cosmetics, and devices. The policy also promotes the protection of
citizens against hazardous substances that may be in sale. Hence, proper labeling
and fair packaging shall be required for all the products being sold.

Aside from health information and products, health services also play an
important role in appraising and improving the well-being of a person. Health services,
which are also covered under the Consumer Act, are also availed by consumers. One
form of health service is complementary and alternative medicine.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
In connection with the Consumer Act, Republic Act 8423 or the Traditional and
Alternative Medicine Act of 1997 (TAMA) provides for the improvement of quality and
delivery of healthcare services in the country through the development of traditional
and alternative healthcare and its integration into the national healthcare system.

The policy also identifies medicinal plants in the country which are readily
available. These medicinal plants shall be given care by different agencies. In order to
coordinate various activities and programs in the traditional and alternative healthcare
delivery system, the Act provisions the establishment of the Philippine Institute of
Traditional and Alternative Healthcare (PITAHC) to accelerate the development of the
said healthcare in the country.

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Activity 3: ALTERNATIVES

1. What are different forms of complementary and alternative medicine

approved by TAMA?

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2. Identify the pictures.
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Let us Recall:

The TAMA of 1997 states that there are more than 2000 available medicinal
plants in the country, but only 10 are approved by the Department of Health. What are
these medicinal plants? List them in your notebook.

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Another pressing health issue that concerns you as an adolescent is

reproductive health. “Reproductive health is defined as a state of physical, mental,
and social well-being in all matters relating to the reproductive system, at all stages
of life” (Galvez Tan, et al., 2009). With the sudden physical and emotional changes in
your body, more and more questions are starting to surface. Reproductive health is
crucial for it paves the way for your social and economic development. Furthermore, it
has also a great influence in the health of the next generation. The health of newborn
children will be dependent on the health of the parents, particularly the mother.

To aid the reproductive health needs of the citizens, the government mandated
the RA 10354 or most commonly known as the Responsible Parenthood and

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Reproductive Health Act. Get to know more about the Act by answering the activity.

Activity 4: PILLARS OF FOUNDATION

The Responsible Parenthood and Reproductive Health Act builds it foundation

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on four pillars.
1. Identify these pillars below by unscrambling the letters.
2. Read the provisions beside each pillar.
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Pillar 1:
NFDEORMI COHICE
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_________ ______

As stated in the Act, effective and quality

reproductive healthcare services, which are ethically and
medically safe, legal, accessible, and affordable, shall
be given primacy to ensure the health of the mother and
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child. Also, the government shall promote and provide

unbiased information and access to these services.
This pillar also covers the provision for the integration of
reproductive health and sexuality education in schools,
and other educational settings.
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Pillar 2:
TESPCER OFR FIEL
_______ ___ ____

The Act recognizes that abortion is illegal and punishable

by law. However, mothers will be identified to have
aborted an unborn child will be served with post-abortive
treatment and counseling in a humane, nonjudgmental,
and compassionate manner.

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Reproductive healthcare, information, and supplies shall

be made available most especially to poor beneficiaries.
However, the Act provisions also that the government
must respect the citizen’s individual preferences and
choices of family planning method.

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Pillar 4:
LEBOSRPNISE HONTPERAOD
___________ __________

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Couples determine their ideal family size. In addition,
the government shall equip each parent with needed
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information in all aspects of family life, reproductive
health, and this pillar.
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Let’s Reflect!

Find a partner and discuss these questions.

1. As adolescents, what benefits do we get from the Responsible Parenthood

and Reproductive Health Act?
2. What do different groups predict? What are the positive and negative
impacts of the law?
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Beyond the Classroom

1. Read about HIV and AIDS.
2. Prepare for sharing in the next meeting.

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Reproductive health also concerns problems such as sexually-transmitted

infections. According to Dr. Natividad (2013), in the Young Adult Fertility and Sexuality
Study of 2013 (YAFS-4), a survey of Filipino college and high school graduates, 36.2
percent and 43.5 percent respectively admitted to having engaged in premarital sex.
In addition 66.7 percent and 79.6 percent did not use any protection at first premarital
sex. These scenarios are most often the causes of infections.

Acquired Immunodeficiency Syndrome or AIDS is caused by human

immunodeficiency virus (HIV) which usually does not have symptoms in its early
stages. “Initially, people with HIV were diagnosed as having AIDS only when they
developed blood infections, the cancer known as Kaposi’s sarcoma, or any of the 21
other indicator diseases” (Donatelle, 2006). In addition, HIV is highly infectious through

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unprotected sexual intercourse, breastfeeding (of an infected mother to infant), and
blood transfusion/injecting drugs (needles used for infected patients). Currently, there
are several treatment options for HIV and AIDS, but no known cure yet.

Activity 5: YOUR AID TO AIDS

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Write a short reflection on how HIV affect a person’s life and others.
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In this light, the government also puts its efforts to eradicate these sex-related
diseases, most especially AIDS.
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The Republic Act No. 8504 or the Philippine AIDS Prevention and Control Act
of 1998 was passed by the Congress on July 28, 1997. The Act promulgates “policies
and prescribing measures for the prevention and control of HIV/AIDS in the Philippines,
instituting a nationwide HIV/AIDS information and educational program, establishing
a comprehensive HIV/AIDS monitoring system, strengthening the Philippine National
AIDS Council, and for other purposes” (PNAC).

The Act also provides for education and information dissemination in various
institutions and agencies, safe practice and procedures (testing, screening, and
counseling) in health organizations and associations, monitoring of cases with
confidentiality, and programs for anti-discriminatory acts (in the workplace, hospitals,
and other public institutions).

240

Write True if it is according to the policy, and False if it is not.

__________ 1. A person with HIV/AIDS is allowed to donate blood, tissues, or

organs.

__________ 2. HIV testing is not compulsory and required.

__________ 3. Pre- and post-test counseling sessions are given to those who
undergo HIV testing in accredited centers.

__________ 4. People with HIV/AIDS are not allowed to avail services provided

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by public hospitals because infection might spread.

__________ 5. AIDSWATCH monitors the incidences of HIV infection in the

country and writes reports about it.

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__________ 6. A person with HIV/AIDS is treated with utmost confidentiality by
medical personnel.
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__________ 7. A patient’s case is still confidential even if there is an interference
by a court.

__________ 8. The AIDS Prevention and Control Act of 1998 promotes

discrimination against people with HIV/AIDS.

__________ 9. The Philippine National AIDS Council manages the HIV testing in
various accredited centers.

__________ 10. A person with HIV/AIDS is not allowed to travel abroad.

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Why do people engage in unsafe and unprotected premarital sex?

1. Form a group with 5 members. Assign each member numbers 1-5.
2. Each member will be given 20 counts to write his/her response to the
question above.
3. When the time is up, he/she will pass the paper to the next member.

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IV. Substance Use and Abuse

Gateway drugs may be considered as windows to unprotected sex. These are

drugs “that people use initially that may eventually lead to the abuse of illegal drugs”
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(Galvez Tan, et al., 2009). Alcohol and tobacco are gateway drugs. When alcohol is
consumed, the central nervous system is affected. Thus, a person is more vulnerable
to doing dangerous acts because of depressed decision-making skills.

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What are some examples of gateway drugs?

List them on the table below.

Kinds of Alcohol Kinds of Tobacco

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How can you avoid using them? Give examples.

Getaway 1: __________________________________________________
Getaway 2: __________________________________________________
Getaway 3: __________________________________________________

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On the other hand, the government also provides protection from these
gateway drugs through the Comprehensive Dangerous Drugs Act and the Tobacco
Regulation Act.
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Republic Act No. 9165 or the Comprehensive Dangerous Drugs Act of 2002
protects citizens from the harmful effects of dangerous drugs to their physical and
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mental well-being. According to the policy, here are some which are considered as
unlawful acts and are subject to penalties and fines.

a. Importing of dangerous drugs and/or controlled precursors and essential

chemicals (narcotic drugs and psychotropic substances)
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b. Selling, trading, administering, dispensing, delivering, distributing,

and transporting dangerous drugs and/or controlled precursors and
essential chemicals
c. Maintaining a drug den, drive, or resort
d. Manufacturing of dangerous drugs and/or controlled precursors and
essential chemicals
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e. Manufacturing or delivery of equipment, instrument, apparatus, or other

paraphernalia for dangerous drugs and/or controlled precursors and
essential chemicals
f. Possessing dangerous drugs, equipment, instrument, apparatus, or
other paraphernalia
g. Possessing dangerous drugs during parties, social gatherings or
meetings
h. Cultivating or culturing plants classified as dangerous drugs or sources
of such
i. Unnecessary prescribing dangerous drugs

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
On the other hand, Republic Act No. 9211 or the Tobacco Regulation Act of
2003 protects people from the sale, use, and advertisements of hazardous tobacco
products.

In order to promote a healthful environment, the Act absolutely bans smoking

in public places, most especially in centers of youth activities, elevators and stairwells,
fire-hazardous places, within public and private hospitals and medical clinics, airport
and other terminals, and food preparation areas. In this light, a designated smoking
and non-smoking area should be utilized.

The Act also restricts access to sale of tobacco products to minors. Tobacco
may not be put in a vending machine, unless it verifies age, and may not be sold within
100 meters of a school. Should tobacco be sold, there should be proper signage that

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indicates target consumers.

When it comes to advertising and promotions, the Act provisions the printing of
warnings on cigarette packs in either Filipino or English. In addition, health warnings
should also be included.

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Lastly, the government should provide programs and projects for those who
shall be affected by the passing of the Act. One example of which are the tobacco
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growers. The Act provisions the establishment of a cooperative and assistance
program for the said people.
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Activity 9: CIGARETTE PACKS

The Tobacco Regulation Act of 2003 requires the printing of warnings on

cigarette packs.
1. What are some examples of these warnings?
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2. Design the packs of cigarettes.

Reflection Questions:

1. How did you feel upon writing the warnings?

2. What are the psychological effects to a person who reads the cigarette
warning labels?

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Peer influence also concerns you as adolescents. You are in the

developmental stage wherein you build lasting relationships with peers. Here are
some issues that you may encounter:

1. Cybercrime
With the advancement of technology, there are various platforms
where you may express yourself. This diversity may do both good and
harm to you. “Cyber refers to a computer or a computer network, the
electronic medium in which online communication takes place”. Thus,
cybercrime is simply any crime committed in cyberspace. To protect the
citizens from this concern, the government mandated Republic Act No.
10175 or the Cybercrime Prevention Act of 2012. The law mandates

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the prohibition of cybersex, child pornography, unsolicited commercial
communications, and computer-related identity theft.

2. Child Pornography
In relation to cybercrime, child pornography has become a

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pressing concern of this generation. Republic Act No. 9775 or the Anti-
Child Pornography Act of 2009 defines the crime of child pornography.
As defined, “Child pornography” refers to any representation, whether
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visual, audio, or written combination thereof, by electronic, mechanical,
digital, optical, magnetic or any other means, of child engaged or
involved in real or simulated explicit sexual activities” (Official Gazette,
2009). In addition, it is also important to note how the Act defines a
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“child”.

“Child” refers to a person below eighteen (18) years of age

or over, but is unable to fully take care of himself/herself
from abuse, neglect, cruelty, exploitation or discrimination
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because of a physical or mental disability or condition. For

the purpose of this Act, a child shall also refer to:

(1) a person regardless of age who is presented, depicted

or portrayed as a child as defined herein; and
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(2) computer-generated, digitally or manually crafted images

or graphics of a person who is represented or who is
made to appear to be a child as defined herein.

Child pornography may also be syndicated if there are three (3) or more
persons confederating with one another. In this light, it is not only the victim
who can file a complaint, but the parents or guardians, relative within the
third degree, officer or social worker of a licensed child-caring institution
or DSWD, barangay chairman, law enforcement officer, at least three
concerned responsible citizens in the same place where the pornography
occurs, and a person who is knowledgeable of the law may do so.

245

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Once the victim is identified, he/she is subject to care, custody and
treatment from the Department of Social Welfare and Development. In
addition, an inter-agency program shall also be established to prevent child
pornography.

Activity 10: RESCUE THE CHILD

When a child is subject under pornography, who may file a complaint for the
victim? List them below.

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3. Hazing
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Fraternities and sororities, gangs, and social groups are starting

to become more and more identified and publicized. Because of their
“alleged” prestige and prime, more teens are encouraged to be a part
of them. For some of these groups, hazing may be an option to test an
“applicant’s” willingness and commitment. On the other hand, hazing is
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very dangerous, and proven to have killed many lives.

The government protects the youth through the Republic Act

No. 8949 or the Anti-Hazing Law. The Act penalizes those who will
go too far during initiation rites wherein the “applicant” is subjected to
severe physical and emotional pain and suffering

4. Blood Donation
Being proactive citizens of the country, you must willingly help
others in ways that will not harm you. One of the emerging forms of
voluntary service is blood donation. Republic Act No. 7719 or the
National Blood Services Act of 1994 aims to promote and encourage

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
voluntary blood donation by the citizenry, provide for adequate, safe
and affordable and equitable distribution of blood and blood products.
In order to attain these aims, the Act provisions the establishment of a
Blood Services Network which consists of the following:

a. National Council for Blood Services and its various committees

It serves as the governing body of the network and is responsible

for the approval of various policies on blood services.

b. Philippine National Blood Services

Under its Blood Centers, it works on the recruitment, retention,

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and care of voluntary blood donors, collection of blood from qualified
donors, testing of units of blood for infectious diseases, and the like.

c. Authorized Blood Collection Units and Facilities

d. Private and Public Hospital Blood Banks and Blood Stations

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e. Non-Hospital Health Facilities
f. National Reference Laboratories for Immunology and
Immunohematology
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VI. Safety in the Environment
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Pollution and road safety are two of the most usual issues that concern you
as a member of your community. Here are some policies most appropriate to address
these concerns.

1. Pollution
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With the exponential growth in population, more resources are being

demanded and supplied to the people. However, people do not manage
these resources properly. Thus, pollution arises. That is why the government
mandated the Republic Act No. 9512 or the National Environmental
Awareness and Education Act of 2008.
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This Act promotes environmental awareness through environmental

education. Various educational agencies, DSWD, DOST, and DENR shall
integrate environmental education in their curricula. It shall encompass the
concepts and principles, laws, international and national best practices,
threats of degradation and its impacts to human well-being, responsibilities
of humans in conservation, protection and rehabilitation of resources,
and sustainable development through the environment. In addition,
environmental education shall also be part of the National Service Training
Program (NSTP).

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Road accidents are one of the most frequent causes of death among
Filipinos. To respond to this alarming situation, citizens are protected by
law through these Republic Acts.

Republic Act No 8750 or the Seat Belts Use Act of 1999 aims to secure
and safeguard passengers and drivers of motor vehicles from injuries and
other effects of vehicular accidents. The policy includes the mandatory
wearing of seatbelts by the driver and front seat passengers of any running
motor vehicle. The Act also prohibits children from sitting in the front seat
of any motor vehicle.

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In addition, Republic Act No. 10586 or the Anti-Drunk and Drugged
Driving Law also penalizes those who will be caught driving under the
influence of alcohol, drugs, and other similar substances.

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Activity 11: GROUP RESEARCH

1. Form groups of five (5) members each.

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2. Research the penalties and fines that are given to those who will violate the
policy assigned to your group.
3. Prepare for reporting.
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TEST YOUR KNOWLEDGE

The following activity will be recorded under Knowledge. Read

the directions carefully and give the best answers.
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Activity 12: HOUSE SPEECH

1. Pretend that you are a House Representative.

2. You authored a law that you will be presenting to the general public.

3. Select one act/law that was previously discussed.

4. Write a speech that includes the title of the act, its descriptions, provisions,
and penalties.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Part III: WHAT TO PROCESS No. of Sessions: 1
In the WHAT TO PROCESS phase, you will answer and
perform activities which will help you process and improve your
understanding. At the end of the phase, you will be assessed
again to check your processing skills about the concepts and
information learned.

Activity 13: JIGSAW

1. Divide the class into groups of four (4) students.

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2. For each group, assign Students A, B, C, and D.
3. Each group shall reflect on the question:
How do health policies affect and protect the citizenry?
4. Each member of the group is assigned to focus on one concept.
Student A: Impact to students

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Student B: Impact to parents
Student C: Impact to businessmen
Student D: Impact to the government
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5. All Students A should sit together and discuss the concept assigned to
them. Students B, C, and D will do the same.
6. You will be given 10 minutes to discuss.
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7. When the bell rings, all students should go back to their original groups
(with Students A, B, C, and D in each).
8. Each group will then be given another 10 minutes to share what the
members learned from their fellow Student A/B/C/D.
9. Assign a speaker for each group to report the reflection in class.
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TEST YOUR PROCESSING SKILLS

The activity below will be recorded under Process. Read the

procedures carefully and use the rubric to improve your output.
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Activity 14: I AM AWARE

Having discussed the impact of the national issues, trends, concerns, and the
laws that apply to them, what is their impact to you as an adolescent?

1. Select 3-4 acts or laws that best apply to you as a teenager.

2. Write a personal essay about them.

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In the WHAT TO REFLECT AND UNDERSTAND phase, you
will do activities which will assess your deeper knowledge and
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understanding of the topics learned. At the end of the phase, you
will be assessed again to check your reflection and understanding
about the concepts and information learned.
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Activity 15: STUDENT LAWYERS

1. Read and analyze the situations.

2. What health policy/policies is/are concerned in each situation?
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3. In what way may the policy/policies affect the character?

A factory worker voluntarily underwent HIV testing. The result shows that the worker
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is positive with the infection. He/She reported about it to the administration. He/
She is now hearing discriminatory remarks from the co-workers. Apparently, the
administrator spread the news of his condition to the workers.

Health Policy:
_________________________________________________________________

How does the law affect the character?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
A couple is getting married in a few months.
They are required to attend seminars on family planning.

Health Policy:
_________________________________________________________________

How does the law affect the character?

___________________________________________________________________

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___________________________________________________________________
___________________________________________________________________

What advice would you give the couple?

___________________________________________________________________

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___________________________________________________________________
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Upon scouting the area, neighbor A identifies a certain plant as a source of an
addictive substance. The area is owned by a rich businessman in the city.
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‘
Health Policy:
_________________________________________________________________
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How does it affect both characters?

If you are neighbor A, from whom will you ask help about your concern?
___________________________________________________________________

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
An old person consults a doctor and is advised to undergo alternative health care.
The old person is apprehensive and doubtful of the health care option

Health Policy:
_________________________________________________________________

How does it affect the character?

___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________

Why do people think lowly about alternative and complementary healthcare

modalities?
___________________________________________________________________

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___________________________________________________________________
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Activity 16: HEALTH HEADLINES
1. Look for a news clip about a health concern or issue (in the past 2-3 months)
2. Read and analyze it.
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3. Identify which policy is concerned with the issue.

4. Write a short commentary on the news item.

Activity 17: PRESSING ISSUES

1. Here are other policies relating to the health of the Filipinos.

2. Find a partner and read any two (2) of them.

• R.A. 6969 Toxic Substances

• R.A. 10351 Excise Tax on Alcohol and Tobacco Products
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• R.A. 8172 Act on Salt Iodization Nationwide (ASIN)

• R.A. 7277 Magna Carta for Disabled Persons
• R.A. 9994 Expanded Senior Citizens Act
• R.A. 8371 Indigenous Peoples Rights Act of 1997

3. Pair-Share
Find a pair and discuss these concerns:
a. Why do these health issues concern the public?
b. What explains the cause of these issues?
c. How will you be able to manage these issues?

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If you are going to talk to the country’s lawmakers, what questions about the
laws you have learned will you ask them? Write the questions in your notebook.

Part IV: WHAT TO TRANSFER No. of Sessions: 2

In the “WHAT TO TRANSFER” phase, you will apply what you

have learned through creating or producing a product. At the end
of the phase, you will be assessed again to check your knowledge,
skills and attitudes.

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Health Correspondents
1. Form groups of 3-4 members.

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2. Brainstorm about a research topic on the impact of the national health
policies to different sectors of the society.
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Possible topics:
• Awareness of individuals on the health policies
• How individuals practice the policies
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3. Formulate interview questions and discuss with any of these individuals:

a. religious leaders / ministers
b. police officers
c. mothers
d. teachers
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e. barangay officials
f. entrepreneurs / sari-sari store owners
g. person/s with disability

4. Write your research paper in the following format:

I. Title
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II. Thesis Statement

III. Research Questions
IV. Background Information
V. Results
VI. Discussion and Analysis
VII. Conclusion
VIII. References

5. Prepare for presentation and sharing in class.

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Select six (6) policies from the list.

In each of the boxes, write the name of the policy and provide at least three (3)
salient points.

• Consumer Act
• Traditional and Altenative Medicines Act
• Responsible Parenthood and Reproductive Health Act

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• Philippine AIDS Prevention and Control Act
• Comprehensive Dangerous Drugs Act
• Tobacco Regulation Act
• Cybercrime Prevention Act
• Anti-Child Pornography Act

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• National Blood Services Act
• Anti-Hazing Law
• National Environmental Awareness and Education Act
• Seat Belts Use Act
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• Anti-Drunk and Drugged Driving Law
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Policy: Policy:

 
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 

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 

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Policy: ______________________ Policy: ______________________

 
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 

 
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References
Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson
Education, Inc.

Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic

Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.

Meeks, L., et al. (2005). Comprehensive school health education: Totally

awesome strategies for teaching health ®. (4th ed). McGraw-Hill. New
York.

Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill
Natividad, J. (2014). Filipino Youth: Sexuality and education Status.
Retrieved from: http://pacu.org.ph/wp2/wp-content/uploads/2014/07/

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Sexuality-and-Education-Dr-Joy-Natividad.pdf

https://chester2278.wordpress.com/category/reproductive-health-rh-bill/

http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

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http://www.gov.ph/2009/11/17/republic-act-no-9775-s-2009/
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http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20
Tobacco%20Regulation%20Act.pdf

http://www.pdea.gov.ph/images/documents/RA_9165.pdf
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http://dtincr.ph/files/LawsAndPolicies-ConsumerAct.pdf

http://www.senate.gov.ph/lisdata/61165556!.pdf

http://www.senate.gov.ph/republic_acts/ra%209512.pdf
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http://www.doh.gov.ph/system/files/ao2005-0002.pdf

http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

http://www.gov.ph/2013/05/27/republic-act-no-10586
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http://www.health-lesson-plans-teacher.com/images/PartsOftheSkinPic.jpg

http://thumbs.dreamstime.com/z/female-reproduction-system-4231911.jpg

http://www.athensdhsc.com/wp-content/uploads/2015/01/Digestive-system-
coloring-page-for-kids.png

http://4d6ane32do4i1zrbaofbakrm.wpengine.netdna-cdn.com/wp-content/
blogs.dir/60/files/2014/05/World-Health-Organization-logo_WHO.jpg

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Health
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Learner’s Material
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Unit
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This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learner’s Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

relevant skills and information, preparing yourself for the challenges of the world.

Come on. Let’s get started!

Unit 3: Health Trends, Issues, and Concerns (Global level) ............................. 257

Introduction ...................................................................................................... 258

Learning Competencies ................................................................................... 259
Pre-Assessment .............................................................................................. 259

Activity 1: Brainstorming ............................................................................ 261

Activity 2: What If…?.................................................................................. 265

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Activity 3: The Philippine Scenario ............................................................. 265
Activity 4: Issues, Concerns and Trends (ICT) ........................................... 266
Activity 5: Present and Future .................................................................... 269
Activity 6: Questions to Ponder ................................................................. 269
Activity 7: Health Initiatives of Our Neighbors ............................................ 270

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Activity 8: The Hold Back .......................................................................... 270
Activity 9: Speedy Solutions .................................................................... 273
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Activity 10: Interpreting Graphs .................................................................. 274
Activity 11: Related Articles ....................................................................... 277
Activity 12: Poem Writing .......................................................................... 277
Activity 13: Community Health Programs and Strategies .......................... 278
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Activity 14: Paired-reflection ...................................................................... 278

Activity 15: Dear Mr. President! .................................................................. 279
Activity 16: WHO Convention .................................................................... 279
Activity 17: Infotography ............................................................................ 280
Activity 18: Interpretative Dance ................................................................ 280
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Activity 19: Health Infomercial ................................................................... 280

Summary........................................................................................................ 281
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Glossary of Terms ......................................................................................... 282

Appendices .................................................................................................... 285
References ..................................................................................................... 298

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257

The learner demonstrates competence

The learner demonstrates awareness
in applying knowledge of global health to
of global health initiatives.
local or national context.

I. Introduction

For its central role in global affairs,

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health issues are among the priority concerns
of the United Nations. It thus designated the
World Health Organization to serve as the
lead agency tasked to direct and coordinate
with all member nations regarding leadership,
supervision, technical support and education

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on matters about health, which affects many
countries—including the Philippines.
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In the 21st century, public health protection is viewed both as a shared duty and
obligation. Thus, people need to understand global issues, concerns and trends that
include fair access to essential healthcare and protection against multinational threats
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which directly or indirectly affect the health and lives of billions of people worldwide.

This module aims to help you learn about different global health issues and
the initiatives made to help address these problems. Readings and activities are
provided to improve your understanding of health concerns and how these are treated
or implemented around the world and locally. At the end of each lesson, a transfer
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activity will help evaluate your understanding of the different topics. You will also be
assessed prior to answering the different activities and again at the end of the lesson
to check for knowledge, understanding, attitudes and skills learned.
Are you ready to learn? Then go through each lesson to become health-oriented and
globally adept.
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1. discusses the significance of global health initiatives;

2. describes how global health initiatives positively impact people’s health in
various countries;
3. analyzes issues in the implementation of global health initiatives; and
4. recommends ways of adopting global health initiatives to local or national
context

III. PRE-TEST No. of Session: 1

The result of the pre-test will check your current knowledge,

understanding and skills about global health trends, issues and

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concerns.

A. Word Hunt
Use pencil/ballpoint pen and write the answers in your activity sheet or

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notebook.

Procedure:
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1. Look for 10 global health issues and concerns that the World Health
Organization and member-nations are facing.
2. Discuss the implications of the different global health issues and concerns
to people across nations.
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M A L A R I A I D E N T
W A T E R S A F E T Y R
A Q S E S A E S I D N E
H T L A E H ‘S N E M O W
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M E N T A L H E A L T H
Z X C N M K I L O P O E
A S D P A O V T R D N U
E N V I R O N M E N T G
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E R D N O I T I R T U N
E S T Y R R W E T Y B E
S T O W T O B A C C O D

Answer these questions:

1. What are the current health issues and concerns in your community? Share
and discuss these health initiatives.
2. What will the world be like if health issues and concerns are not properly
addressed by peoples around the world?
3. If you are a health worker in your community, what health issues and
concerns do you think should be addressed immediately? Why?

259

Read these statements about global health and choose the best answer by
writing the letter in the activity sheet/notebook.

1. Which of these international organizations is the chief body responsible

for providing leadership on global health, setting norms and standards and
providing health support to countries around the world?
a. International Committee of the Red Cross
b. United Nations Health and Life Insurance
c. World Bank
d. World Health Organization

2. Which area recorded the highest death rate among children aged 5 years

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and below?
a. Africa
b. East Asia and Pacific
c. Latin America
d. South Asia

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3. Which disease is the leading cause of death among people who live in
developing countries?
a. heart diseases
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b. HIV/AIDS
c. malaria
d. respiratory diseases
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4. In what region did new HIV infections occur among individuals living in low-
and middle-income countries?
a. East Asia
b. Sub-Saharan Africa
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c. South Asia
d. Pacific Region

5. Which life-style disease is the top leading cause of death worldwide?

a. diabetes
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b. heart disease
c. hypertension
d. stroke

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In the WHAT TO KNOW phase, you will answer activities which

will assess your background knowledge. At the end of the
phase, you will be assessed again to check for the knowledge
and concepts and information you have learned. A number of
activities are provided for Differentiated Instruction. Some
of these can be used as make-up activities during inclement
weather, holidays and the like.

Activity 1: BRAINSTORMING

Brainstorm on this: What are the biggest health issues and concerns that people

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around the world face today? List them on the board. Your
teacher will help you clarify new terms and concepts.

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Global Health and the Millennium Development Goals

The term “global health” rose in

popularity along with the rise of globalization.
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Both terms improved public awareness of

vulnerabilities and shared responsibilities
among people for the different injustices in the
world.

Ilona Kickbush (2006), director of

the Global Health Program at the Graduate

Institute of International and Development
Studies in Geneva, Switzerland states that
global health pertains to various health issues,
concerns, and trends which go beyond national
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boundaries and call for global initiatives for the

protection and promotion of peoples’ health
across the world.

Koplan and Associates (2009) states that global health is an area for study,
research and practice that prioritizes health improvement and achieving impartiality in
healthcare and wellness worldwide. Beaglehole and Bonita (2010) gave a short but
meaningful definition of global health: cooperative research and action of international
communities to promote health for all.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Millennium Development Goals
The United Nations Millennium Development Goals are eight targets that all
191 UN Member States have agreed to achieve by 2015.

The United Nations Millennium Declaration, signed in September 2000

commits world leaders to fight discrimination against women and children, disease,
hunger, poverty, illiteracy, and environmental degradation. All of these goals cannot
be attained without addressing each and everyone. All of them influence, affect and
depend on better global health programs and policies.

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1 Developing countries particularly in Africa and Asia suffer
from extreme poverty and hunger. Poverty and hunger leads to
severe malnutrition which leads to lifelong physical and cognitive
(learning and reasoning) damage and affects health, well-being

O
and the economy. Some key suggestions to eradicate poverty
and hunger are: C
C Education
C Promoting gender equality
C Producing more jobs
ED

C Investing more in agriculture

C Strengthened nutrition programs for children and infants
C Support and protection of developing and vulnerable countries during crises

2 Persons, particularly women who are educated, are more likely

to seek medical care especially during pregnancy, ensuring proper

nutrition for their family, adopting healthy sanitary practices and
ensuring immunization of children. As an effect, infants and children
have better survival rates, are healthier and better nourished. If
these are attained, children who receive primary education are
D

more likely to:

C Marry and have their own families at a later stage in life

C Practice family planning and have fewer children
C Know rights, responsibilities and civic obligations
C Seek employment and sustain personal and family needs
C Have decreased risk of getting sexually transmitted infections like HIV/AIDS
C Support and protection of developing and vulnerable countries during crises

262

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3 Gender equality means equal representation of men and
women. It implies that all gender should have equal value and
treatment. Equal gender treatment empowers women and other
groups creating opportunities in education, work, finances, and
other aspects which improves the economy and lessen effects of
financial crises. Gender equality can be achieved through:

C Early childhood development intervention

C Promotion of women’s political rights and involvement
C Improved reproductive health programs and policies
C Education and integrating gender equality in school curriculum
C Improved women’s access to work and strengthened labor policies for women
C Support and protection of developing and vulnerable countries during crises

PY
4 Programs and policies which help reduce child mortality like
improving nutritional intake, healthcare facilities and infrastructure,
and other fields which improve children’s lives. Strengthening local

O
and national health programs and policies is one way to reduce
child mortality. This includes:
C
C Immunization programs
C Assuring the survival and better health of mothers
C Improving reproductive health programs and policies
ED

C Better nutrition program for infants, children and mothers

5 Improved maternal health is not only about mother’s health but

also involves the health and wellness of the family. Maternal health
EP

also helps eradicate other problems like poverty, gender inequality,

decreased workforce, lower birth deaths, and disability of women.
Some ways to improve maternal health include:
D

C Improved and proper nutrition of mothers

C Teaching the benefits of birth spacing and small family size
C Educating young boys and girls about the importance of maternal health
CBetter and improved access to hospital care especially obstetric-gynecology, prenatal
and postnatal care

263

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
6 Emerging and re-emerging diseases like HIV/AIDS, malaria,
influenza and other diseases affect productivity and growth of
nations. Some of the effects of disease outbreak are loss of jobs,
shortage in professional workers, and creating social crises. Children
are the most vulnerable and are exposed to exploitation and abuse
undermining their normal growth and development. Some ways to
combat diseases include effective prevention, treatment and care
like:

C Improved housing conditions

C Increased access to anti-malarial medicines
C Promoting safer sex behavior and preventive education for all
C Promoting Tuberculosis (TB) screening of HIV/AIDS persons and

PY
C TB - Directly Observed Treatment Short (TB-DOTS) Course therapy
C Promoting the use of insecticide-treated nets to fight mosquito-borne diseases

7 Investing and supporting sustainable energy like solar, wind and

O
water energy help support jobs, create business opportunities, and
save remaining non-renewable energy sources. Environmental
sustainability assures peoples to live healthier and enjoy a clean
C
and green environment. Some of the benefits of a sustainable
environment are:
ED

C Cleaner air and environment

C Clean, environment-friendly, and renewable energy
C New and aspiring jobs and business in energy
C Increased access to sanitation

8 The United Nations, World Health Organization, World Bank and

governments work together to make sure there is fair trade and

that heavily indebted countries obtain relief and funds to combat
poverty, malnutrition and funds for education and social projects.
Some benefits of global partnership are:
D

C Expanded international trade agreements

C Improved access to affordable medicine
C Reduced poverty through government debt relief grant
C Developed information and communication technology (ICT) infrastructure

264

Predict the global effects if the eight Millennium Development Goals were
achieved or not achieved. Copy the table below in your notebook or activity sheet and
write your predictions in the columns.

