DIVISION OF NAVOTAS CITY
7
z
MAPEH
(PE)
Quarter 1 – Module 3:
Exercise Programs
S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
MAPEH– Grade 7
Alternative Delivery Mode
Quarter 1 – Module 3: Exercise Programs
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Ar-jay L. Guzman
Editors: Alcidor J. Saludes
Reviewers: Ernifer O. Cosmiano
Illustrator:
Layout Artist: Ar-jay L. Guzman
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Ernifer O. Cosmiano , EPS in MAPEH
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Printed in the Philippines by ________________________
Department of Education – Navotas City
Office Address:
Telefax:
E-mail Address:
BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
02-8332-77-64
____________________________________________
____________________________________________
navotas.city@deped.gov.ph
7
MAPEH
(PE)
Quarter 1 – Module 3:
Exercise Programs
Introductory Message
For the facilitator:
Welcome to the
Physical Education 7
on Exercise Programs!.
Alternative Delivery Mode (ADM) Module
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
ii
For the learner:
Welcome to the Mapeh 7 Alternative Delivery Mode (ADM) Module on
Programs!
Exercise
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
iii
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
iv
This module was designed and written with you in mind. It is here to help you master
the Physical 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 three lessons, namely:
•
Lesson 4 – EXERCISE PROGRAMS
After going through this module, you are expected to:
1. Prepares an exercise program
2. sets goals based on assessment results.
3. Monitors periodically one’s progress towards the fitness goals
1
Directions: Read the question carefully and choose the letter of the BEST answer.
Write the chosen letter on a separate sheet of paper.
1. Which is a panned activity detailing a range of physical exercises and amount
of time each exercise should be performed where it is typically tailored to one’s
needs?
A. Goal Setting
C. FITT
B. Sports Programs
D. Fitness Programs
2. When taking any challenges, it is a good idea to define your goals. Which type of
goal aim to be achieved in a finite amount of time?
A. Long-Term
B. Specific
C. Short-Term
D. Trackable
3. What type of goal is being described if you are aiming to be running a total distance
of eight kilometers from your previous record by the end of the school year?
A. Long-Term
B. Specific
C. Short-Term
D. Trackable
4. An exercise program that is designed specifically for you is a great way to stay
physically and mentally fit. Which of the following is not a benefit of an exercise
program?
A. Endurance and Motor Fitness
B. Improved Muscle Tone and Strength
C. Lethargy and Tiredness
D. Weight Management
5. Which Benefits of Exercise Programs pertinent to mental health ?
A. Endurance and Motor Fitness
B. Increased energy levels
being
C. Lethargy and Tiredness
D. Improved psychological well
6. Which Principle of Fitness corresponds if improvement in muscular strength is
the goal, the muscle must exercised with a greater weight than normal?
A. Principle of Overload
B. Principle of Specificity
C. Principle of Progression
D. Principles of Variation
7. Which Principle of Fitness indicates that you must train a specific energy
system and specific muscle groups in order for them to improve.?
A. Principle of Overload
C. Principle of Progression
B. Principle of Specificity
D. Principles of Variation
2
8. What pulse is located in the neck where the large muscle and tendon stick out
when your head is turned?
A. Radial Pulse
C. Ripple Pulse
B. Carotid Pulse
D. Palm Pulse
9. Which refers to How often do you exercise?
A. Intensity
B. Frequency
C. Heart-Rate
D. Type
10. Which refers to How hard do you exercise?
A. Intensity
B. Frequency
C. Heart-Rate
3
D. Type
Lesson
4
Exercise Programs
Exercise Programs
It is a panned activity detailing a range of physical exercises and
amount of time each exercise should be performed where it is typically tailored
to one’s needs.
Pointers in Designing Exercise Programs
1. Goal or Aim
2. Have a Maximum and Target Heart-Rate
3. Application of Principles of Training
4. Plan a Training Sessions
5. Monitor your Progress
Notes to the Teacher
If the learner have health issues or concerns, it's a good idea to
talk to doctor/ health professional before the student engage to
the exercise routine.
