Pe 111 Module

Republic of the Philippines
ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City
LEARNING MODULE
Course Code: PE 111
Course Description : Physical Fitness
Date Developed: Date Revised:
Document No: ZCSPC – Issued by: ZCSPC -
LM2020 CTE
Prepared by:
RONEL S. PEROMINGAN
EMIE S. MISIL
Reviewed by:
DEXTER T. PACLIBAR
Recommending Approval: Dr. JUDITH M. MAGHANOY
Approved by: Dr. ELIZABETH JANE P. SEBASTIAN
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________
VISION MISSION INSTITUTIONAL OUTCOMES CORE VALUES
ZCSPC as the leading Provide effective and Globally competitive graduates Love of God;
provider of globally efficient services through who can perform advanced Social Responsibility;
competitive human advance technological technological competencies in Commitment/
resources. studies and researches for their field of specialization. Dedication to the
the empowerment of the Service; and
nation’s human resources. Accountability
INTRODUCTION
Welcome to Zamboanga City State Polytechnic College, the premier higher

education institution in Zamboanga Peninsula, one of the Centers of Development
in Teacher Education Institutions in the country and an ISO accredited institution
as recognized by the Commission on Higher Education. It is our pride and honor,
that you choose ZCSPC as your school of choice.
With the current situation under a NEW NORMAL condition due to COVID19
Pandemic, the school is now trying to find ways and means to provide accessible
and quality tertiary education. It is for this reason that the administration has
decided to offer flexible learning education using two modalities: Blended and
Distance Learning education. In as much as the school limit that actual and
physical face-to-face mode of delivery, each college has decide to come up with
printed module to cater those students who cannot avail online learning
modalities.
This module has been prepared to guide you in your learning journey with the use
of the Guided and Self-directed learning activities prescribed to finish your course.
Each module includes reading materials that have been chosen to help you
understand the ideas and concepts introduced by the module.
For this semester, your class in Physical Fitness on the variety of teaching strategies
and making different lesson plans. Exercises and assessment of learning activities
are provided to test your comprehension and apply the concepts that you have
learned from this module. After accomplishing all modules, you are expected to do
the following:
1. Access, Synthesize and evaluate information on Healthy eating and fitness

behaviours, products and services
2. Apply concepts such as fair play, empathy, respect for others’ abilities and
diversity by understanding how these can influence their interaction with
others.
3. Participate in moderate to vigorous physical activities in accordance with
national and global recommendation for physical education
HOW TO USE THIS MODULE
 This is a self-study module particularly designed to help you study with little or
no intervention from your teacher. Please follow very carefully the instructions
on how to use this module so you can fully benefit from it.
• The lessons on this module is logically organized. Every lesson is connected

to the next and necessary for a better understanding of the next topic. Hence,
please do not skip a page. Read every page of this module and do every task
that is asked of you.
• Read the Table of Contents so that you will have a good grasp of the entire
course. Having an overview of what you are about to study will help you see
the interrelationships of the concepts or knowledge that you are about to
learn.
• Every lesson or unit begins with the learning objectives. The objectives are the
target skills or knowledge that you must be able to gain or perform after
studying the entire lesson/unit.
• Take the post test, activity or practice exercise given at the end of the lesson
or unit. Do this only when you have thoroughly read the entire lesson or unit.
When answering every activity, test or exercise, please answer them honestly
without looking at the answer key. They answer key is given to you for you to
check your own progress and monitor your own understanding of the lesson.
The knowledge you will gain depends on how much effort and honesty you
put into your work.
• Please pay attention to the Study Schedule. This will guide you and make
sure that you don’t lag behind. Lagging behind will result to cramming and
eventually affects your understanding of the lesson.
• Know what it takes to pass the course. Please refer to the Evaluation and
Grading System..
• If you encounter difficult words which are not found in the Glossary page of
this module, take some time to locate the meaning of these words in a
dictionary. You will fully understand your lesson if you exert extra effort in
understanding it. There is no room for laziness and complacency. College
students are expected to be independent learners.
• If there is anything in the lesson which you need clarifications on, do not
hesitate to contact your instructor or professor at the appropriate time.
• You will be evaluated by your instructor or professor to check how much

knowledge and skills you have gained. The result of this evaluation will form a
big chunk of your grade. So please do well and do not waste time.
• Lastly, you are the learner; hence, you do the module on your own. Your
family members and friends at home will support you but the activities must be
done by you. As ZCSPCians you must always be guided by our core values,
Love of God; Social Responsibility; Commitment/
Dedication to the Service; and Accountability
PHYSICAL FITNESS (PE 111)
Course Description
This course will benefit student’s health and being able bring about task with
alertness and enthusiasm while having their leisure time without feeling tired all
throughout the day. Provides training in Movement competence which consist of a
non-locomotor and locomotor movement which are integrated with core training. The
course also tackle about the healthy eating habits and Dietary plan, the level of
fitness and physical activity the students undergone. Students are expected to
perform all the activities presented in this module.
PROGRAM SPECIALIZATION OUTCOMES
Active and Healthy Living

