Physical Education 11
Quarter 3 – Module 2:
Fitness Enhancement Through
Physical Activities
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Health related and skills related fitness. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:
●
●
●
Lesson 1 – Components of Health-Related Fitness
Lesson 2 – Principles of training and Barriers to Physical Activity
Lesson 3 – Importance of Good Nutrition
At the end of the lesson, you should be able to;
Self-assesses health-related fitness (HRF) status, barriers to physical activity
assessment participation and one’s diet. PEH11FH-IIg-i-6
What I Know
Let’s see how well you remember the different aspects that contribute to a person’s
overall physical fitness.
Activity 1: “Arrange Me”
Direction: Analyze and arrange the scrambled letters to form a word. This is the
test where you can remember the health and skills related components.
1.
DOBY PMOCTIONOSI— The relative percentage of muscle, fat, bone, and other
tissues that comprise the body. A fit person has a relatively low, but not too low,
percentage of body fat (body fatness).
2.
VASLARCUDIORACSSEITNF—The ability of the heart, blood vessels, blood, and
respiratory system to supply fuel and oxygen to the muscles and the ability of the
muscles to utilize fuel to allow sustained exercise. A fit person can persist in physical
activity for relatively long periods without undue stress.
3. ARMAULSC ENCEDUNAR— The ability of the muscles to repeatedly exert
themselves. A fit person can repeat movements for a long period without undue
fatigue.
4.
TYFLLIEXIBI—The range of motion available in a joint. It is affected by muscle
length, joint structure, and other factors. A fit person can move the body joints
through a full range of motion in work and in play.
5.
THSTNGRE—The ability of the muscles to exert an external force or to lift a heavy
weight. A fit person can do work or play that involves exerting force, such as lifting
or controlling one’s own body weight.
6. TYGILAI—The ability to change the direction of the movement of the entire body
rapidly and accurately in space.
7.
CEBANLA—The maintenance of equilibrium while stationary or while moving.
8.
TIONCOORANID—The ability to use the senses with the body parts to perform
motor tasks smoothly and accurately.
9. WEROP—The ability to transfer energy into force at a fast rate.
10. TIONRAEC MTIE—The time elapsed between stimulation and the beginning of
reaction to that stimulation
Lesson
1
Components of HealthRelated Fitness
At the end of the lesson, the learners should be able to;
⮚ Identify the components of health-related fitness, and
⮚ Define the health-related and skills-related fitness.
Definition and examples of the components of fitness
Health-related
components
Body
Composition
Cardiovascular
Fitness
Flexibility
Muscular
Endurance
Strength
Definition
The relative percentage of muscle, fat, bone, and
other tissues that comprise the body. A fit
person has a relatively low, but not too low,
percentage of body fat (body fatness).
The ability of the heart, blood vessels, blood, and
respiratory system to supply fuel and oxygen to
the muscles and the ability of the muscles to
utilize fuel to allow sustained exercise. A fit
person can persist in physical activity for
relatively long periods without undue stress.
The range of motion available in a joint. It is
affected by muscle length, joint structure, and
other factors. A fit person can move the body joints
through a full range of motion in work and in play.
The ability of the muscles to repeatedly exert
themselves. A fit person can repeat movements for
a long period without undue fatigue.
The ability of the muscles to exert an external force
or to lift a heavy weight. A fit person can do work
or play that involves exerting force, such as lifting
or controlling one’s own body weight.
Example
The gymnast has a lean body
composition to allow them to
propel themselves through
the air when performing on
the asymmetrical bars
Competing a half marathon
with consistent split times
across all parts of the run
A
gymnast
training
to
increase hip mobility to
improve the quality of their
split leap on the beam.
A rower repeatedly pulling
their oar against the water to
propel the boat towards the
line.
Pushing with all one’s force in
a rugby scrum against the
resistance of the opposition
pack.
The 6 Components of Skill-related Fitness
Parts of physical fitness that help a person perform well in sports and activities
that require certain skill
Different sports/activities require different combinations of Skill-related fitness.