4
Find the following words below
5
A SMART Guide to Goal Setting
Before taking the challenge, it's a good idea to define your goals. You should
identify what you want to accomplish and how you will carry out your plan. This is
important when making positive change and will help you Succeed.
A short-term goal should be developed with a finite amount of time in mind.
Ex: A 15 year boy is aiming to improve his road running time over three
Kilometers by five seconds each week.
6
A long-term goal is something you want to do further in the future. Long-term goals
require time and planning.
Ex: A girl is aiming to be running a total distance of eight kilometers by the end of
the school year.
Before starting an exercise program, set short-term and long-term goals. These
goals should be:
S-M-A-R-T:
S (Specific)
Write down want you want to achieve
M (Measurable)
Write down amounts, times, days, and other measure
factors
A (Achievable)
Your goals should be realistic
R (Relevant)
Your goal should be important to you
T (Trackable)
Recording your progress helps you see what you have
achieved
7
Health Benefits of Exercise and Exercise Program
An exercise program that is designed specifically for you is a great way to stay
physically and mentally fit. It also provides many other benefits including:
⚫
Improved condition of the heart and lungs increased muscular strength
⚫
Endurance and motor fitness
⚫
Improved muscle tone and strength
⚫
Weight management
⚫
Better coordination, agility and flexibility
⚫
Improved balance and spatial awareness
⚫
Increased energy levels
⚫
⚫
⚫
Reduced risk of chronic disease (such as type 2 diabetes and heart disease)
Improved sleep and brain health
Improved general and psychological well being
Understanding the Principles of Fitness Training
The basic training principles are rules to follow which describe how the body
responds to the physiological stress of physical activity. These principles provide the
conceptual foundation for safe and effective physical program design. In order to get
the most out of your training, you must follow these simple training principles
Principle of Overload is the most basic of all fitness training principles. It specifies
that you must perform physical exercise than normal amounts (overload) to get an
improvement in physical fitness and health benefits.;For example, if improvement in
muscular strength is the goal, the muscle must exercised with a greater weight than
normal.
Principle of Specificity indicates that you must train a specific energy system and
specific muscle groups in order for them to improve. Example, if you want to develop
the cardiovascular endurance, you must design a training program that primarily
utilizes a particular energy system.
Principle of progression indicates that load could be increased gradually overtime
to remain effective and safe for best results. An individual training to gain cardio
respiratory endurance jogging 2 kilometers at a moderate intensity. The next week
the individual could increase distance f 2 1/2 kilometers while still working at the
same level of intensity. Week after week, the overload could be adjusted until the
desired level of fitness is attained.
8
Principle of variation. There are many different ways to achieve desired fitness
goals. Including variation into a training program maintains individual's interest and
provides a change of pace while still making progress toward desired goals. Variation
lessens boredom and overcome periods where there seem to be little progress.
Alternating hard workouts with easier workouts, and running in different locations
within the community are some ways to introduce variability into one's fitness
program.
Principle of recovery. The body needs time to adapt to the demands placed on it
Incorporating time to rest into the fitness program aids the body in this effort. For
example, an individual may work one day on improving upper body strength and
devote the next day's training to working lower body strength. Researchers have also
found that working out seven days of the week increases the risk of injury.
MUSCLE CONTRACTIONS
There are two types of muscular contraction: dynamic and static. Dynamic
contraction refers to a change in the length of the muscle when it applies force. When
the muscle applies force as it shortens, the contraction is referred to as concentric.
When it lengthens, it is referred to as an eccentric contraction.
Static or isometric contraction produces significant
considerable change in the length of the muscle.
force
WITHOUT
any
WARM-UPS AND COOLDOWNS
WARM-UPS
Warm-up enables me to increase my ability to
perform more intensely by:
1. Increasing my body temperature which allows me to increase the rate and force of
my muscular contractions;
2. Increasing my heart rate and the blood flowing to my muscles; and
3. Increasing the activation of my central nervous system (CNS) resulting in improved
coordination, skill accuracy and reaction time.
General warm-up exercises aim to achieve these effects and takes only 2-4 minutes.