1. Access, synthesize and evaluate information on:
 Healthy eating and fitness behaviours’ products and services;
 Risks associated with physical activity; fitness and physical activity
assessment results;
 Activity patterns throughout the lifespan; and
 Personal, cultural and social factors that motivate or inhibit healthy
choices about physical activity and nutrition behaviours’ to enhance
one’s capacity to take responsibility for oneself.
2. Apply concepts such as fair, empathy, respect for others’ abilities and
diversity by understanding how these can influence their interaction with
others.
3. Participate in moderate to vigorous physical activities in accordance with
national and global recommendation for physical education
Advocacy and Promotion

1. Devise, apply and appraise a range of strategies to improve their own
physical activity performances and those of others.
2. Promote practical and creative interventions that will create community

connection and contribute to the health and well-being of the school and/or
larger community.
SUGGESTED STUDY SCHEDULE
Week Topic Activities

Physical Fitness
This course reintroduces the fundamental movement patterns that consist of non-
locomotor and locomotor skills, which are integrated with core training to meet the
demands of functional fitness and sports performance. The course is in
conjunction with fitness concepts, exercise and healthy eating principles. Students
will be able to adapt and transfer the movement competency in different contexts
(i.e. use of training equipment or any modified equipment at home).
Module 1 PARQ-TEST
Materials : Tape Measure/
1st week PARQ- TEST steel tape
Weighing Scale
Body mass index Computation of BMI
Formula
BMI= Weight(kl)/height
(m2 )
2nd, 4th and 6th Nutrition Food recall (food intake
week Healthy eating habits with PA, without PA
Recommended intake, and nutritional during the day and on
function Eating Practices weekend)
Accomplish activity sheets

(Food Log)
(w/ pictures)
Module 2 Modified Fitness Test Principles (MFIT
P)
3rd, 5th ,7th, 8 –  Battery test
10th week  Training Principles
(Overload, progression, Variety,
Specification, Warm-up and cool-down) Accomplish activity sheets
Activity- specific skills for the movement
1. Non-locomotor skills competency exercise
Bracing the core  Video
 Dead bug series  Pictures
 Rolling
 Bird dog series
 Press-up, scapular protraction
and retraction
 Plank series
 Squat series
MID-TERM EXAM(ONLINE)
Module 3 2. Locomotor skills
11th -, 13th, 15th,  Crawl and creep
18 week  Jump and landing Accomplish activity sheets
 Linear movement (hop, skip, for the movement
leap, or bound, jog, run) competency exercise
 Lateral Movement (slide,  Video
crossover, grapevine)  Pictures
Activity- specific skills
Basic strength training exercise
 Knee-dominant
 Hip-dominant
 Horizontal pull and push
 Vertical pull and push
Module 4 Nutrition Food recall ( food intake
 Evaluate a personal food log with PA, without PA
12th, 14th and based on dietary during the day and on
16th week recommendation weekend)
 Interpret food labels accurately
Critique health claims of food products Accomplish activity sheets
and popular dietary practices; identify (Food Log)
credible sources of information  Pictures
Workout Plan
 Exercise Plan per week
 Physical activities (post-test)
 Circuit Training
Final Requirements to complete the course
*workout plan
Class Rules
a. All students must wear the prescribed uniform or outfit for the activity. This is
to ensure comfortability and safety. Student will be reminded on the first
occasion even its online class or modular approach.
b. All students are advised to take 15 minutes of warm up before going to heavy
exercise.
c. During the conduct of the PAR-Q, students must promptly declare or report
any underlying medical condition that was formally diagnosed by a doctor.
For those with contraindications, medical results of a graded exercise test,
duly certified by the physician or the relevant medical certificate must be
submitted on or before the second week of classes. The PE activities shall
then be modified accordingly.
d. Since students with additional needs (SWANs) and/or disabilities will be
recognized and the teaching-learning activities modified accordingly, there
are no exemptions in PE.
Goals and Context of PE

This course is essentially distinct from the senior high school PE, although it remains
to be health optimizing, because there are separate global recommendations for age
groups 5-17 y/o and 18-64 (WHO, 2010) in terms of the frequency and duration of
moderate to vigorous physical activities (MVPAs).
Most of all, the Tertiary PE Program is distinct in terms of the competencies desired
of learners with respect to their particular characteristics as young adults.
P.E. focuses explicitly on making learners adapt to lifelong physical activity. It