What if this goal What if this goal is

Goal No. Millenium Development Goals
is achieved? not achieved?
1
2
3
4
5
6
7

PY
8
Adapted from: Measuring success: the millennium development goals (mdgs) a high school
unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008

O
Activity 3: THE PHILIPPINE SCENARIO
Do you think the Philippines will be able to achieve these eight goals? Write your
personal report in your notebook or activity sheet. List which goals are highly
C
achievable and which are not. Explain why and share your report in class.

The Philippine MDG Scenario

Highly Achievable Goals Not Highly Achievable Goals

EP
D

Global Health Initiatives

One of the benefits of globalization to the world is the development and

improvement of various health initiatives initiated by different nations and governments
to address health issues and concerns. Global health initiatives are programs set in
motion by the United Nations through the World Health Organization and in partnership
with the World Bank which targets specific health problems including but not limited
to emerging and re-emerging diseases, climate change, environmental sanitation,
mental health, tobacco regulation, and alcohol use.

265

Write in each box the different health issues, concerns and trends encountered
around the world. These issues, concerns and trends may have not been mentioned in
the readings but should also be addressed by international and national communities.
Add more boxes if needed.

PY
O
Some of the global health initiatives spearheaded by the World Health
Organization include the following:
C
The Global Fight against Communicable Diseases
C. Roll Back Malaria.
ED

Roll Back Malaria is a global effort to reduce the number of deaths

from malaria infection through heightened prevention tools, rapid response to
outbreaks, development of new anti-malarial products, and effective treatment
of the infection.

Specific objective:
EP

1. To enable and to increase the capacity of caregivers to recognize malaria

promptly and take early appropriate action;
2. To empower service providers by imparting adequate knowledge, skill and
capacity which enable them to respond to malaria illness appropriately;
D

3. To create an enabling environment for implementation.

D. Stop TB.
Stop TB is a global effort to prevent further
transmission of tuberculosis or TB around the world.
One of the programs for Stop TB is the implementation
of the TB-DOTS short-course strategy.

266

1. To achieve universal access to high-quality diagnosis and patient-centered

treatment
2. To reduce the suffering and socio-economic burden associated with TB
3. To protect poor and vulnerable populations from TB, TB/HIV and multi
drug-resistant – TB (MDR-TB)
4. To support development of new tools and enable their timely and effective
use.

E. Global Alliance for Vaccines and Immunization

The Global Alliance for Vaccines
and Immunization is a global strategy

PY
which aims to strengthen children’s
immunization programs and introduce
new generation of licensed vaccines
into use in developing countries across
the globe. These new vaccines which

O
could help reduce the number of deaths
in children aged 5 years old and below
includes:

• Hepatitis B vaccine
C
• Childhood meningitis vaccine
• Yellow fever vaccine
• Influenza vaccine
ED

• Vaccine for pneumonia

F. The Global Fund to Fight AIDS, TB, and Malaria.

The Global Fund to Fight AIDS, TB, and Malaria is a funding project
rather than an initiative. Nevertheless it helps in the prevention, reduction, and
EP

mitigation of the negative impacts of the three diseases to humanity which

contributes to the fulfillment of the Millennium Development Goals.

Global Prevention and Control of Tobacco and

Alcohol Use
D

• WHO Framework Convention on Tobacco

Control.

The WHO Framework Convention on

Tobacco Control (WHO FCTC) is the prime
international treaty negotiated under WHO. The
WHO FCTC came into existence in reaction to
the global epidemic of tobacco use and abuse. It
reaffirms the right of every individual across the
world to the highest standard of health promoting
public health and providing new legal means for
global health cooperation.

267

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The following summarizes the WHO FCTC provisions:
1. Price and tax measures to reduce the demand for tobacco, and
2. Non-price measures to reduce the demand for tobacco, namely:
• Protection from exposure to tobacco smoke;
• Regulation of the contents of tobacco products;
• Regulation of tobacco product disclosures;
• New packaging and labeling of tobacco products;
• Education, communication, training and public awareness;
• Demand reduction measures concerning tobacco dependence
and cessation; and
• Tobacco advertising, promotion and sponsorship.

Global Strategy to Reduce the Harmful Use of Alcohol.

PY
The Global Strategy to Reduce the Harmful Use of Alcohol recognizes the
close ties between the harmful use of alcohol and the socio-economic development
of a nation. Likewise, this strategy builds and supports other global health initiatives
like the global strategy for the prevention and control of non-communicable diseases.

Global Strategy for the Prevention and Control

of Non-communicable Diseases.
O
C
The Global Strategy for the Prevention
and Control of Non-communicable Diseases
is a global action plan to prevent and control
ED

the following non-communicable diseases:

cardiovascular diseases, chronic respiratory
diseases, cancers, and diabetes and the four
shared risk factors: unhealthy eating, physical
inactivity, tobacco use and alcohol use.
EP

Objectives of the Action Plan:

1. To raise the priority accorded to non-communicable disease at global and
national levels and to integrate prevention and control of such diseases
D

into policies across all governments

2. To establish and strengthen national policies and plans for the prevention
and control of non-communicable diseases
3. To promote interventions to reduce the main shared but preventable
risk factors for non-communicable diseases: unhealthy eating, physical
inactivity, tobacco use, and harmful use of alcohol
4. To promote research for the prevention and control of non-communicable
diseases
5. To promote partnerships for the prevention and control of non -communicable
diseases
6. To monitor non-communicable diseases and their causal factors and
evaluate progress at the local, nationa,l and global levels

268

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Global Initiative for Mental Health
• Comprehensive Mental Health Action Plan 2013-2020
The “Comprehensive Mental Health Action Plan 2013-2020” is the
result of extensive research and consultations by stakeholders, member-
nations, academic and non-government centers across the globe. The mental
health action plan should be impartial, life-based, and preventive in nature. It
basically addresses the following:

• To fight and alleviate negative trends in mental health,

• To improve and make mental health services and care accessible,
and
• To prevent abuse of rights and unjust treatment against people
with mental problems, disorders, and disabilities which are still
prevalent around the world.

PY
Activity 5: PRESENT AND FUTURE

Think of the present status of these global health issues and concerns. Write

O
these in the Present column. Predict what will happen if these global health issues
and concerns are properly addressed by different nations. Write these in the Future
column.
C
Present Global Health Issues and Concerns Future
ED

Communicable Diseases

Tobacco and Alcohol Use

Mental Health
EP

Activity 6: QUESTIONS TO PONDER

Answer the following:

1. How does the Philippine government address different local and national
health issues and concerns like HIV/AIDS cases and tobacco and alcohol
related diseases?
2. Who do you think are the stakeholders or partners of the government
in addressing health problems? How can they help curb various health
problems?
3. How can educating the youth help in developing a socially conscious and
healthy individuals who are aware of the various global health threats and
concerns?

269

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 7: HEALTH INITIATIVES OF OUR NEIGHBORS
1. Conduct individual research on the positive impact of health initiatives to
different regions around the world.
2. Mention 3-5 countries in the region and some of their national health
initiatives.
3. List down these initiatives in the table. Write your answers in your notebook.

Region Country and Its National Health Initiatives

Southeast Asia Example: Philippines – TB-DOTS, Yosi-Kadiri
South and East Asia

Middle East & Central

PY
Asia

Europe
North America

O
South America
Africa
Pacific Islands & Australia
C
Activity 8: THE HOLD BACK
ED

Now that you know some of the health initiatives in the Philippines, what do you
think are some of the local and national factors, influences and beliefs in the Philippines
which derail the fast and full implementation of these global health initiatives?

List the factors, influences and beliefs which impede the implementation of
EP

health initiatives at the local and national level. Beside the answers, write how these
hindering factors can be managed.
D

LOCAL REASONS NATIONAL REASONS

270

• Know the different global trends in improving healthcare such as fighting

communicable diseases like malaria, tuberculosis and HIV/AIDS, preventing
maternal deaths and other health issues and concerns. List these in your
notebook or activity sheet.
• Prepare for a test on knowledge on a date set by your teacher.

TEST YOUR KNOWLEDGE

PY
Your teacher will assess the knowledge you have gained in the “What
to Know” phase. The result will be recorded under Knowledge.

O
C
ED

Part II: WHAT TO PROCESS No. of Sessions: 2

In the WHAT TO PROCESS phase, you will answer and

perform activities which will help you process and improve your
EP

understanding of the previous lesson. At the end of the phase,

you will be assessed again to check your processing skills about
the concepts and information learned. A number of activities are
provided for Differentiated Instruction. Some of these can be
used as make-up activities during inclement weather, holidays
D

and the like.

271

The United Nations Development Program (UNDP) works with different

nations and organizations to withstand crises, empower lives and improve the
quality of life for all. One of the UNDP’s intervention programs to achieve the eight
millennium development goals is called Quick Wins. Quick Wins are actions that can
be immediately used within the community or locale to produce effective results. If
applied continuously, Quick Wins could change people’s views, and beliefs and trigger
actions which could lead to helping millions of lives and countries find their right path
towards the goals. Below are some examples of UNDP’s Quick Wins:

PY
• No school fees and free access to educational materials and
facilities in schools to ensure that all children attend classes. This
eliminates poor families’ concept that education is only for those
who can afford it. Finances can include donor assistance from

O
partnerships with private groups.

• Children are provided with free school meals and take-home

C
rations using locally produced food.

• Regular annual deworming for all school children especially in

impoverished areas to improve health and education.
ED

• Provision for poor farmers of affordable supplies of soil nitrogen

and other soil nutrients.

• Design community nutrition programs for pregnant, nursing

mothers and children below five years of age. These includes

breastfeeding, feeding programs and micronutrient supplements
like vitamin A and zinc.

• Offer basic skills training of community members in health, farming,

technical-vocational, and infrastructure.
D

• Free basic health services sponsored by private organizations.

• Expanded access to sexual and reproductive health information

and services. These includes family planning information campaign
and services.

• Distribution of free, effective and efficient insecticide-treated bed

nets to families especially in malaria and dengue-endemic areas.

272

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Active national and local campaigns to reduce violence against
women and children.

• Reform and enforce legislation protecting and empowering

women’s and children’s rights.

• Empowering women to play an important role in formulating and

monitoring poverty reduction strategies, programs and policies.

• Allowing government-owned hospitals, health centers, schools

and other social service institutions free access to electricity, water,
sanitation and internet using sustainable and renewable energies
like solar panels, wind and geothermal generators.

PY
• Plant endemic trees at the community level to provide shade,
produce, watershed protection, windbreak and timber.

Adapted from: Measuring success: the millennium development goals (mdgs) a high

O
school unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008

Activity 9: SPEEDY SOLUTIONS

C
Imagine yourself as a member of a local organization that wants to sponsor one
of the LINDP type projects given above to help achieve the millennium development
ED

goals. Follow the procedures below:

1. Form a group of 6 members.

2. Pick a project above. Choose a creative title for the project.
3. Determine with the group which Millennium Development Goal(S) does the
project target.
EP

4. Come up with the group’s slogan that captures the energy and importance
of the chosen project.
5. Follow the format below.

Project Title:
D

Project Statement
(Based on the sample
Target MDG Slogan
UNDP Quick Wins)

273

Study and use the figures below to answer questions 1-6. Write your answers
in your notebook or activity sheet.

PY
O
C YEAR

Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)

Source: National Epidemiology Center of the Philippines Department of Health. Retrieved Oc-
tober 29, 2014 from www.doh.gov.ph

Processing Questions:
EP

1. What are the estimates of dengue cases for each year?

2. What is the trend of dengue infection from year 2010 to 2014?

3. Why did the number of dengue cases drop in a span of 5 years? Enumerate
several efforts which helped in the control and reduction of dengue infections.

274

O
due to AIDS 2001 – 2012

Source: UNAIDS global report2013. Retrieved August 25, 2014 from www.unaids.org/en/
C
resources/campaigns/globalreport2013/factsheet/
ED

Processing Questions:

1. Describe the trend of global infection and deaths due to HIV/AIDS from
EP

2001 to 2012.

2. Compare the global estimates of HIV/ AIDS infection and death to the
Philippine National AIDS Council’s data in the country. Check PNAC.org.ph
D

275

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Table 1: Estimate Number of Maternal Deaths for Year 1990, 2005 and 2010
Maternal Deaths by Year
Region
1990 2005 2010

Developed Countries 1 300 960 2 200

Caucasus and Central Asia 2 800 1 800 750

Africa 221 000 276 000 164 800

Asia 329 000 241 000 134 800

PY
Latin America and the Caribbean 21 000 15 000 8 800

Oceania 1 000 890 510

O
Processing Questions: C
1. Predict the estimates by 2020. Why do you think the estimates are like
this?
2. What global health trends made this possible?
ED

Do the following in your activity sheet:

1. Construct a graph of the numbers in table 1. You can use a line, bar graph
or pie chart.
4. Interpret the data.
EP

5. Share your interpretation in class and submit for evaluation. Use the rubric for
constructing a graph to improve the output.

TEST YOUR PROCESSING SKILLS

Your teacher will assess your processing skills. The scores will be
recorded under Process.

276

In the WHAT TO REFLECT AND UNDERSTAND phase, you

will do activities which will assess your deeper knowledge
and understanding of the topics discussed. At the end of the
phase, you will be assessed again to check your reflection and
understanding of the concepts and information. A number of
activities are provided for Differentiated Instruction. Some of these
can be used as make-up activities during inclement weather,
holidays, and the likes.

PY
Activity 11: RELATED ARTICLES

Search for at least two related articles or case studies about different global
health issues, concerns and trends. Paste these in the activity sheet or notebook.
Share in class your related articles and have a buzz session afterwards.

O
Use these guide questions:
1. Should the health issues, concerns, and trends you have gathered deserved
C
to be addressed by international and national government? Why?
2. Rate the top 10 health issues, concerns and trends with 1 as the highest
priority. Explain your opinion on its urgency.
3. What do you think are reasons these health initiatives are difficult to
ED

implement worldwide? Explain.

4. If you are to implement a health initiative in your community, which would
you initiate and why? Discuss the ways you would organize and finance the
program.

Activity 12: POEM WRITING

Choose one global health initiative of the World

Health Organization and write a poem about it. Include the
aims of the initiative and its importance to global health.
D

Share the poem in class and have a short class discussion.

277

With the same group, gather more information on

your local community’s health programs and strategies.
Interview health workers on the health programs and
strategies implemented in their respective areas. The
interview can be recorded on video.

Prepare to present your gathered reports. The

presentation can be in the following forms:

PY
Skit News reporting

O
Puppet show LCD/LED presentation

Artists in the group can be utilized to:

C
• Draw and paint
• Edit and lay-out using a computer
• Act and or dance
ED

Activity 14: PAIRED-REFLECTION

Choose a partner. Share with your

partner your answers to the questions.

Afterwards, allow your partner to share his or
her answers. Reflect on both your answers. At
the GO signal of your teacher, change partners
and do the same procedure. Always reflect on
D

the answers.

Reflection Questions:

1. The three most important things I learned about LNDP are:

a. ______________________________
b. ______________________________
c. ______________________________
2. How will these experiences help me in the future?
3. How can health initiatives improve global health? Discuss.

278

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
TEST YOUR UNDERSTANDING
Your teacher will assess your understanding on the concepts
and information learned. This will be recorded under Reflect and
Understand.

Part IV: WHAT TO TRANSFER No. of Sessions: 2

In the WHAT TO TRANSFER phase, you will apply what you

have learned through a creative performance or by producing a

PY
product. At the end of the phase, you will be assessed again to
check your knowledge, skills and attitudes.

Choose one from the following performances or products.

O
• Learners who are good in writing can do Activity 15.
• Learners who are good in writing and declamation can do Activity 16.
• Learners who are good in photography and use of visual media can do
Activity 17.
C
• Learners who are good in dancing and music can do Activity 18.
• Learners who are good in acting and media arts can do Activity 19.
ED

Activity 15: DEAR MR. PRESIDENT

Write a letter addressed to the President of the Republic of the Philippines

about the full and immediate implementation of health initiatives. Give reasons why
these health initiatives should be implemented and acted upon to ensure the health
EP

and wellness of Filipinos. Share your letter in class. Use the grading rubric for letter
writing in the appendices as your guide.

Activity 16: WHO CONVENTION

You are to represent your country

to the World Health Convention at the

United Nations headquarters in Geneva,
Switzerland. Write a speech about the
importance of global health in order to
address other global concerns and issues
like poverty, hunger, and environmental
sanitation. You will talk in front of other
delegates and need to convince the UN
member nation representatives of the
importance of addressing your concerns.
Use the rubric for speech in the appendices
as your guide.

279

Form nine groups. Plan a

photo exhibit of the different health
issues, concerns, and trends. Edit the
infotography and add texts and relative
information. Have a photo exhibit and
answer questions from viewers if there
are any. Refer to http://www.un.org/
millenniumgoals/ for some samples.
Use the rubric for infotography in the
appendices as your guide

PY
Activity 18: INTERPRETATIVE DANCE

1.
2.
Form 4-5 groups.

O
Plan an interpretative dance of a specific health issue, concern or trend.
3.
C
Use relevant music (canned or live) for the dance interpretation.
4. Limit the duration of the dance to an average of 3-5 minutes.
5. Use the rubric for Interpretative Dance in the appendices as your guide.
ED

Activity 19: HEALTH INFOMERCIAL

1. Form 3-4 groups and make a health infomercial. An infomercial is a

commercial presented in a form of a short documentary.
2. Make your group’s infomercial creative and informative. Refer to short
EP

documentaries produced by television networks.

3. Use the rubric in the appendices as your guide.
D

TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES

Prepare for a summative test. Your teacher will test your over-all
knowledge, skills, and attitudes about global health initiatives. Write
the answers on a whole sheet of paper.

280

Global health initiatives are programs and projects which help address global
health issues, concerns, and trends. Global health is a new trend in which the World
Health Organization addresses health concerns in cooperation with member-nations
and private international organizations as partners. Some of these health issues,
concerns, and trends are about mental health, pollution, climate change, environmental
sanitation, tobacco control, harmful use of alcohol, and prevention and control of
communicable and non-communicable diseases.

Along with the health initiatives to prevent if not reduce the prevalence of health
problems, the United Nations formulated the eight millennium developmental goalsin
the year 2000 so that nations across the world can reduce poverty and hunger, promote
universal education for all and gender equity, reduce mortality among children, improve

PY
maternal health, combat HIV/AIDs, malaria, and other communicable diseases, ensure
environmental sustainability, and develop global partnership in addressing global
problems.

Among the global health initiatives led by the World Health Organization

O
are: Stop TB, Roll Back Malaria, Global Fund to Fight HIV/AIDS, Malaria and other
diseases, Framework Convention on Tobacco Control, Comprehensive Mental Health
Action Plan, Global Strategy to Reduce the Harmful Use of Alcohol and Global Strategy
C
for the Prevention and Control of Non-Communicable Diseases.
ED
EP
D

281

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
GLOSSARY
AIDS means Acquired Immune-Deficiency Syndrome. It is a
serious and most often fatal communicable disease of
the immune system transmitted through body fluids like
blood, plasma and mucous usually by blood transfusion,
sexual contact, and use of contaminated syringe

Alcohol a gateway drug which depresses the central nervous

system. It is an active ingredient in beverages like
brandy, beer, rum and wine

Cancer malignant growth or tumor caused by abnormal and

uncontrolled cell reproduction. It may spread to other

PY
parts of the body through the lymphatic system or the
blood
Cardiovascular disease of the heart and blood vessels
disease

O
Childhood meningitis communicable disease characterized by inflamed
meninges (the tissues that surround the brain and spinal
C
cord) caused by bacteria with symptoms like headache,
nausea, fever, and stiff neck
Communicable any disease transmitted from one person to another by
disease direct or indirect contact
ED

Diabetes a non-communicable disease characterized by

abnormally high blood sugar levels with symptoms like
excessive urination and persistent thirst
EP

Health issue any of the important statements in health that is in

dispute and must be settled

Health trend any general tendency to change in health concepts,

information, skills, and values
D

Hepatitis inflammation of the liver caused by a micro-organism

or a toxin

HIV stands for Human Immunodeficiency Virus, which

causes the Acquired Immune Deficiency Syndrome
Hypertension a disorder in the artery which makes blood pressure
abnormally high
Gender the attributes which distinguishes a person on the basis
of reproductive roles

282

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Global health the health of the world as a whole; the area of study,
research and practice which gives priority on improving
and achieving equal health for all people worldwide

Global health initiative a program or strategy which addresses global health

issues, concerns, and trends
Immunization the act of making a person immune from certain
diseases
Influenza an acute communicable disease characterized by
high fever that lasts for days, nausea, body pains, and
fatigue that lasts for days

PY
Information and the integration of information and communication
communication technology with the use of media like computers and
technology other telecommunication devices

Malaria a communicable disease caused by plasmodium

O
parasites transmitted through mosquito bites;
characterized by chills and fever
Malnutrition insufficient or excessive intake of food and nutrients;
C
inability to absorb food properly
Maternal health the health of women during pregnancy, childbirth, and
postpartum period.
ED

MDG also known as the Millennium Development Goals;

are eight goals of the United Nations to address global
health issues and concerns
Mosquito-borne a communicable disease transmitted by mosquitoes
disease
EP

Multi-drug-resistance a condition enabling disease-causing micro-organisms

to resist drugs and medicines
Non-communicable disease not transmitted through direct or indirect
disease contact and non-infectious
D

Non-renewable energy from a source that is not sustainable as it takes

energy billions of years to form; e.g. fossil fuels like oil, coal,
and natural gas
Obstetric-gynecology a branch of medical science which specializes in
treating diseases of the female reproductive organs
and delivering babies
Pneumonia disease of the respiratory system characterized by
inflammation of the lungs caused by bacteria, virus, or
irritants

283

Poverty the state of having no money and personal properties;

living below minimum economic and social standards
Prenatal occurring before birth or delivery
Renewable energy energy from a sustainable source like geothermal,
water, solar, and wind
Reproductive health the state of physical, mental, emotional and social well-
being in all matters related to the reproductive system
throughout life
Respiratory disease disease of the respiratory system including the

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upper respiratory tract, the nerves and the muscles
surrounding it
Stroke the loss of brain function due to lack of or disturbance in
the normal blood supply to the brain

O
Tobacco the leaves of the tobacco plant which are dried and
prepared for smoking or ingestion
Tuberculosis infection of the lungs but may also occur in other body
C
parts as caused by a bacteria which causes lesions (cut
or break in tissue)
Vaccine a substance consisting of weakened or dead pathogenic
ED

cells injected to stimulate production of antibodies

against a disease or a group of infections
Yellow fever a fatal communicable disease affecting the liver and
kidneys transmitted by mosquito bites and common in
tropical countries
EP
D

284

DOH – Department of Health

FCTC – Framework Convention on Tobacco Control
ICRC – International Committee of the Red Cross
TB-DOTS – Tuberculosis – Directly Observed Treatment Short Course
UN – United Nations
UNDP – United Nations Development Plan
WB – World Bank
WHO – World Health Organization

PY
O
C
ED
EP
D

285

Rubric for Constructing a Graph

Criteria 4 3 2 1

There is no
Artistic designs
Artistic designs Artistic designs effort done to
Artistry are fair with
are advanced are satisfactory make output
minor setbacks
attractive

PY
The use of The use of
indigenous indigenous
Creativity is fair Output lacks
Creativity materials and materials and
enough creativity
creativity is creativity is
advanced satisfactory

Use of different

O
media and
C
Media and
technology
Media and
No media and
technology technology was
was used in technology
Use of media was employed used with minor
making the was used in
and technology in making the setbacks in
output. The making the
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output. The layout, spacing,

outcome is output
outcome is and designs
satisfactory
excellent
EP

Data There is
Data
interpretation Data no data
Data interpretation
is correct interpretation interpretation
Interpretation lacks clarity
and exceeds is correct. included in the
and coherence.
expectations. output
D

There are
There are
Grammar Grammar numerous
Grammar minor errors
and sentence and sentence errors in
and Sentence in grammar
construction are construction grammar and
Construction and sentence
all correct are correct sentence
construction
construction

Total: /20 points

286

Criteria 4 3 2 1

highly somewhat questionable lacks creativity,

creative, non- creative, creativity and lacks
typical; unique, original, subject originalty, originality,
appropriate to is of assigned subject does not follow
chosen topic, conveys a is weakly assignment,
topic, conveys message, related message
strong attracts audience to assigned incomplete
Content message, attention topic, message or disjointed,
engages unclear, loses does not

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audience audience attract
immediately attention attention of
audience

O
sharp,clear
photos, all
C photos generally
clear, some
most photos
unclear with
photos
unfocused;
photos are free photos included unwanted grainy,
of unwanted unwanted elements, 7-10 unwanted
elements, 15+ elements, photos, few elements
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photos, photos 11-4 photos, depict elements included in

accurately depict most photos of human rights most photos,
Quality
elements of accurately depict abuses less than
of
human rights elements of 6 photos,
Photographs
abuses human rights photos do not
abuses accurately
EP

depict
elements of
human rights
abuses
D

287

presents original ideas ideas confusing, ideas unclear,

idea with great understandable, wordy, repetitive, focus unclear,
detail; concise, but fuzzy; a bit all text not word
focused wording wordy, all text not focused on topic; choice
on human rights focused on topic; does not address weak,does
abuse, accurately does not address all four guiding not suit
addresses all four all four guiding questions, photos, wordy,
Introduction guiding questions questions, some questionable repetitive, lacks
using information questionable ownership evidence of
specific to ownership. ownership,
country, addresses

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ownership 1-2 guiding
evident. questions only.

O
properly properly formatted bibliography bibliography
formatted bibliography but not properly not properly
bibliography that
shows multiple
C
limited to four
sites explored;
formatted and/
or 3 or less
formatted and/
or only 1-2
sites explored; average sites explored; sites explored;
excellent understanding of some problems problems using
ED

mastery of proper elements using chosen chosen software

Format
software chosen, for software software and/ evident,
appropriate music chosen, or inappropriate inappropriate
selection for topic appropriate music music selection music selection
selection for topic for topic for topic
EP

Total /20 points

288

Criteria 4 3 2 1

The letter is Text may be Letter is

The letter
eye-catching difficult to unattractive or
is creatively
and attractive. read. May inappropriate.
designed with
Text is easy to have some Text is difficult
Layout and easily read text.
read. Grammar, grammar and to read. It does
design Grammar, style,
style, and or punctuation not have proper
and purpose all
punctuation are that indicate grammar or
excellent for a
indicative of a it is a friendly punctuation for
friendly letter.
friendly letter. letter. a friendly letter.

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Information is
Some
accurate and Information is Information is
Information, information is
complete, is well written and poorly written,
style, provided, but

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creatively written, interesting to inaccurate, or
audience, tone is limited or
and is cleverly read. incomplete.
inaccurate.
presented.
C
Letter is
Accurate Parts Some elements Most elements Improper
complete with
of the Friendly out of place or out of place or friendly letter
all required
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Letter missing. missing. form

elements.

Style, purpose,
Information
Grammar, audience, Grammar,
Excellent job on is mislabeled
Punctuation, grammar, and punctuation,
presentation, or missing.
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and choice of punctuation and choice of

style, grammar, Inaccurate
words for the all fair and words poor for
and punctuation. punctuation or
friendly letter indicative of a a friendly letter.
grammar.
friendly letter.
D

Students are
always on task,
Students are
stay in their own Students stay Students
often out of their
Follows area, and work in their area occasionally
area without
Guidelines and quietly. Students and talk quietly leave area
permission and
Directions followed project to their own without
are disruptive to
directions and partner only. permission.
the class.
classroom
directions.

Total: /20 points

289

Criteria 4 3 2 1

Creatively uses Uses

Effectively uses May use
appropriate inappropriate
appropriate appropriate
poetry form. poetry form.
poetry form. poetry form.
Form Complete with Too few
Complete with Fewer than
more than four stanzas or
four stanzas of four stanzas of
stanzas with stanza length is
four lines each. four lines each
four lines each. incorrect.

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Student’s use
of vocabulary is
Student’s use
precise, vivid, Student’s use Student’s use
of vocabulary
Word Usage and paints a of vocabulary of vocabulary is
is more telling
strong clear is routine and very basic.
than showing.
and complete workable.

O
picture in the
reader’s mind. C
Effectively Uses some
Uses poetic Uses few
uses poetic poetic
techniques poetic
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Poetry techniques techniques

such as techniques
Techniques such as such as
figurative such as
(elements) figurative figurative
language to figurative
language to language to
reinforce the language.
reinforce the reinforce the
theme.
theme. theme.
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Has grade-level Has mainly

May contain
appropriate grade level May contain
frequent and
D

spelling, appropriate many errors

numerous
grammar, and spelling, in spelling,
errors in
Spelling, punctuation; grammar, and grammar, and/
spelling,
grammar, contains few, punctuation; or punctuation
grammar, and
punctuation if any, errors contains that may
punctuation
that do not some errors interfere with
that interferes
interfere with that do not the reader’s
with the
the reader’s interfere with understanding.
reader’s
understanding. the reader’s
understanding.
understanding.

290

Student’s work
demonstrates Student’s work Student’s work
Student’s
a complete demonstrates demonstrates
work lacks
understanding an some
Understanding understanding
of the understanding understanding
of the topic of the
assignment of the of the
assignment.
and goes assignment. assignment.
beyond the
requirements.

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Total: /20 points

O
C
ED
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291

Criteria 5 4 3 2 1

Content is
Content is
Content near the
beyond the
Content reaches expected
expected
surmounts expected outcome. Content is
outcome.
anticipation. outcome. Treatment very basic
Details
Content Treatment Treatment of details and lacks
are in the
of details is of details is approaches in-depth
developing
advanced proficient proficiency analysis.
phase
and in-depth. and of good with some
and very
quality. shallow

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shallow.
lines.

The The The

The
structure of structure of structure of
structure of Structure is
the essay the essay is the essay is

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the essay unorganized
is highly organized somewhat
is not too and not
organized and organized
organized coherent
Organiza- and shows coherence and
tion and coherence. is obvious.
C coherent.
and
coherent.
with the
topic. There
Style There is There is There is
There is is no variety
variety in variety in somehow
little variety in structure
style which style which a variety in
in structure and subject
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makes the makes style which

and matter.
essay very the essay makes the
subject.
impressive. impressive. essay good.

Grammar
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There
lacks order
There are There are many
There are no and neatness.
minimal are some errors
grammatical There are
Grammar grammatical grammatical found in
errors in the numerous
errors in the errors found grammar.
essay. errors. Major
essay. in the essay. Editing is
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reconstruction
suggested.
is suggested

There are There are

There are There are There are
no spelling more than
Spelling 1-3 errors in 4-6 errors in 7-10 errors
errors in the 10 errors in
spelling. spelling. in spelling.
theme. spelling.