Skill-related
components
Agility
Balance
Coordination
Definition
Example
The ability to change the
position of the body
quickly and control the
movement.
The ability to maintain the
body’s center of mass above
the base of support.
A badminton player moving
around the court from back to
front and side to side at high speed
and efficiency.
A sprinter holds a perfectly still
sprint start position and is ready
to go into actions as soon as the
gun sounds.
The ability to use two or
more body parts together.
A trampolinist timing their arm
and leg movements to perform the
perfect tuck somersault
A javelin thrower applies great
force to the spear while moving
their arm rapidly forward.
The ability to perform
strength
performances
quickly.
Power
Reaction Time
The time taken to respond
to a stimulus.
Speed
The ability to put body parts
into motion quickly.
A boxer perceives a punch from
their left and rapidly moves their
head to avoid being stuck.
A tennis player moving forward
from the baseline quickly to reach
a drop shot close to the net.
What’s In
Activity 2: Match and Fill
Direction: Written below are descriptions of the principles of training. A “Word Pool”
is given on the next page which contains the word/s that match the descriptions.
Write your answers in your answer sheet.
1. This is the most basic principle that indicates doing “more than normal”.
2. Refers to number of times a physical activity is done each week.
3. It is a gradual increase exerting effort or load that is done not too slowly, nor
to rapidly.
4. This is when the body does not have time to adapt to training and as a result
the fitness of the athletes declines, and they are more at risk of becoming ill
or injured.
5. It is also referred to as the magnitude of the effort required to perform an
activity or exercise.
6. This suggests that overloading must specifically train a desired body part to
improve.
7. It is the duration or the length of session of a physical activity.
8. This shows that benefit and changes achieved from overload will last only if
training is continuous.
9. Training is manipulated by offering a variety of training
10. All athletes are different. Training must be related to the athlete’s age and
gender, their injury status and fitness level.
WORD POOL
Overload principle
Intensity
Frequency
Principle of Progression
Overtraining
Principle of Specificity
Time
Type
Individual Needs
Principle of Reversibility
What’s New
Lesson
2
Principles of training and
Barriers to Physical Activity
At the end of the lesson, the learners should be able to;
a. Identify the principles of training and barriers to physical activities.
b. Write an essay about ‘How to enhance my Fitness During Pandemic’.
DEFINITION AND DESCRIPTIONS OF PRINCIPLE OF TRAINING
The principle of training should be thought of as the “golden rules” of
making fitness training work for the individual participant. Following these golden
rules will help to guarantee success and will carry athletes towards their training
and performance goals. All training is aimed at creating long-term physical changes
in the body systems. These changes are referred to as adaptations.
Specificity-training must be relevant to the individual and their sport. This can be
achieved by tailoring training specifically for the sport or even the position that the
individual plays, the muscle groups that they use most of the dominant energy
system of the athlete.
Progressive Overload-training frequency, intensity, time, or type must be increased
over the training period to ensure that the body is pushed beyond its normal rhythm.
FITT- (Frequency, Intensity, Time, Type)
Frequency-is increased by training a greater number of times each week.
Intensity-is increased by lifting a greater resistance, such as with weight training,
or by training at a higher percentage of maximum heart rate (maxHR). This can be
done either as continuous or interval training.
Time-can be manipulated by training for longer, reducing recovery times or by
completing a greater number of sets or repetitions (also known as reps).
Type- type of training is manipulated by offering a variety of training types and
experiences to the athlete by combining training methods.
Individual needs-all athletes are different. Training must be related to the athlete’s
age and gender, injury status, and fitness level. Any training that fails to be relevant
to the individual will fail to motivate the athlete and will prove to be unsuccessful in
the long term.
Rest and recovery- physical adaptations occur during the recovery and non-active
period of the training cycle. Therefore, athletes and trainers must achieve the right
amount of rest between sessions, good sleep patterns, and the right nutrition,
including the use of protein, to help repair the damage caused by intense training.