promotes an understanding of the centrality of movement in daily life, in all its form.
The Tertiary PE Program thus provides for a variety of expression and engagement
of physical activities and to ascertain that opportunities are inclusive of all contexts
and learners.
The importance of knowing your Body Mass Index (BMI)
Your BMI is a measurement that is a ratio of your weight and height. It’s a good way
to gauge whether your weight is in healthy proportion to your height. In fact, knowing
your BMI can help you - and your GP - determine any health risks you may face if it’s
outside of the healthy range.
Being overweight can lead to a range of chronic conditions including:
 Type 2 Diabetes
 High blood pressure
 Heart or blood vessel problems
 Cardiovascular disease
 Musculoskeletal problems
Being underweight can result in other health issues like:
 Risk of malnutrition
 Osteoporosis
 Anaemia
Table of Content
PAGES
INTRODUCTION …………………………………………………………………………………….. 2
How to use the module …………………………………………………………………………………. 3
Physical Fitness course Description ……………………………………………………………… 5
Suggested Study Schedule ……………………………………………………………………………. 6
Class rules ……………………………………………………………………………………………………. 7
Goals of PE ………………………………………………………………………………………………. 8
Module 1 ………………………………………………………………………………………………. 10
Physical Fitness Readiness Questionnaire (PARQ) …………………………….. 11
Personal Profile ………………………………………………………………………………… 14
Warm ups recommendation ………………………………………….…………………. 15
Importance of Good Nutrition …………………………………………………………… 17
Food Lag …………………………………………………………………………………… 18

Module 2
PHYSICAL FITNESS ACTVITIES…………………………………………………………. 22
Non-Locomotor Skills ………………………………………………………………
24
MFIT Activities Battery test (NL) ………………………………………………….. 26
Physical Fitness (pre-test)(NL) …………………………………………………………… 31
Module 3 ………………………………………………………………………………………………. 40
Locomotor Movements ……………………………………………………………… 40
Nutrition (food Lag) ………………………………………………………………………… 41
Physical Fitness Actvity (post-test) ……………………………………………………. 44
Body Composition ………………………………………………………………………… 50
Locomotor Skills (post-test …………………………………………………………….. 51
Module 4
Workout Plan ………………………………………………………………………… 52
Food Lag ……………………………………………………………………………….. 56
Evaluation ………………………………………………………………………………………………. 58
Rubrics ………… ………………………………………………………………………………….. 59
References ……………………………………………………………………………………………….. 61
MODULE 1: PHYSICAL ACTIVITY AND
NUTRITION
TITLE: PARQ- TEST AND NUTRITION

DIATETICS
INTENDED LEARNING OUTCOMES
After studying this module, you are expected to:

 Assess the reediness to do physical Activity
Create a personal Nutritional food lag
Identify the Body Mass Index
Introduction
Physical Education is an Integral Part of Educational Process design to

develop the optimum aspects of an individual under a well-trained leader. It is an
education through the physical. It aims to develop students’ physical competence
and knowledge of movement and safety, and their ability to use these to perform in a
wide range of activities associate with the development of an active and healthy
lifestyle. It also develops students’ confidence and genetic skills, especially those of
collaboration, communication, creativity, critical thinking and aesthetic appreciation.
These together with nurturing of positive values and attributes in PE, provide good
foundation for students’ life long and life- wide learning.
Activity no. 1
Physical Fitness Readiness Questionnaire (PFR-Q)
Name:______________________________ Course and year:__________

PE Schedule:________________________ Age:_____________
PE Teacher_______________ Sex:____________
Physical Fitness Readiness Questionnaire (adopted)
This questionnaire is applicable for students between ages 15 and 69. If the students
are over 69 years old and not used to being very active, he/she must see a doctor
first.
GENERAL HEALTH QUESTIONS
Please read the 7 questions below carefully and answer each one honestly YES NO
1. Has your doctor ever said that you have a heart condition OR high blood
and you should only do physical activity recommended by the doctor?
2. Do you feel pain in your chest at rest, during your daily activities of living,
OR when you do physical activity?
3. Do you lose balance because of dizziness OR have you lost consciousness

in the last 12 months?
(Please answer NO if your dizziness was associated with over-breathing (including
during vigorous exercise).
4. Have you ever been diagnosed with another chronic medical condition
(other than heart disease or high blood pressure)?
PLEASE LIST CONDITION(S) HERE:
____________________________________
5. Are you currently taking prescribed medications for a chronic medical condition:
PLEASE LIST CONDITION(S) AND MEDICATIONS HERE:
________________________
6. Do you currently have (or have had within the past 12 months)
a bone, joint, or soft tissue (muscle, ligament, or tendon)
problem that could be made worse by becoming more physically active?
(Please answer NO if you had a problem in the past, but it does not limit your current
ability to be
physically active). PLEASE LIST CONDITION(S)
here:______________________________________________________
7. Has your doctor ever said that you should only do medically supervised physical
activity?
YES NO
Follow-up questions
about your medical condition(s)
1. Do you have Arthritis, osteoporosis, or back problems?