It is expected that you are breathing quite heavily at the end of this
short routine:
1. Jog forward, backwards, sideways
2. Skipping and crossovers
3. High knee and butt flicks
4. Progressive sprints (jog for 5 meters then sprint
the next 10 meters)
9
Dynamic stretching exercises specifically prepare the muscles for active contraction.
They also incorporate balance. However, they do not cause long-term improvement
in flexibility because of the short stretching time unlike the static stretching exercises
which are performed after the sports or exercise proper.
Static stretching is performed after the exercise or training session as a cool-down
routine. These exercises require you to hold or sustain your final stretched position
in order to improve your flexibility.
COOL DOWN
Cool down returns the body to resting state and promotes effective recovery. It serves
the following functions:
⚫
Slowly decreases the heart rate and overall metabolism, both of which have been
elevated during the workout,
⚫
Reduces tendency toward fainting and dizziness by preventing the sudden
pooling of blood in the legs and ensures adequate circulation to the skeletal
muscles, heart and the brain; and
⚫
Aids in preventing or relieving spasms or cramps in fatigued muscles through
static stretching that also contributes to optimal flexibility improvements.
3 THINGS EVERY EXERCISE PROGRAMS SHOULD HAVE
WARM-UPS
MAJOR EXERCISE FOCUS ( FLEXIBILITY, STRENGHT, ENDURANCE,)
COOL DOWN
10
Activity 1.1 Understanding Goal Setting
The following are statements related to SMART Goal Setting. Put in the box labeled
SHORT-TERM GOAL , if the statement corresponds a goal that should be develop
with a finite amount of time and to the LONG-TERM GOAL box if the statement
corresponds a goal that you want to do in the future.
SHORT TERM
LONG TERM
Be able to do Smash in Badminton after
a years of training
1. Get 10 points average in basketball season
2. Improve running time by 5 minutes weekly
3. Do 15 reps of sidekick at the end of the week
4. 30 minutes of light hitting drills every other training day
5. Beat personal record at the end of the sports competition
11
1.
In designing an exercise programs keep in mind SMART ( Specific,
Measurable, Achievable, Relevant and Trackable.
2.
Principle of Overload is the most basic of all fitness training principles. It
specifies that you must perform physical exercise than normal amounts
(overload) to get an improvement in physical fitness and health benefits.
3.
Principle of Specificity indicates that you must train a specific energy system
and specific muscle groups in order for them to improve.
4.
Principle of progression indicates that load could be increased gradually
overtime to remain effective and safe for best results.
5.
Principle of variation. There are many different ways to achieve desired fitness
goals. Including variation into a training program maintains individual's
interest and provides a change of pace while still making progress toward
desired goals.
6.
Principle of recovery. The body needs time to adapt to the demands placed on
it Incorporating time to rest into the fitness program aids the body in this
effort.
There are two types of muscular contraction: dynamic and static. Dynamic
contraction refers to a change in the length of the muscle when it applies
force. When the muscle applies force as it shortens, the contraction is
referred to as concentric.
7.
8.
Dynamic stretching exercises specifically prepare the muscles for active
contraction.
9.
Static stretching is performed after the exercise or training session as a cooldown routine.
10. Cool down returns the body to resting state and promotes effective recovery.
12
ACTIVITY 1.
Finding My Pulse
You will need a stopwatch or a digital watch with a second hand. Ask a partner takes
the time while you take your pulse. Your pulse can be located at several places on
your body. The 2 most common locations are the carotid pulse and the radial pulse.
A. Carotid pulse
Turn your head to one side.
Feel the point at your neck where the large muscle and tendon stick out when your
head is turned.
Slide the fleshy part of your index and middle fingers along this tendon until you
are on a level equal with your Adam‟s apple.
Feel for the pulse. Readjust the fingers if necessary.
Do not press too hard because this might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents
your heart rate in beats per minute while you are at rest.
If you are pressed for time, you may count the pulses for only 15 seconds.
Multiply this by 4.
Remember however, that it is more accurate to take a full 60-second count if
possible.