Reversibility-systems reverse or de-adapt if training stops or is significantly
reduced or injury prevents training from taking place. It is essential to avoid breaks
in training and to maintain the motivation of the athlete.
Overtraining- if an athlete does not have sufficient rest periods then they are at risk
of overtraining this is when the body does not have time to adapt to the training and
as a result, the fitness of the athlete declines, and they are more at risk of becoming
ill or injured.
BARRIERS TO PHYSICAL ACTIVITY
Many technological advances and conveniences that have made our lives easier and
less active, many personal variables, including physiological, behavioral, and
psychological factors may affect our plans to become more physically active.
Understanding common barriers to physical activity and creating strategies to
overcome them may help make physical activity part of daily life. People experience
a variety of personal and environmental barriers to engaging in regular physical
activity.
Personal Barriers
With technological advances and conveniences, people’s lives have in many ways
become increasingly easier, as well as less active. In addition, people have many
personal reasons or explanations for being inactive. The most common reasons
adults do not adopt more physically active lifestyles are cited as
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●
●
●
●
●
●
●
●
●
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insufficient time to exercise
inconvenience of exercise
lack of self-motivation
non-enjoyment of exercise
boredom with exercise
lack of confidence in their ability to be physically active (low self-efficacy)
fear of being injured or having been injured recently
lack of self-management skills, such as the ability to set personal goals,
monitor
progress, or reward progress toward such goals
lack of encouragement, support, or companionship from family and friends
non-availability of parks, sidewalks, bicycle trails, or safe and pleasant
walking
paths close to home or the workplace
The top three barriers to engaging in physical activity across the adult lifespan are :
● time
● energy
● motivation
In a 2013 study that aimed to identify the external and internal barriers to
physical activity and exercise participation among middle-aged and elderly
individuals the most common external barriers among the middle-aged and elderly
respondents were 'not enough time', 'no one to exercise with' and 'lack of facilities'.
The most common internal barriers for middle-aged respondents were 'too tired',
'already active enough', 'do not know how to do it' and 'too lazy', while those for
elderly respondents were 'too tired', 'lack of motivation' and 'already active enough’.
Other barriers include:
∙
cost
∙
illness or injury
∙
partner issues
∙
safety considerations
∙
uneasiness with change
∙
∙
∙
∙
∙
facilities
transportation
skill
childcare
unsuitable programs
Environmental barriers
The environment in which we live has a great influence on our level of physical
activity. Many factors in our environment affect us. Obvious factors include the
accessibility of walking paths, cycling trails, and recreation facilities. Factors such
as traffic, availability of public transportation, crime, and pollution may also have an
effect. Other environmental factors include our social environment, such as
support from family and friends, and community spirit. It is possible to make
changes in our environment through campaigns to support active transportation,
legislation for safer communities, and the creation of new recreation facilities.
What is It
Lesson
3
Importance of Good
Nutrition
At the end of the lesson, the learners should be able to;
a. Define what is nutrition
b. Identify the importance of proper nutrition
Nutrition-is the health branch that stresses the importance of food for growth and
development, as well as in lowering the chances of acquiring diseases and illness.
Proper nutrition relies on the mix of food with varying nutrients that we need to eat
every day. Having too much or too little of these nutrients can lead to illnesses. The
key principles of nutrition are adequacy, balance, and variety.
What are the nutrients?
❖ Nutrients are important food substances that help our body function properly. It
provides energy and facilitates the growth and repair of cells. There are six types of
nutrients: water, protein, carbohydrates, fats vitamins, and minerals.
❖ Macronutrients such as carbohydrates, fats, proteins, and water are required by the
body in a large amount. Micronutrients such as vitamins and minerals are only
needed in very little amounts.
Why it is important?
Most people know good nutrition and physical activity can help maintain a healthy
weight. But the benefits of good nutrition go beyond weight. Good nutrition can
help:
What is good nutrition?
Good nutrition means your body gets all the nutrients, vitamins, and
minerals it needs to work its best. Plan your meals and snacks to include nutrientdense foods that are also low in calories.