2. Do you have Cancer of any kind?
3. Do you have a heart or Cardiovascular Condition? This includes
Coronary Artery Disease, Heart Failure, Diagnosed Abnormality of
Heart Rhythm
4. Do you have an irregular heart beat that required medical management? (e.g.,
atrial fibrillation, premature ventricular contraction
5. Do you have High Blood Pressure?
6. Do you have a resting blood pressure equal to or greater than 160/90 mmHg
with or without medication?
7. Do you have any Metabolic Conditions? This includes Type 1 Diabetes, Type
2 Diabetes, Pre-Diabetes
8. Do you often suffer from signs and symptoms of low blood sugar
(hypoglycemia) following exercise and/or during activities of daily living? Signs
of hypoglycemia may include shakiness, nervousness, unusual irritability,
abnormal sweating, dizziness or light-headedness, mental confusion, difficulty
speaking, weakness, or sleepiness
9. Do you have any signs or symptoms of diabetes complications such as heart
or vascular disease and/or complications affecting your eyes, kidneys, OR the
sensation in your toes and feet?
10. Do you have other metabolic conditions (such as current pregnancy-related
diabetes, chronic kidney disease or liver problems)?
11. Are you planning to engage in what for you is unusually high (or vigorous)
intensity exercise in the near future?
12. Do you have any Mental Health Problems or Learning Difficulties? This
includes Alzheimer’s Dementia, Depression, Anxiety Disorder, Eating
Disorder, Psychotic Disorder, Intellectual Disability, Down Syndrome
13. Do you ALSO have back problems affecting nerves or muscles?
14. Do you have a Respiratory Disease? This includes Chronic Obstructive
Pulmonary Disease, Asthma, Pulmonary High Blood Pressure
15. Has your doctor ever said you have high blood pressure in the blood vessels
of your lungs?
16. Do you have a Spinal Cord Injury? This includes Tetraplegia and Paraplegia If
the above condition(s) is/are present,
17. Do you commonly exhibit low resting blood pressure significant enough to
cause dizziness, light-headedness, and/or fainting?
18. Have you had a Stroke? This includes Transient Ischemic Attack (TIA) or
Cerebrovascular Event If the above condition(s) is/are present.
19. Do you have any impairment in walking or mobility?
20. Have you experienced a stroke or impairment in nerves or muscles in the past
6 months
21. Do you have any other medical condition not listed above or do you have two
or more medical conditions?
22. Have you experienced a blackout, fainted, or lost consciousness as a result of
a head injury within the last 12 months OR have you had a diagnosed
concussion within the last 12 months?
23. Does anyone in your household ever smoke in Bed or any other place in your
house?
24. Do you take special precautions to avoid accidents in and around your home?
25. Do you try to avoid eating too much salt or sodium?
26. Do you try to avoid eating too much fat?
27. Do you try eat enough fiber from whole grains, cereals, fruits and vegetables?
28. Do you try to avoid eating too much high cholesterol foods, such as eggs,
dairy products and fatty meats
29. Do you try to get enough vitamins and minerals in foods or in supplements?
30. Do you try to avoid eating too much sugar and sweet foods?
Activity no. 2
Personal profile
PE Schedule:________________________Name of PE Teacher_______________
Age:_____________ Sex:____________
Resting Pulse rate:________

Exercise Pulse rate:_______
Medical Record:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Data Sheet for BMI and Waist to Hip Ratio
Body weight (BW):_________(kg) Hip Circumference

(HC):____________
Height (HT) :________________(m)
Waist Circumference (WC):________(cm)
Fitness category :____________________
Body Mass Index

BMI= BW________(kg) / HT ________(cm)
BMI:___________________
Rating:________________
Waist to Hip Ratio
WHR= WC_______(cm) / HC:_________(cm)
WHR:_______________
Percentile:___________
Legend:
BMI Weight Status
Below 18.5 Underweight
18.5 – 24.9 Normal or Healthy Weight
25.0 – 29.9 Overweight
30.0 and Above Obese
Waist to hip Circumference
Classification Men Women
(risk of disease)
High risk 1.0 and above 0.85 above
Moderately High risk 0.90- 1.0 0.80- 0.85
Optimal low risk of 0.90 below 0.80 below
disease
Terms
Body Composition- The percentage of your weight that is composed of fats in in
relation to that classified as fat free.
Lean Body weight- The Total amount of bodyweight that is not attribute to body fat.
Obese- an excessive accumulation of body fat
Overweight- When a person weight 10% or more than his/her desirable weight.
Body Mass Index- a method that is widely used to evaluate your weight. It is based
only on your height and weight, so it has the same limitations as the height/weight
tables.
WARM UPS
RECOMMENDED FOR BIGGINERS
Sample
NOTE: Do WARM-UPS Before indulging to exercise, warm-up will prepare the body
for exercises by gradually increasing the heart rate and circulation; this will loosen
the joints and increase blood flow to the muscles. Stretching the muscles prepares
them for physical activity and prevents injuries
RECOMMENDED FOR BIGGINERS

NO. EXERCISE REPS
1 Walking 2- 3 MINS
2 Stationary Jog 1 MIN.

3 Hip Bridge March 10/side
4 Jumping Jack 30 – 45 SEC
5
6 Tactical Frog 10
7 Quadruped, diagonal crunch 15/side
8 Plank 10 breaths
9 Side Plank 10 breaths
10 Kneeling Clockwork Hip Mob 10/side
11 World's Greatest Stretch/ Elbow to instep/ 5/side
Spiderman Elbow, reach,
hand and
stretch
12 Overhead Squat 5
13 Inverted Hamstring/ Single leg deadlift/ Bowler 10
stretch
No. LADDER DRILLS REPS

1 In- and Out 3
2 Lucky Shuffle 3
3 Ali Shuffle 3
NO. RAPID RESPONSE DRILL REPS

1 2 Inch forward run 6 secs
2 2 foot linear base 6 secs
3 2 foot lateral base 6 secs 3 sets
4 2 foot base rotations 6 secs
Activity no. 3
WARM UPS
Directions: FILL UP repetitions according to the number of exercise you can do

Note: Please provide an exact number or time on each of this exercise (via Video
Recording) to verify the exercise has been executed properly and accurately.
NO. EXERCISE REPS EXC.