Total: /20 points

292

Digital Storytelling: Digital Movie RUBRIC

CATEGORY 1 2 3 4 Score

Images create Images create An attempt was Little or no

a distinct an atmosphere made to use attempt to use
atmosphere or or tone that images to create an images to create
tone that matches matches some atmosphere/tone an appropriate
different parts parts of the story. but it needed more atmosphere/tone.
Images of the story. The The images may work. Image choice
images may communicate is logical.
communicate symbolism and/or

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symbolism and/or metaphors.
metaphors.
Music stirs a Music stirs a Music is ok, and not Music is
rich emotional rich emotional distracting, but it distracting,
response that response that does not add much inappropriate,

O
Soundtrack matches the story somewhat to the story. OR was not
- Emotion line well. matches the story used.
line.
C
Grammar and Grammar and Grammar and Repeated errors
usage were usage were usage were typically in grammar and
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correct (for the typically correct correct but errors usage distracted
dialect chosen) (for the dialect detracted from the greatly from the
Grammar and contributed to chosen) and story. story.
the clarity, style, errors did not
and character detract from the
development. story.
EP

Estabishes a Establishes a
There are a few It is difficult to
Point of purpose early on purpose early on
lapses in focus but figure out the
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View - and maintains and maintains

the purpose is fairly purpose of the
Purpose a clear focus focus for most of
clear. presentation.
throughout. the presentation.

Focus/ Driving Focus/Driving

Focus/Driving Focus/Driing
Question is Question is
Driving Question lapses in Question is
addressed for addressed
Question focus, but is fairly difficult to figure
most of the throughout the
clear. out.
movie. movie.

293

Criteria 4 3 2 1
The video
The video The video
Information and played with The video
played but did not
communication excellent played but with
with major play during
technology screen shots minor problems.
problems. viewing.
and details.

Excellent Satisfactory use Lacks creativity No creativity

creativity of creativity and and used in the

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Creativity using various use of various minimal production
materials and materials and materials and of the
properties. properties. properties. infomercial.

All contents

O
All contents are Most contents Most contents are incorrect
Accuracy
correct. are correct. are incorrect. and
misleading.
C The video
The video The video played
The video
played between played between less than 2
Time frame played between
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3-4 minutes or 2-3 minutes or minutes or

4-5 minutes.
5-6 minutes. 6-7 minutes. more than 7
minutes.

Total: /16 points

EP
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294

Criteria 4 3 2 1

The locomotor The locomotor

The locomotor
The locomotor and non- and non-
and non-
and non- locomotor locomotor
locomotor
Body locomotor movements movements
movements are
Alignment/ movements are are most often are somewhat
not memorized
Skill performed with memorized and memorized and
and performed
control, skill performed with performed with
without control
and precision some control little control and
and skill.

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and skill. skill.

O
The
interpretational
The
language The The
interpretational
clearly reflects
the theme or
C interpretational
language mostly
interpretational
language
language does
not reflect the
idea of culture reflects the partially reflects
theme or idea of
inspired by theme or idea of the theme or
culture inspired
a piece of culture inspired idea of my
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by a piece of art,
art, music, by a piece of art, culture inspired
music, or poetry.
Creativity & or poetry. music, or poetry. by a piece of
Took no risks in
Interpretation Took risks in Took some risks art, music, or
my exploration
exploration of in exploration poetry. Took
of the Elements
the Elements of the Elements very little risk in
of Dance. No
of Dance of Dance exploration of
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effort has been

demonstrating demonstrating the Elements
made in the
challenging and unique patterns of Dance only
variation of
unique patterns and a variety of demonstrating
pattern and
and a variety creative options. simple patterns.
creativity.
of creative
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options.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The dance has
been abstracted
The dance has incorporating
The dance been partially only one or
has been abstracted more of the
abstracted incorporating elements of
The dance
incorporating the elements dance. The
shows no
all elements of dance. The choreography
understanding of
of dance. The choreography demonstrates
abstracting
choreography demonstrates very little
the elements
demonstrates some variation variation of
of dance. The

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a developed of movement, movement,
Elements of choreography is
variation of time, space, time, space,
Dance not varied and
movement, energy and energy and
not developed.
time, space, body. This body. The
All movement
energy and variation is variation of
has been
body. This original, and Elements
borrowed from

O
variation is very little dance of Dance is
the media/
highly original, choreography slightly original,
peers.
not borrowed has been and most dance
from the media/
peers.
C
borrowed from
the media/
choreography
has been
peers. borrowed from
the media/
peers.
ED
EP
D

296

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Participated
in some HR
Never
Fully Mostly activities and
participated in
participated in participated in is positive
HR activities
all HR activities all HR activities occasionally.
and is mostly
and was and is positive Seldom
negative.
positive at all most of the time. persevered
Gave up
times. Often when
completely
Persevered persevered experience
when
when expe- when became
experience
riences became experience challenging/
became
challenging/ became difficult.
challenging/
difficult. challenging/ Rarely
difficult.

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Consistently difficult. demonstrated
Effort & Char- Did not show
demonstrated Demonstrated respect towards
acter respect towards
respect respect towards oneself and
oneself and
towards oneself oneself and others.
others.
and others. others. Had difficulty
Showed no
Was Tried to be being

O
sense of
responsible by responsible by responsible by
responsibility.
staying on task staying on task staying on task
Was off task and
and focused and focused and focused
wasted class
during class
time.
C during class
time.
during class
time.
time disrupting
other students.
Offered support Offered some Offered
Unable to offer
towards other support towards occasional to
support towards
students. other students. little support
ED

other students.
towards other
students.

The
The
performance
EP

performance The
shows evidence The
shows performance
of some performance
evidence of shows evidence
rehearsal. shows evidence
extensive of rehearsal,
Seldom focused of very little
rehearsal, often focused,
and lost track rehearsal,
focused, and and in dance
of character. focused,
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in dance character.
Forgot the concentrated or
Performance character. Performed most
choreography committed to the
Performed all of the steps
often. The performance.
dance steps correctly with
dance Face is a blank
correctly with energy and
demonstrates slate, without
energy and enthusiasm.
very little character.
enthusiasm. The dance
energy and Audience is
The dance is is somewhat
enthusiasm bored and
engaging and engaging to the
which leaves embarrassed.
speaks to the audience.
the audience
audience.
confused.

Total: /20 points

297

Print materials:

AIDS by the number. UNAIDS 2013

AIDS epidemic update (December 2005). UNAIDS and WHO. Switzerland

Global report UNAIDS report on the global AIDS epidemic 2013. UNAIDS.
2013

Koplan JP, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo
NK, et al. Towards a common definition of global health. Lancet 2009;
373: 1993_5

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Kickbush I. The need for a European strategy on global health. Scand J Public
Health 2006; 34: 561_5

Say L. et al. Maternal mortality in 2005. World Health Organization and The
World Bank. Switzerland. 2007

Online materials:

O
C
About WHO. Retrieved February 28, 2014 from http://www.who.int/about/en/
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Achieve universal primary education by 2015 (2014). Retrieved July 2, 2014

from www.worldbank.org/mdgs/education.html

Beaglehole, R and Bonita, R. Global health action 2010. Retrieved October

29, 2014 from http://www.globalhealthaction.net/index.php/gha/article/

view/5142

Combat HIV/AIDS, malaria, and other diseases by 2015 (2014). Retrieved July
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2, 2014 from www.worldbank.org/mdgs/diseases.html

Comprehensive mental health action plan 2013-2020 (2014). Retrieved March

2, 2014 from http://www.who.int/mental_health/action_plan_2013/en/

Dyar, O.J. and Costa, A. What is global health? Retrieved March 2, 2014 from
http://www.ghjournal.org/jgh-print/spring-2011-issue/what-is-global-
health/Global health initiatives (2014). Retrieved February 25, 2014
from http://www.who.int/trade/glossary/story040/en/

298

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Develop a global partnership for development by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/global_partnership.html

Development of a global mental health action plan 2013-2020 (2014).

Retrieved March 2, 2014 from http://www.who.int/mental_health/
mhgap/consultation_global_mh_action_plan_2013_2020/en/

Ensure environmental sustainability by 2015 (2014). Retrieved July 2, 2014

from www.worldbank.org/mdgs/environment.html

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Eradicate extreme poverty and hunger by 2015. Retrieved July 2, 2014 from
www.worldbank.org/mdgs/poverty_hunger.html

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Global Strategy to Reduce the Harmful Use of Alcohol (2010). Retrieved March
5, 2014 from http://www.who.int/substance_abuse/msbalcstragegy.pdf
C
Improve maternal health by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/maternal health.html
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Mental health action plan 2013-2020 (2013). Retrieved March 3, 2014 from
http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng.
pdf?ua=1
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Millennium developmental goals. Retrieved February 25, 2014 from http://

www.who.int/topics/millennium_development_goals/about/en/
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Promote gender equality and empower women by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/gender.html

Reduce child mortality by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/child_mortality.html

Symposium on foreign policy and global health (2014). Retrieved February 25,
2014 from http://www.who.int/trade/symposium/en/

299

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Taylor, A.L. and Bettcher, D.W (2000). WHO framework convention on tobacco
control: a global ‘‘good’’ for public health. Retrieved March 3, 2014 from
http://www.who.int/bulletin/archives/78(7)920.pdf

The history of the WHO framework convention on tobacco control (2014).

Retrieved March 2, 2014 from http://www.who.int/fctc/about/history/en/

The rollback malaria strategy for improving access to treatment through home
management of malaria (2005). Retrieved March 8, 2014 from http://
whqlibdoc.who.int/hq/2005/WHO_HTM_MAL_2005.1101.pdf

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The stop tb strategy (2006). Retrieved March 8, 2014 from http://whqlibdoc.
who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf?ua=1

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Trade and health (2014). Retrieved February 25, 2014 from http://www.who.
int/trade/trade_and_health/en/
C
WHO framework convention on tobacco control (2014). Retrieved March 2,
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2014 from http://www.who.int/fctc/text_download/en/

2008-2013 Action plan for the global strategy for the prevention and control
of noncommunicable diseases. (2008). Retrieved March 5, 2014 from
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http://whqlibdoc.who.int/publications/2009/9789241597418_eng.
pdf?ua=1

Images:
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Johannsen C. Yap, Batasan Hills National High School, NCR - Quezon City

300

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Education
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Learner’s Material
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Unit 1
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This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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Only institutions and companies which have entered an agreement with FILCOLS
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Published by the Department of Education

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

relevant skills and information, preparing yourself for the challenges of the world.

Come on. Let’s get started!

Unit 1: Active Recreation (Sports) ......................................................................... 1

Introduction ......................................................................................................... 2
Learning Competencies ...................................................................................... 3
Pre-Assessment .................................................................................................. 3
Part I: What to KNOW ......................................................................... 4
Part II: What to PROCESS ................................................................ 16
Part III: What to REFLECT and UNDERSTAND .............................. 40

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Part IV: What to TRANSFER ............................................................ 44

Summary.......................................................................................................... 47
Summative Test ............................................................................................... 47

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Glossary........................................................................................................... 48
References ....................................................................................................... 50
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CONTENT STANDARD PERFORMANCE STANDARD

The learner … The learner…

• demonstrates understanding of • maintains an active lifestyle to
lifestyle and weight management influence the physical activity
to promote societal fitness participation of the community
and society
• practices healthy eating habits
that support an active lifestyle

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I. Introduction

What activities make up your day? Do you spend time being active? Which
type of food do you usually eat? Do you
eat just anything you want?

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Are you aware that the things
you do on a daily basis contribute a lot to
C your health? Yes, the things that you do
like your daily routine, physical activities,
and eating practices can make you either
healthier or it can put you at risk even at
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a young age.

People of all ages and health

conditions should learn to prioritize their
health through proper management of
lifestyle and weight. You can participate in physical activities and modify your
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eating habits. As a member of society, you should give importance to your health.
The value you give to your health is of significance not only to you but to society as
well. Remember, a healthy individual is a productive individual.

For you to become familiar with lifestyle and weight management, this
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module will help you take positive steps to have a healthier lifestyle through active
recreation. The activities are enjoyable and offer satisfaction to enhance the
quality of your life. You will understand the importance of taking care of your health
through physical activities and proper eating habits. You will also understand that
lifestyle and weight management will enhance not just your personal fitness but
your family’s fitness and society’s fitness as well! So get involved and be part of the
world of ACTIVE RECREATION!

The learner...
1. describes the meaning and importance of managing lifestyle and weight;
2. understands risk factors for lifestyle diseases (obesity, diabetes, heart
disease);
3. determines physical and physiological signs and symptoms that calls for
lifestyle and weight management;
4. undertakes physical activity and physical fitness assessment;
5. assesses eating habits based on the Philippine Food Pyramid / My Food
Plate;
6. engages in moderate to vigorous physical activities;
7. applies correct techniques to minimize risk of injuries;

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8. monitors periodically one’s progress towards the fitness goals;
9. analyzes the effects of media and technology on fitness and physical
activity;
10. critiques media information on fitness and physical activity issues;
11. expresses a sense of purpose and belongingness by participating in

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physical activity-related community services and programs;
12. advocates society’s efforts to increase participation in physical activities
and improve nutrition practices.

III. Pre-Assesment
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Read the following statements carefully and put a check mark (P) on the
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statements that apply to you.

5. I take care of the

1. I engage in physical
environment by doing
activities for at least
_____ _____ small deeds such as
30 minutes several
throwing my trash into
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days a week.
the trash bin.
2. I engage in physical
6. I do warm-up,
activities that
_____ _____ stretching, and cool-
challenge my heart
down exercises.
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rate.
7. I assess my physical
3. I do not stress myself
fitness level and my
_____ about schoolwork _____
participation in physical
deadlines.
activities.
4. I make sure I have 8. I wear a seatbelt
_____ my own personal _____ whenever I occupy the
time. front seat of a car.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
13. I have a first aid kit
9. I am conscientious
_____ _____ handy and I know how
with what I eat.
to use it.

10. I try to eat

14. I always find time to do
_____ vegetables and fruits _____
leisure activities.
as much as I can.

15. I manage my time well,

11. I take note of what allotting ample time for
_____ _____
food labels say. schoolwork, leisure,
and rest.

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12. I do not easily fall 16. I spend quality time
for fads and hypes with family, friends,
_____ _____
on TV about fitness, and others in my social
health, and nutrition. circle.

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Let’s see how you scored in the pre-assessment. Count the number of check
marks (P) to know your Healthy Lifestyle Assessment rating.
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Excellent 13-16
Good 9-12
Fair 5-8
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Needs improvement 0-4

Evaluate your results. Does your lifestyle prove to be beneficial or detrimental

to your overall health? Take note of your daily habits for these can greatly affect your
life. At the end of the module, it is expected that the number of your check marks (P)
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will be more than your initial results in this pre-assessment.

INSTRUCTIONAL ACTIVITIES
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Part I: What to KNOW

Hello Grade 10 students! Welcome to the part where

knowledge will be learned. You will be provided with activities
that will test your prior knowledge, stimulate your interest,
and elevate your understanding and level of excitement in
the different activities. This part of the module will help you
get started and be mentally ready for the next parts.

This activity will prepare your body for a more strenuous physical activity.

I. Objective:
To prepare yourself for physical activity using general or sports-specific warm
up exercises

II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, and neck for several minutes.

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The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
running, or sports-specific warm-up exercises.

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Activity 2: WHAT IS IT FOR YOU?
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In this activity, your prior knowledge about lifestyle and weight management
will be assessed.

I. Objectives:
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To discuss the meaning of lifestyle

To identify the different lifestyle factors and their importance

II. Materials/Equipment:
• manila paper
• masking tape
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• pen
• activity notebook

III. Procedure:
1. Form groups of five to eight members each.
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2. Using a concept map, write words associated with “Lifestyle” inside the
circles. You may add more circles if necessary. Do this in your activity
notebook.
3. Focus on the following:
• Describe the words given.
• What were the words commonly given by the group? Why do you
think these words were given?
• What words were mentioned only once? Are these words important?
4. Define “Lifestyle” based on the words given by each member.
5. Choose one representative to do the presentation for 3 minutes.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
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Your lifestyle is of utmost importance. Everything you do, whether good or bad,
has an effect on your health. Your lifestyle involves a lot of aspects like the physical
activities you engage in, the food you eat, the daily habits you observe, the choices

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you make as a consumer, and many others. These different aspects of your lifestyle
affect your overall health. Therefore, it is a must that you give attention to these factors
to become a healthier individual.
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What aspects of your lifestyle do you think you should be most attentive to?
Why do you think so?
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Activity 3: RACE TO CONNECT

In this activity, you will discuss the relationship between lifestyle and weight
management.
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I. Objective:
To discuss connections between lifestyle and weight management

II. Materials/Equipment:
• manila paper
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• masking tape
• chairs
• words and pictures posted on chairs

III. Procedure:
1. Form groups with five to eight members each.
2. Each group races to stand behind the chair with the word that they think
significantly connects weight to lifestyle. Only one group can occupy a
chair. Groups could switch places until the signal to stay is given.
3. Discuss your group’s choice of word or picture. Categorize your choice: Is
it about nutrition/food, or physical activity/exercise?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Many aspects of your life are connected to your weight and lifestyle. Your food
choices are only a part of them. Your age, gender, inherited characteristics, sleeping
habits, and physical activity are also aspects to be considered. Remember that they
contribute to your overall well-being as well as your susceptibility to disease. Giving
more consideration and attention to your present habits and practices are vital to
having a healthy lifestyle.

Activity 4: WEIGHT, THERE’S MORE!

In this activity, you will find out which among your eating practices and habits
are healthy.

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I. Objectives:
To discuss proper nutrition and weight management
To differentiate between healthy and unhealthy eating practices

II. Materials/Equipment:

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• checklist of healthy and unhealthy practices
• pen C
III. Procedure:
1. Using the checklist, put a check mark (P) on the practices that show healthy
weight management and a cross mark (O) on the unhealthy ones. Explain
your answers briefly. Do this in your activity notebook.
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2. Concentrate on the following:

• What practices do you consider healthy or unhealthy?
• Why are these practices considered healthy or unhealthy?
3. Discuss your answers with your seatmate.
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Healthy or Unhealthy

Practices Healthy Unhealthy Reason/s

1. Eating fruits daily

2. Eating in moderation
3. Skipping meals on a
regular basis
4. Consuming sweets
uncontrollably
5. Substituting water for rice
6. Eating meat products
moderately

7. Choosing to eat home-

cooked meals rather than
buying fast food items
8. Leaving out vegetables
when eating sinigang
9. Minimizing intake of deep
fried food
10. Drinking beverages, like
soft drinks, as the first

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option

Your lifestyle includes the nutrition practices you observe. Which among the
practices are considered healthy and which are unhealthy? Which of these do you
do? Now is a good time to review and change those unhealthy habits for a healthier

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lifestyle.

Activity 5: SWEATING OFF THE RISKS

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In this activity, the risk factors that can be addressed by active recreational
activities will be discussed.
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I. Objectives:
To discuss risk factors of lifestyle diseases
To explain the importance of participating in active recreational activities
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To identify active recreational activities that can address risk factors of lifestyle
diseases

II. Materials/Equipment:
• worksheet on risk factors
• pen
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• task materials per station

• letter cut-outs as word puzzles
• activity notebook

III. Procedure:
1. Form groups with five to eight members each.
2. There will be five stations that correspond to a specific scenario. Each
station has a word puzzle that gives the risk factor of the scenario.
3. Each group must race to solve the puzzle to get the risk factor. After
identifying the risk factor, you need to list down in your activity notebook
the recreational activiites that can lessen/address the risk factor given.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Risk Factors Scenarios Recreational Activity
1. Ana is constantly in a hurry
trying to meet deadlines.
2. Kathleen eats a lot of fast food
items like burgers and fries.
3. Paul’s belly and arms are
already flabby.
4. Bryan started getting hooked on
cigarettes when he was just 14.
5. Dennis and his friends drink beer
every other night.

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4. Contemplate on the following:
• Which scenarios can you relate with the most? Are you aware of the
risk factors in these scenarios?
• How can recreational activities address risk factors?

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5. Make your summary report and share with the class.
6. Assign your group representative to present your report within 3 minutes.
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Risk factors to our health include the things that we do in our everyday lives
and the physiological characteristics that we inherit from our parents. They should
be taken seriously. Being aware of these risk factors as well as doing something to
prevent and counteract their effects are important. Engaging in active recreational
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activities is highly promoted as one means of promoting a healthy lifestyle.

Activity 6: LECTURE-DISCUSSION
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This is an opportunity to discuss and clarify the meaning and importance of

lifestyle and weight management and how active recreation contributes to lifestyle and
weight management.

I. Objective:
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To describe how participation in active recreation contributes to the achievement

of a healthy lifestyle

II. Materials/Equipment:
• reading materials on lifestyle, weight management, and active recreational
activities
• slideshow presentation on lifestyle and weight management

III. Procedure:
1. From the reading assignment, make a summary of the essentials on
lifestyle and weight management, and active recreational activities.
2. Complete the worksheet. Do this in your activity notebook.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Weight (kg) _______ Physical activities to improve or maintain BMI
BMI
_____________________________________
Height (m2) _______ _____
_____________________________________

DAILY FOOD LOG

Sun Mon Tue Wed Thu Fri Sat

Breakfast

AM Snack

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Lunch

PM Snack

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Dinner

MONTHLY PHYSICAL ACTIVITY LOG

June Sun Mon
CTue Wed Thu Fri Sat

Week 1
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Week 2

Week 3
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Week 4

It is very important to be mindful of your food intake and physical activities

because these greatly affect your overall health. Your food intake and physical activity
affect your weight, which consequently affect your BMI. It is important that your weight
is within what is recommended for your height. Conscious healthy food choices and
participation in regular moderate to vigorous physical activities, along with enough rest
would definitely help improve or maintain your BMI.

LIFESTYLE AND MANAGING IT

Introduction

The way in which an individual lives is called lifestyle. This includes the
typical patterns of an individual’s behavior like everyday routine at home, in school,
or at work; eating, sleeping, and exercise habits, and many others. These patterns
of behavior are related to elevated or reduced health risk.

Teenagers like you may have practices or habits at home or in school that
either elevate or reduce health risks. Do you spend a lot of your time at home just

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sitting down and doing nothing? Do you move a lot by helping out at home, cleaning
your house for example? Do you love eating fruits and vegetables? Or do you prefer
junk food or fast food? Teenagers like you should be more aware on how your
nutritional practices can affect your health.

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Managing your lifestyle entails making modifications in your routine especially
in those aspects that elevate health risks. Food choice, physical activity, and eating
habits are some of the aspects of your lifestyle that can be modified to improve
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it. These modifications should be done gradually, like reducing the intake of fatty
food, getting up to reach for something instead of asking someone to get it for you,
or walking faster and more often. The idea is that for health risks to be reduced,
changes in your lifestyle should be made.
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Risk factors are variables in your lifestyle that may lead to certain diseases.
Many aspects of your lifestyle can be considered risk factors. Aside from genetics or
heredity, age and physical make-up are some of the factors that cannot be changed;
however, your lifestyle can go around these factors to gain more benefits. For
instance, you cannot stop the aging process, but you can delay the signs of aging
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from showing by being more active and avoiding vices.

The other variables in your lifestyle, however, can be modified to achieve

a healthier life. Such variables include nutrition, body weight, physical activity, and
health habits. What should be kept in mind is that these variables bring with them risk
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factors that are serious concerns. Some of the risk factors associated with lifestyle
variables include hypertension / high blood pressure, overweight and obesity, excess
body fat, high levels of stress, lack of exercise and sedentary lifestyle, smoking,
unhealthy dietary practices, and alcohol consumption.

An unhealthy lifestyle brings with it certain diseases that can shorten your
lifespan. These diseases, known as non-communicable diseases (NCDs), are
not transmitted from person to person, yet kill more than 36 million people each
year. Also called chronic diseases, they are of long duration, and are generally of
slow progression. The four main types of NCDs are cardiovascular diseases (like
enlargement of the heart and hypertension), cancer, chronic respiratory diseases
(such as chronic obstructed pulmonary disease and asthma), and diabetes.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
All age groups are affected by NCDs, although they are often associated with
older age groups. Evidence shows that more than nine million of all deaths attributed
to NCDs occur before the age of 60. Children and adults are all vulnerable to the
risk factors that lead to non-communicable diseases, whether from unhealthy diet,
physical inactivity, exposure to tobacco smoke, or the harmful effects of alcohol.
(www.who.int/mediacentre/factsheets/fs355/en/‎ ).

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Figure 1. Lifestyle Management Continuum

It is important that these risks factors are addressed even at your teenage
years. You could start by being more active, adding physical activity sessions to your
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daily routine, or by being a healthy eater, opting for more nutritious food.
Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in
Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.

WEIGHT AND MANAGING IT

Introduction
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You might find other individuals lucky because they eat a lot but do not gain
weight as much as you do. You might also think it is unfair that though you limit
your food intake, you do not lose as much weight as you want to. This is because
your weight is a result of metabolic responses of your body to your food intake,
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energy expenditure, and physiologic processes. A simple elimination of food or

addition of physical activity does not encompass the entirety of weight management.
Understanding how your body works is a vital key as well as a combination of healthy
food practices and a more active lifestyle.

The concepts of weight gain and weight loss are important in weight
management. How to gain and lose weight are probably some of the more common
issues when it comes to health. Along with this concept is weight maintenance.
To understand it in simple terms, energy expenditure is the amount of energy you
spend through physical activity, while energy consumption is the amount of energy
you take in through food. They both play key roles in weight management. A simple
formula is shown here.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Weight Gain = energy consumed is greater than energy expended
= more food intake but less physical exertion
Weight Loss = energy consumed is less than energy expended
= more physical exertion but less food intake
Weight Maintenance = energy consumed equals energy expended
= physical exertion is the same with food intake

Modifying your eating habits can aid you in managing your weight. Opting for
more nutritious food can help lessen health risks and improve your physique. Some
of the common tips in weight management are including fruits and vegetables in
your meals, reducing intake of sweets, preparing your meals in a healthier way, and
decreasing portion sizes.

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Aside from taking note of your eating habits, you should also take note of
your actual weight as an indicator of health risk. This has to do with getting your
Body Mass Index (BMI). It is a rough measure of body composition that is useful
for classifying the health risks of body weight. It is also based on the concept that a
person’s weight should be proportional to height. BMI is calculated by dividing your

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body weight (expressed in kilograms) by the square of your height (expressed in
meters).

Example:
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Weight: 130 pounds (convert into kilos) x 1kg / 2.2 pounds = 59 kg
Height: 5 feet 3 inches (convert to meters) x .0254 meters / inch = 1.6 m
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BMI = wt in kg = 59 kg = 23 kg/m2
ht in m2 (1.6 m) 2

Classification BMI
Underweight <18.5
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Normal 18.5–24.9
Overweight 25.0–29.9
Obesity (I) 30.0–34.9
Obesity (II) 35.0–39.9
Extreme Obesity (III) ≥40.0
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At low values of BMI, weight gain should be achieved. For normal values,
weight maintenance is recommended. Healthy eating and active physical activity
will be beneficial in maintaining a healthy weight. At high values of BMI, however,
the risk of arthritis, diabetes, hypertension, cancer, and other disorders increases
substantially. In classifying health risks associated with overweight and obesity, body
fat distribution and other disease risk factors are considered in addition to BMI.

If BMI and other assessment tests indicate that fat loss would be beneficial
for your health, your first step is to establish a goal. Make sure your goal is realistic
and will ensure good health. Genetics somehow limits your capacity to change
your body composition; however, you can improve your body composition through

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
regular exercise and healthy diet. A lifestyle that includes regular exercise may be
more important for health than trying to reach any “ideal” weight. Once you have
established a body composition goal, you can then set a target range for body weight.

ACTIVE RECREATIONAL ACTIVITIES

Introduction

Recreational activities are those activities held during one’s leisure time.
Their purpose is to refresh oneself by doing activities that are considered by an
individual as enjoyable.

These activities may require large body movements such as running,

throwing, and jumping, or small movements such as playing board games, doing

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arts and crafts, and many others. When a recreational activity is athletics or sports,
this may require more physical exertion and competition. However, athletics and
sports may also be participated in more for the enjoyment they bring rather than
competitive play.

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Active recreational activities are highly recommended for health promotion.
These activities require more amounts of energy to be expended than the usual
energy expenditure. This means that you do activities that make you exert more
effort than what you usually do.
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Physical Activity Index
Score Activity
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5 Sustained heavy breathing and perspiration

4 Intermittent heavy breathing and perspiration, as in tennis
Intensity 3 Moderately heavy, as in cycling and other recrational sports
2 Moderate, as in volleyball, softball
1 Light, as in fishing
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4 Over 30 minutes
3 20 to 30 minutes
Duration
2 10 to 20 minutes
1 Less than 10 minutes
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5 6 to 7 times per week

4 3 to 5 times per week
Frequency 3 1 to 2 times per week
2 A few times per month
1 Less than once a month

Computation: Intensity X Duration X Frequency = Score Total

Your Score: ______ x _______ x _________ = _________

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Evaluation of Activity Score
Score Evaluation Activity Category
81 to 100 Very active lifestyle High
60 to 80 Active and healthy Very good
40 to 59 Acceptable but could be better Fair
20 to 39 Not good enough Poor
Under 20 Sedentary Very Poor

Moderate amounts of physical activity are recommended daily. The total

activity can be accumulated in multiple short bouts – for example, two 10-minute
brisk walk sessions and a 15-minute bike ride. This can also be done in continuous
sessions.

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Choose recreational activities that you find enjoyable and fits into your daily
routine. Your participation in these activities could easily be sustained since you
personally enjoy doing them and you even do it in your own time. Hence, strict
adherence to a regular physical activity is very viable.

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Regular physical activity, regardless of how hard it is, makes you healthier
and can help protect you from many chronic diseases. However, exercising at low
levels of exertion does little to improve physical fitness. It is recommended that you
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exert more than your usual effort. For example, if you are used to walking for 15
minutes from home to work, you could walk faster or for a longer duration.

Some of the more common active recreational activities are sports like
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badminton, tennis, table tennis, basketball, volleyball, baseball, and football. These
activities require specific skills to be able to play them. For sports involvement to be
enjoyable, either recreational or competitive play may be pursued. It all depends on
you and your enjoyment.
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Activity 7: YOUR TURN (Assessment of Knowledge)

To assess your knowledge, kindly note the important things about the lecture-
discussion. Copy this in your notebook.

Examples of active Important formula for Your BMI and recommended

recreational activity weight management weight management formula

Weight maintenance

Weight loss

Weight gain

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Your knowledge of lifestyle and weight management would be beneficial to
you as you get older. In general, lifestyle should be your focus. Knowing your weight
and how to manage it, coupled with participation in active recreational activities would
make you a healthier individual. However, take note that making significant cuts in
food intake in order to lose weight and body fat could be a difficult strategy to maintain;
focusing on increased physical activity is a better approach for many people.

Part II: What to PROCESS

You will be given activities about physical activity

and proper eating habits for you to understand their
importance to your fitness and well-being. As you go on
with the activities, you will learn that active participation in

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recreational activities is not just fun and exciting but also
an opportunity to improve your fitness and enhance your
social skills. So, prepare yourself and get started!

Activity 1: ME AND MY DAY

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This activity will assess your physical activity engagement using a survey.

I. Objective:
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To discuss your daily activities that contribute to your health

II. Materials/Equipment:
• copy of survey form
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• chairs

III. Procedure:
1. Form circles with eight to ten members each.
2. Using the survey, put a check mark (P) on the activities you do and the
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estimated number of hours you do them.

Sentence Completion
When I am not in school, I...
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_ watch TV for about __ hours

___ use the computer/tablet/cell phone for about ____ hours
___ play sports such as _____ for about ____ minutes or ____ hours
___ jog or walk or dance for about ____ minutes or ____hours
___ sleep about ____hours even after my regular wake up time
___ usually go out to the mall or a friend’s house and spend about ____hours
there
___ do household chores for about ____ minutes or ____ hours
___ do something else like ______________________ for about ____
minutes or ____ hours

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. Discuss these questions with the group:
• What activities were commonly marked?
• How many minutes or hours were usually spent on these activities?
• Which among the activities do most of the group spend time on?
• What can you say about the activities commonly marked and the time
spent doing them? Classify the activities into active or passive.
• Which of these activities do you enjoy the most? Why?
4. Share your answers to these questions with the class.
• How do you feel about the activity? What did you realize?
• What do you think about the daily activities of your classmates? Do you
have similar activities as your classmates?
• Should you stick to your daily routines or could changes be made?