What are the effects of bad nutrition?
The purpose of recovery nutrition is to replenish fluid, electrolyte, and
glycogen. It also aids in making new muscle protein and cellular components as well
as promotes proper immune functions.
How to Maintain a Healthy Eating Lifestyle
What you eat each day affects your health and how you feel now and in the
future. Good nutrition plays a major role in helping you lead a healthy lifestyle. When
combined with physical activity, your diet can help you reach and maintain a healthy
weight and reduce your risk of chronic conditions such as diabetes or heart disease
and promote overall health and wellbeing.
Maintaining a Healthy Lifestyle
To maintain your healthy eating habits, try the following tips.
❖ Add More Fruits & Veggies
❖ Prepare Healthy Snacks
❖ Reduce Fat, Salt, and Sugar
❖ Control Portion Sizes
❖ Practice Healthy Eating in School
What are ways to improve eating habits?
Reflect, Replace, Reinforce: a process for improving your eating habits
❖ REFLECT on all specific eating habits, both bad and good; and identify common
triggers for unhealthy eating.
❖ REPLACE unhealthy eating habits with healthier ones.
❖ REINFORCE it with new, healthier eating habits.
What I Have Learned
Great job! It seems that you already equipped with the information that you have
learned from the past learning sessions so let us try to answer the next activity for a
better understanding of the learning session.
Activity 4: Self Reflection
Directions: Give at least 5 examples of physical activity that are usually you do.
Identify what type of health-related fitness component it belongs. Write your answer
in the table given below.
Activities
Health-Related Fitness Component
1.
ExampleRunning
Cardiovascular fitness
2.
3.
4.
5.
1. What is the role of physical activity in your life?
2. Do you think that being physically fit and healthy is important? Why or why not?
3. I have learned that health related fitness exercises have?
What I Can Do
Job well done! it’s nice to know that you’ve learned a lot in the past learning session.
It’s time to perform the tasks.
Activity 5: Performance Tasks
Directions: Rate your stunts after performing the different tasks assigned by
checking the description stated below. Compute your scores and refer to the
equivalents.
Score Equivalents: 16-20
11-15
6-10
0-5
=
=
=
=
TASKS/STUNTS
Excellent
Good
Fair
Need Improvement
I need
improvem
ent to
practice
at this
stunt.
(1)
I am
good at
this
stunt.
(2)
I am very
satisfactory
at this
stunt.
(3)
I am
skillful at
this stunt.
(4)
1. One Foot Balance
Left/Right foot (10 seconds)
2. Run in Place (20 seconds)
3. Push-ups (10 reps)
4. Side leg raise Right/left leg
(10 reps)
5. Single leg hopping
Right/left foot (10 reps)
Total Score
/20
Follow up questions:
1. After you performed the stunts what do you feel?
2. As a student what do you think the benefits of participating in physical activity.
Can you cite at least 10 benefits of health-related fitness exercises.
Assessment
Directions: Read each statement carefully. Choose the best answer. Write your
answer on a separate sheet.
1. Which of the following is not an example of skill-related fitness?
a. Agility
c. Flexibility
b. Coordination
d. Reaction Time
2. Which of the following is NOT good to maintain your healthy eating habits?
a. adds more fruits and veggies
c. prepares unhealthy snack.
b. control portion sizes
d. reduces fat, salt, and sugar.
3. Which statement is correct about balance?
a. the ability to control the body’s position either stationary or while moving.
b. the ability to change the body’s position and direction fast.
c. the ability to exert maximum contraction instantly in an explosive burst of
movement.
d. the ability to move your body or part of your body quickly.