1 Surrender Breathing, feet on wall, knees bent
2 Hip Bridges
3 Hip Bridge March
4 Deadbug
5 Cat and Camel
6 Tactical Frog
7 Quadruped, diagonal crunch
8 Plank
9 Side Plank
10 Kneeling Clockwork Hip Mob
11 World's Greatest Stretch/ Elbow to instep/
Spiderman
12 Overhead Squat
13 Inverted Hamstring/ Single leg deadlift/ Bowler
stretch
No. LADDER DRILLS REPS EXC.

1 In- and Out
2 Lucky Shuffle
3 Ali Shuffle
NO. RAPID RESPONSE DRILL REPS EXC.

1 2 Inch forward run
2 2 foot linear base 3
3 2 foot lateral base set
4 2 foot base rotations s
Importance of Good Nutrition
Your food choices each day affect your health — how you feel today, tomorrow, and
in the future.
Good nutrition is an important part of leading a healthy lifestyle. Combined with

physical activity, your diet can help you to reach and maintain a healthy weight,
reduce your risk of chronic diseases (like heart disease and cancer), and promote
your overall health.
In the Philippines, the most dangerous part of a person's life is the day they're born.
Not all Filipino children can make it to their 1st birthday. Why? Poor nutrition is
among the culprits.
The Philippines ranks 9th in the world for having the most stunted children – those
too short for their age. In fact, 1 in 3 Filipino children is stunted.
Stunting is caused by consistent poor nutrition, and its effects can be long-lasting.
Stunting delays both body and brain development, hence it may affect children's
school performance and future careers.
In total, around 3.6 million Filipino children suffer from stunting. And 30% of these
children are under 5 years old. Stunted children are also 4 times more at risk of
dying.
The Impact of Nutrition on Your Health

Unhealthy eating habits have contributed to the obesity epidemic in the United States: about
one-third of U.S. adults (33.8%) are obese and approximately 17% (or 12.5 million) of
children and adolescents aged 2—19 years are obese.1 Even for people at a healthy weight,
a poor diet is associated with major health risks that can cause illness and even death.
These include heart disease, hypertension (high blood pressure),
type 2 diabetes, osteoporosis, and certain types of cancer. By making smart food
choices, you can help protect yourself from these health problems.
The risk factors for adult chronic diseases, like hypertension and type 2 diabetes, are
increasingly seen in younger ages, often a result of unhealthy eating habits and
increased weight gain. Dietary habits established in childhood often carry into
adulthood, so teaching children how to eat healthy at a young age will help them stay
healthy throughout their life.
The link between good nutrition and healthy weight, reduced chronic disease risk,
and overall health is too important to ignore. By taking steps to eat healthy, you'll be
on your way to getting the nutrients your body needs to stay healthy, active, and
strong. As with physical activity, making small changes in your diet can go a long
way, and it's easier than you think!
Directions: Below is the sample food plan for the students, this food plan will
measure how much food intake, what are the foods intake and how many times a
day the students eat. This must be fully documented and must be written in the food
plan. This would check the students’ right amount of meal and exact food for nutrition
per meal.
Activity No. 3 Food Lag
SAMPLE FOOD DIARY

TIME (record start WITH WHOM AMOUNT FOOD FRUITS OR VEGE- FILLED OUT JUST BEFORE
PLACE ACTIVITY MOOD HUNGER FULLNESS
and end time of (kitchen, living (alone, or with TABLES OR AFTER
(reading, (neutral, happy, (rate from 0– (after eating:
meal or snack) family, (number of servings) EATING?
room, bedroom, watching TV, tense, depressed, 5, 1=still hungry (X=yes)
friends,
car, desk at work) colleagues) talking, cooking) angry, bored, 0=no hunger, 2=quite
rushed, tired) 5=starving) satisﬁed
Kitchen Alone Watching TV Rushed 4 1.5 cups Shredded wheat 2
3=uncomfortabl X
8:30–8:45 cereal
a.m.
1 cup Skim milk X
1 medium Banana X
2 teaspoons Sugar X
Car Alone Driving Happy 1 medium Apple 2
10:00–10:10
Car Alone Driving Rushed 2 Granola bar 2
11:00–11:05
Work Colleagues Talking Happy 5 2 large Cheese pizza
1:30–2:00 slices
1 large Chocolate chip cookie X
Kitchen Alone Cooking Tired 5 2 pieces Low-fat string cheese
6:00–6:10
p.m.
Kitchen Husband Talking Tired 4 6 oz Baked chicken 2 X
6:30–7:05
p.m.
1 cup Brown rice X
1 cup Broccoli X
2 glasses Iced tea X
9:30–9:45 Bed Alone Watching TV Tired 2 1 cup Frozen yogurt