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Activity 2: FILLING IN MY SCHEDULE

This activity will provide an opportunity to get involved in active recreational

activities. This will determine possible times during the day where you could be more

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active.

I. Objective:
To discuss opportunities of becoming more active based on your schedule
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II. Materials/Equipment:
• copy of survey form
• manila paper
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• masking tape
• pen
• activity notebook

III. Procedure:
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1. Work in pairs.
2. Using the Weekly Activity Log, fill in the spaces with how much time is
spent doing these activities. Do this in your activity notebook.

Weekly Activity Log

Activities Sun Mon Tue Wed Thu Fri Sat

Studying
Doing household
chores
Other activities

Free time

3. Concentrate on the following:

• How long do you spend on activities that make you move a lot? make
you stay still or not move a lot?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• When are the best times and days for you to be more active?
• What activities can you do on these times?

4. Share your answers on these questions with the class.

• How do you feel about the activity? What were your realizations? or
What did you realize?
• Are you busy most of the week or do you have more free time?
• Are you busy doing active or passive activities?
• What can you do about your schedule to have a healthier lifestyle?

Activity 3: CHECK IT OUT!

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In this activity, you will know your fitness levels in terms of cardiovascular
endurance, agility, and coordination.

I. Objective:
To determine cardiovascular endurance, agility, and coordination levels

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II. Materials/Equipment:
• copy of physical fitness assessment tool
• bench/stairs
• metronome/timer
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• tape measure
• cones/markers
• chalk
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• stopwatch
• tennis balls
• masking tape

III. Procedure:
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1. Pair up.
2. Do the different physical fitness tests with your partner. Perform the tests
alternately and record each other’s scores.
3. Monitor your physical fitness for the entire school year. Follow the physical
fitness protocols.
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4. Record in the Physical Fitness Record

5. Take note of the following:
• Your fitness level and assessment compared to your partner
• What can you do to maintain and/or improve your fitness level scores?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Physical Fitness Record
Name
Grade & Sec
HEALTH-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test
COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr)
Cardiovascular ____ x 4 = ____ x 4 = ____ x 4 = ____ x 4 =
Endurance ____ bpm ____ bpm ____ bpm ____ bpm

Muscular Trial 1 Trial 1 Trial 1 Trial 1

Endurance Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Muscular Strength

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Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Flexibility
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Wt (kg) ___ Wt (kg) ___ Wt (kg) ___ Wt (kg) ___

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Body Composition Ht (m2) ___ Ht (m2) ___ Ht (m2) ___ Ht (m2) ___
BMI _____ BMI _____ BMI _____ BMI _____
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SKILL-RELATED Pre-test 2nd Qtr 3rd Qtr Post-test
COMPONENTS (1st Qtr) Monitoring Monitoring (4th Qtr)
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
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Agility
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Balance
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
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Coordination
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Power
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
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Trial 1 Trial 1 Trial 1 Trial 1

Reaction Time
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Trial 1 ____ Trial 1 ____ Trial 1 ____ Trial 1 ____
Speed
Trial 2 ____ Trial 2 ____ Trial 2 ____ Trial 2 ____
Points of improvement:

Overall physical fitness assessment:

Student’s Name & Signature: Teacher’s Name & Signature:

Cardiovascular Endurance: 3-minute Step Test Protocol

I. Materials/Equipment:
• 12-inch high bench for stepping
• clock with second hand or stopwatch for timing test and
counting heart rate
• metronome to help maintain cadence in proper
stepping rate

II. Procedure:
1. Step up on the bench using your right foot first, then Figure 2. 3-Minute

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your left. Step Test
2. Step down the bench starting with the right foot, then the left.
3. Step up and down at 24 cycles (up-up-down-down) per minute for 3
minutes. (metronome setting at 96)
4. Immediately after 3 minutes, sit down.

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5. After 5 seconds, take your heart/pulse rate for 60 seconds. This will be
your score in beats per minute (bpm).
6. Check your score against the table below.
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Males (in bpm) Females (in bpm)
Excellent <71 <97
Good 71-102 97-127
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Fair 103-117 128-142

Poor 118-147 143-171
Very Poor >148 >172
http://wellness.rc-hr.com/LEMUMembers/3MinuteStepTestProtocol.aspx
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Coordination: Hand-Eye Coordination Test

I. Materials/Equipment:
• tennis ball
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• stopwatch
• smooth wall
• marker

II. Procedure:
1. Stand 2 meters away from a smooth wall. Figure 3. Hand-Eye
2. At the signal, the stopwatch is started. With your Coordination
right hand, throw a tennis ball against the wall and
catch it with the left hand. Throw the ball again, now using the left hand and
catch it with the right hand. This cycle of throwing and catching is repeated
for 30 seconds.
3. Upon reaching 30 seconds, the number of catches is recorded.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The following are scores for 15 to 16 year olds (Beashel and Taylor 1997).
Above Below Low
Age High Score Average
Average Average score
15-16 years >35 30 - 35 25 - 29 20 - 24 <20
http://www.brianmac.co.uk/handeye.htm

Agility: Illinois Agility Run Test Protocol

I. Materials/Equipment:
• 8 traffic or road cones
• stopwatch

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II. Procedure:
1. Arrange the cones as specified by

the in the figure.

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2. Lie face down or prone with your
head beside the starting point.
3. At the signal, get up as quickly as
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possible and run around the course
in the direction indicated without
knocking the cones down.
4. Upon reaching the finish line, stop
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the timer and record the time.

5. Check your speed in seconds
against the table below. Figure 4. Illinois Agility Run Test
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Speed (in seconds)

Males Females
Excellent <15.2 <17.0
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Good 15.2-16.1 17.0-17.9

Fair 16.2-18.1 18.0-21.7
Poor 18.2-19.3 21.8-23
Very Poor >19.3 >23

http://www.mpsa.ca/wp-content/themes/mpsa/userfiles/file/ILLINOIS% 20AGILITY%20TEST.pdf

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

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

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Lifestyle physical Moderate exercise Vigorous exercise
activity program program
Description Moderate physical Cardio-respiratory Cardio-respiratory
activity – an amount endurance exercise endurance exercise (20-60

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of activity that uses (20-60 minutes, 3-5 minutes, 3-5 days a week);
about 150 calories days a week); strength interval training, strength
per day training and stretching training (3-4 days a week),
exercises (2-3 days per and stretching exercises
week)
C (3-5 days a week)
Sample One of the following: • Jogging for 30 • Running for 45 minutes,
activities or • Walking to and from minutes, 3 days per 3 days a week
program work, 15 minutes week. • Intervals: running 400m
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each way • weight training, 1 set at high effort, 4 sets, 2

• Cycling to and from of 8 exercises, 2 days days a week
class, 10 minutes per week • Weight training: 3 sets of
each way • stretching exercises, 10 exercises, 3 days a
• Sweeping the yard 3 days per week week
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for 30 minutes • stretching exercises, 5

• Dancing (fast) for days a week
30 minutes
• Playing basketball
for 20 minutes
Health and Better blood All the benefits of All the benefits of a
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fitness cholesterol levels, lifestyle physical activity, lifestyle physical activity

benefits reduced body fat, plus improved physical and a moderate exercise
better control of fitness (increased program with greater
blood pressure, cardiorespiratory increase in fitness and
improved metabolic endurance, muscular somewhat greater
health, and enhanced strength, and reduction in chronic
glucose metabolism; endurance, and disease risk. Participating
improved quality flexibility) and even in a vigorous exercsie may
of life; reduced risk greater improvements increase risk of injury and
of some chronic in health and quality of overtraining.
diseases life and reductions in
chronic disease risk.
Physical Activity Intensity Chart

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Participation in regular moderate physical activity can lead to improved
physical fitness. It is a condition whereby the systems of the body are able to
function at their optimal efficiency, associated with an individual’s ability to work
effectively, to enjoy leisure time, to be healthy, to resist disease, and to respond
easily to emergency situations.
Regular moderate physical activity means engaging in relatively vigorous
bodily movement for 30 minutes to 1 hour that can elevate your heart rate. “Regular”
here refers to being active in most, if not all days of the week. About 3 to 4 times per
week or more are the recommended times of exercise for an individual. You may opt
to have rest days or easy days in between to allow your body to recover from the
physical exertion.
Sun Mon Tue Wed Thurs Fri Sat
45 45 45 45 45

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Rest minutes minutes Rest minutes minutes minutes
Activity
day brisk brisk day brisk brisk brisk
walking walking walking walking walking

To know if the amount of effort exerted during physical activity will be beneficial

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to you, the FITT formula should be kept in mind. FITT stands for:
Frequency (how often) – number of training sessions that are performed
during a given period (usually one week)
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Intensity (how hard) – an individual’s level of effort, compared with their
maximal effort, which is usually expressed as a
percentage
Time (how long) – duration of a workout (including warm-up and
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cool-down) or the length of time spent in training

Type – mode of physical activity
For example, you are used to leisurely walking for 20 minutes from your
home to school and back from Monday to Friday. Applying the FITT formula would
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entail the following adjustments in your physical activity for it to become more than
your usual practice, such as increasing the intensity of your pace to moderate or
vigorous and decreasing the amount of time to do it.

Your usual More than your usual

5x/wk (Monday-Friday)
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5x/wk (Monday-Friday)
Frequency 2x/day (home-school;
2x/day (home-school; school-home)
school-home)
Moderate to vigorous
Intensity easy (leisurely pace)
(moderate to fast pace)
Time 20 minutes 13 minutes
Type walking brisk walking

Changing from your “usual” to “more than your usual” does not necessarily
mean changing everything in the FITT formula. Frequency can be retained but
intensity is elevated; or both can be slightly adjusted but time is increased; or type is
changed to a more challenging one. Remember, changing your FITT formula should

When your body is challenged to do more than what it is used to , changes

in your body start to occur. If the physical activity is too easy for your body, changes,
if any, would be minimal. Hence, your body should be challenged and more effort
should be exerted.

One way to gauge this is through the Rate of Perceived Exertion or RPE. It
is an assessment of the intensity of exercise based on how the participant feels. It is
basically a subjective assessment of effort which ranges from 6 (very, very light) to
20 (very, very hard) with 1 point increment in between. The target zone for aerobic
activity is from 12 to 16.
Rate of Perceived Exertion (RPE)

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Rating
Description Rating Description
6 14
7 Very, very light 15 Hard
8 16

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9 Very light 17 Very hard
10 18
11 Fairly light 19 Very, very hard
12
13 Somewhat hard
C 20

Remember, if you find the activity as “very, very light” (7) to about “fairly light”
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(11), you need to increase the intensity of your physical activity to reach “somewhat
hard” (13), depending on your goal. You can also increase frequency and time, or
change the type. However, if you find the activity as “very hard” (17) to “very, very
hard” (19), you might want to check your FITT formula. Remember, health promotion
does not mean exhaustion or risking yourself of getting injuries.
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Physical fitness tests are also good gauges of your fitness level. Health-related
and skill-related components are tested to determine points of improvement of an
individual. Health-related components are those that contribute to the development
of health and functional capacity of the body. These include cardiovascular strength,
cardiovascular endurance, muscular strength, muscular endurance, flexibility,
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and body composition. Skill-related components on the other hand are those
components that contribute to the development of skills. These include agility,
balance, coordination, power, reaction time, and speed.

Here are just some of the components of physical fitness:

• Cardiovascular endurance - the ability of an individual to perform prolonged
work continously, where the work involves large muscle groups (Fahey, Insel, and
Ruth 2007)
• Agility - ability to start (or accelerate), stop (or decelerate and stabilize), and
change direction quickly, while maintaining posture
• Coordination - ability to perform complex motor skills with a smooth, flow of
motion

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Good physical fitness is important because it contributes directly to
the physical component of good health and wellness, and indirectly to the other
components. Good fitness has been shown to be associated with reduced risk
for chronic diseases, such as heart disease, and has been shown to reduce the
consequences of many debilitating conditions.

Factors affecting physical fitness include age, gender, heredity, nutrition,

activity and disability, among others. These factors affect physical fitness in varying
degrees since they are relative to the individual. For instance, if you eat ample
amounts of food regularly, your fitness level will likely be higher than somebody
who does not get enough nutrients on a regular basis. The same can be said with
somebody who is very active compared with somebody who is very sickly.

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Participating in regular physical activities should be enjoyable to be able
to make you continue doing it. Reasons for participating and dropping out from
the activity depend on the individual; that is why it is important to know what your
reasons for participating are so that dropping out can be avoided. Some reasons for

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participating include: the thrill and excitement of competition; desire to succeed or
win and/or be good at something; a sense of personal accomplishment; enjoyment in
playing and mastering new skills; socialization or being with others; challenge limits;
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release of stress and frustration; improvement of self-image, self-confidence, and
appearance; improvement of health, wellness, and fitness levels; and prevention of
disease.
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Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs in Physical
Fitness and Wellness (5th ed.). Boston: McGraw-Hill.

Activity 4: WARM YOU UP

This activity will prepare your body for physical activity.

I. Objective:

To prepare yourself for physical activity using general or sports-specific warm-

up exercises

II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
3. Stretch your legs, arms, back, etc for several minutes.

In this activity, you will engage in sports activities to gauge your present skills
in active recreational activities.

I. Objective:
To determine the skills needed in a specific sport
To engage in active recreational activities such as sports
To identify risks of injuries when participating in active recreational activities

II. Materials/Equipment:
• copy of assessment tool
• nets/posts/hoops
• court

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• balls/shuttlecocks
• rackets/bats/paddles
• gloves
• caps
• tables

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• pen

III. Procedure:
1. Pair up.
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2. Do sports activities to determine skills in a specific sport. Be aware of
sports-related injuries and injury prevention and management.
3. Continue engaging in sports activities outside PE time. Log them in your
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Sports Participation Log.

Sports Participation Log

June Sun Mon Tue Wed Thu Fri Sat
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Week 1

Week 2
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Week 3

Week 4

4. Share your answers to these questions with the class.

• How do you feel about the activity? What are your realizations?
• What skills do you already have? What skills do you need to improve on?
• How can these sports skills help you in attaining a healthier lifestyle?
• Does participation in these sports need to be highly competitive for you
to have a healthier lifestyle?

BENEFITS OF ACTIVE PARTICIPATION

IN SPORTS AND RECREATIONAL ACTIVITIES

Individuals benefit a lot from actively participating in sports and recreational

activities. These include health, physical, mental, emotional, and social benefits.

Health Benefits
• road map to good health and longevity
• improved quality of life
• lower blood pressure, reduced arthritis pain, weight loss and lowered risk

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of diabetes, certain cancers, osteoporosis and cardiovascular disease

Physical Benefits
• improvement of skills specific to a particular activity
• relaxation, rest, and revitalization

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Mental and Emotional Benefits
• release of stress from demands of everyday living
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• greater personal confidence and self-esteem
• sense of achievement
• reducing risks of depression, anxiety, psychological distress, and emotional
disturbance
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• more restraint in avoiding risky behavior

Social Benefits
• bonding with family and friends
• opportunity to make new friends and acquaintances
• strengthen social networks and community identity
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Skills – service, lob, clear, drive, drop, smash, footwork

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Figure 5. Badminton Footwork

Sample program for playing badminton with moderate to vigorous intensity

Moderate Vigorous

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Frequency 3-4x/week 4x or more/week
Intensity RPE of about 11-13 C RPE of about 13-16
Time 30 minutes and up 45 minutes and up
series of footwork and
series of light hitting drills
hitting drills with partner
Type with partner followed by
followed by slightly heavy
light competition/game
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competition/game

Injury Prevention and Risk Management

Badminton injuries are either acute, traumatic injuries such as ankle
sprains, or are overuse injuries such as impingement syndromes. Both types
of injury can be prevented by using the right equipment, warming up, cooling
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down and ensuring you are strong and fit enough to compete.
(http://www.stopsportsinjuries.org/)

Activity: Shuttle ‘Minton

For this volleyball-like lead-up game, you will need a racket for each
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player and one birdie. Form two teams, with 6-9 players each. The objective of
the game is hit the birdie over the net to the other team’s boundaries. A team is
allowed to hit the birdie up to three times while on its side before it goes over
the net. Note that the same player may not hit the birdie twice in a row. The
serving team will score when the other team cannot return the birdie legally
and within the serving team’s boundaries. However, if the serving team fails to
return the birdie to the other team, that specific play is over and the other team
is up to serve. Set a limit of points at the beginning of the game. The first team
to reach this number of points is the winner.
(http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/)

Skills – forehand and backhand grips, push, block, serve, receive

Sample program for playing table tennis with moderate to vigorous intensity
Moderate Vigorous

Frequency 4-5x/week 5x or more/week

Intensity RPE of about 13 RPE of about 14-17

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Time 45 minutes and up 1 hour and up

series of hitting drills with

series of light hitting drills
partner followed by slightly

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Type with partner followed by
heavy team competition/
light competition/game
C game

Injury Prevention and Risk Management

The most common table tennis injury is very similar to standard tennis
injuries. Sprained ankles, tennis elbow and Achilles tendinitis are just three of the
more frequent table tennis injuries.
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Table tennis is a non-contact sport but injuries are often acquired when
athletes suddenly change direction or twist their body quickly, leading to pulled
muscles and other injury problems. Players who do not warm up properly or stretch
their muscles before taking to the table also put themselves at a high risk of injury.
(www.sportsinjurybulletin.com/archive/table-tennis.php‎)
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Activity: Table Tennis Ten Pin

Set up 10 targets fairly close together at the end of the table. Group 3
players for each team and assign them the following tasks: 1 hitter, 1 fielder at the
back and 1 fielder in front, who is in charge of returning the ball to the hitter. The
hitter feeds the ball and hits it over the net aiming it at the targets. Each target hit
scores one point. Take turns in keeping score. Each player has 10 balls to use to
score as many points as possible. Replace or re-set targets and change hitters
and fielders.

Sample program for playing tennis with moderate to vigorous intensity

Moderate Vigorous

Frequency 4-5x/week 5x or more/week

Intensity RPE of about 13 RPE of about 14-17

Time 45 minutes and up 1 hour and up

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series of hitting and serving
series of light hitting drills
drills with partner followed
Type with partner followed by
by slightly heavy team
light competition/game
competition/game

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Injury Prevention and Risk Management
C
Tennis injuries are generally defined as either cumulative (overuse) or acute
(traumatic) injuries. These injuries occur over time due to stress on the muscles,
joints, and soft tissues without proper time for healing. They begin as a small,
nagging ache or pain, and can grow into a debilitating injury if they aren’t treated
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early.

Many sports injuries result from overuse, lack of proper rest, lack of proper
warm uip or poor conditioning. Safety precautions are recommended to help
prevent tennis injuries like warming up thoroughly prior to play, wearing the right
tennis shoes with skid-resistant soles, using good technique in the different tennis
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movements, cleaning of courts before play to check for slippery spots or debris,
getting adequate rest and time for recovery after each play, and staying hydrated.

Activity: Bucket Game

Five buckets, bins, or containers are placed in various locations on each side
of the net. The participating players each stand on their respective baselines. The
first player tries to hit 10-20 balls into any of the buckets accross the net. If the ball
does not cross the net or does not land into the buckets, it is added to the balls that
the other player will use. After all balls are hit, those balls that don’t land in any of
the buckets are given to the other player, who in turn will try to hit the balls into the
buckets across the net.

When all the balls are in the buckets, they are counted and the player who
gets the most balls into his opponent’s buckets wins.
(http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm)

Skills – pitching, hitting, base running, catching, fielding

Sample program for playing baseball with moderate to vigorous intensity

Moderate Vigorous

Frequency 3-4x/week 4x or more/week

Intensity RPE of about 13 RPE of about 14-17

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Time 30 minutes and up 45 minutes and up

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series of catching, fielding,
series of catching, fielding, and hitting drills with base
Type
C
and hitting drills followed by
light competition/game
running, pitching drills
followed by slightly heavy
competition/game
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Injury Prevention and Risk Management

If you use too much effort in pitching the ball, or continuously pitch without
rest, a serious elbow or shoulder injury may be on the horizon. If you complain of
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elbow or shoulder pain the day after pitching, or movement of the joint is painful
or restricted compared to the opposite side, see a a physician familiar with youth
sports injuries. Warm up properly by stretching, running, and easy, gradual pitching.
Emphasize control, accuracy, and good mechanics. Do not play all year-round.
Your body needs to recover from the physical demands of playing.
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Activity: Base Running-Catch-Stealing Base Game

Three markers are used as bases. Three players stand near the markers
while another player is positioned away from the 3 markers and is the designated
hitter. The hitter has to hit the ball with a bat to any of the players positioned in the
3 bases. As the player nearest the ball catches it, they all run to steal a base. The
player who fails to steal a base will be the hitter in the next round.

Skills – pass, receive, attack, shoot, heading, goalkeeping, defending, tackling

Sample program for playing football/soccer with moderate to vigorous intensity

Moderate Vigorous

Frequency 3-4x/week 4x or more/week

PY
Intensity RPE of about 13 RPE of about 14-17

Time 30 minutes and up 45 minutes and up

series of light footwork

O series of footwork,
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and passing drills
passing, shooting,
Type defending, and tackling
followed by light
drills followed by slightly
competition/game
heavy competition/game
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Injury Prevention and Risk Management

Injuries occur during football/soccer games and practice due to the

combination of high speed and full contact. While overuse injuries can occur,
traumatic injuries such as concussions are most common. The force applied to
either bringing an opponent to the ground or resisting being brought to the ground
makes football/soccer players prone to injury anywhere on their bodies, regardless
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of protective equipment.

Activity: Partner Soccer Score

Partners stand 6-8 meters apart, facing each other. At the signal, one
partner will attempt to shoot the ball between their partners’ outstretched legs.
They also must retrieve the ball and go back to the starting point to shoot the
ball again. This goes on within a minute, afterwhich they switch roles. Whoever
scores the most goals in one minute wins, and assigns a task for the non-winner to
perform. Variation can be done using teams instead of individuals.

Skills – dribbling, passing, shooting, defending

Sample program for playing basketball with moderate to vigorous intensity

Moderate Vigorous

Frequency 4-5x/week 5x or more/week

PY
Intensity RPE of about 13 RPE of about 14-17

Time 45 minutes and up 1 hour and up

O
C series of spot shooting, and
series of spot shooting and dribbling with defending
light dribbling drills with drills, and transition drills
Type
partner followed by light with partner and team
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competition/game followed by slightly heavy

team competition/game
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Injury Prevention and Risk Management

Ankle sprains, jammed fingers, knee injuries, deep thigh bruising, and foot
fractures are common basketball injuries. To avoid these injuries, maintain proper
fitness and hydrate adequately. Remember, injury rates are higher in athletes who
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have not adequately prepared physically.

Activity: Dribble Tag

This game is played on a hard court. Select 4 players to be “it” and give them
a basketball each. Their objective is to tag other players who are scattered on the
court while dribbling the ball. The players who are tagged must get a new ball and
also become “it.” Once the majority of students have been tagged, start the game
over by selecting new players to be “it”.

Skills – passing, receiving, serving, attacking, digging, blocking

Sample program for playing volleyball with moderate to vigorous intensity

Moderate Vigorous
Frequency 3-4x/week 4x or more/week

Intensity RPE of about 13 RPE of about 14-17

Time 45 minutes and up 1 hour and up

PY
series of light passing, series of serving, digging,
hitting, setting, receiving, and attacking drills with
Type and serving drills with partner or team followed
partner followed by light by slightly heavy team
competition/game competition/game

Injury Prevention and Risk Management

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C
Since volleyball involves repetitive overhead motions, such as spiking and
blocking, players are prone to overuse injuries of the shoulder. In addition, volleyball
players are particularly susceptible to finger injuries, ankle sprains, anterior cruciate
ligament (ACL) injuries, and patellar tendinitis. Usually injuries can be treated non-
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operatively with bracing and physical therapy, or home rehabilitation exercises.

However, treatment can vary significantly depending on the injury. Recovery time
usually depends on the injury.

Activity: Catch, Toss, Set and Over

The class will be divided into groups of 4-6 students each. The teacher
tosses a ball to one team wherein the first contact must catch it. The person who
catches the ball tosses it towards a player near the net (preferably in the middle).
That person volleys (or bumps) the ball along the net to another player who then
plays the ball over towards the other team and within the scoring area. The process
is then repeated for the second team. If the ball falls or if the second player catches
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the ball, that team must leave the floor and the next team enters the court.

Participation in sports-related recreational activities is one of the best ways of

achieving a healthy lifestyle. Participation can either be recreational or competitive.
The important thing to keep in mind is that regular moderate participation in such
activities will help improve your health.

In this activity, your meal intake and eating habits will be reviewed to determine
the different types of food you eat and the modifications that can be made to have a
healthier lifestyle.

I. Objective:
To discuss meal intake and eating habits for a healthier lifestyle

II. Materials/Equipment:
• copy of assessment tool
• pen
• activity notebook

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III. Procedure:
1. Form groups of five to eight members each.
2. Using the Daily Meal Log, fill in your meals for three consecutive days. List
down the components of meals as much as possible.

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Daily Meal Log
Day 1 Breakdown of meal/number of servings
Breakfast
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AM Snack (if applicable)
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Lunch
PM Snack (if applicable)
Dinner
Snack (if applicable)
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Specific cravings (if applicable)

3. Encircle Y or N if you did these meal-related actions for the day. For Y
answers, fill out the space with a concrete action to minimize or resolve
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these acts. Copy this in your activity notebook for the next two days.

Eating Habits Inventory

Did you... Yes/No What to do about it
eat any of your meals quickly? Y N
eat out today? Y N
eat too much sweets today? Y N
skip any of your meals today? Y N
consume any soft drinks today? Y N
eat any bag of chips today? Y N
eat a big-portioned meal today? Y N

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. Concentrate on the following:
• What are the types of food do you usually eat? How many servings do
you usually eat per meal?
• What eating habits are common in the group? What do you think are
the effects of these eating habits?
5. Share your answers on the following questions with the class.
• How do you feel about the activity? What were your realizations?
• What types of food do you eat that are close to the recommendations
in the Filipino Food Guide?
• Do you think you need to change your meal options? Your eating
habits? Why or why not?

READINGS

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MODIFYING EATING HABITS
The active life is a magnet that attracts a composite of behaviors or habits,
that when viewed one at a time, seems too simplistic to be valued. However, eating
and our body’s response to eating are some of the most intriguing concepts in health.

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Eating is an intentional act. Each day people choose from the available food,
prepare the food, decide where to eat, which rules to follow, and with whom to dine
with. These make up your eating habits. Convenience is only one factor that drives
food choices. Some of the other factors are:
Advertising:
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Media might have persuaded you to eat such food.
Availability: There are no others to choose from.
Economy: They are within your means.
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Emotional comfort: They make you feel better for a while.

Habit: They are familiar; you always eat them.
Personal preference: You like the way such food taste.
Positive associations: They are eaten by people you admire, or they are
just for fun.
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Region/location: They are common or favored in your locality.

Social pressure: They are offered; you feel you cannot refuse them.
Values/beliefs: They fit your religious traditions, or honor your
ethical beliefs.
Weight: You think they will help to control body weight.
Nutritional value: You think they are good for you.
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The last two factors are highly viable to nutritional health. Similarly, the choice
of where, as well as what to eat, is often based more on social considerations than
on nutritional judgments. Hence, you should be more conscious of the factors that
affect your own personal food choices.
Poor food choices contribute directly to obesity, heart disease, diabetes,
cancer, and other health problems. Understanding the importance of food choices
becomes even more critical as a greater number of people rely more on convenience
food, take-out meals, and eating out. Poor diet coupled with lack of exercise
contributes to an increased risk of diseases.

A modification in your eating habits is needed most especially when you are
at risk of disease. Small and simple changes like adding more fruits to your diet
can make a difference in your health. However, some situations may need major
changes in one’s lifestyle. Some of the strategies in changing eating habits include
making a plan and sticking to it.

Eating habits can be modified according to the nutritional recommendations

for Filipinos by the Food and Nutrition Research Institute (FNRI). Bearing in mind
these recommendations help ensure proper diet especially the changes being
experienced as your body matures. Your eating habits should revolve around these
recommendations to become healthier. Remember, your nutritional needs should

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not be neglected as you participate in active recreational activities. More attention
on nutritional needs is necessary to energize your body and help your body recover
as well.

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Figure 6. Eating Plan for Healthy Living

Compute the recommended number of calories you should burn using

FNRI’s Energy Calculator to find out what physical activities you need to do to burn
these calories. Take note that in order to manage your weight well, you should give
importance to both physical activity and nutrition. That is why you should take note
of the calories you need to burn and the physical activities you can participate in to
burn these calories.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The Energy Calculator or e-calc is an interactive and user friendly software that:
• assesses the nutritional status of individuals
• computes desirable body weight (DBW) and total energy requirement
(TER)
• calculates energy intake and energy expenditure to check energy balance
• computes exercise equivalents and food energy equivalents to burn excess
calories
• calculates the body mass index (BMI) of individuals
• calculates the basal metabolic rate (BMR) of individuals

Sources:
Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and Controversies

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(2nd ed.). Ontario: Nelson Education Ltd.
Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.

Activity 7: DO YOU KNOW HOW TO ANALYZE?

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This is an opportunity to discuss and clarify the importance of critiquing media
and technology regarding physical activity and nutrition.
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I. Objective:
To describe the importance of critiquing media and technology related to
physical activity and eating habits
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II. Materials/Equipment:
• reading materials
• slideshow presentation
• video presentation of a product advertisement (e.g., Fit ‘n Right, etc)
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• poster of an athlete with a product being endorsed (e.g., Michael Jordan on

Gatorade, Manny Pacquiao on Sting, etc.)

III. Procedure:
1. Form three groups; each group will be assigned one particular viewpoint.
• Group 1 – as an advertising company
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• Group 2 – as a consumer
• Group 3 – as a health professional
2. Watch the video and/or study the poster and discuss the following questions
with your group.
• Based on your prior knowledge about physical activity and nutrition
practices, what can you say about the advertisement?
• What is the literal and implied message of the advertisement? Who is
the target audience?
• Is it an effective advertisement?
3. Discuss the value of analyzing the effect and power of media and technology
on physical activity and nutrition practices.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. As a group, share your viewpoint in a creative manner such as in a slideshow
presentation, news reporting, dramatization, etc. within 20-25 minutes.

Media and technology can greatly influence the choices individuals make
about their health, particularly their eating habits and participation in physical activity.
You must be aware of the power of advertisements and how they affect you. You may
be surprised to find out that a lot of your attitudes, beliefs, and practices have to do
with what you see on TV, in advertisements, and what you hear from others.

Activity 8: MINI COMPETITION (Assessment of Process)

Your skills in specific sports will be tested in this activity.

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I. Objectives:
To execute sports-specific skills in actual competition

II. Materials/Equipment:
• copy of teacher-made assessment tool

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• nets/posts/hoops
• courts
• balls/shuttlecocks
• rackets/bats/paddles
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• gloves
• caps
• tables
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III. Procedure:
1. Form groups necessary for mini competition.
2. Fill out the Mini Competition Log.
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Mini Competition Log

Name:
Teammate/s:
Date Opponent/s Result/Scores Game Feedback
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Teacher’s Signature:

Have you improved on the specific skills you focused on? Did you have fun
while doing so? Remember, improving your personal skills can be enjoyable too.

This part provides activities that will draw your core

understanding of the module. You will be given opportunities
to reflect and understand the relevance of participation in
active recreational activities and modifying eating habits for
a healthier lifestyle.

Activity 1: HI, I AM...

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The activity elicits your personal reflection on the knowledge and skills that you
have gained.

I. Objective:
To realize the importance of participation in active recreational activities

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II. Materials/Equipment:
• manila paper
• masking tape
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• pen
• bond paper
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III. Procedure:
1. If you were to introduce yourself using the lessons you have learned, what
would you say? Write statements to complete the introduction diagram. Do
this using a piece of bond paper.
2. Design and reflect on your diagram
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3. Move around to show your diagram and to see your classmates’ diagrams.
4. Group with your classmates that have the same sports interests as you and
play together.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
I am currently... because these activities...
(Write the active recreational activities (Write why you are currently
you are involved with now) doing these activities)

I will... I will...
(Write here changes you will Write your name here. (Write here the changes you
make in your schedule to (Be creative in your lettering) will make in your diet to
be more active.) have a healthier lifestyle.)