4. Which of the following are the benefits of good nutrition?
a. reduces high blood pressure.
c. improves your well-being
b. increases your energy level.
d. all of the above
5. the following are examples of personal barriers except?
a. lack of self-motivation
c. traffic
b. insufficient time to exercise.
d. boredom with exercise
6. What are the health-related components of fitness?
a. Cardiovascular endurance, muscular strength, muscular endurance,
flexibility, and body composition
b. Agility, balance, coordination, power, reaction time and speed
c. Cardiovascular endurance, muscular strength, power, reaction time and speed
d. Agility, balance, coordination, flexibility, and body composition
7. It contains the proper quantities and proportions of the needed nutrients to
maintain good health.
a. nutrients
b. balanced diet
c. eating habits. d. food pyramid
8. Which two of the following are not aspects of skills related fitness?
a. Agility, reaction time
c. Cardiovascular, flexibility
b. Power, speed
d. Balance, coordination
9. Which of the following would be most important to a shot putter.
a. Agility
c. Muscular Endurance
b. Flexibility
d. Power
10. Found to be one of the leading causes of overweight and obesity?
a. Overweight
b. Overeating
c. Bad sleeping habit
d. Eating before sleeping.
Additional Activities
In this activity the students will be able to understand the concepts of being
physically fit especially during the pandemic situation. And give the students to
express their thoughts about health through essay writing.
Activity 7: What I Think!
Direction: Imagine that you are writing an article for sports magazine. Your task is
to write an essay about How to Enhance my Fitness During Pandemic and how to
encourage the people to become physically fit by engaging in sports. Write your
answer on your activity sheet
The rubric below shows how your essay will be graded
RUBRIC FOR ESSAY WRITING
Criteria
Content
Organiza
tional
And style
Grammar
Spelling
Advanced
(5pts)
Proficient
(4pts)
Approaching
Proficiency
(3pts)
Content
surmounts
anticipation
. Treatment
of details is
advanced
and indepth
The
structure of
the essay is
highly
organized
and shows
coherence.
There is
variety in
style which
makes the
essay very
impressive.
There are
no
grammatical
errors in the
essay.
Content
reaches
expected
result.
Treatment of
details with
some shallow
ideas
The structure
of the essay is
organized,
and
coherence is
obvious.
There is
variety in
style which
makes the
essay
impressive.
There no
spelling
errors in the
theme
Developing
(2pts)
Beginning
(1pt)
Content is
near the
expected
result.
Treatment of
details with
some shallow
ideas.
The structure
of the essay is
somewhat
organized and
shows
coherent.
There is
somehow a
variety in style
which makes
the essay
good.
Content is
beyond the
expected
result details
are in the
developing
phase and
very shallow
The
structure of
the essay is
not too
organized
and
coherent.
There is little
variety in
structure
and subject
Content is very
basic and
lacks in-depth
analysis
There are
minimal
grammatical
errors in the
essay.
There are
some
grammatical
errors found in
the essay
There are
many errors
found in the
grammar.
Editing is
suggested
There are 1-3
errors in
spelling.
There are 4-6
errors in
spelling.
There are 710 errors in
spelling
Total
The is
unorganized
and not
coherent with
the topic.
There is no
variety in
structure and
subject matter.
Grammar
lacks order
and neatness.
There are
numerous
errors.
Major
reconstruction
is suggested.
There are more
than 10 errors
in spellings
/20
What I Know
Body
Composition
Cardiovas
cular Fitness
Muscular
Endurance
Flexibility
Strength
Agility
Balance
Coordinati
on
Power
Reaction
Time
What’s In
What’s More
Overload Principle
Personal Barrier
Frequency
Insufficient time to exercise.
Lack of self-motivation
Principle of
Boredom to exercise
Progression
Overtraining
Lack of confidence
Intensity
Fear of being injured.
Principle of Specificity
Lack of self-management skills
Time
Progress or reward progress
Principle of
toward such goals
Reversibility
Lack of encouragement
Type
Path close to home or the
Individual Needs
workplace
Personal Barrier
Accessibility of walking path
Traffic
Recreation facilities
Availability of transportation
Crime
pollution
The score will be
graded base on the
rubric.
Answer may vary.
What I Can do
What I Have learned
Assessment
C
C
D
C
C
A
C
C
D
B
Additional Activities
The score will be graded base on the
rubric.
Answer Key