p.m.
3
TOTAL :
20 | p h y s i c a l fi t n e s s
YOUR FOOD DIARY Date:
Print 3 copies of this page and track your eating patterns for three days.
TIME (record start WITH WHOM AMOUNT FOOD FRUITS OR VEGE- TABLES FILLED OUT JUST BEFORE OR
and end time of (kitchen, living (alone, or (number of servings) AFTER
(reading, (neutral, (rate from 0–5, (after eating: 1=still hungry
meal or snack) with family, EATING?
room, bedroom, watching TV, happy, tense, 0=no hunger, 2=quite satisﬁed
friends, (X=yes)
car, desk at 5=starving)
colleagues) talking, depressed, 3=uncomfortable)
work) cooking) angry, bored,
rushed, tired)
THIS MUST BE Accomplished 2 times a week

TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________
Instructor Recommendations for FOOD DIETARY
NAME: ___________________________COURSE AND YEAR: ________________
MODULE 2:PHYSICAL ACTIVITY and MFIT
TITLE: Physical Fitness activity

NON-LOCOMOTOR
MOVEMENT

Participate the physical fitness activity
 Identify the different activities under Non-locomotor skills
Develop fitness level
Physical Fitness
Fitness is a set of attributes that aperson has or achieved.” (Caspersen et al, 1985)
HEALTH PERFORMANCE
CARDIORESPIRATORY ENDURANCE COORDINATION
MUSCULAR ENDURANCE SPEED
MUSCULAR STREGTH AGILITY
FLEXIBILITY REACTION TIME
BODY COMPOSITION POWER
BALANCE
CARDIORESPIRATORY ENDURANCE
The ability of the heart, lungs, and circulatory system to supply oxygen and nutrients
to working muscles, efficiently.
23 | Physical fitness 1
Muscular Strength
The ability of the muscles to maintain submaximal force level for extended periods.
Flexibility
The ability of the joint fluidly through its complete range of motion
Body Composition
The absolute and relative amounts of muscles, bone, and fat tissues.
RELATIONSHIP OF FITNESS AND HEALTH

COMPONENTS BENEFITS
Cardiovascular Endurance Reduce in risk of cardiovascular
disease
Body composition Reduce in risk of cardiovascular
disease, adult-onset diabetes, and
cancer
Muscular Strength, muscular Reduction in risk of low-back pain
endurance, and flexibility improved posture and functional
capacity ability to conduct daily activities
NON- LOCOMOTOR MOVEMENTS
There are three fundamental body movement skills typically taught in elementary
physical education. They are locomotor, non-locomotor, and manipulative skills. This
lesson defines and explains non-locomotor skills.
Fundamental Body Movements

What is a fundamental body movement? Running? Jumping? Throwing a ball?
These are all fundamental body movements. They are fairly simple skills that serve
as the foundation for more complex physical activities.
Think of a young child participating in a ballet class. She must be able to bend,
reach, leap, and slide. Commanding these fundamental body movements allows her
to participate in a number of physical activities throughout her lifetime. Studies show
that the younger a child commands fundamental movements, the more likely that
child will be to maintain an active lifestyle as an adult. That's why fundamental body
movements are an important part of physical education.
There are three types of fundamental body movements typically taught during
preschool and elementary school:
 Locomotor skills
 Non-locomotor skills
 Manipulative skills
Locomotor skills are those body movements that incorporate traveling from one
point to another, such as walking or skipping. Manipulative skills are those that
involve both the body and an object, like throwing a Frisbee or dribbling a basketball.
Let's take an in-depth look at non-locomotor skills.
Non-Locomotor Characteristics
Non-locomotor skills are fundamental body movements that do not incorporate
traveling. They are stability skills that include movements of limbs or body parts, and
sometimes even the whole body. They are occasionally referred to as axial
movements, as in 'revolving around an axis'. Here, the axis is the center portion of
the student's body, or generally the student's torso. The student's 'axis' experiences
little to no movement.
There are many different non-locomotor movements, including:
- Blending - Stretching
- Flexing - Extending
- Lifting - Raising
- Twisting - Turning
- Rotating - Swinging
- Swaying - Dodging
- Shaking - Wiggling
- Pulling - Pushing
Note that non-locomotor skills often accompany locomotor skills. For example, students
swing their arms while jogging and bend their knees in order to jump
MFIT ACTVITIES
Activity no. 4
PE Schedule:___________________ PE Teacher_______________
Age:_____________ Sex:____________
Direction: Before doing any activities, get your resting pulse rate first then proceed to
the pre-test.
Note: 1. You can walk around your house, backyards or any place you feel
comfortable and away from any disease that may inflict you.
2. Before indulging to exercise, warm-up will prepare the body
for exercises by gradually increasing the heart rate and circulation; this will loosen
the joints and increase blood flow to the muscles.
Fast Walk (PRE-TEST )