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I want to... because these activities...
(Write the active recreational activities (Write why you want to be
you want to be involved with in the future) involved with these activities)

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Activity 2: WARM YOU UP
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This activity will prepare your body for physical activity.

I. Objective:
To prepare yourself for physical activity using general or sports-specific warm-
up exercises
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II. Procedure:
1. Choose a partner.
2. Do light jogging around the venue to gradually elevate your heart rate.
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3. Stretch your legs, arms, back, and neck for several minutes.

The time allotted to properly warm up your body can spell the difference
between performing well and getting yourself injured. Spend about 5-10 minutes on
your warm up routine. Execute either general warm-up exercises like jogging and
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running, or sports-specific warm-up exercises.

The activity shows one’s plan for future recreational pursuits.

I. Objective:
To develop a plan for participation in active recreational activities

II. Materials/Equipment
• worksheets/activity notebook
• pen
• sports or activity materials

III. Procedure:

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1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Analyze the knowledge and experiences that you have gained from the
lesson. List down activities that you think you can maintain.

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4. From the activities that you can maintain, continue active participation by
playing in class.
5. Concentrate on the following:
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• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed since
applying these changes in your schedule?
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Activity 4: MY PERSONAL CONTRACT (Assessment of Understanding)

The activity shows one’s plan for future recreational pursuits.

I. Objective:
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To develop a plan to regularly participate in active recreational activities

II. Materials/Equipment
• worksheets/activity notebook
• pen
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III. Procedure:
1. Refer to your answers in Activities 1 (Me and My Day) and 2 (Filling in My
Schedule) in What to PROCESS.
2. Reflect on your schedule and physical activity then and now.
3. Using the knowledge and experiences that you have gained from the
lesson, ask yourself the following:
• What changes in your schedule have you followed?
• Have there been changes in your health that you have noticed since
applying changes in your schedule?
4. Fill out your personal contract.

I agree to increase my participation in active recreational activities particularly

_____________ for ____________ days per week. I will begin my program on
_______________ and plan to reach my final goal by _______________.

My plan for increasing my participation includes the following strategies:

1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________

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4. ______________________________________________________
5. ______________________________________________________

I will keep in mind that the reason why I participate in active recreational activities is
to have a healthier lifestyle and these other reasons:

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1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
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4. ________________________________________________________
5. ________________________________________________________

I understand that it is important for me to make a strong personal effort to make

the change in my behavior. I sign this contract as an indication of my personal

commitment to reach my goal.

Name Witness ___

Applying your knowledge about the importance of physical activity to your daily
routine is vital if you want to live a healthier lifestyle. You make decisions for yourself.
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Commit to the changes you want to do in your lifestyle so that your health will improve.

The end product of this module is an activity that

will give you the chance to influence the society in living a
healthy lifestyle and maintaining a desirable weight through
your active participation in active recreational activities.

Activity 1: School-Based Weekend Camp

In this activity, you will extend your commitment in fitness development to

your immediate community. You will be provided with an opportunity to maximize

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your knowledge and skills, together with the understanding that you have acquired,
in influencing the community on the importance of active recreational activities in
improving fitness.

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I. Objectives:
To show appreciation of the value of active recreational activities in improving
fitness
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To realize an advocacy project on the value of active participation in physical
activities to the community through Weekend Camp

II. Materials/Equipment:
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• sample request letters to the principal for approval and to the respective
community leader/s for coordination and if possible, for funding of
transportation, meals, and snacks
• sample budget proposals
• schedule of activities/matrix
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• photo album
• notebook and pen

III. Procedure:
1. You will now extend your fitness commitment to the community as required.
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You will be given ample guidance by your teacher as you do this.

2. Take note of the following details of the School-Based Weekend Camp.

Goal: Maintain an active lifestyle to influence the physical activity

participation of the community.

Clientele: Students/community members/barangay SK members/

Church members/ Indigenous group in the community

Venue: nearby schools/resorts/recreation parks

Schedule: to be arranged

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Rationale: The Weekend Camp is a culminating activity of the Grade 10
students which aims to influence the community to participate
in active recreational activities.

Objectives: Specifically, the School-Based Weekend Camp aims to:

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• offer a variety of active recreational activities such as
badminton, tennis, table tennis, basketball, volleyball,
baseball, and/or football/soccer;
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• provide activities to enhance fitness benefits; and
• inculcate the idea of being active to maintain optimal fitness
levels throughout one’s lifetime
Activities:
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1. Planning
• Selecting of clientele, venue
• Planning of activities
• Planning of budget
• Scheduling of activities
• Choosing food for lunch
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2. Organizing
• Creating different committees
• Drafting the functions of the committees
• Visiting the place
• Communicating with the clientele
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3. Managing the actual activity day

• Time management
• Activity management
• Personnel management
• Clientele participation
4. Evaluation
• Clientele satisfaction
• Narrative report with proper documentation

You will extend your commitment in fitness development with your family and
other families in the community by participating voluntarily in various physical activities
such as fun runs, barangay palaro, aerobics, etc.

I. Objectives:

To show appreciation of the value of active recreational activities in improving

fitness
To participate actively in recreational activities voluntarily

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II. Materials/Equipment:
• copy of assessment tool
• photos
• notebook and pen

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III. Procedure:
1. Extend your fitness commitment to your family and/or the community in
your free time.
C
2. Fill out the Activity Participation for Fitness Advocacy.

Activity Participation for Fitness Advocacy

Nature of Participation Organizers/
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Date Activity (participant or Sponsoring

organizer) Individuals/Groups
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Your final challenge is to pass the following test. It will assess the knowledge,
processes, and understanding you have acquired on active recreational activities.
Answer this in your activity notebook. Good luck!

Error Identification: Read the statements carefully. If the statement is false, choose
the word/s that make/s the statement false. If the statement is true, write NA for “not
applicable.” Do this in your activity notebook.
1. Vigorous physical activity is always recommended for a beginner.
2. Convenience and personal preference are some of the factors affecting
food choices.
3. Exercise for a healthy lifestyle should be done at most three times a week.

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4. BMI is dependent on a person’s height and weight.
5. If the goal is weight loss, a person should minimize energy expenditure.
6. Non-communicable diseases could be affected by genetics.
7. Changes in a person’s lifestyle only affect the physical aspect.
8. Active recreational activities are recommended for the promotion of health

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because they are enjoyable and effective in keeping the body in motion.
9. Dieting is not as effective as participating in regular physical activity when
trying to lose weight.
C
10. Basic skills in basketball include behind-the-back dribble, dunk, and alley
hoop.
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SUMMARY

The value of having a healthier lifestyle through participation in physical

activities and eating healthier should be everybody’s priority. Even at a young age,
you need to take care of yourself by exercising your body and by making the proper
food choices. Being as healthy as you are now will not only be of value to you but to
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others and to the society as well.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
GLOSSARY
Active recreational activities that require large body movements such as
activities running, throwing, or jumping or those that are sports-
specific
Agility skill-related component of physical fitness that refers to
the ability to start (or accelerate), stop (or decelerate and
stabilize), and change direction quickly, while maintaining
posture
Body Mass Index a rough measure of body composition that is useful for
(BMI) classifying the health risks of body weight; also based on
the concept that a person’s weight should be proportional to
height; calculated by dividing your body weight (expressed

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in kilograms) by the square of your height (expressed in
meters)
Cardiovascular the ability of an individual to perform prolonged work
endurance continously, where the work involves large muscle groups

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Coordination skill-related component of physical fitness that refers to the
ability to perform complex motor skills with a smooth, flow
of motion
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Eating habits patterns of behavior with regards to eating like choosing
available food, preparing it, deciding where to eat, which
rules to follow, and who to dine with
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FITT formula stands for frequency, intensity, time, and type

Frequency part of the FITT formula that refers to number of training

sessions that are performed during a given period (usually
one week)
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Health-related those components that contribute to the development

components of of health and functional capacity of the body such as
physical fitness cardiovascular strength, cardiovascular endurance,
muscular strength, muscular endurance, flexibility, and
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body composition
Intensity part of the FITT formula that refers to an individual’s level of
effort, compared with their maximal effort, which is usually
expressed as a percentage

Lifestyle the way in which an individual lives; includes the typical

patterns of an individual’s behavior like everyday routine at
home, in school, or at work; eating, sleeping, and exercise
habits, and many others; are related to elevated or reduced
health risk

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Non-communicable diseases that are not passed from person to person;
diseases (NCDs) also known as chronic diseases; includes cardiovascular
diseases (like enlargement of the heart and hypertension),
cancer, chronic respiratory diseases (such as chronic
obstructed pulmonary disease and asthma) and diabetes
Physical fitness tests that gauge your fitness level; may be health-related
tests and skill-related

Rate of Perceived an assessment of the intensity of exercise based on how

Exertion (RPE) the participant feels; basically a subjective assessment of
effort which ranges from 6 (very, very light) to 20 (very, very
hard) with 1 point increments in between
Recreation activities done during one’s leisure time both for relaxation

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activities and enjoyment; may require large body movements such
as running, throwing, or jumping or small body movements
such as playing board games, doing arts and crafts, and
many others
Regular moderate being active for 30 minutes to 1 hour, doing physical

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physical activity activities that elevate your heart rate more than you are
used to; being active in most, if not all, days of the week,
about 3-4 times per week or more
C
Risk factors variables in your lifestyle and genetics that may lead to
certain diseases; include age, gender, nutrition, body
weight, physical activity, and health habits, etc (i.e. stress,
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unhealthy diet, physical inactivity, exposure to tobacco

smoke or the effects of the harmful use of alcohol)
Skill-related components that contribute to the development of skills;
components of include agility, balance, coordination, power, reaction time,
physical fitness and speed
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Time part of the FITT formula that refers to timeframe of a workout

(including warm-up and cool-down) or the length of time
spent in training
Type part of the FITT formula that refers to mode of physical
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activity
Warm up preliminary activity done to prepare the body for actual
physical activity; can be general or sports-specific
Weight Gain energy consumed is greater than energy expended (i.e.
more food intake but less physical exertion)
Weight Loss energy consumed is less than energy expended (i.e. more
physical exertion but less food intake)
Weight energy consumed equals energy expended (i.e. physical
Maintenance exertion is the same with food intake)

Fahey, T. D., Insel, P. M., & Roth, W. T. (2003). Fit & Well: Core Concepts and Labs
in Physical Fitness and Wellness (5th ed.). Boston: McGraw-Hill.

Seizer, F., & Whitney, E. (2003). Nutrition: Concepts and Controversies (9th ed.).
Australia: Wadsworth.

Sizer, F. S., Piché, L. A., Whitney, N. S. (2012). Nutrition: Concepts and

Controversies (2nd ed.). Ontario: Nelson Education Ltd.

http://sportsmedicine.about.com/od/tennisinjuries/a/tennisinjuries.htm

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http://www.livestrong.com/article/361956-badminton-drills-lead-up-games/

http://www.stopsportsinjuries.org/

www.sportsinjurybulletin.com/archive/table-tennis.php‎

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www.who.int/mediacentre/factsheets/fs355/en/‎
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Education
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Learner’s Material
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Unit 2
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This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learner’s Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: [email protected]

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

relevant skills and information, preparing yourself for the challenges of the world.

Come on. Let’s get started!

Unit 2: Active Recreation (Fitness) ...................................................................... 51

Introduction ....................................................................................................... 52
Learning Competencies .................................................................................... 53
Pre-Assessment ................................................................................................ 53
Part I: What to KNOW ....................................................................... 56
Part II: What to PROCESS ................................................................ 70

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Part III: What to REFLECT and UNDERSTAND .............................. 96
Part IV: What to TRANSFER ............................................................ 99

Summary........................................................................................................ 102

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Summative Test ............................................................................................. 103
Glossary......................................................................................................... 103
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References ..................................................................................................... 104
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CONTENT STANDARD PERFORMANCE STANDARD

The learner . . . The learner . . .
• demonstrates understanding of • maintains an active lifestyle to
lifestyle and weight management influence the physical activity
to promote societal fitness participation of the community
and society
• practices healthy eating habits
that support an active lifestyle

I. Introduction

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Fitness is a universal concern. In whatever activities and undertakings you
do, your fitness should always be taken into account if you are to perform them
effectively and efficiently. Fitness is not only for athletes, sportsmen, PE teachers and
fitness instructors but also a concern for students, parents and other members of the
community. If we are to become strong and productive members of our community,

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we must address the very basic requirement of such goal, the sustaining base of any
endeavor we undertake, fitness. C
This module introduces you to the importance of a healthy lifestyle and weight
management in the enhancement of your fitness. You will be provided with a variety of
fitness activities such as strength training, running, walking, yoga, and aerobic dance
exercises which will in turn lead you to a greater awareness of the right food to eat,
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and proper ways on how to manage your weight, and practice healthy lifestyle. It
is expected thereafter that such fitness and health practices will be observed and
followed by you to influence the lifestyle of people in your community.
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The learner:

• asseses physical activity, exercise and eating habits

• determine risk factors for lifestyle diseases (obesity, diabetes, heart disease)
• engages in moderate to vigorous physical activities for at least 60 minutes a
day in and out of School
• applies correct techniques to minimize risk of injuries
• critique media information on fitness ang physical activity issues
• expresses a sense of purpose and belongingness by participating in physical
activity related community services and programs

III. Pre-Assessment

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Multiple Choice: Encircle the letter that best corresponds to your answer in a given
statement.

1. How can one maintain an ideal body weight?

a. Follow the latest diet fads

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b. Balance the amount of food you eat with regular physical activity
c. Consult a doctor about an effective diet pill that you can take
d. Believe in the power of your genes
C
2. A desirable level of fitness can be achieved through at least how many workouts
per week?
a. 3
b. 4
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c. 5
d. 6

3. People who lead sedentary lifestyles are often referred to as

a. couch potatoes
b. athletes
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c. physically fit
d. low-health-risk people

4. Which of the following is not a positive outcome of personal fitness?

a. improved physical appearance
D

b. enhanced self-esteem
c. hypertension
d. stress reduction

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
5. Which of the following can help you determine which fitness and recreational
activities are realistic for you?
a. cost
b. skills and attitude
c. social needs
d. all of the above

6. How many servings from the bread, rice, cereal and pasta group should you eat
each day?
a. one
b. two to three
c. four to five
d. six to eleven

7. Which of the following is an example of a passive warm-up exercise?

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a. toe touch
b. whirlpool bath
c. walk around the gym
d. basketball lay-ups

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8. Which of the following would not be a benefit of walking?
a. helps with weight management
b. lowers blood pressure
c. it is a high impact exercise
d. builds aerobic fitness
C
9. People who are physically active throughout their lives may add about ____
year(s) to their life expectancy.
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a. 1
b. 1.5
c. 2
d. 2.5

10. Which of the following is not a fitness benefit of Yoga exercise?

a. improves posture and balance

b. high risk of injuring the muscles and the ligaments
c. best way to build core strength
d. increases one’s flexibility and muscular strength
D

11. Which of the following will not improve your personal fitness program?
a. exercising at moderate intensities
b. starting slowly
c. engaging in high-impact, weight bearing activities
d. making your program convenient

12. Participation in active recreation is everyone’s responsibility. Which of the following

is the best reason for this?
a. to have a healthy lifestyle
b. to maintain an ideal body weight
c. keep a physically fit and healthy body
d. have, fun, enjoyment and socialization

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
13. In performing hip-hop aerobics, what fitness component is required of you?
a. agility
b. power
c. speed
d. coordination

14. Which of the following is not a health-related physical fitness test?

a. sit and reach
b. 50- meter run
c. sit-up
d. push-up

15. Your body composition is influenced by which of the following?

a. genetics
b. age

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c. gender
d. all of the above

16. Which of the following signs or symptoms is not characteristic of bulimia?

a. depressed mood

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b. noticeable weight loss or gain
c. lack of concern about weight
d. habit of visiting the bathroom immediately after meals
C
17. Which of the following food groups should be consumed sparingly?
a. fats, oils, and sweets
b. fruits
c. vegetables
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d. milk, yogurt, and cheese

18. You are invited to talk on how to prevent diseases and live a healthy and quality
life. What would be the focus of your talk?
a. nutrition and physical activity of the family
b. health background of the family
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c. lifestyle and behaviour of the family

d. environment where the family lives

19. Your friend Kaye is overweight and she wants to start her weight loss program.
What strategies and advice would you give her?
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a. Avoid automatic eating while watching the television, reading or studying.

b. Try “junior size” instead of “super size”, use smaller plates, bowls, cups, or
glasses.
c. Incorporate easy and enjoyable exercises into the program to be motivated.
d. All of the above

20. What term/s describe/s the use of barbells, dumbbells, and machines to improve
fitness, health and appearance?
a. body building
b. strength and conditioning
c. weight training
d. weight lifting

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Now, check the result of your pre-assessment from your teacher and get ready
for the succeeding activities.

INSTRUCTIONAL ACTIVITIES

Part I: WHAT TO KNOW

What is your personal understanding of health and
fitness? Do you practice healthy living or are you someone
who does not care at all. Welcome to the first part of your
journey on active recreation fitness lessons. In this phase, you
will be exposed to a variety of activities that would help you
understand the importance of a healthy lifestyle and weight
management. From here, discussion of physiological signs

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and symptoms calling for lifestyle and weight management
will be discussed so that you will understand clearly how these can affect your having
a totally fit and healthy body. Finally your knowledge about the lesson will help you
start building your own personal fitness and wellness goals by engaging in active
fitness recreational activities. So, get ready to be fit and healthy! Let’s get started with

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your fitness journey!

Activity 1: FITNESS SURVEY

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In this activity, you will be asked to reflect on your fitness habits.

I. Objective:
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To describe your health and fitness habits and how it can affect your lifestyle

II. Materials:
• pen
• activity notebook
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III. Procedure:
1. Reflect on the different phyiscal activities you have participated in during
the past years of your life.
2. Using the questionnaire below, put a check (/) mark on the appropriate
column.
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3. Tally the number of Yes and No answers. Discuss in class why you answered
a Yes or a No.

Are you into... ? Yes No

• Walking/Jogging
• Biking
• Hip-hop dancing
• Playing badminton

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Are you into... ? Yes No
• Playing volleyball/
basketball
• Swimming
• Strength training
• Aerobics exercise
• Ballroom dancing
• Hiking
• Yoga exercises
• Zumba exercise

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• Malling
• Hiking

Your way of life, simply termed as lifestyle, has great influence on your health
and fitness. Are you ready to discover more about your fitness journey? Answer

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the wellness lifestyle questionnaire below to analyze your current lifestyle habits.

Reflective Questions:
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1. How do you feel about the different activities you are engaged in?
2. What influences your choice of physical activity?
3. What challenges do you encounter in performing the activities?
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4. How do these activities affect you and your lifestyle?

5. How do you benefit from engaging in these activities?
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Activity 2: START BEING FIT – STRETCH IT OUT

In this activity, you will perform basic stretching and warm-up exercises to
condition your body in performing a variety of fitness activities in this module.

The Warming Effect

An effective warm-up exercise should:

99 Increase blood flow to the muscles;
99 Increase muscle elasticity;
99 Gently raise heart rate;
99 Increase mental alertness; and,
99 Increase core body temperature.

I. Procedure:
1. Perform the following warm-up exercises with the help of your teacher.
2. Observe proper posture and correct execution in doing the different exercises.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
a. Neck Stretch
• Bend your head forward and slightly to the
right.
• With your right hand, gently pull your head
downward to stretch your neck.
• Hold for about 16 counts. Repeat on the
opposite side.

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b. Shoulder Rolls
• Stand in upright position. Roll shoulders in

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circular motion forward to backward.
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c. Side Arm Stretch

• Stand in upright position. Extend the right
arm to the left. Use the left arm/hand to
gently push the right arm towards the body to
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straighten and stretch it. Hold the stretch for

16 counts. Repeat on left arm.
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d. Tricep Stretch
• Extend one hand down the center of your
back, fingers pointing downward.
• Use the other hand to grasp the elbow and
stretch your tricep muscle.
• Hold the stretch for 16 counts. Repeat on the
opposite arm.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
e. Hamstring Stretch
• Stand with your feet shoulder-width apart,
one foot extended half a step forward.
• Keeping the front leg straight, bend your rear
leg, resting both hands on the bent thigh.
• Stretch the hamstring muscles. Hold the
stretch for 16 counts. Repeat on the opposite
leg.

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f. Quadricep Stretch
• Stand near a wall or a piece of sturdy exercise
equipment for support.
• Grasp your ankle and gently pull your heel

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up and back until you feel a stretch in front of
your thigh.
• Hold for about 16 counts. Switch legs and
repeat.
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g. Outer Thigh Stretch
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• Sit on the floor. Extend your legs in front of

your body.
• Bend right knee, cross right foot over left
knee and place on the floor.
• Place left elbow on right knee.
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• Keep abdominal muscles tight and back

straight. Keep shoulders back and chin up.
• Place right arm behind your right hip on floor
for support.
• Gently twist waist and shoulders to the right,
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looking behind the right shoulder.

• Feel the stretch in the right outer thigh.
• Inhale (breathe in) through your nose, and
exhale (breathe out) through your mouth, as
you complete this stretch.
• Hold this stretch for 16 counts.
• Repeat on the opposite side to stretch your
left outer thigh.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
h. Inner Thigh Stretch
• Stand upright, with both feet facing forward,
double shoulder-width apart.
• Place your hands on your hips, in order to
keep your back straight, slowly exhale, taking
your body weight across to one side.
• Avoid leaning forward, or taking the knee of
the bent leg over your toes. As you increase
the stretch, the foot of the bent leg should
point slightly outward.
• Repeat on the opposite side.
i. Calf Stretch
• Begin this calf stretch with your hands against

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the wall and your leg to be stretched behind
you.
• Keep your heel down, knee straight and feet
pointing forwards. Gently lunge forwards until
you feel a stretch in the back of your calf or

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knee.
• Hold for 16 counts and repeat with the other
leg.
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j.Knee Bends/Squat
• Plant your feet flat on the ground, about
shoulder-width apart.
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• Point your feet slightly outward, not straight

ahead.
• Look straight ahead. Bend your knees as if
you were going to sit back in a chair, keeping
your heels on the floor.
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• Never let your knees extend beyond your

toes.
• Pull in your abdominal muscles and keep
your lower back in a near neutral position (a
slightly arched back might be unavoidable).
• In a controlled manner slowly lower yourself
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down so that your upper legs are nearly

parallel with the floor. Extend your arms for
balance.
Other Warm-Up Exercises:
a. Hip Circles h. Jog in Place
b. Alternate Cross Kicks Front i. Jumping Jacks
c. March on the Spot j. Breathing Exercises
d. March Feet Apart k. Alternate Reach Up
e. Knee Lifts l. Lower Back Stretch
f. Alternate Toe Touches Side m. Shin Stretch
g. Waist Turns

1. How did you perform the different warm-up and stretching exercises?
2. What are the benefits of warm-up and stretching exercises?

Let’s continue exploring and knowing how to maintain a healthy lifestyle. Are you
ready to discover more about your fitness journey? Take a look at the Healthy Lifestyle
Guidelines presented in this lesson. Answer the wellness lifestyle questionnaire to
analyze your current lifestyle habits. Are you already practicing some of the guidelines?
If not, you’d better start now!

Healthy Lifestyle Guidelines

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1. Perform around 20-30 minutes of moderately intense physical activity on most
days of the week. It can an accumulation of minutes for each day.
2. Eat a healthy breakfast everyday.
3. Manage stress effectively.
4. Get 7 to 8 hours of sleep per night.

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5. Perform simple flexibility exercises involving all joints of the body.
6. Eat a healthy diet that is rich in whole-wheat grains, fruits, and vegetables and
is low in saturated and trans fats.
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7. Do not use tobacco in any form and avoid second hand smoke.
8. Maintain your recommended body weight through adequate nutrition and
exercise.
9. Have at least one close friend or relative in whom you can confide in and to
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whom you can express your feelings openly.

10. Be aware of your surroundings and take personal safety measures at all
times.

Werner W.K Hoeger & Sharon A Hoeger (2013). Fitness and Wellness
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(10th Edition). Boston: McGraw-Hill

How Active Are You?

An active lifestyle is increasingly linked to health benefits. The risks to health
come from being completely sedentary or mistaking a busy lifestyle for an active one.
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What kind of activity is right for you? Do the following physical activities in class
with the help of your teacher:
1. Walk around the gym for 3 minutes
2. Jog for 2 minutes
3. Jump rope for 2 minutes
4. Do light aerobic activity for 10 minutes
5. Do cool down and relaxation exercises for 2 minutes

Now that you have performed moderately intense physical activities in class,
make sure to continue doing it everyday even at home to increase your fitness level.
Now, let’s assess your wellness lifestyle by filling out the following questionnaire.

In this activity you will be asked to assess your wellness lifestyle.

I. Objective:
To analyze current lifestyle habits and help determine changes necessary for
future health and wellness

II. Materials:
• pen
• activity notebook

III. Procedure:
1. Place a check in the column corresponding to your answer for each

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question. Get your final score according to the guidelines provided at the
end of the questionnaire.
2. Answer the following reflective questions below.
Nearly
Wellness Lifestyle Questionnaire Always Always Often Seldom Never

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(5) (4) (3) (2) (1)
1. I participate in vigorous aerobic
activity for 20 minutes, 3x a day.
2. I participate in strength training
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exercises, 2 or more days per
week.
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3. I perform flexibility exercises a

minimum of 2x per week.
4. I maintain my recommended
body weight.
5. I eat 3 regular meals that
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include a wide variety of food

every day.
6. I limit the amount of fats in my
diet on most days of the week.
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7. I eat fruits and vegetables every

day.
8. I regularly avoid snacks,
especially those high in calories
and fat.
9. I readily recognize problems
and act on it when I am under
excessive tension and stress.

10. I am able to perform effective

stress management techniques.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Nearly
Wellness Lifestyle Questionnaire Always Always Often Seldom Never
(5) (4) (3) (2) (1)
11. I have close friends and
relatives with whom I can
discuss personal problems and
approach for help when needed.
12. I spend most of my leisure
time in wholesome recreational
activities.
13. I can deal effectively with
disappointments and temporary

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feeling of sadness, loneliness,
and depression.
14. I can work out emotional
problems without turning to
alcohol or violent behavior.

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15. I associate with people who
have a positive attitude about
life.
16. I do not spend time and talent
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worrying about failures.
17. I wear a seatbelt, whenever I am
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in a car or vehicle.
18. I do not drive under the
influence of alcohol nor read,
write or send text messages
while driving.
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19. I avoid being alone in public

places and staying out until
midnight.
20. I always keep doors and
windows locked, especially
when I am alone at home.
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21. I support community efforts to

minimize pollution.
22. I use energy conservation tips
and encourage others to do the
same.
23. I study in a clean environment.
24. I participate in recycling
programs in my community.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
How to Score
1. Enter the score corresponding to your answer for each question in the space
provided below.
2. Total the score for each specific wellness lifestyle category and obtain a rating
for each category according to the criteria provided below.

Health- Environmental
Stress Emotional Personal
Related Nutrition Health &
Management Well-being Safety
Fitness Protection
1. 5. 9. 13. 17. 21.
2. 6. 10. 14. 18. 22.
3. 7. 11. 15. 19. 23.
4. 8. 12. 16. 20. 24.

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Total:
Rating:

Category Rating:

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Score Rating Description
Your answers show that you are aware of the importance of
>17 Excellent (E) this category to your health and wellness. You are putting your
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knowledge to work for you by practicing good and healthy habits.
Your health practices in this area are good, but you have room
for improvement. Look again at the items you answered with a 4
13 Good (G) or lower and identify changes that you can make to improve your
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lifestyle. Even small changes often can help you achieve better
health.
Your health risks are showing. You may be taking serious and
unnecessary risks with your health. Perhaps you are not aware of
Needs
the risks or what to do about them. Most likely you need additional
<12 Improvement
information and help in deciding how to successfully make the
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(NI)
changes you desire. You can easily get the information that you
need to improve, if you wish. The next step is up to you.

Reflective Questions
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1. Are you aware of your family’s health history and lifestyle factors that may
negatively affect your health and fitness?
2. Do you accumulate at least 30 minutes of moderate-intensity physical activity
five days per week?
3. Do you make a constant and deliberate effort to stay healthy and achieve the
highest potential for well-being?

Being physically active can help you achieve a healthy weight and prevent
excessive weight gain. However, physical activity is also important to all other aspects
of your health. Benefits include sleeping better at night, decreasing your chances of
becoming depressed, and helping you look good. When you are not physically active,
you are more likely to have health problems, including heart disease, type 2 diabetes,
and high blood pressure.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The amount of physical activity needed to manage body weight depends on
calorie intake and varies a lot from person to person. Some adults will need to do more
physical activity than others to manage body weight.

Here’s a real life story on how Yani (a young aspirant in basketball) changed
her lifestyle and later on became very much conscious on the importance of managing
her weight to improve her sports performance. Read the story below and make some
reflections.

REAL LIFE STORY: YANI’S EXPERIENCE

A couple of times over the last few years, I tried to diet. It would usually start

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during New Year’s Day when I would make a resolution to lose the extra weight I was
carrying. For a few weeks, I would try to cut out desserts, avoid second servings,
and eat less fatty food. At times when I would weigh myself, even if I thought I had
really followed my routine well, the scale still wouldn’t show any difference, which
was really discouraging. Sometimes when I lost a few pounds, I would look in the

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mirror, but I still look flabby. I didn’t consider adding any exercise to my training
routine because I hate to sweat a lot. I hate being out of breath, and I hate feeling
bad because I’m not able to keep up with other, more fit people. Besides, after a
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long day of classes and homework, I would rather spend my free time updating my
Facebook account, playing video games, or watching TV. But when I tried out for
my school’s varsity team , I learned about how important exercise was for proper
weight management. I got motivated when I started to get serious with our basketball
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training. I started to lift weights, walk and jog in the gym. I tried to ignore how my
teammates could lift more or run so much faster than me. Gradually, my fitness level
improved. Now, several months later, my efforts have really paid off. So far, I have
lost more than 30 pounds. And what’s more, getting regular exercise has helped
me to be more positive and has made me feel stronger and more energetic during
basketball games. I am pretty sure that exercise is going to be a lifetime habit and I
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will never want to go back to my couch potato ways.

Assess your Behavior

1. Are you satisfied with your current body composition (including body weight)
and quality of life? If not, are you willing to do something about it to properly
resolve your problem?
2. Do you weigh yourself regularly and make adjustments in energy intake and
physical activity habits if your weight starts to slip upward.

Many people want to lose weight so they will look better. Are you one of them?
The problem is that some people have a distorted image of what they would really
look like if they were to reduce to what they think is their ideal weight. Hereditary
factors play a big role, and only a small fraction of the population have the genes
for a “perfect body.”

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The question you can ask your self is: Am I happy with my weight? Part of
enjoying a higher quality of life is being happy with yourself. If you are not, you
either need to do something about it or to learn to live with it.

The Simple Truth

There is no quick and easy way to take off excess body fat and keep it off for
good. Weight management is accomplished by making a lifetime commitment to be
physically active and have proper food selection. When taking part in a weight/fat
reduction program, you also have to decrease your caloric intake, be physically active,
and implement strategies to modify unhealthy eating behaviors.

Take a look at some weight loss strategies that would help you manage your
weight properly.

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Weight Loss Strategies
99 Make a commitment to change. You must accept that you have a problem and
decide that you really want to change.
99 Incorporate exercise into the program. Choosing enjoyable activities, places,

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time, equipment, and friends to work out with will help you get motivated.
99 Avoid automatic eating. Many people associate certain daily activities with eating,
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for example cooking, watching television, or reading. Most foods consumed in
these situations lack nutritional value or are high in sugar and fat.
99 Stay busy. People tend to eat more when they sit around and do nothing.
99 Try “junior size” instead of “super size”. People who are served larger portions
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eat more, whether they are hungry or not. Use smaller plates, bowls, cups, and
glasses.
99 Eat slowly and at the table only. Eating at the table encourages people to take
time out to eat and deters snacking between meals. After eating do not sit around
the table but rather, clean up and put away the food to avoid snacking.
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99 Cut unnecessary items from your diet. Substituting water for a daily can of soda
would cut calories from your diet.
99 Do not serve more food than you should eat. Measure food in portions and keep
serving dishes away from the table.
99 Think positive. Avoid negative thoughts about how difficult changing past
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behaviours might be. Instead think of the benefits you will reap, such as feeling,
looking, and functioning better, plus enjoying better health and improving the
quality of life.