P hotos by Mr. Joshua Ben R. Villareal,
Stella Marie M. Urbiztondo and
Anamaria Laudet S. Mangubat.
13
B. Radial pulse
Hold your left forearm out in front with your palm facing you.
At the top portion of your forearm (nearest the thumb) where your wrist is,
slide the fleshy part of your index and middle fingers along until they are 1 inch
from your wrist.
Feel for the pulse. Readjust the fingers if necessary.
Do not press too hard because this might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents
your heart rate in beats per minute while you are at rest.
If you are pressed for time, you may count the pulses for only 15 seconds. Multiply
this by 4.
Remember however, that it is more accurate to take a full 60-second count if
possible.
P hotos by Mr. Joshua Ben R. Villareal, Stella Marie M. Urbiztondo and Anamaria Laudet S. Mangubat.
APPLICATION
RAISING MY HEART RATE
Exercise raises my heart. The intensity of my exercise can be moderate or vigorous
depending on my heart rate.
A. You will now perform several tasks and record your heart rate after each task.
A partner will either count the number of times or time as you perform each
task.After each task, You will remain standing as you count your pulses while a
partner times it for 15 seconds. Return to the normal resting rate.
14
Heart rate
1. Jogging in place (20 sec.)
_________ bpm
2. Jumping jacks (20 times)
_________ bpm
3. Step-ups (20 sec.)
_________ bpm
This can be done on the stairs, a bench or a chair. The stepping goes: right foot upleft foot up-right foot down-left foot down.
4. Partner tag (1 min.)
__________ bpm
My partner and I stay inside a circle that is drawn by our teacher on the ground.
Facing my partner, I will try to tap his knee while trying to avoid his effort to tap my
knee. I keep score of the number of times I am able to tap his knee.
5. Crab walk (5 meters)
__________ bpm
Seating on the ground, I rest my hands with my fingers pointed away from me on the
ground behind. Raising my buttocks off the ground, I walk with my hands leading.
I walk for 5 meters and turn around before walking back to where I started
15
MONITORING YOUR HEART RATE
Use the table below to shows the different tasks that you performed arranged
from the highest to lowest heart rate:
EXERCISE
HEART-RATE
A. What should be my heart rate when I am engaged in
a moderately intense exercise?
STEP 1. Use the equation 208 – 0.7 (age)
a. 0.7 X __________y/o = __________
b. 208 - __________ (answer to a.) = _________
16
BPM
STEP 2. Subtract your resting heart rate (beats per
minute or bpm) from your answer to Step 1.
Step 1 _______ - resting heart rate _______bpm =_________
STEP 3A. (For minimum heart rate): Multiply your answer to Step 2 by 40%.
Step 2 _______ x 0.40 = _______
STEP 4A. Add your resting heart rate to your answer from Step 3. This
represents the MINIMUM heart rate you should try to achieve when exercising at a
MODERATE intensity.
Resting heart rate _______ + Step 3.A _______ =__________
STEP 3B. (For maximum heart rate): Multiply your
answer to STEP 2 by 55%.
Step 2 _______ x 0.55 = _______
STEP 4B. Add your resting heart rate to your answer
from Step 3. This represents the MAXIMUM heart rate
you should try to achieve when exercising at a
MODERATE intensity.
Resting heart rate _______ + Step 4 _______ = __________
For moderately intense exercise, my exercise
heart rate should be:
_____ bpm to _____ bpm
B. What should be my heart rate when I am engaged in
a vigorously intense exercise?
17
STEP 1. Use the equation 208 – 0.7 (age)
a. 0.7 X __________y/o = __________
b. 208 - __________ (answer to a.) = _________
STEP 2. Subtract your resting heart rate (beats per minute or bpm) from your answer
to Step 1.
Step 1 _______ - resting heart rate _______bpm =_________
STEP 3A. (For minimum heart rate): Multiply your answer to Step 2 by 50%.
Step 2 _______ x 0.50 = _______
STEP 4A. Add your resting heart rate to your answer from Step 3. This represents
the MINIMUM heart rate you should try to achieve when exercising at a VIGOROUS
intensity.