Time of test :
Weather
Resting pulse rate:
Exercise Pulse rate:
Fitness category :
Remarks:
Step up test
Equipment:
1. Find a stair or a small chair about 12 inch high, or bench, step on and off for
3 minutes.
2. Stop watch from a phone or risk watch
Procedure:
Step down one foot followed by the other foot try to maintain a steady four
beat cycle. Or you can say “ UP, UP, DOWN, DOWN”.
Fig. 1-4
Scoring:
At the end of 3 minutes, remains standing while you immediately check your
heart rate by taking your pulse for 1 minute.
STEP TEST (PRE-TEST)
Time of test : ( 3 mins) step up
Weather
Resting pulse rate:
Fitness category :
Remarks:
Results of the table
Fig. 6
Fig. 5
PRE-TEST
1. Modified Sit and Reach 2. Zipper Test LEFT HAND RIGHT
HAND
Time of test : Time of test :
Weather Weather
1st trial 1st trial
2nd trial 2nd trial
3rd trial 3rd trial
Fitness category : Fitness category
:
Remarks : Remarks :
Materials:
1. Get any measurement paraphernalia that you can find in your own house.
2. If you have exercise mats you can use it.
How to measure:
1. Find someone who can help you measure your sit and reach.
2. Both legs must be in a 10 to 12 inches apart.
3. Place the tape measure or any type of measuring materials in between your
knees or place a paper tape on the 15 inch of the measuring tape then, place
your both feet on the tip of the tape about 45-degree angle of the leg. Legs
must be properly stretch.
4. Right hand must be place over the left hand (overlap) or vice versa.
5. Every trial must be count 2 seconds to validate the measurement.
MUSCULAR FITNESS
Curl-Up
PRE-TEST
Time of test :
Weather
No. of Correct Curl –
Up:
Fitness category :
Remarks:
Push ups
Time of test :
Weather
No. of Correct push-
ups:
Fitness category :
Remarks:
Fig. 7
Fitness Chart
Female Male
Age 15- 19 20-29 Age 15-19 20-29
EXCELLENT >35 >36 EXCELLENT >56 >47
GOOD 27-35 30-36 GOOD 47-56 39-47
ABOVE 21-27 23-29 ABOVE 35-46 30-39
AVERAGE AVERAGE
AVERAGE 11-20 12-22 AVERAGE 19-34 17-29
BELOW 6-10 7-11 BELOW 11-18 10-16
AVERAGE AVERAGE
POOR 2-5 2-6 POOR 4-10 4-9
VERY 0-1 0-1 VERY POOR <4 <4
POOR
Physical Fitness
ACTIVITY 5
BODY COMPOSITION (PRE- TEST)
PE Schedule:___________________ PE Teacher_______________
Age:_____________ Sex:____________

Medical Record:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Body weight (BW):_________(lkg) Hip Circumference

(HC):____________
Height (HT) :________________(m)
Body Mass Index

BMI= BW________(kg) / HT ________(cm)
BMI:___________________
Rating:________________
Waist to Hip Ratio
WHR= WC_______(cm) / HC:_________(cm)
WHR:_______________
BMI Weight Status

Waist to hip Circumference

(risk of disease)
disease
Terms
tables.
ACTIVITY 6
PHYSICAL FITNESS ACTIVTIES (PRE-TEST)
Name:_____________________________Course and year:__________
PE Schedule:______________________ PE Teacher_______________
Age:_____________ Sex:____________
NON LOCOMOTOR SKILLS
Bracing the core
A. Dead bug series
B. Rolling
C. Bird dog series
D. Press-up, scapular protraction and retraction
E. Plank series
F. Squat series
Material: Exercise Mat or any mat available in your homes.
BRACING THE CORE

The DEAD BUG SERIES
Supine position
Directions: Lay down on the exercise matt, make sure your back is resting on the
ground, bringing your both hands up bending elbows over shoulder and bringing
your knees up over the hips. Simply lifting the limbs up, may create the sense of
tone in your abdominal part of your body, this may be accompanied with breathing
exercise. The synchronization would be, right arm and left foot up (inhale) then left
arm right foot up (exhale) (repeat the process until endure).
1. DEAD BUG (forward up and down)

Right and left forward up and down (hands and feet) with opposite direction
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Fig. 8
1. DEAD BUG (side way)
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction: This particular Dead Bug done sideways. Same process with the 1 st Dead
Bug.
2. DEAD BUG (Full Extent)
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction: Same as the 1st one, but this in full extension.
3. DEAD BUG (both hand and foot synchronise) preparation for resting
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction: This time both hands and feet must be up together with breathing
exercise.
Fig. 9
Activity 6
ROLLING (PRE-TEST)
Age:_____________ Sex:____________
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE to
the left
Duck position made:
NO. OF REPS MADE to
the right
Fitness category :
Remarks:
BIRD DOG SERIES (PRE-TEST)
(Prone position)
Materials: exercise mats and stop watch
Note: Warm up first before doing any exercise.
1. RIGHT AND LEFT ARMS, RIGHT AND LEFT LEGS (ALTERNATE)
Time of test :
Weather
Resting pulse rate:
NO. of mins made out of 30
mins.
Fig. 10
2. PULLING ELBOW TO THE KNEES (ALTERNATE)
Time of test :
Weather
Resting pulse rate:
NO. of reps in a min
Fig.11
Activity 7
Push ups series
Age:_____________ Sex:____________
1. Push ups
Time of test :
Weather
ups:
Fitness category :
Remarks:
Fig.12
Fig.13
2. Chair Push-Ups
Time of test :
Weather
ups:
Fitness category :
Remarks:
Fig.14
3. Elevated Push ups