Try It!
In your notebook, answer the following questions:
1. How many of the above strategies do you use to help maintain your
recommended body weight?
2. Do you feel that any of these strategies specifically help you manage body
weight more effectively? If so, explain why.
3. What did you realize after learning the different weight loss strategies?

I. Objective:
To prepare and monitor behavioral changes for weight management.

II. Materials:
• pen
• activity notebook

III. Procedure:
Answer the following questions to know your weight management progress.
Write your answers in your activity notebook.

1. State your own feelings regarding your current body weight, your target

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body composition, and a completion date for this goal.
2. Do you think you have issues about how or what you eat? If so, express
your feelings about it.
3. Is your present diet adequate according to the nutrient analysis?
4. State dietary changes necessary to achieve a balanced diet and/or to lose

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weight. List specific food that will help you improve in areas where you may
have deficiencies and food items to avoid or consume in moderation to
help you achieve better nutrition.
a. changes to make:
b. food that will help:
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c. food to avoid:

Behavior Modification Progress Form

Read the tips for behaviour modification and adherence to a weight management
program. On a weekly basis, go through the list of strategies and provide a “Yes” or
“No” answer to each statement. If you are able to answer “Yes” to most questions, you
have been successful in implementing positive weight management behaviors.
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Strategy Date Date Date Date Date Date Date

1. I have made a
commitment to
change.
2. I set realistic goals.
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3. I exercise regularly.
4. I have healthy eating
patterns.
5. I exercise control
over my appetite.
6. I am consuming less
fat in my diet.
7. I pay attention to the
number of calories in
my food.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Strategy Date Date Date Date Date Date Date
8. I have eliminated
unnecessary food
items from my diet.
9. I avoid automatic
eating.
10. I stay busy.
11. I plan meals ahead
of time.
12. I eat slowly and at
the table only.
13. I do not serve more

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food than I should
eat.
14. I reward my
accomplishments.

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15. I think positive.

Critical Thinking
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Do you consider yourself overweight? If so, how long have you had a weight
problem? What attempts have you made to lose weight, and what has worked best for
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you?
The risk of being obese and overweight will bring a lot of health problems
to many individuals. Read the health consequences accompanied by being obese.
Manage your weight properly while you are still young and influence the people around
you by setting good examples on how you can be fit and healthy always.
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Health Consequences of Excessive Body Weight

Being overweight or obese increases the risk for:

• high blood pressure
• type 2 diabetes
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• congestive heart failure

• obstructive sleep apnea and respiratory problems
• poor female reproductive health (menstrual
irregularities)
• psychological disorders (depression, eating
disorders, distorted body image, discrimination, and
low self-esteem)
• shortened life expectancy
• decreased quality of life
• gallbladder diseases
• stroke
• gout

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Eating disorders
Eating disorders are illnesses that involve crucial disturbances in eating
behaviors thought to stem from some environmental pressures. These disorders are
characterized by an intense fear of becoming fat, which does not disappear even when
the person is losing weight in extreme amounts. Take a look at the following eating
disorders:

• Anorexia nervosa – an eating disorder characterized by self-imposed starvation

to lose and maintain very low body weight due to a false/distorted perception
of being fat
• Bulimia nervosa – an eating disorder characterized by a pattern of binge eating
and purging in an attempt to lose weight and/or maintain low body weight
• Binge-eating disorder – an eating disorder characterized by uncontrollable
episodes of eating excessive amounts of food within a relatively short time

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• Emotional eating – the consumption of large quantities of food to suppress
negative emotions

What do you think is the key to weight management? The combination of diet
and exercise leads to greater weight loss. Exercise increases the rate of weight loss
and is vital in maintaining the ideal weight. Not only will exercise maintain lean tissue,

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but those who exercise and remain physically active for 60 or more minutes per day
are able to keep their weight off. C
Now that you have learned that many factors that can affect one’s lifestyle and
weight management, you should be aware of the importance of engaging in regular
fitness activities. Are you ready to perform the variety of fitness recreation activities
in this module? Let’s get started with the basics! What is your concept of active
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recreation? What activities should you engage in to enjoy, have fun, and maintain a fit
and healthy body? Let’s define first leisure, play and recreation before we go into the
different active recreational fitness activities in the succeeding lessons.

Our nation’s young people are, in large measure, inactive, unfit, and increasingly
overweight. Ultimately, this could have a devastating impact on our national health
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care budget. Young people like you can build healthier bodies and establish healthy
lifestyles by including recreational activities in your daily routine.

Activity 5: WORD ASSOCIATION

I. Objective:
To understand the concept and importance of active recreation
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II. Materials:
• pen
• meta strips

III. Procedure:
1. Form three (3) groups and assign a leader.
2. Group members will be given “meta-strips” where they will write a word or
phrase that can be associated with the term “ACTIVE RECREATION”.
3. Post the meta-strips on the board.
4. Summarize all the statements and come-up with a definition of “ACTIVE
RECREATION”.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
After discussing the concept of active recreation with your group, reflect on the
benefits listed below. Share the benefits with your family members and motivate them
to be active individuals just like you.

Definitions of Leisure, Play, and Recreation

Concept Definition
Leisure is time free from obligations, work, (paid and unpaid), and
Leisure as time
tasks required for existing (sleeping, eating)
Leisure is a set of activities that people engage in during free time
Leisure as
– activities that are not work-oriented or that do not involve life
activity
maintenance tasks such as housecleaning or sleeping.

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Play is an imaginative, intrinsically motivated, non-serious, freely
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chosen, and actively engaging activity.
Recreation is an activity that people engage in during their free
time, that people enjoy, and that people recognize as having
Recreation
socially redeeming values and generates a general sense of well-
being.

Benefits of Recreational Activities:

• enhances personal growth

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• helps to build self-esteem and confidence
C
• reduces tension and anxiety
• encourages spiritual renewal and personal growth
• increases mental relaxation
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• generates a general sense of well being

• teaches positive conflict resolution skills
• provides alternatives to self-destructive behaviors

Having fun is not the ONLY reason to engage in recreational activities!

Understanding the recreation benefits is an essential component in building your
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character and personality.

Are you ready to enjoy and be challenged with fitness and recreational activities
in the succeeding lessons? Be prepared physically, mentally, socially and emotionally.
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Part II: WHAT TO PROCESS

Welcome to the WHAT TO PROCESS part of your

lesson! You will be performing active and fun recreational
activities to enhance your fitness level and skills, and to enjoy
the many benefits of engaging in regular physical activities.
As you go on and overcome the challenges that you will face,
you will learn that recreational activities are not just a fun
and exciting part of your routine but it offers an opportunity
to improve your fitness and enhance your social skills. So, what are you waiting for,
start having fun and be challenged with the activities in this lesson! Stay fit and active
all the time!

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
How much is enough in exercise or physical activity? Are you doing the right
amount? Do you know if it is the right kind for you? Exercise or physical activity can
be compared to a medical prescription. As you plan for your workout, you should know
the correct dosage: how often you work out; how hard you work out; length of time you
work out; and the type of activity or exercise you do. You will encounter all these in this
lesson so you could be assured of an effective, safe, and active recreation and fitness
program.

Let us start with these exercise principles.

The Good Dose of Exercise

You should increase the dose or amount of physical activity or exercise to see
changes in your fitness level. This is the overload principle, which is guided by the
FITT Principle that is composed of the following:

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a. Frequency refers to how often you involve yourself in regular physical
activity or exercise.
b. Intensity refers to how hard you should exercise or the level of difficulty
of your physical activity.
c. Time refers to how long you should engage in a specific physical activity.

O
d. Type refers to the kind of exercise or physical activity you should
engage in. C
Now, that you are guided with the FITT principle in your fitness activities, let’s get
started!

Getting Ready for the Activity!

• Wear appropriate attire such as rubber shoes, socks, t-shirts, shorts, and
jogging pants.
• Warm up first before performing the different fitness tests and physical activities.
• Follow the buddy system in performing the fitness activities. The buddy system
is a partnership between the person doing the test and the person administering
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the test.
• Check the availability and accessibility of the equipment to be used for the
fitness tests.
• Make sure that the facility is safe for the administration of the test.

Let’s Warm-up and Stretch the Body!

1. Perform the following warm-up and stretching exercises to prepare the

body.
2. Use an upbeat music to be more motivated.
e. Jog around the gym or field k. Tricep Stretch
for 5 minutes. l. Calf-Muscle Stretch
f. Neck Rotation Exercises m. Hamstring Stretch
g. Isometric Neck Exercises n. Inner Thigh Stretch
h. Chin Tuck o. Buttocks Stretch
i. Upper Trapezius Stretch p. Lower Back Stretch
j. Lateral Arm Stretch q. Pelvic Tilt

Most of the physical activities and exercises involve the heart and the lungs. It
is necessary to monitor how your heart is doing especially during a vigorous workout.

I. Objective:
To determine your resting heart rate and your maximum heart rate

II. Materials:
• pen
• stopwatch
• calculator

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III. Procedure:
1. To get your resting heart rate
Purpose: To set the base or standard for evaluation purposes
Directions: The best time to get it is when you wake up in the morning.
Locate your radial, temporal, femoral (groin), or carotid artery with your
index and middle finger. Take the rate within 15 seconds and multiply this

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by 4 to complete the 1 minute requirement. Record this.

2. To get your maximum heart rate (MHR)

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Purpose: To determine the highest rate your heart is capable of attaining
Directions: Subtract your age from 220.
Example: If you are 16 years old, your maximum heart rate is (220-16) =
204 bpm
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3. To get your target heart rate zone

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

Example:
• If you are 16 years old, your MHR is 204 bpm.
• Determine the lower limit.
(204 x 0.6) = 122.4 beat per minute
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• Determine the upper limit.

(204 x 0.9) = 183.6 beats per minute
• Thus your target heart rate for training is between 122.4 to 183.6
beats per minute.

Types Beats per Minute (bpm) Date

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

What did you notice about your heart rates? Do you think it is necessary to
learn how to estimate these types of heart rate? Why?

Do you have an idea of your present level of physical fitness? Evaluation of

your current fitness level is important because it gives you important data on the areas
to be improved or enhanced. This allows setting reasonable fitness goals and planning
not only suitable but enjoyable physical activities as well.

I. Objective:
To assess your performance in the different fitness tests
My Fitness Profile in Health and Skill-Related Physical Fitness
Part A
Name: _______________________ Grade and Section ______ Date _________
Age: _______ Height ______ Weight______ Resting Heart Rate ____________
Maximum Heart Rate _____________________ Target Zone Heart Rate ______

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Part B
Pre-Test Post-Test
Fitness Score Interpretation Date Score Interpretation Date Remarks
Test Trial Trial of Score Trial Trial of Score

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1 2 1 2
Curl-up *
Push-up *
Trunk Lift
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50-Yard
Dash *
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1-Foot
Stand
*Trial 2 is not necessary with this test
II. Procedure:
1. Fill in the information needed in Part A
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2. Fill in the information needed in Part B by:

a. Reading the procedure for each of the selected tests presented in the
fitness profile
b. Performing warm-up before taking the fitness test
c. Performing cool-down exercises after the fitness test
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d. A trial is encourage for each category before proceeding to the test

proper. Record the best score.
When done, write the date of test, interpretation of score (with teacher’s
guidance) and remarks, if any, in the appropriate cells. Find out the interpretation of
scores based on what is given in the lesson and the information given by your teacher.

A. Curl-up Test
Purpose: To measure muscular endurance of the abdominal muscles.
Equipment: exercise mat, a measuring strip that is 30 inches long and 4.5 inches
wide.
Procedure:
1. Lie flat on your back with your knees bent at 140 degrees angle. Feet flat
on the floor and legs slightly apart. The arms should be straight, in line with

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
your trunk, and palms resting on the mat.
2. Have one of your partners place the measuring strip under your knees on
the mat so that your fingertips rest on the edge of the measuring strip.
3. Start to curl up your torso using your abdominal muscles until your fingers
reach the other side of the measuring strip. Keep your heels in contact with
the mat.
4. Do as many curl-ups as you can with a maximum of 75. You must have
about 1 curl-up every 3 seconds.
5. Record your results.

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Interpretation of Scores:

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Age
CNumber of Curl-ups
Boys Girls
15 16-35 18-32
16+ 18-35 18-35
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Scores below the healthy zone are considered low.

Source: Rainey and Murray (2007)
B. Push-ups
Purpose: To measure the strength of the arms and the shoulder girdle
Equipment: stopwatch
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Procedure:
1. Boys: Begin with the common push-up position. The body is supported by
the hands and toes. Keep your upper body straight.
Girls: Begin with the push-up position with the weight placed on hands
and knees. Push with the arms until these oare fully extended.
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2. Lower the body until the elbows are at a 90 angle. Perform as many as you
can in one minute.
3. Count the number of repeated push-ups done correctly. Record the results.

(Source: FITNESS GRAM (c) Test kit (The Cooper Institute for Aerobics, December 1999)

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Interpretation of Scores:
Number of Push-ups
Age
Boys Girls
15 16-35
7-15
16+ 18-35
Scores below the healthy zone are considered low.
Source: Rainey and Murray (2007)

C. Trunk Lift
Purpose: To measure the upper back and trunk flexibility
Equipment: exercise mat, ruler

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Procedure:
1. Begin by lying in prone position. Your legs should be straight and your
hands are under your thighs.
2. Extend your arms forward with one hand placed on top of the other.
3. Lift your chin slowly (as high as possible) while your partner holds your
legs.Hold this position for about 3 seconds.

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4. Another classmate will measure (using a ruler) the distance between your
chin and the floor. You may have 2 trials and record the best result.
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Interpretation of Scores:
Number of Trunk lifts
Age
Boys Girls
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15
9 - 12 inches (healthy zone)
16+
Scores below the healthy zone are considered low.
Source: Rainey and Murray (2007)

D. 50-Yard Dash
Purpose: To evaluate speed
Equipment: measuring tape and a flat surface 70 yards or longer
Procedure:
1. Mark off a safe course 50 yards long.
2. Position the starter at the finish line with a stopwatch. The starter timer will
shout “ready”, “get set” and “go”.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. At the “Go” signal, sprint as fast as you can to the finish line.
4. Record your time.

Interpretation of Scores:
Speed Scores ( in seconds)

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Skill Level
Boys Girls
Good to better 6.3 - 7 7-7.9
Average 7.1 – 7.5 8-8.7
Fair 7.6 – 8.5 8.8 -10.3

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Low 8.6+ 10.4+
Source: Rainey and Murray (2007)
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E. One foot Stand
Purpose: To evaluate balance by holding the position for a maximum of 60 seconds
Equipment: stopwatch and a flat surface
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Procedure:
1. Test your balance by standing on one foot. Bend
the other leg and place the other foot on the inside
of the supporting leg.
2. Place your hands on waist. Raise the heel of
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the supporting foot off the floor at a given signal.

Maintain balance as long as you can.
3. Stop this test if you lose your balance or if 60
seconds is over.
4. Record your score.
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Interpretation of Scores
Balance Scores (in seconds)
Skill Level
Boys Girls
Good to better 37 or longer 23 or longer
Average 15-36 8-22
Fair 5-14 3-7
Low 0-4 0-2
Source: Rainey and Murray (2007)

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Did your strong and weak components match your prior calculations? What problems
did you encounter while conducting the test? Answer the following questions to find
more about your experiences.

1. What do you feel about the results you got?

2. What are the steps to be taken in order to improve the results of your fitness
tests?
3. The fitness test result that I am proud of is/are_________________________
because ______________________________________________________
_____________________________________________________________.

Now that you have assessed your fitness level, you are now ready to engage in
a variety of active recreational activities that will help you maintain a healthy lifestyle.
Be ready with your workout attire. Enjoy and have fun with the succeeding fitness

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activities. Let’s begin with fitness walking activity.

Fitness Walking

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Walking is generally considered as a moderate physical activity, but
it is effective in promoting metabolic fitness and overall health. To achieve
cardiovascular fitness, walking must be done intensely enough to elevate the
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heart rate to target zone levels. Take a look at its health and fitness benefits:

20 Benefits of Walking
1. helps with weight management
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2. accessible to everyone
3. doesn’t require special equipment
4. one of the easiest ways to get more active
5. reduces symptoms of depression and anxiety
6. a low impact exercise
7. lowers low-density lipoprotein (LDL) cholesterol (the “bad” cholesterol)
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8. raises high-density lipoprotein (HDL) cholesterol (the “good” cholesterol)

9. lowers blood pressure
10. reduces the risk of some cancers
11. helps reduce risk and/or aids with the management of type 2 diabetes
12. helps maintains strong bones
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13. reduces the risk of heart attack

14. less likely to lead to injuries
15. reduces stress
16. reduces the risk of heart disease
17. you don’t have to pay for it
18. builds aerobic fitness
19. helps maintain lean muscle tissue

How does walking compare to running?

Walking can provide you the same benefits as a running program. General
health benefits are acquired from walking. For cardiovascular benefits, the key is
walking fast enough to get your heart rate up.

What should I look for in walking shoes?

• low heels
• flexible sole
• lightweight and breathable fabric
• great fit

How can I prevent shin pain?

Painful or aching shins are very common for new walkers. It can also be a

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problem when increasing speed or distance.

To avoid aching shins:

• increase speed and distance gradually
• wear good, flexible, walking shoes with a low heel

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• perform ankle circles and toe points before and after your walks
• stretch your calves and shins well after your walk.

How many calories are burned when walking one mile?

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An average 100 calories per mile. It varies depending on the individual, speed,
terrain, etc.

What should I eat before doing a walking activity?

Eat something high in carbohydrates, whole grain cereal, whole wheat bread, and
banana. Do not eat anything heavy, fatty, or that might upset your stomach (this will
be different for each individual). Whatever you eat should be something you have
previously tried so you know how you react to it. Be sure to drink water during and
after the walk.
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Now that you already know the many benefits of walking, start your walking program
with your friends. The walking program below will help you increase your stamina and
will strengthen your heart. Start your one month fitness walking routine now!

Activity 3: WALKING FOR FITNESS AND FUN

I. Objective:
To develop interest in walking as a good form of exercise in developing cardio-
respiratory endurance

II. Procedure:
1. Group yourselves into 5 and choose a leader.
2. Discuss the benefits of fitness walking and some tips to make your walking
routine fun and enjoying.
3. Perform the following stretching and warm-up exercise before starting your
walking program.
a. Lower Back Stretch b. Hamstring Stretch

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
c. Quadricep Stretch i. Hip Circles
d. Shin Stretch j. Knee lifts
e. Outer Thigh Stretch k. Jog in place
f. Inner Thigh Stretch l. Jumping Jacks
g. Calf Stretch m. Breathing Exercises
h. Knee Bends/Squat

Walking for Fun

Warm Up Target HR Zone Cool Down Total Time

Week 1 Walk 5 min. Walk briskly 5 min. Walk 5 min. 15 min.
Week 2 Walk 5 min. Walk briskly 7 min. Walk 5 min. 17 min.
Week 3 Walk 5 min. Walk briskly 9 min. Walk 5 min. 19 min.

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Week 4 Walk 5 min. Walk briskly 11 min. Walk 5 min. 21 min.

Week 5 and on: Check your pulse periodically to see if you are exercising within your
target heart rate. As you become more fit, try exercising within the upper range of your
target heart rate. Gradually increase your brisk walking time to 20-30 minutes, 3-4 times

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a week. Remember that your goal is to get the benefits you are seeking and to enjoy your
activity.
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Tips to Enjoy your Walking Routine

• Pass the talk test. If you can’t talk while walking, you are exercising too
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hard. Slow down.

• Walk before you run. Starting a running program might be painful, and
pain is no fun. Become a walker first. Condition your body with a low-impact
activity and later on you will be better prepared for higher-impact exercises
such as running.
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• Wear bright clothing. Strive to be seen, not part of an accident scene.

• Warm-up before you walk and cool-down after.
• Change your route. Explore other walking trails or route in your vicinity.
• Listen while you walk. Listen to your favorite music while walking to be
motivated to finish. You can use an electronic device to play music.
• Walk with a friend. Invite a friend or a family member to join your fitness
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walking.
• Meditation or prayer. Use your walking time to meditate or pray.
• Join a walking club. Plan attending a big walking event like “Walk for a
Cause” to add some excitement and variety to your walking.
• Crosstrain. Alternate walking days with biking, swimming, playing badminton
or other exercise to maintain a healthy heart.

Warm Up Target HR Zone Cool Down Total Time

Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then

Week 1 20 min.
then stretch walk 3 min, run 1 min. stretch 2 min

Walk 5 min., Walk 5 min., run 1 min, Walk 3 min., then

Week 2 22 min.
then stretch walk 5 min, run 1 min. stretch 2 min

Walk 5 min., Walk 5 min., run 3 min, Walk 3 min., then

Week 3 26 min.
then stretch walk 5 min, run 3 min. stretch 2 min

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Walk 5 min., Walk 4 min., run 4 min, Walk 3 min., then
Week 4 28 min.
then stretch walk 5 min, run 5 min. stretch 2 min

Week 5 and on: Check your pulse periodically to see if you are exercising within your target
heart rate. As you become more fit, try exercising within the upper range of your target heart

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rate. Gradually increase your jogging/running time from 20-30 minutes (or more, up to 60
min.), three to four times a week.
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Reflective Questions
1. What did you notice about your heart rate? Do you think it is necessary to
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check your heart rate after a walking or a running activity?

2. What are the benefits of walking and running activities to you?
3. What did you discover about your health after engaging in walking and running
activities?

You are successful in conditioning your heart by knowing the many benefits of
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walking and by actively participating in your group activity. Now, you are ready to build
muscle strength with the activities you are about to engage in. Enjoy the many benefits
of strength training that will surely help you with your daily activities in school, at home
and in your community.
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Let’s Build Strength through Muscle Exercise

The benefits of strength training for young teenagers like you lead to increase
muscle strength and endurance, power and muscle tone - all of which help to improve
and maintain your functional physical capacity to perform your daily tasks easily.
Strength is a basic health-related fitness component and is an important wellness
component for optimal performance in your daily activities such as sitting, walking,
running, lifting, doing school and house work, and enjoying recreational activities.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
As you prepare to design your own basic strength-training program, keep the following
guidelines in mind:

Exercise Safety Guidelines

1. Select exercises that will involve all major muscle groups: chest, shoulders,
back, legs, arms, hip, and trunk.
2. Select exercises that will strengthen the core. Use controlled movements
and start with the light-to moderate resistance.
3. Never lift weights alone. Always have someone work out with you in case
you need a spotter or help with an injury.
4. Warm-up properly before performing a light-to moderate intensity aerobic

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activity (5 to 7 minutes) and some gentle stretches for a few minutes.
5. Maintain proper body balance that involves good posture, a stable body
position and correct posture in sitting, lying and other exercise positions.
6. Breathe naturally. Inhale during the eccentric phase (bringing the weight
down) and exhale during the concentric phase (lifting or pushing the weight

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up).
7. At the end of each strength-training workout, stretch out for a few minutes
to help your muscles return to their normal resting length and to minimize
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muscle soreness and risk of injury.
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I. Objective:
To stretch and condition the muscles to be used for the strength training workout

II. Materials:
• mats

III. Procedure:
1. Wear exercise clothing and perform stretching exercises.
2. Perform all of the recommended flexibility exercises in this lesson.

Exercise 1: Neck Stretches

Action: Slowly and gently tilt the head laterally. You

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may increase the degree of the stretch by gently
pulling with one hand. You may also turn the head
about 30 degrees to one side and stretch the neck by
raising your head toward the ceiling. Do not extend
your head backward, instead look straight forward.

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Areas Stretched: Neck flexors and extensors;
ligaments of the cervical spine. C
Exercise 2: Arms Circles
Action: Gently circle your arms all the way around.
Conduct the exercise in both directions.
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Areas Stretched: Shoulder muscles and ligaments.

Exercise 3: Side Stretch

Action: Stand upright, feet separated to shoulder-

width, and hands on your waist. Now bend the upper
body to the right, with the left arm extends over the
head, towards the right. Hold the final stretch for a
few seconds. Repeat on the other side.
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Areas Stretched: Muscle and ligaments in the pelvic

region.

Exercise 4: Body Rotation

Action: Place your arms slightly away from the body
and rotate the trunk as far as possible, holding
the final position for several seconds. Conduct the
exercise for both the right and left sides of the body.

Areas Stretched: Hip, abdominal, chest back, neck

and shoulder muscles, hip and spinal ligaments

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Exercise 5: Chest Stretch
Action: Stand opposite your partner about an arm’s
length apart, facing each other. Place your hands
on your partner’s shoulders. Let your partner do
the same. Bend down together at the waist without
losing hold of each other’s shoulders until your upper
body is a parallel to the floor. Hold the final position
for a few seconds.

Areas Stretched: Chest (pectoral) muscles and

shoulder ligaments.

Exercise 6: Shoulder Hyperextension Stretch

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Action: Have a partner grasp your arms from behind
by the wrist and slowly push them upward. Hold the
final position for a few seconds.

Areas Stretched: Deltoid and pectoral muscles;

ligaments of the shoulder joint.

Exercise 7: Quad Stretch

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Action: Lie on your side and move one foot back
by flexing the knee. Grasp the front of the lower leg
and pull the ankle toward the gluteal region. Hold for
several seconds. Repeat with the other leg.
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Areas Stretched: Quadriceps muscle, Knee and

ankle ligaments

Exercise 8: Heel Cord Stretch

Action: Stand against the wall or at the edge of a
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step and stretch the heel downward, alternating

legs. Hold the stretched position for a few seconds.

Areas Stretched: Heel cord (Achilles tendon)

Gastrocnemius and soleus muscles
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Reflective Questions

1. Are these exercises beneficial to your fitness improvement? Will you use them
as part of your regular exercise or physical activity plan? Why?
2. Do you think you can improve your level of flexibility? What should you do in
order to increase your level of flexibility?

I. Objective:
To assess your muscular strength and observe the importance of proper
execution of exercises for safety

II. Materials:
• exercise mats

III. Procedure:
1. Perform stretching and warm-up exercises before performing the series of
strength training exercises.
2. Listen to the instruction of your teacher.

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3. Observe the safe and proper execution of exercises to avoid injury.
4. Cool down after performing the exercises.

A. Flatten your Abs

1. Twisting Crunches 2. Leg raises

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C
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B. Strengthen your Chest Muscles

1. Push-Up 2. Decline Push-Up
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3. Knee Push-up

3. Tricep Dip 4. Squat

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5. Prone Hold 6. Glute Lift
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Reflective Questions

1. Are these exercises beneficial in improving your muscular strength? What

other exercises or activities can you suggest in order to maintain your level of
fitness?
2. Did monitoring your exercises help you keep track of your progress? Why?
3. My performance could have improved more if ________________________.

I. Objective:
To know the truth about the different myths on strength training

II. Materials:
• pictures of people lifting weights and doing strength exercises
• pen and paper
• flash cards

III. Procedure:
1. Discuss and explain the myths associated with weight and strength training.
2. Read an article on steroids in a newspaper, magazine, or encyclopedia and

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answer the following questions:
a. Do you agree with the idea that the use of steroids gives the athlete an
advantage in performing well in their sports activities?
b. What are the dangers in using steroids?
3. Read and understand the following myths about strength training.

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4. Do a simple research on the truth about the different myths.
5. Conduct a survey of adults in school or in the community to determine the
extent to which the myths are thought to be true.
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6. Compile the results of the survey along with the recommendations on how
the myths can be corrected.

Myths and Fallacies about Weight and Strength Training

Myth 1: Females who lift weights will develop big, bulky, muscles like those of
males.
Myth 2: Muscle can turn to fat if a person stops lifting weights.
Myth 3: Strength training reduces flexibility.
Myth 4: Strength and weight training will make you slower and less coordinated.
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Myth 5: Elderly people should avoid strength training.

Myth 6: Weight training is a good way to improve cardiovascular fitness.
Myth 7: Strength training is harmful to the growth and development of adolescents.
Myth 8: Female muscles will not develop strength.
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Myth 9: Strength training has few benefits for women and will only detract from
their personal appearance.
Myth 10: Strength training slows down the aging process of men more than women.

Reflective Questions

1. What truth did you discover about the myths on weight and strength training?
2. Will you still continue engaging in strength or weight training programs even
when you grow old. Why?
3. I now realize that strength training is _______________________________.

The Many Benefits of Yoga Exercise

1. It increases respiratory efficiency.
2. It improves posture and balance.
3. It increases one’s endurance and energy.
4. It improves one’s memory, concentration, mood and self-
actualization.
5. It decreases anxiety and depression.
6. It is relaxing. It has slow dynamic and static movements.
7. It has a low risk of injuring the muscles and the ligaments.
8. It increases one’s flexibility and is good for muscle toning.

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9. It is the best way to build core strength.
10. It tests mental endurance and physical stamina.
11. It is a good form of meditation.

In this activity, you will be given opportunities to learn basic movements and

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positions in Yoga. Mastering the poses will help you strengthen and stretch your
muscles, improve your posture, and prevent workout injuries. So, what are you waiting
for? Prepare yourself for fitness challenges on and off the yoga mat and be FLEXIBLE!
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After mastering the basics, you can already create your own combinations.

I. Objective:
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To perform the different basic yoga poses properly to avoid muscle injuries

II. Materials:
• CD/VCD/DVD player
• speaker
• yoga music/instrumental music
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• pen
• notebook
• illustrations showing the basic movements and Yoga poses

III. Procedure:
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1. Discuss the benefits of yoga exercises to one’s health.

2. Listen to the step-by-step instruction of the teacher on how to perform the
movements correctly and to avoid muscle injury.
3. Perform the following warm-up and stretching exercises before performing
the yoga poses.
a. neck stretches
b. upper back and side stretches
c. lower back stretche
d. inner thigh stretch
e. hamstring stretch
f. groin stretch
g. calf stretch

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Let’s get started! Study and perform the eight foundation postures presented in this
lesson.

1. Downward Facing Dog Position

• Stand with your feet hip distance apart on a yoga
mat with your arms at your sides
• Keep your back straight, hinge forward at the
waist and plant your palms flat on the floor, fingers
pointing forward and spread apart. If necessary,
bend your knees.
• Press your chest toward your knees, keep your
eyes focused on your toes and press your heels

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toward the floor.

2. Mountain Pose
• Stand on the yoga mat with your feet together.

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• Gently rock back and forth on the balls of your feet
and your heels to spread your weight evenly across
the base of your feet.
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• Bend your knees slightly and then straighten them
again to help loosen your joints.
• Curl your pelvic bone up slightly so that your tailbone
continues the straight line of your spine. Your goal
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is to align your hips so that you’re not putting any

extra pressure on your back or your knees.
• Extend your spine upward by lifting the chest away
from the stomach. Lengthen the back of your neck
and press down into the floor with your feet and rest
in this neutral position.
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• Raise your arms to the ceiling and gaze forward.

3. Warrior Pose I
• Step your left foot toward the back of your mat to
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come into warrior pose

• Bring the left heel to the floor and turn the left toes
out to about a 45-degree angle. Begin to bend the
right knee over the right ankle.
• Inhale while bringing your arms up over your head.
The arm position can vary according to the mobility
in your shoulders.
• The classic position is with the palms touching
overhead. However, you may choose to keep the
palms separated at shoulder’s distance apart or
even bend at the elbows and open your arms like
a cactus.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
4. Warrior Pose II
• Step or lightly jump with your feet 3-1/2 to 4 feet
apart. Turn your left foot out by 90 degrees, the
heel should be opposite your right arch. Raise your
arms out to the sides, parallel to the floor, shoulders
down palms facing the ground.
• Exhale and bend your left knee over the left ankle,
so that the shin is perpendicular to the floor.
• Stretch the arms with the shoulder blades parallel
to the floor. Keep the sides of the torso and the
shoulders directly over the pelvis. Press the tailbone
slightly toward the pubis. Turn the head to the left
and look over yourfingers.

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• Maintain the position for 30 seconds to 1 minute.
Inhale as you come up. Repeat using the right foot.