Resting heart rate _______ + Step 3.A _______ =__________
STEP 3B. (For maximum heart rate): Multiply your
answer to STEP 2 by 85%.
Step 2 _______ x 0.85 = _______
STEP 4B. Add your resting heart rate to your answer from Step 3. This represents
the MAXIMUM heart rate you should try to achieve when exercising at a VIGOROUS
intensity.
Resting heart rate _______ + Step 4 _______ = __________
For vigorously intense exercise, my exercise
heart rate should be:
_____bpm to_____ bpm
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ACTIVITY 2.
Examples of Dynamic stretching exercises:
1. Knee hug and calf-raise
2. Single leg deadlift
3. Lunge and twist
19
ACTIVITY 3.
Examples of Static stretching exercises:
1. Hamstring Stretch
2. Quadriceps stretch
3. Groin Stretch
20
DYNAMIC versus STATIC CONTRACTIONS
Perform the following exercises and identify whether the muscle contraction is
static or dynamic (concentric and eccentric):
Push-ups
1. ___________
Side plank
4. ___________
Curl-ups
Front plank
2. __________
3. ___________
Squats
5. ___________
21
Design a complete exercise program that consists of the different phases: warm-up,
dynamic stretching, workout or activity proper (strengthening exercises) and cooldown. Specify all the exercises that you are going to perform in each phase, the
corresponding repetitions and/or time as well as the intensity (specify your target
heart rate) of each exercise.
PHASE
EXERCISE
TIME
WARM-UP
STRECHING
WORKOUT
COOLDOWN
22
INTENSITY
23
What I Know
What’s New
1. B
2. C
3. A
4. C
5. D
6. A
7. B
8. A
9. B
10.A
What's More
1.
2.
3.
4.
5.
Assessment
Long Term
Short Term
Short Term
Short Term
Long Term
1.
2.
3.
4.
5.
Dynamic
Dynamic
Static
Static
Dynamic
References
Print Materials
K to 12 Learners Materials Physical Education and Health 7 pp 2-10
K12 Physical Education 7 workbook pp 7-14
Physical Activity Index by Canadian Community Health Survey
DEPED Navotas BLR
Physical Education and Health 7 pp 2-10
Physical Activity Index by Canadian Community Health Survey
DEPED Navotas BLR
K12 Physical Education 7 workbook
All The photos of PE faculty members of the University of Asia and the
Pacific were taken in April 2012 by Mr. Joshua Ben R. Villareal. These
photos are his and the module authors’ (Stella Marie M. Urbiztondo and
Anamaria Laudet S. Mangubat) sole property. Use of these photos outside
of this module is allowed provided that the owners are properly
acknowledged.
American College of Sports Medicine (2010). ACSM’s health-related physical
fitness assessment manual, 3rd edition. Philadelphia: WoltersKluwer/Lippincott Williams & Wilkins.
B. Mayfield (2006). Personal nutrition profile, 2nd edition. Sudbury, MA: Jones
and Bartlett
Publishers.
Canadian Society for Exercise Physiology (2003). Canadian Physical Activity,
Fitness & Lifestyle Approach: CSEP- Health 7 Fitness Program’s HealthRelated Appraisal and Counseling Strategy, 3rd ed.
24
U.S. Department of Health and Human Services and Centers for Disease Control
and Prevention (1985). Physical activity and health: A report of the surgeon
general. Atlanta: National Center for Chronic Disease Prevention and Health
Promotion.
National Association for Sport and Physical Education (1995). Moving into the
future: National standard for physical education. Boston, Virginia:
WCB/McGraw-Hill.
YMCA USA (2000). YMCA fitness testing and assessment manual, 4th
edition. Champaign, Illinois: Human Kinetics.
25
For inquiries or feedback, please write or call:
Department of Education – Schools Division Office Navotas
Learning Resource Management Section
Bagumbayan Elementary School Compound
M, Naval St., Sipac Almacen, Navotas City
Telefax:
Email Address:
02-8332-77-64
navotas.city@deped.gov.ph