5. Extended Side Angle

• From the downward facing dog position, bring your

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right foot to the front of your mat, placing it on the
inside side of your right hand.
• Anchor your left heel down to the floor. Angle your
heel toward the center of your mat.
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• Bend your right knee so that your calf and thigh
form a right angle with your thigh parallel to the
floor.
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• Bring your gaze up towards your right hand. To

keep the body in balance, repeat with your left foot.

6. Triangle Pose
• Stand 3-1/2 to 4 feet apart. Hips are facing to the
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front. Stretch your body upward, then bending

downward from the waist to the front of your hips.
• Turn your right leg, including your thigh, knee and
foot out by 90 degrees and left foot by 15 degreews
• Raise your arms to shoulder level with your palms
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facing down towards the floor.

• Place your right hand on your right shin, as far down
as you can reach comfortably.
• Raise your left arm towards the ceiling, with your
palm facing forward. Gaze at your outstretched
hand.
• As you inhale, come up, bring your arms down to
your sides and straighten your feet. Repeat on the
other side.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
7. Cat-Cow Stretch
• Begin with your hands and knees on the floor, palms
facing downward, with shoulders directly over the
wrists, and hips directly over the knees.
• Curl your toes under to stretch your foot arches.
Inhale and slowly arch your back (Cow), lifting
the chest up and away from the abdomen and
extending your tailbone toward the ceiling.
• Release your feet to neutral so the tops are resting
on the floor. On the exhale, round the lower back
(Cat), gently contracting the abdomen. Repeat six
times and increase your range of motion with each
repetition.

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8. Staff Pose
• Sit with your legs straight out in front of you on the
floor. The feet are hips-width apart.
• Activate the leg muscles by pressing out through
the ball of the foot with the inner and outer heel.

O
Drop the shoulder blades down the back.
• Inhale and lengthen the spine all the way up the
crown of the head.
C
• Tuck your chin in slightly. Stretch the abdominal
muscles away from the lift of the chest. Bring the
gaze directly in front of you and breath normally.
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Reflective Questions

1. How well did you perform the different yoga poses? Did you feel the
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strengthening of your muscles?

2. Will you recommend yoga to your family and friends as a good form of slow
dynamic and static exercise? Why?
3. What benefits can you gain as you engage yourself in doing basic yoga
movements?
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You have tried a variety of fitness activities already in this lesson. Do you want
more fun and exciting active recreation and fitness activities? Ready to groove and
sweat, burn those fats and calories and be cool doing the hip-hop aerobics? Show
your style and feel the energy grooving with your favorite hip-hop moves.

Hip hop aerobics get your heart pumping and your body moving. Do some

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street style dancing while you kick up your cardio with popping and locking, breaking,
top rockin’, jerking, freezing, spinning, and sliding.

Benefits of Hip-Hop Aerobics

• calorie and fat burning workout

O
• improve coordination, flexibility, and agility
• increase aerobic fitness
• improve stamina and endurance
• encourage confidence
• develop social skills and values
C
• promotes a positive mindset
• improve mental functioning
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Are you ready to show your dance style? Let’s start groovin’!

I. Objective:
To perform simple hip-hop aerobic routine to improve cardio-vascular endurance
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II. Materials:
• CD player
• hip-hop music
• videos of hip-hop aerobics routine
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III. Procedure:
1. Discuss the benefits of hip-hop aerobics.
2. Enumerate different dance genre that can be considered hip-hop in style.
3. Watch a video in class on a hip-hop aerobics routine (e.g., MTV Hip-Hop
Grind Workout Video).
4. Perform warm-up exercises before engaging in hip-hop aerobics.
5. Perform simple hip-hop steps from the video for fun and fitness.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Let’s Get Started:
Perform the following warm-up exercises using an upbeat music (e.g. On the
Floor, Where Have you Been, Timber, Treasure, or Blurred Lines)
1. head encircling
2. shoulder isolation
3. shoulder rolls
4. side arm stretch (upward and sideward)
5. hip isolation
6. squats
7. side steps
8. slide steps
9. hop steps
10. jumping jacks

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11. breathing exercises

Are you ready to groove with the beat? Show your hip style now! Perform the
following basic hip-hop dance steps with the help of your teacher. Interpret the step-
by-step instruction given below and enjoy the hip-hop moves with an upbeat music.

O
1. Glide Step
• Starting with the right foot, slide to the right, then slide to the left with
left foot.
• Make it single-single-double slide step.
C
• Extend arms sideward left when sliding to the right then reverse direction

2. Box Step
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• Cross right foot over left foot, cross left foot over right (cts. 1,2). Pull
right foot back then pull left foot back (cts. 3 & 4)
• Stomp right foot then punch right arm downward then reverse side (cts.
5,6)
• Round arms from chest (cts. 7, 8).
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3. Pump Step
• Starting with right foot, step side then close left foot to right foot with
arms pumping at chest level (cts. 1,2,3,4).

4. Pull Down
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• Starting with the right foot, slide to the right and push down right arm
and pull left leg up (cts. 1,2).
• Repeat starting with the left foot. (cts. 3 & 4)

5. The Turn Step

• Starting with the right foot, do a 3-step turn to the right and snap both
fingers down (cts. 1,2,3,4)
• Repeat starting with the left foot. (cts. 5,6,7,8)

6. Jumping Jack Changes

• Jump out, extend both arms sideward, jump in, extend both arms
upward (repeat 2x) (cts. 1,2,3,4)
• Cross right foot over left (ball change), repeat with left foot (cts. 5,6,7,8).

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
7. Hip-hop Wave
• Wave right arm upper up moving to the right (cts. 1,2), repeat moving
to the left (cts. 3,4)
• Repeat 2x

8. Cool Walk
• Starting with the right foot, walk forward with knees slightly bouncing,
swing left arm forward (as if your walking); repeat with left swinging
right arm foot (cts. 1,2,3,4)
• Repeat 4x

9. Shoe Tap
• Start with a simple toe tap with the right foot moving forward closing

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left to right, then moving backward (cts. 1,2,3,4).
• Repeat starting with the left foot (cts. 5,6,7,8)

10. Hip Roll

• Bend both knees and push hips to the right then cross step left (ball
change) (cts. 1,2,3,4).

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• Repeat moving to the left (cts. 5,6,7,8)

Reflective Questions
C
1. How did you find the workout? Was it easy to perform? Why?
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2. What other health benefits did you achieve performing the hip-hop aerobic?
Were you satisfied with your performance? Why?
3. I am interested more in developing my skills in _________________
_______________________________________________________
to achieve ______________________________________________
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_______________________________________________________.

Activity 9: THE EXTRA CHALLENGE - HI-LO CARDIO WORKOUT FOR FUN

Aerobics fitness requires some skill, but the most important component to your
working out is FUN! Your workout should be enjoyable that you will want to do it again.
To get the most benefit from your aerobics workout, remember to do it right and have
a great time. Now you are ready to enjoy the Hi-Lo cardio workout in this lesson.

I. Objective:
To develop one’s cardio-respiratory endurance, timing and coordination through
simple hi-lo aerobic routine

II. Materials:
• CD player
• aerobics music (different tempo/speed)

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
III. Procedure:
1. Discuss the importance of warming-up before engaging in aerobics
activities.
2. Practice and perform the basic aerobic steps with the help of your PE
teacher.
3. Listen to different music tempos to be used in the hi-lo aerobic routine.
4. Perform stretching and warm-up exercises before performing the aerobic
routine.
5. Present a simple aerobic routine in class during a practical test.

Before starting with your workout, consider the five reasons why you should warm-up.
1. Warm-up gradually elevates your heart rate.
2. Warm-up prepares your muscle and joints.

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3. Warm-up increases your core body temperature.
4. Warm-up increases your fluid circulation.
5. Warm-up prepares you psychologically and emotionally.

Practice some of the low- and high-impact aerobic movements to prepare for the class
routine presentation.

Low Impact Aerobic

Movements

O High Impact Aerobic

Movements
March
C Hop
Touch Step R Jack
V-Step Jog
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Lunge Jump
Step Touch R Knee lift
Grapevine Lunge hop
Shuffle Slide
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Squat Power Squat

Cha-cha Hamstring curl
Mambo x

Hi-Lo Aerobic Workout

Routine Counts Lower body Upper body

1-8 Step Touch (travel forward)X4 Open and cross X 4
9-16 March back X 8 Double punch up and down for
1
17-32 Lunge (S,S,D) X 2 2 sets
33-64 Reverse all (Left foot Lead) Punch forward (R,L, then both)
1-8 Lunge hop (forward) X 4 Clap X4
9-16 Step touch rear X 4 Open and cross X 4
2
17-24 Hamstring curl X 4 Bicep curl X 4
33-64 Twist (travel back to face front)x8 Alternate bicep curl X 8

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Routine Counts Lower body Upper body
1-8 Double Grapevine (travel R) Punch down X 3 and clap for 2
Double Grapevine (travel L) sets
3 V-step (L lead) 4 X Punch down X 3 and clap for 2
Reverse all (L lead) sets
Lateral deltoid raise X 8
1-4 Jog forward X 4 Overhead press and clap X 2
5-8 Slide (travel R) X 4 Small circles X 4
9-12 Jog Backward X 4 Overhead press and clap X 2
4 13-16 Slide (travel L) Small circles X 4
17-24 Alternate knee lift X 4 Big circles X 4
25-32 Jack X 4 Lateral deltoid raise X 4
33-64 Reverse all (Left foot Lead)

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Below is a Self-Assessment tool for you to evaluate your own performance in
the different fitness and aerobic activities in this lesson. Based on your experiences,
write the needed responses in your notebook.

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NAME:__________________________________ C Gr./Sec.:______ Date:_____

O VS S NI P
Indicators of Performance
5 4 3 2 1
1. Performs the step patterns correctly with
mastery.
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2. Performs the step patterns correctly, with

mastery, coordination, and proper counting.
3. Displays proper bodylines while doing the
movements.
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4. Fosters positive attitude towards the activity.

Performance Indicators:

O - Outstanding Performs without any assistance from anybody yet with

mastery
VS - Very Satisfactory Performs without any assistance from anybody but with
minimal errors
S - Satisfactory Performs with little assistance from teacher and/or
classmates and with minimal errors
NI - Needs Improvement Performs with little assistance from teacher and/or
classmates and with many errors
P - Poor Shows no interest in coping with the challenges in the
activities given

In this part of your lesson, you will go deeper and further.

You will be given opportunities to reflect and understand
more on the importance of active recreation on your
fitness and well-being. Activities will be provided for you to
integrate weight management, a healthy lifestyle and active
participation in a variety of recreation and fitness activities
which will in turn be beneficial for you, your family and your
community. Be motivated and be active NOW to be FIT and
HEALTHY!!!

Activity 1: FITNESS AND WELLNESS LIFESTYLE SELF-EVALUATION

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I. Objective:
To assess your level of understanding on the importance of active participation
in a variety of fitness and recreational activities to maintain fitness and wellness.

II. Materials:

O
• pen
• notebook
• reading materials on fitness and wellness

III. Procedure:
C
Read the instructions given for the activity. Copy and answer the questions on
your notebook.
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1. Explain the exercise and recreational program that you have undertaken
for the entire school year. Express your feelings about the outcomes of the
program and how well you accomplished your fitness goals.
2. List nutrition or dietary changes that you were able to implement and the
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effects of these changes on your body composition and personal wellness.

3. Briefly evaluate the activities presented in this module and its impact on the
quality of your life. Indicate what you feel will be needed for you to continue
to adhere to an active and healthy lifestyle.
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Reflective Questions

1. Has your level of physical activity increased compared with the beginning
of the school year?
2. Do you participate in a regular fitness and exercise program that include
cardio-respiratory endurance, muscular strength, and flexibility training?
3. Is your diet healthier now, compared to a few weeks ago?
4. Are you able to take pride in the lifestyle changes that you have undertaken
over the last several weeks? Have you rewarded yourself for your
accomplishments?

In this activity you will get involved in recommending exercises and activities
that will enhance your understanding of nutritional needs.

I. Objective:
To apply your understanding on nutritional needs and the importance in
observing proper and balanced diet at all times

II. Materials:
• reading materials
• food pyramid guide chart
• pen and paper

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• reference materials

III. Procedure:
1. Read daily diets of three teenagers with different activities or lifestyles.
a. Jason is a tennis player. He wants to maintain his weight for an upcoming

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competition, and starts curbing his diet by eating only bread and water.
He is training daily and works hard to master the skills required in the
sport.
C
b. Juliana is a teenager who doesn’t have much activities except watching
television and reading books and magazines. She eats large amounts of
food in one sitting, and watches television while eating junk food. She
is gaining so much weight but doesn’t indulge in any sport or exercises.
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c. Guia is a gymnast who maintains an ideal weight. She eats a lot of

vegetables and fruits, and consumes fats, sugar, and sodium in
moderation. She avoids junk foods, eats a balanced diet with complex
carbohydrates, and plenty of water.
2. Analyze if the diet supports the nutritional needs of the teenagers.
3. Give your comments and suggestions regarding the proper diet for the
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adolescents’ nutritional needs.

4. Share in class your analysis and suggestions.

Reflective Questions
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1. What did you consider in giving your advices and recommendations?

2. How do your understanding and knowledge on proper diet and nutrition
affect your actions and suggestions?
3. Were you satisfied with your suggestions? What were your insights and
learnings from the different situations presented?

In this activity, you will be given the opportunity to create your own basic yoga
routine considering the proper execution of the basic poses.

I. Objective:
To create a simple yoga routine based on the basic foundations or poses you
have learned from the previous lesson

II. Materials:
• exercise mats
• video of yoga routine
• CD player/MP3 player
• instrumental music

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• rubric

III. Procedure:
1. Group yourselves into 5 members. Choose a leader.
2. Review the basic yoga poses.

O
3. Create 5 to 8 creative yoga exercises.
4. Choose an instrumental or meditative music.
5. Practice the yoga workout per group.
C
6. Perform the creative routine in class for the practical test.
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Reflective Questions

1. How do you feel about the activity? Were you able to perform the activity
with confidence?
2. What do you think should one possess to be able to perform the different
movements you and your classmates performed? Why?
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3. How do the food we eat and activities we do influence our level of

performance in performing the Yoga routine?

Activity 4: COMPLETE ME
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In this activity, your knowledge will be assessed through the statements that
you have completed below. You are encouraged to come up with your own ideas
based on your understanding of the fitness concepts from the previous lessons and
activities.

Copy the following worksheet in your notebook.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
NAME:__________________________ Gr./Sec.:___________Date:________
Active recreation helps you in _______________. Regular participation in any
physical activity will enhances one’s ___________ to perform _________. Walking
and running has many benefits like _____________, __________, ______________.
On the other hand, strength training can also develop your ___________ and
_________. _______ can be developed if one engages in __________, ________
and _____________. Health and fitness can also improve if one engages in
____________ and ___________ regularly. The ________ can guide one as to what
kinds of food to eat to maintain or improve weight too. My favorite among the fitness
activities in this lesson is____________ because___________. I believe that with
my participation in active recreation, I will improve my fitness, _____________ and
may eventually help me in influencing my __________ to improve their fitness too.

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Activity 5: PROCESS YOUR UNDERSTANDING

I. Objective:
· To explain the importance of being physically active, and the causes and effects
of a sedentary lifestyle to young teenagers like you.

II. Materials:
• pen
O
• paper
C
III. Procedure:
Bring out a whole sheet of pad paper and a pen. In three to five paragraphs,
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explain the causes and effects of a sedentary lifestyle. Your output will be rated
according to the following criteria: relevance, adequacy, and comprehensiveness.

Part IV: WHAT TO TRANSFER

In this phase, you will be challenged to apply whatever things

you have learned about the lessons on active recreation.
The activities will allow you to transfer the different concepts
and skills you have learned in a new or different context
and evaluation of products and performances. Your
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understanding of the lesson will be measured by your ability

to provide concrete results or evidence of your learning.

Activity 1: RATE YOUR HEALTH AND FITNESS PRACTICES

I. Objective:
To assess and describe your health and fitness activities and practices

II. Materials:
• pen and paper
• checklist
• rubrics

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
III. Procedure:
Choose and tick the box that best describe your activities and practices.
1. I play different sports regularly.
2. I enjoy participating in recreational activities.
3. I eat a balanced diet everyday.
4. I express my emotions in healthy ways.
5. I sleep early at night and get up early in the morning.
6. I enjoy discovering new things.
7. I face life challenges positively.
8. I share my thoughts and feelings with my parents and siblings.
9. I don’t smoke and engage in other vices.
10. I enjoy doing hobbies either alone or with my family or friends.

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11. I can decide for myself.
12. I welcome and appreciate constructive criticisms.

Reflective Questions

O
1. What did you discover about your own health choices and involvement in
physical activity now?
2. What do you plan to do with what you discovered? Why?
C
3. How can the concepts and principles of active recreation and fitness you
have learned help you achieve a lifelong wellness?
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Activity 2: “MY WELLNESS PLAN”

I. Objective:
To prepare a wellness plan in order to maintain your present fitness level.

II. Materials:
EP

• pen
• paper
• format of wellness plan
• reading materials
• rubrics
• task cards
D

III. Procedure:
1. Prepare a wellness plan based on the results of your fitness assessment.
2. Write the plans you wish to attain after you engage in the various fitness
and recreation activities in this lesson.
3. Be creative. Those who are good in writing and arts can make acoustic
poem using the word “Wellness” and create a collage or poster illustrating
the wellness theme.
4. Your creative product or output will be displayed in class.
5. Have a discussion on ways to stay fit and healthy.

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Areas I will improve/maintain My fitness test results Activities I will indulge in

Activity 3: COMMUNITY OUTREACH PROGRAM

I. Objectives:
To organize a recreation fitness activity for the community
To recognize the importance of active recreational activities in developing the
health and fitness of the community
To influence the community’s awareness of the value of fitness through

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project COP (Community Outreach Program)

II. Materials:
• CD/VCD/DVD player/s
• CDs/VCDs/DVDs of different dance aerobics

O
• speaker and microphone
• working committees template C
III. Procedure:
1. You will now extend your fitness commitment to the community as required.
But don’t worry because your teacher will assist you in realizing your goals
in this activity.
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Goal: Maintains an active lifestyle to influence the physical activity

participation of the school community.
Role: Fitness Recreation Manager
Audience: School Community
Situation: An inter-class aerobic dance competition is initiated by the
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MAPEH Department in reinforcement of the fitness program

of the school. They need a PE or fitness instructor to guide
them in their preparations.
Product: A polished Aerobic dance routine ready for presentation for
the inter-class aerobic dance competition.
Standard: Your work will be rated according to the following criteria:
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§ teamwork (sense of community)

§ proficiency and display of high level fitness
§ creativity and resourcefulness

2. For you to be guided on your role in this activity, take note of the assignments
in the respective committees, namely:

• Program, Communication, and Coordination

Takes charge of all communications including requests for approval of the
principal regarding the conduct of the activity, issuance and retrieval of
parents’ waivers, and letters coordinating the activity with the class adviser/
MAPEH teacher

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
• Registration, Attendance, and Certificates
Takes charge of the registration of participants, checking of attendance,
and certificates of recognition for the training team, and certificates of
participation for the participants

• Choreography and Aerobic Training

Takes charge of the training aspect which includes teaching of aerobic
dance routine and choreography

• Documentation
Comes up with a narrative accomplishment report relative to the conduct
of the activity, attaching all copies of communications made and pictures
taken

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3. Give each person an assignment based on the committees, according to
their interest and expertise. See to it that assigned members can perform
the duties and responsibilities relative to the committee they belong to.

4. Thorough planning with your teacher is needed to make sure this outreach
program achieve its goals. To be successful you need to prepare everything

O
beforehand and make the necessary coordinations and communications
for proper dissemination. C
Reflective Questions

1. What went well? What could be improved?

2. Considering everything that took place, could you have done better? How?
3. What do you think were the factors that hindered you from doing better?
4. How important is promoting an active lifestyle in school, at home, or in the
community?
5. Given the opportunity to regularly participate in such activity, how can active
recreation contribute to the attainment of fitness and well-being?
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6. Now that you have deeper understanding of active recreation and the basic
skills to participate in physical activities, how can you influence others in
your community to stay fit and healthy?
D

SUMMARY

Now that you have learned the concept of active recreation and how it can
maintain and improve your life, it is now your turn to share what you have learned with
your family, friends and immediate community.

The true measure of your understanding of the concepts and principles of

active recreation, fitness, and a healthy lifestyle is your capacity to apply it in your
daily life. Reading more about health, fitness and wellness, specifically on lifestyle and
weight management at the same time keeping yourself engaged in such activities, will
make you a more physically fit and healthier individual.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
No one would ever understand the importance of recreation until you experience
the benefits. It is fun, embodied in the form of fitness activities to refresh one’s body
and mind. It is only through your personal experience that you can influence others
to participate and commit to improving their own health and fitness practices. Fitness
is contagious. It makes you more energetic, and keeps your mind healthy, fresh, and
stress-free.

So what are you waiting for? Go on and influence your community! If everyone
is fit enough to carry out their daily routines then they are also capable of becoming
more productive members of the community and contribute in the development of our
nation and make our environment a healthy place to live in.

SUMMATIVE TEST

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Your final challenge is to pass the summative test. It will assess the knowledge,
processes and understanding you have acquired on active recreation and fitness. So,
grab a pen, bring out a whole sheet of paper, and accomplish this job. Good luck!

GLOSSARY

O
Aerobic exercise a style of physical movement designed to increase heart
rate and improve oxygenation throughout the body
Anorexia nervosa
C
eating disorder characterized by self-imposed starvation
to lose and maintain very low body weight, due to a false
or distorted perception of being fat
Binge-eating eating disorder characterized by uncontrollable episodes
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disorder of eating excessive amounts of food within a relatively

short time.
Bulimia nervosa an eating disorder characterized by a pattern of binge
eating and purging in an attempt to lose weight and/or
maintain low body weight.
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Emotional eating the consumption of large quantities of food to suppress

negative emotions.
Frequency refers to how often you involve yourself in regular physical
activity or exercise.
Hip-hop Aerobics an exciting combination of intense cardiovascular
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exercises incorporating hip-hop moves and upbeat music

to get your heart pumping
Intensity refers to how hard you should exercise or the difficulty of
your physical activity.
Recreation an activity that people engage in their free time that they
enjoy and recognize as having socially redeeming values
and generates a general sense of well being
Time refers to how long you should engage in a specific
physical activity.
Type refers to the kind of exercise or physical activity you
should engage in.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
References:
Corbin, Charles et al. (2008). Concepts of Physical Fitness: Active Lifestyles
for Wellness. Mc Graw Hill Co. Inc. U.S.A.

GRASPS Template retrieved from: http://opi.mt.gov/PDF/CurriculumGuides/

Curriculum-Development-Guide/GRASP.pdf

Hi-Lo Impact Group Fitness Class retrieved from: www.youtube.com/

watch?v=OFpHULW4CUw

Hi-Lo Aerobics with Breakdown retrieved from:www.youtube.com/

watch?v=Yqr1bymA3

Hip-Hop Aerobics: Drop it Low retrieved from: www.youtube.com/

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watch?v=iwE8xhk0LxU

Kennedy C. and Yoke Y. (2008). Methods of Group Exercise Instruction.

Human Kinetics Publishers Inc. Champaign, Il.

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Step-Up Revolution: Hip-Hop Cardio Jam Fitness Workout retrieved from:
www.youtube.com/watch?v=SRJN5mVIGcU

Step-by-step Yoga for Beginners retrieved from: www.yogaglo.com/beginner-

center.php
C
The Grind Hip-Hop Aerobics retrieved from: www.youtube.com/
watch?v=PYHEjFb3fq0
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Video: Aerobic Hip-Hop Dance Moves retrieved from: www.ehow.com › Arts &
Entertainment

Werner W.K. & Hoeger A.S. (2007) Lifetime Physical Fitness and Wellness.
9th Edition. Thomson Learning Inc. CA. U.S.A.
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Werner W.K. Hoeger A.S. (2013) Fitness and Wellness 10th Edition.
Wadsworth, Cengage Learning

Wojtek J. Chodzko-Zajko (2014) ACSM’s Exercise for Older Adults Lipincott

Williams & Wilkins, Baltimore, MD 21201

Wuest, Deborah A. (2012) . Foundations of Physical Education, Exercise

Science and Sport. McGraw Hill Co. Inc. U.S.A.

Yoga for Complete Beginners - Yoga Class 20 minutes retrieved from: www.
youtube.com/watch?v=0o0kNeOyH98

Yoga for Beginners retrieved from: www.youtube.com/watch?v=H3vLZqPZxZE

10-Minute Jump Start Cardio Workout Video retrieved from: www.sparkpeople.

com/resource/videos-detail.asp?video=87

104

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Education
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C
Learner’s Material
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Unit 3
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This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
C
Development Team of the Learner’s Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

relevant skills and information, preparing yourself for the challenges of the world.

Come on. Let’s get started!

Unit 3: Active Recreation (Street and Hip-Hop Dances) ................................... 105

Introduction ...................................................................................................... 106
Learning Competencies ................................................................................... 106
Pre-Assessment .............................................................................................. 107

Part I: What to KNOW ..................................................................... 108

Part II: What to PROCESS .............................................................. 117

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Part III: What to REFLECT and UNDERSTAND ............................. 131
Part IV: What to TRANSFER ........................................................... 136

Summary ........................................................................................................ 137

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References ..................................................................................................... 138
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EP
D

(Street and Hip-Hop Dances)

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O
C
ED
EP
D

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Module No. : 3 Number of Sessions: 8
CONTENT STANDARD PERFORMANCE STANDARD
The learner . . . The learner . . .
• demonstrates understanding • maintains an active lifestyle to
of lifestyle and weight influence the community and
management to promote society to participate in physical
societal fitness. activities.

• practices healthy eating habits

that support an active lifestyle.

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I. Introduction

Recreation is a therapeutic refreshment or relaxation of one’s body and mind.

Activities done for this purpose are called recreational activities. Its main objective is
to revitalize the physical, mental, social, and emotional aspects of a person.

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In today’s world that is full of stress and pressures, we all need to engage in
recreational activities to relieve our tensions.
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Dance is a recreational activity that can develop our physical, mental, social,
and emotional health. Dancing as part of our lifestyle can surely sustain our fitness.
But it should be coupled with proper eating habits and weight management in order for
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a person to live a healthy life.

In this unit, you will perform hip-hop and street dances. You will also discover
how these dances can revitalize your body and mind, and sustain fitness.

At the end of this module, you will consider dancing to be one of your recreational
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activities, combining it with healthy eating habits to sustain lifelong fitness.

In this module you are expected to:

• assess your physical activities, exercise, and eating habits;

• determine risk factors related to lifestyle diseases (obesity, diabetes, heart

disease);
• engage in moderate to vigorous physical activities for at least 60 minutes a
day, in and out of school;
• apply correct techniques to minimize risk of injuries;
• analyze the effects of media and technology on fitness and physical activity;
• critique (verify and validate) media information on fitness and physical activity
issues;
• express a sense of purpose and belongingness by participating in community
services and programs that deal with physical fitness; and
• recognize the needs of others and how to help in meaningful ways.

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Pre-Assessment
Copy and answer in your quiz notebook.
A. Write AGREE, if you think the statement is correct and DISAGREE if otherwise.

1. An RPE of 10 means that the activity is very light.

2. Swimming and playing basketball are vigorous activities.
3. Street and hip-hip dances are active recreational activities.
4. Proper execution of dance steps increases the risk of injuries.
5. A normal nutritional status means that weight is proportional to the height.
6. Physical inactivity and an unhealthy diet are risk factors for heart disease.
7. Risk walking and dancing are activities which are of moderate intensity.
8. One can help the community by sharing his/her knowledge and skills in
dancing.

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9. Surfing on the internet and playing computer games greatly improve one’s
fitness.
10. A physically active person engages in 5-10 minutes of moderately vigorous
physical activity three or more times a week.

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B. Draw if you think you can confidently do the task and if you cannot.

_____I can identify the risk factors related to heart diseases.

C
_____I engage in moderate to vigorous activities regularly.
_____I recognize that I have responsibilities in my community.
_____I examine media information on fitness before trusting them.
_____I am aware of the needs of others, and I am willing to help them.
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_____I can assess the level of my physical activity participation and readiness.
_____I know that media and technology have advantages and disadvantages to
our health.
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Refer to the table to know what your answers mean.

All
You possess all the skills expected of you in this module
and will have little difficulty in accomplishing the tasks.
D

One or more
You possess some of the skills expected of you in this
module and might have some difficulty in accomplishing
the tasks but willingness and enthusiasm will surely help.

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Welcome to the first part of your lesson in Street and Hip-

Hop Dances. In this phase, various activities and challenges
will enable you to review and reveal your knowledge in
the previous and upcoming lessons. This part will surely
stimulate your excitement to perform street and hip-hop
dances as you get to understand them deeply. Remember
that you have to accomplish every activity so that you will
have excellent performance in the next stages. Are you excited? You may now begin
your first challenge. Good luck and happy learning!!!

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Activity 1: BE OR BE

I. Objectives:

To determine what physical activities can sustain fitness or not

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To share thoughts on how media and technology affect the physical activity
and fitness of a person

II. Procedure:
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1. Listen as the teacher dictates the following physical activities:
- playing computer games - jogging
- reading books - folk dancing
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- movie marathon - street dancing

- watching television - surfing on the internet
- jumping jacks - playing basketball
- running - scrubbing the floor
- playing badminton - fetching a pail of water
- hip-hop dancing
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2. At the teacher’s signal after each physical activity, do the corresponding

action based on its ability to sustain fitness and your feelings when
performing the activity:
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Does the What are your

activity sustain feelings when Action
fitness? you do activity?
yes happy jump 5 times and show a happy face
yes sad jump 5 times and show a sad face
no happy sit and show a happy face
no sad sit and show a sad face

Processing Questions:
1. What are the activities that can help improve our fitness? Why do you say so?
2. What are the activities that are sedentary in nature? Why do you say so?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
3. How do surfing on the Internet and playing computer games affect our
physical activity and fitness?
4. Which of these activities will you choose as your lifetime hobby? Why?

Activity 2: SINE MO ‘TO presents: SITIO KATAMAKAWAN

I. Objectives:
To determine the risk factors related to lifestyle diseases
To suggest ways on how to improve one’s physical activity and fitness

II. Materials/Equipment:
• pen and notebook
• copy of the story about Sitio Katamakawan

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III. Procedures:
1. Listen to your teacher as s/he reads the story about Sitio Katamakawan or
observe your selected classmates as they dramatize the story about Sitio
Katamakawan.

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2. Take down notes to answer the questions after:
• Describe the lifestyle of the people of this community.

Sitio Katamakawan is a community of lazy and gluttonous people. They sit or lie
C
all day and eat everything their mouth desires. Each family has a housemaid to take
care of all the household chores. The children of this community are addicted to playing
computer games although they maintain their passing grades. They are not allowed to
play outside to prevent accidents. Most of the time, the teenagers surf the Internet. Most
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of the parents are overweight because after their office work, they watch television while
having night snacks. Some men are into smoking and drinking alcohol.

On the other hand, during weekends, each family goes to church and watches
movies together. They maintain their strong family bonds. Values such as respect to
elders and obedience are also preserved in this community.
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• Would you like to live in this community? Why?

• Which health dimensions are sustained, and which need improvement
in this community?
• Do the people live a physically active and healthy lifestyle?
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• What are the possible diseases the people of this community might
have?
• What are the risk factors of these diseases?
• If you were a friend of one of the members of this community, what
would you advise her/him to achieve fitness?
• What are the advantages and disadvantages of media and technology
to our health?
• What recreational physical activities can you suggest to the children,
teenagers, and adult members of Sitio Katamakawan?

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 3: 4 PICS, 1 WORD
I. Objectives:
To describe street dance and hip-hop dance,
To identify the dance style of street dance and hip-hop dance
To trace the origin of street and hip-hop dances

II. Materials/Equipment:
• pen and notebook
• pictures of a DJ, person who is rapping, a person who is breakdancing,
and graffiti art
• videos of dancers doing the breaking, locking, and popping movements
• pictures of dancers dancing in streets, dance parties, block parties, parks,
school yards, raves, and nightclubs

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III. Procedure:
1. Look at each picture closely and arrange the scrambled letters to form the
word/s that collectively describe them. Write your answer on your lecture
notebook.

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2. After unscrambling the letter to form the correct word, come up with a
statement that would relate the pictures to the formed word.
3. Present your answer to the class and listen attentively as your teacher
facilitates the discussion.
C
Level 1
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dancing on the street dancing in the yard

dancing at the park dancing at the Rave

RETEST ANDCE

110

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B-boying Shuffling Popping Locking

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ERSETT DENAC SELYTS

Level 3
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D

House Dance Rave Dance Punk Dance Hip-Hop Dance

LESMAXPE OF TEREST DENCAS

111

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DJ Rapping Breakdance Graffiti Art

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PIH-POH LUCTURE
C
Level 5
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EP
D

Hip-hop music Hip-hop culture dance styles dance styles

POH-IHP DANCE

112

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1970 New York African-American Latin-American

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RIGINO FO POH-PIH
C
Level 7
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EP
D

Krumping Tutting Locking B-boying

PIH-OPH EDNAC YESTLS

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I. Objectives:
To describe street dance and hip-hop dances, and their dance styles
To share the contribution of street dance and hip-hop dances to fitness

II. Materials/Equipment:
• dvd copy of Step Up 4 movie
• audio-visual set
• pen and notebook

III. Procedure:
1. Watch carefully the movie Step Up 4.

PY
2. Answer the following questions in your lecture notebook:
• What dance form is shown in the movie?
• What is a street dance?
• What is a hip-hop dance?
• What particular movements/steps strike you? Show them.

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• Can street dance and hip-hop dance improve fitness? How?
• Can we use street dance and hip-hop dance as our recreation activity?
Why and how?

Think of this...
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• What recreational activity did you discover at this stage? Can
you make it as your lifetime hobby?
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Points to remember

Street dance refers to dance styles that have evolved outside of dance studios.
It is performed in streets, dance parties, parks, school yards, or in any available space.
EP

It is often improvisational and social in nature, encouraging interaction and contact

with spectators and other dancers.

A full street dance is a collection of various similar dance moves and styles put
together into one practice and regarded as the same dance.
D

Hip-hop is a cultural movement best known for its impact on music in the
form of the musical genre of the same name. It has its origins in the Bronx, in New
York City, during the 1970s, mostly among African Americans and some influence of
Latin Americans. Hip-hop culture is composed of the pillars such as DJ-ing, rapping,
breakdancing, and graffiti art.

Hip-hop dance, on the other hand, refers to street dance styles primarily
performed to hip-hop music or that have evolved as part of hip-hop culture. Hip-hop
music incorporates a number of iconic elements, most notably DJing and rapping,
along with things like beat boxing, sampling, and juggling beats on turntables.

114

B-boying or breaking, also called breakdancing, is a style of street dance and

the first hip-hop dance style that originated among Black and Puerto Rican youths in
New York City during the early 1970s. A practitioner of this dance is called a b-boy,
b-girl, or breaker. Although the term breakdance is frequently used to refer to the
dance, b-boying and breaking are the original terms.

Four Movements:
Toprock footwork-oriented steps performed while standing up
Downrock footwork performed with both hands and feet on the floor

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Freezes stylish poses done on your hands
comprise full-body spins and rotations that give the illusion
Power moves
of defying gravity

Popping

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Popping was popularized by Samuel Boogaloo Sam Solomon and his crew the
Electric Boogaloos. It is based on the technique of quickly contracting and relaxing
muscles to cause a jerk in a dancer’s body.
C
Popping forces parts of your body outwards, similar to an explosion within
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parts of your body. Popping also contracts muscles, but it is followed by relaxation that
gives it the jerking appearance of popping.

Locking
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Locking or campbellocking, was created by Don Campbellock Campbell in 1969

in Los Angeles, California. It was popularized by his crew, The Lockers. Locking can be
identified by its distinctive stops. It is usually performed by stopping the fast movement
that you are doing, locking your body into a position, holding it, and then continuing at
the same speed as before. In locking, dancers hold their positions longer. The lock is
D

the primary move used in locking. It is similar to a freeze or a sudden pause. A locker’s
dancing is characterized by frequently locking in place and after a brief freeze moving
again.

Krumping

Krumping is a form of dancing that originated in the African-American community

of South Central Los Angeles, California and is a relatively new form of the “Urban”
Black dance movement. It is free, expressive and highly energetic. Most people paint
their faces in different designs. Krumping is a dance style to release anger. It is reported
that gang riots in the United States decreased because of krumping style.

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It is a creative way of making geometric shapes forming right angle using your
body parts. The style was originally practiced by young funk dancers. It is derived from
the positions people were drawn in during the days of the Ancient Egyptians. It is the
positions seen in these portraits that have been adopted by dancers today. Tutting is
still a greatly respected move and King Tut aka Mark Benson is widely acclaimed for
pioneering the style.

Shuffling

The Melbourne Shuffle (also known as Rocking or simply The Shuffle) is

a rave and club dance that originated in the late 1980s in the underground rave music

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scene in Melbourne, Australia. The basic movements of the dance are a fast heel-and-
toe action with a style suitable for various types of electronic music. Some variants
incorporate arm movements. People who dance the shuffle are often referred to as
rockers, due in part to the popularity of shuffling to rock music in the early 1990s.

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Waacking C
Waacking” is an African American form of street dance originating from the
1970’s disco era of the underground club scenes in Los Angeles and New York City.
Waacking consists of stylized posing and fast synchronized arm movements to the
beat of the music. Today, waacking is a popular element of hip hop dance.
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CHECK UP
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Answer on your quiz notebook.

1. What dance styles, formally known as vernacular dances, refer to dances
that evolved outside of dance studios?
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2. What form of street dance is performed impromptu in large crowds?

3. What culture is created by DJ-ing, rapping, breakdancing, and graffiti art?
4. What dance style is primarily performed to hip-hop music and have evolved
as part of hip-hop culture?
5. What hiphop style is based on the technique of quickly contracting and
relaxing muscles to cause a jerk in a dancer’s body?

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Congratulations for successfully finishing the first stage!

Now in the first part of this stage, you will assess yourself
on how prepared you are for the next moderately vigorous
activity. Remember that you have to take these assessments
honestly to prevent harm. Then, you will try to experience
street and hip-hop dancing by executing some of their dance
styles and creating a simple choreographed routine. We are
sure you are now very eager to do it. So what are you waiting for? Start now!

Activity 5a: LET’S TALK ABOUT YOUR PHYSICAL ACTIVITIES

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I. Objectives:
.To assess your own level of participation and readiness in physical activity
To assess your eating habits

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II. Materials/Equipment:
• copy of Physical Activity Assessment form
• pen and notebook
• interpretation of results
C
III. Procedure:
1. Answer the Physical Activity Assessment (PAA) form honestly.
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Physical Activity Assessment

Put a tick (/) mark on how often you do the following activities.
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Minimal Often Regular Habitual Never

(A few times (2-3 times a (3-5 times a (Daily for at
Activities a month) week at least week at least least 30-45
30-45 minutes 30-45 minutes minutes or
or longer) or longer) longer)

Sit/lie around
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Watch television
Sit and do needle work
Indulge in computer games and
surfing
Exercise for strength and flexibility

Yoga

Tai Chi

Resistance Training

117

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Minimal Often Regular Habitual Never
(A few times (2-3 times a (3-5 times a (Daily for at
Activities a month) week at least week at least least 30-45
30-45 minutes 30-45 minutes minutes or
or longer) or longer) longer)

Go mall-strolling

Play golf

Go bowling

Active Recreational Activities

Ballroom dancing

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Badminton, basketball, softball

Skating, Roller blading

Tennis

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Brisk walking C
Running/jogging

Bicycling
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Aerobic dancing

Swimming

Aero-Kick Boxing
Parking your car farther away
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from entrance of a mall

Adding extra steps to your daily
routes
Doing household chores
D

Running errands

Grocery shopping
Taking the stairs instead of the
elevator
Taking longer routes when
walking back home
Walking to the store, church or
banks

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Compare your answers with the Filipino Pyramid Activity Guide.
Processing Questions:

1. What does the result of your PAA tell you?

2. How do you feel about the result?
3. Do you think you are ready for your next activities?

THE FILIPINO PYRAMID ACTIVITY GUIDE

ROSA ALLYN G. SY. MD. FPCP
CARDINAL SANTOS MEDICAL CENTER

PY
• Sit or lie
• around

O
• Be a couch
• potato
• Play cards/
• Watch TV
C • Play cards / mahjong
• Sit and do needle work
• Indulge in computer
games and surfing
(0.3Kcal/min/KG BW)
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• Go Mall-Strolling • Stretching
• Play Golf • Yoga
• Go Bowling • Tai Chi
• Resistance
training
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(0.4-0.09Kcal/min/
KG BW)
(0.03-0.12 Kcal/min/KG BW)

• Brisk walking
• Running / Jogging • Ballroom Dancing
• Bicycling • Badminton, Basketball
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• Aerobic Dancing • Softball

• Swimming • Skatng / Roller Blading
• Aero and Kick Boxing • Tennis
(0.08-0.23Kcal/min/KG BW) • Pko, Sipa, Patintero
(0.05-0.14 Kcal/min/KG BW)

• Taking the stairs instead of the elevator • Adding extra steps to your daily routine
• Taking longer routes • Taking stretch breaks at home or work
• Walking to the store, church, banks, • Doing household chores
or mailbox • Running errands
• Parking your car farther away • Grocery shopping
0.04 - 0.10 Kcal/min/Kg BW)

Source: www.diabetesphil.org/journals/Year%20XVIII1.pdf

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
The base of the pyramid includes activities that are easy, convenient and
accessible to everyone. These activities, part of our daily routines, when performed
habitually or daily for a minimum of 30 minutes, even 10 minutes at a time will provide
metabolic efficiency by increasing total energy expenditure. So if you are diabetic
or obese, with poor sugar control and have never engaged in any form of exercise
before, activities like walking, climbing the stairs, and doing household chores may be
a good start.

It is important to note that for beginners, the amount of cumulative activity time
is more important than the specific type and manner of activity. Aerobic exercises
like jogging, brisk walking, swimming, aerobic dancing, and recreational activities like
ballroom dancing, badminton, and tennis burn more calories per minute per body
weight and are advised for those who want to lose more weight. To get the most

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benefit from the activity, it has to be done 3-5 times a week for at least 30-45 minutes.
These activities will also improve your cardiovascular endurance.

Leisure activities like bowling and playing golf burn approximately 0.04-0.09
kcal/min/kg BW. Though these activities are enjoyable and are associated with energy

O
expenditure, they are not recommended as part of our daily activities. This is because
cardiovascular benefit is achieved only if we can sustain our heart rates at 60-75% of
our target heart rate.
C
Strengthening and flexibility exercises, on the other hand, are intended to
improve bone and muscle strength and improve resilience of our connective tissue.
Although you may do it every day, performing it 2-3 times per week may be enough to
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provide you with its maximum benefits.

Activities that burn the least calories should be avoided. The top of the pyramid
refers to activities that are frequently performed by most children and adults who are
overweight. These activities are believed to be responsible for the progressive rise in
obesity and diabetes in the country.
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Regular activity is no doubt beneficial to everyone. No one is too old to enjoy

the benefits of regular physical activity.

To maintain health, one would need to burn 700-1000 kcal per week. For a 60
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kg female walking briskly for 30 minutes (150 kcal) 5 days a week will burn 900 kcal.

To lose weight, one has to burn 2000-3000 kcal per week. A 75-kg male walking
briskly for 45 minutes (338 kcal) 6 days a week will burn 2,028 kcal and is expected
to lose 0.5 pound a week if he keeps his food intake within the recommended range.

The FILIPINO PYRAMID ACTIVITY GUIDE is intended to be a guide that

should help everyone select activity that best fits his lifestyle and health needs. Just
30 minutes of the different activities over the course of a day is healthy and rewarding!

Start getting your rewards, start your EXERCISE NOW!

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• Which of these activities do you do for at least 10 minutes at a time for 30

minutes a day for at least 5 days a week?
• Based on the Filipino Pyramid Activity Guide, do you consider yourself as an
active or inactive person? Why?
• How much time do you engage in dancing?
• If you do not like to engage in dancing, which of the activities in the Filipino
Pyramid Activity Guide will you choose as your hobby?

Activity 5b: ARE YOU READY TO DANCE?

Perform the following movements with a step close to the right and left

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alternately (moving forward or backward) for 10 minutes to a 2/4 time music. After 10
minutes, identify the intensity of the activity based on the Rate of Perceived Exertion
(RPE) chart.
Figures Step Pattern Repetition
Close and right and left arms in second position (ct 1), 32 measures

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Open right and left arms in first position (ct 2)
Arm Raise Raise both arms high (cts 1,2) 32 measures
Punch Punch right (cts 1,2)
Punch left (cts 1,2)
C 32 measures

Arm Sway Sway both arms high to the right (cts 1,2) 32 measures
Sway both arms high to the left (cts 1,2)
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RPE CHART
Rate of Perceived Exertion

10 Max Effort Activity

Feels almost impossible to keep going
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Completely out of breath, unable to talk

9 Very Hard Activity

Very difficult to maintain exercise intensity
Can barely breathe and speak a single word

7-8 Vigorous Activity

On the verge of becoming uncomfortable

Short of breathe, can speak a sentence

4-6 Moderate Activity

Feels like you can exercise for hours
Breathing heavily, can hold a short conversation

2-3 Light Activity

Feels like you can maintain for hours
Easy to breathe and carry on a conversation

1 Very Light Activity

Anything other than sleeping, watching TV, riding a car, etc.
GPP Synerfitness @ rewindiet.com

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• What is your RPE after the activity?

• What does the result tell you?
• How do you feel about the result?
• Do you think you are ready for the next activity?

Activity 5c: HOW ABOUT YOUR DIET?

Study the nutritional needs of the Filipino teenager. See if you are eating the
right amount of food needed by your body.

PY
O
C
ED
EP
D

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1. Are you eating the right amount of food needed by your body?
2. Explain the interplay of food and weight.
3. What is the importance of eating a balanced diet to lifelong fitness?

Now that you have assessed yourself, do the next activities based on your
physical capacity.

Activity 6: IT’S STREET DANCE TIME!

I. Objective:

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To execute some of the street dance styles

II. Materials/Equipment:
• street dance music
• audio set

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• notebook

III. Procedure:
1. Copy the table in your notebook.
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Record of Heart Rate
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Heart Rate Heart Rate

Activity RPE
(before) (after)

Practice for Street Dance

Performance of Street dance
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Practice for Hip-Hop Dance

Performance of Hip-hop dance
Practice for Flash Mob
Performance of Flash Mob
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2. Form a group of 6-8 members.

3. Discuss with your group the possible injuries that might happen in the
following situations:
• not doing warm-up and stretching activties
• not executing dance styles properly
• not observing safety measures at all times

4. Follow your teacher as he/she teaches the class the common styles in
street dancing like b-boying, popping and locking.

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5. Create a simple dance routine (2-3minutes) applying common styles in
street dance like b-boying, popping and locking.

6. Practice for 20 minutes.

7. Observe utmost care while doing the activity to avoid injuries.

8. Present it to the class.

9. Your performance will be rated according to the following criteria:

attitude, respect, initiative and participation, dependability, execution, and
observance of safety.

PY
Approaching
Criteria Advanced Proficient Proficiency Developing
(4) (3) (2) (1)
Attitude Positive Positive attitude; Inconsistent Poor attitude;
attitude; most often attitude; Does not

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Always willing willing to try needs some respond to
to try encouragement encouragement
Respect Always Often courteous Sometimes Disrespectful of
courteous and
respectful of
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and respectful
of others
courteous and
respectful of
others

others others
Initiative and Consistently Often attends, Sometimes Does not attend,
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participation attends, prepares, and attends, prepare, and

prepares, and participates in prepares, and participate in the
participates in the activities participates in the activities
the activities activities
Dependability Very Dependable Inconsistently Not dependable
dependable dependable
EP

Execution Always Often executes Sometimes Does not

executes the the movements executes the execute the
movements properly movements movements
properly properly properly
Observance of Always Often practices Sometimes Does not
D

Safety practices safety practices safety practice safety

safety precautions precautions precautions
precautions

Remember: Get your heart rate before and after the practice and performance
and record the data in your Record of Heart Rate. Identify the intensity of the
activity based on the RPE Chart.

124

1. Did your heart rate increase after your practice and performce?
2. What does it tell you?
3. What fitness components are being improved when you dance?
4. Did you have fun while doing the activity?
5. Why it is important to observe safety measures when dancing?

Activity 7: IT’S HIP-HOP TIME!

I. Objective:
To execute some of the hip-hop dance styles

PY
II. Materials/Equipment:
• hip-hop dance music
• audio set

O
III. Procedure:
1. Form a group of 6-8 members. C
2. Discuss with your group the possible injuries that might happen in the
following situations:
• not doing warm-up and stretching activties
• not executing dance styles properly
ED

• not observing safety measures at all times

3. Follow your teacher as he/she teaches the class the common styles in
street dancing like b-boying, popping and locking.
EP

4. Create a simple dance routine (2-3 minutes) applying common styles in

street dance like b-boying, popping and locking.

5. Practice for 20 minutes.

6. Observe utmost care while doing the activity to avoid injuries.

7. Present it to the class.

8. Your performance will be rated according to the following criteria:

attitude, respect, initiative and participation, dependability, execution, and
observance of safety.

125

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Approaching
Criteria Advanced Proficient Proficiency Developing
(4) (3) (2) (1)
Attitude Positive Positive attitude; Inconsistent Poor attitude;
attitude; most often attitude; Does not
Always willing willing to try needs some respond to
to try encouragement encouragement
Respect Always Often courteous Sometimes Disrespectful of
courteous and and respectful courteous and others
respectful of of others respectful of
others others
Initiative and Consistently Often attends, Sometimes Does not attend,
participation attends, prepares, and attends, prepare, and

PY
prepares, and participates in prepares, and participate in the
participates in the activities participates in the activities
the activities activities
Dependability Very Dependable Inconsistently Not dependable
dependable dependable

O
Execution Always Often executes Sometimes Does not
executes the the movements executes the execute the
movements properly movements movements

Observance of
properly
Always
C
Often practices
properly
Sometimes
properly
Does not
Safety practices safety practices safety practice safety
safety precautions precautions precautions
ED

precautions

Remember: Get your heart rate before and after the practice and
performance and record the data in your Record of Heart Rate. Identify the
EP

intensity of the activity based on the RPE Chart.

Processing Questions:
D

1. Did your heart rate increase after your practice and dance performance?
2. What does it tell you?
3. What fitness components are being improved when you dance?
4. Did you have fun while doing the activity?
5. Why is it important to observe safety measure when dancing?

126

I. Objectives:
To develop a sense of pride in being Filipino
To suggest ways on how to maintain normal nutritional status

II. Materials/Equipment:
• video of a hip-hop dance performed by street dance groups in the Philippines
that have won international awards such as Philippine All Star
• audio set

III. Procedure:
1. Watch carefully the performance of a street dance group in the Philippines

PY
who has won international acclaim such as Philippine All-Star .
2. Describe the waistlines, body figures, and body mass index of the dancers

Processing Questions:

O
1. What do you feel about Filipino dancers competing worldwide?
2. How do these dancers sustain their fitness?
3. How can one maintain a normal nutritional status?
C
Activity 9: BELIEVE IT OR NOT?
ED

I. Objective:
To critique media information on fitness and physical activity issues

II. Materials/Equipment:
• print ads on gaining and losing weight and other fitness programs
EP

• audio-visual set
• pen and notebook

III. Procedure:
1. Read print advertisements on fitness programs and foodstuffs on gaining
D

and losing weight.

2. Answer the following questions:

a. Applying your knowledge on consumer health, which of the

advertisements convinced you the most, in terms of losing weight fast?
Why?
b. What should a wise consumer do before patronizing fitness-related
products/programs?

127

PY
O
C
ED

C
EP
D

128

What generalization can you make about diet and fitness in this part
of the lesson?

Points to remember…

PY
Health Benefits of Dancing

Dancing as a recreational activity can be a way to stay fit for

people of all ages, shapes, and sizes. It has a wide range of
physical and mental benefits including:

O
 improved condition of your heart and lungs
 increased muscular strength, endurance, and motor fitness
 increased aerobic fitness
C
 improved muscle tone and strength
 weight management
 stronger bones and reduced risk of osteoporosis
ED

 better coordination, agility, and flexibility

 improved balance and spatial awareness
 increased physical confidence
 improved mental functions
 improved general and psychological well-being
 greater self-confidence and self-esteem
EP

 better social skills.

Source: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_
health_benefits?open
D

129

A. Work with a partner. Copy the table in your lecture notebook and put a check
mark (/) on the component being developed in street and hip-hop dances and their
styles. Be ready to explain your answers.

Street Hip-hop
Fitness Component B-boying Locking Popping
Dance Dance
Speed
Balance
Agility

PY
Coordination
Power
Reaction Time
Muscular Strength

O
Muscular
Endurance
Cardiovascular
Endurance
C
Flexibility
Body Composition
ED

B. Individually copy the table and rate yourself according to how good you are in
executing the dance styles. Choose from the rating:

Excellent - can execute the style without any difficulty

Very Good - can execute the style with few difficulties

Good - can execute the style with many difficulties
Needs Improvement - cannot execute the style at all

Dance Styles Rating

B-boying
Locking
Popping
Tutting
Krumping
Waacking
Shuffling

130

At this juncture, you will express and manifest understanding

at a higher level. This will certainly be more fun because you
will experience things that you have not experienced before
in terms of dance.

Choose one from any of the suggested activities.

Activity 10: FORMULATE!

PY
I. Objective:
To create a formula as a guide to sustain fitness

II. Materials/Equipment:

O
• pen and paper

III. Procedure:
C
1. The following are the essential words in this module. Create your own
formula on how you will attain lifelong fitness and wellness.

Ex: dancing + proper nutrition + healthy lifestyle = lifelong fitness and wellness
ED

sports balanced diet

media and technology weight management
healthy lifestyle recreational activities
physical activities lifelong fitness and wellness
EP

safety household chores

proper nutrition dancing

2. Justify your answer by giving a brief explanation.

Activity 11: LIFESTYLE DISEASES…NO! NO! NO!

I. Objectives:
To give a perspective on the causes of death among Filipinos
To persuade others on the importance of practicing a healthy lifestyle

II. Materials/Equipment:
• pen and paper
• handout

131

1. Read the article 5 out of 10 Filipinos Die of Heart Disease.

2. If you were a dance enthusiast and health advocate, write a short speech/
message about your insights on the importance of maintaining a healthy
lifestyle.
3. Each student will be given one or two minutes to speak.
4. Be guided by the following criteria:

Approaching
Criteria Advanced Proficient Proficiency Developing

PY
(4) (3) (2) (1)
Position The position The position The position There is no
Statement statement statement statement is position
provides a clear, provides a clear present, but does statement.
strong position. position. not make the

O
position clear.
Correctness of Includes 3 or more Includes 2 or Includes 1 piece No evidence
ideas pieces of evidence more pieces of evidence (facts, statistics,
(facts, statistics,
examples, real-
C
of evidence
(facts, statistics,
(facts, statistics,
examples, real-
examples, real-
life experiences)
life experiences) examples, real- life experiences) that support the
that support life experiences) that supports the statement.
the position that support position statement.
ED

statement. the position

statement.
Accuracy All supportive Almost all Some supportive Most supportive
facts and statistics supportive facts facts and statistics facts and statistics
are reported and statistics are reported are inaccurately
EP

accurately. are reported accurately. reported.

accurately.
Sentence All sentences are Most sentences Some sentences Most sentences
Structure well-constructed are well- are well are not well-
with varied constructed and constructed, constructed or
structure. there are some but there is varied.
D

varied sentence no variation in

structure in the structure.
essay.

132

I. Objective:
To express one’s personal point of view on balancing life dimensions

II. Materials:
• pen and notebook

III. Procedure:
1. Read the statement and give your personal point of view.

It is said that the youth is the hope of the nation. But some
teenagers enjoy dancing while making it as their source of income

PY
and they end up having poor academic performance; or worse they
stop schooling.
Is this a sound decision?

2. Create a four-line rap stating your view.

O
3. Be guided by the following criteria:

Approaching
Criteria Advanced
(4)
C Proficient
(3)
Proficiency
(2)
Developing
(1)
Presentation Song is explained. Song explained but Vague No concept
of concepts Tied well to genre. not tied well to genre/ explanation given. Song not
ED

Thorough context is assignment. Some given. Concepts explained.

given. context given. not explained.

Performance Taken seriously, Taken seriously; Developing; Inadequate/

while having performed well not taken very weak
fun; very well with some mistakes seriously performance;
EP

performed (no (consider level of not taken

mistakes) difficulty) seriously
Effort Went above and Put in significant Effort put in only No effort put in
beyond effort and effort but not as asked in class
really took project necessarily above
seriously what was asked
D

Activity 13: MY LIFE PLAN

I. Objective:
To create a fitness program that can be used for a lifetime

II. Materials:
• record of PA, PF and PAR assessments
• pen and short bond paper

133

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
III. Procedure
1. Guided by the FITT principle, create a fitness plan that will improve and
sustain your fitness. You may follow the format or create your own as long
as you meet the required elements of your plan.

MY FITNESS PLAN
Name: Grade/Section: Date:
Height:
Weight: Target Weight:
BMI: Target BMI:
Nutritional Status: Target Nutritional Status:
General Goals:

PY
Specific Goals:

O
Active Frequency Intensity Time(Duration) Type
Recreational
Activities
C
ED

2. Be guided by the criteria:

Approaching
Criteria Advanced Proficient Proficiency Developing
(4) (3) (2) (1)
EP

Attainability All goals and 1 of the goals and 2 of the goals and Many of the goals
activities are very activities planned activities planned and activities
much attainable in is not attainable in are not attainable planned are not
the specified time the specified time in the specified attainable in the
time specified time
D

Realistic All activities in the 1 activity in the 2 or more activities All activities in the
activities fitness plan could fitness plan could in the fitness fitness plan could
be conducted at not be conducted plan could not not be conducted
home, in school, at home, in be conducted at at home, in
or in any place. school, or in any home, in school, school, or in any
place. or in any place. place.
Variety of The fitness plan The fitness plan The fitness plan The fitness plan
Activities contains 7 or more contains 5-6 contains 3-4 contains 2 or less
different activities different activities different activities different activities

Think of this…
Why is it important to have a balanced lifestyle?

134

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Points to remember…
Our lifestyle is the way we live. It is composed of a variety of elements and
habits: what we eat, what we drink, our level of exercise, how well we sleep, how
well we manage stress and adapt to stressful situations, our behaviour and how we
interact with people, not forgetting our sense of belonging and purpose in life. It is
also affected by how we think and how we see life in general and by our attitude and
the choices we make when confronted with the changes and challenges of life.

A balanced lifestyle is the way in which we live and reflects that the different
elements of our life are in the right amount and proportion. Adopting a balanced
lifestyle is of growing importance because it has immediate and long-term effects on
our health and well-being. This is confirmed by many recent studies, which clearly
show that conditions such as heart diseases, stroke, cancer, diabetes, as well as

PY
many other chronic diseases may be preventable and even reversible by changing
our diet and adopting new attitudes and lifestyle.

A balanced lifestyle will have positive effects on our longevity as well. In his
exceptional book, Defy Aging, Michael Brickey, (PhD) has reviewed and put together
the conclusions of thousands of scientific studies and references about longevity.

O
One of the important conclusions of this extensive review is this: “Researchers
estimate that 30% of longevity is due to heredity and that 70% is the consequence
of our beliefs, attitudes, coping skills and lifestyle”.
C
Adopting and maintaining a healthy and balanced lifestyle is our own
responsibility. By maintaining a balanced lifestyle, we are increasing our chances of
living a significantly longer, better, and happier life.
ED

A balanced lifestyle is the cornerstone of your well-being, and it encompasses

elements such as developing and maintaining good physical health and fitness,
maintaining a good level of energy and vitality, having the ability to express your
creativity, enjoying emotional and psychological stability, entertaining harmonious
relationships, feeling and expressing your love toward people and life, acquiring
EP

effective stress management strategies and coping skills, achieving financial stability,
as well as developing a sense of purpose and meaning in life.

In order to be able to take meaningful actions and make effective changes

to your lifestyle and improve your health and well-being significantly, it may be very
D

useful to look at the different elements that define your lifestyle. This will allow you
to set pertinent and reasonable goals and adopt more effective strategies specific to
each element.

Lifestyle is often defined by the following six components: physical, mental,

emotional, social, financial and spiritual. These elements are all interrelated. We can
say that we enjoy a truly balanced lifestyle when we are balanced with respect to all
six components. Negligence or imbalance in any one of these affects all the others.
The good news is that improvement in one element will also have a positive effect
on all the others.
Source: http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/

135

At this point, you are now ready to manifest your

understanding in a different form. It is expected that in this
final stage, you can transfer your learning to others and
influence them to also practice a balanced healthy lifestyle.

Choose one from any of the activities.

Activity 14: SINCE YOU BELONG…

PY
to conduct a dance training-workshop for the youth of your
GOAL
community and/or to other students of your school
ROLE dance instructor/member of a training committee

O
AUDIENCE co-students or some members of your community

There is a group of people who want to learn and experience hip-

SITUATION
C
hop dancing. You are to conduct a training-workshop for them.

a choreographed hip-hop dance routine ready to be used as an

PRODUCT
exercise.
ED

your work will be rated according to the following standards:

 organization
STANDARD
 doability
 cooperation
EP

Procedure:
1. This is a class work.
2. Discuss with your groupmates who will be the training manager of the
workshop. Assign students to take charge of the invitation, program,
communication, sound system, venue, certificates, registration, food,
D

finance, documentation, choreography and other needed committees.

3. Set a date and send proper communications to concerned people.
4. Coordinate with your MAPEH teacher so you will be guided accordingly.
5. Submit accomplished report to your teacher.

136

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Activity 15: BE A FITNESS ADVISER!
to give recommendations to a person/people seeking advice on
GOAL
fitness.
ROLE a fitness adviser/guru

AUDIENCE clients seeking advice on fitness

There are several people who are unfit and need advice in
SITUATION
order for them to achieve their desired level of fitness

PRODUCT a fitness dance program specifically designed for them

The criteria are accuracy (10), appropriateness (10) and

PY
STANDARD
sensitivity to clients’ need (10).

Procedure:
1. This is an individual work.

O
2. Identify an unfit person (someone who has difficulty in doing his/her daily
task efficiently or effectively) from your family or community.
3. Explain to him/her the purpose of your task. Be sensitive to his/her needs.
C
4. Assess the person’s physical activity, participation, readiness and nutritional
status.
5. Create a fitness dance program.
6. You may follow the format of the fitness plan you have previously done.
ED

7. Submit to your teacher your fitness dance program first before giving it to
the concerned person.

SUMMARY
EP

Sustaining fitness and wellness is important because it allows the person to

live life to the fullest. A fit individual who can function optimally is not prone to health
problems, is strong enough to face life challenges, and can adjust to different situations.
Fitness and wellness are sustained through practicing a healthy lifestyle. This includes
D

participating in physical activities, having proper eating habits, and enjoying leisure.

Street and hip-hop dances are good recreational activities that can sustain
fitness and wellness. Dancing as a lifetime habit will surely help in sustaining fitness.
But this should be combined with proper eating habits.

137

BetterHealthChannel. (May 29, 2014). Dancehealthbenefits. Retrieved

from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/
Dance_health_benefits?open

Food and Nutrition Research Institute

Marvin. (December 16, 2009). Daily Nutritional Guide Pyramid for Filipinos
Retrieved from http://www.foodrecap.net/health/food-guide-pyramid-for-
filipinos/

Sindico, Ruth. (July 9, 2012). The Philippine Star.

http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Dance_

PY
health_benefits?open

http://en.wikipedia.org/wiki/Hip-hop_dance

http://en.wikipedia.org/wiki/History_of_hip-hop_dance

O
http://dance.about.com/od/hiphopdancing/tp/Elements-Of-Hip-Hop.htm

http://en.wikipedia.org/wiki/Street_dance
C
www.diabetesphil.org/journals/Year%20XVIII1.pdf

http://www.totalbalancedhealth.com/lifestyle/why-balance-is-important/
ED
EP
D

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