Time of test :
Weather
ups:
Fitness category :
Remarks:
4. Mountain Climbing
Time of test :
Weather
ups:
Fitness category :
Remarks:
5. Slowmo Push ups ( optional)

Time of test :
Weather
ups:
Fitness category :
Remarks:
Activity 8
Isometric Plank series
Age:_____________ Sex:___________
1. Normal Plank (low plank)
Time of test :
Weather
No. of Correct planks:
Fitness category :
Remarks:
Fig.16
2. Normal Plank ( high plank)

Time of test :
Weather
Fitness category :
Remarks:
Fig.17
1. Buzzsaw Plank
Time of test :
Weather
Fitness category :
Remarks:
2. Side Plank elbow ( alternate )

Time of test :
Weather
L
No. of Correct Plank :
R
Fitness category :
Remarks:
3. Salsa Plank
Time of test :
Weather
Fitness category :
Remarks:
Activity 9
Squat series

Age:_____________ Sex:___________
1. Basic Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
Fig.18
2. Jump Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
3. Plie Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
Fig.22
1. Squat + leg raise (L and R)
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
2. Roundabout Squat
MODULE 3 LOCOMOTOR SKILLS
TITLE: LOCOMOTOR MOVEMENT

Participate the physical fitness activity (post test)
Identify the different activities under locomotor skills
Develop fitness level and progress of the body.
Terms
tables.
Locomotor skills
Locomotor Movements - These are movements where the body travels through
space from one location to another. Locomotor movements primarity use the feet for
support however, the body can travel on other parts such as the hands and feet.
Students need to perform different locomotor skills in kindergarten. The locomotor
skills include: walking, running, skipping, galloping, hopping, jumping, sliding,
walking backwards, and leaping. Students are learning these skills at it could take
lots of practice to develop the skills necessary to complete all of the locomotor skills.
A walk is a slow locomotor skill where one foot is always on the ground. As the left
foot is on the ground the right foot is in the air moving forward. Then the right foot
makes contact with the heal first as the left foot moves forward in the air.
friends, (X=yes)
car, desk at talking, depressed, 5=starving) 3=uncomfortable)
colleagues)
rushed, tired)

TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________
friends, (X=yes)
car, desk at 5=starving)
colleagues) talking, depressed, 3=uncomfortable)
rushed, tired)

TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________
friends, (X=yes)
colleagues)
rushed, tired)
TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________
Activity 11
(Locomotor Movement)
PE Schedule:_______________________Name of PE Teacher_______________
Age:_____________ Sex:____________
- Crawl and creep
- Jump and landing
Linear movement (hop, skip, leap, or bound, jog, run, gallop)
- Lateral Movement (slide, crossover, grapevine (carioca). Ladder, chase, planting rice)
Time of test : Reps

Weather
Resting pulse rate:
1. Crawl and Creep
Fitness Category :
Remarks
2. Jump and Landing
Fitness Category :
Remarks
3. Linear Movement
Fitness Category :
Remarks:
4. Lateral Movement
Fitness Category :
Remarks:
Exercise rate:
Fig.24
Fig.23
POST TEST
(FINALS)
During post-test there should be a development from your Pre test to see to it
that you have improve yourself when doing exercises
ACTIVITY 1
PATHFIT ACTIVTIES
Age:_____________ Sex:____________
NON LOCOMOTOR SKILLS

Bracing the core
A. Dead bug series
B. Rolling
C. Bird dog series
D. Press-up, scapular protraction and retraction
E. Plank series
F. Squat series
Material : Exercise Matts or anything you are comfortable to use.
BRACING THE CORE
The DEAD BUG SERIES
Supine position
1. DEAD BUG ( forward up and down)
Right and left forward up and down ( hands and feet) with opposite direction
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction: Lay down on the exercise matt, make sure your back is resting on the
ground, bringing your both hands up bending elbows over shoulder and bringing
your knees up over the hips. Simply lifting the limbs up, may create the sense of
tone in your abdominal part of your body, this may be accompanied with breathing
exercise. The synchronization would be, right arm and left foot up ( inhale) then left
arm right foot up ( exhale) ( repeat the process until endure)
1. DEAD BUG (side way)
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction: This particular DEAD BUG done sideways . same process with the 1 st
Dead Bug
2. DEAD BUG (Full Extent)
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction : Same as the 1st one, but this in full extension.
3. DEAD BUG (both hand and foot synchronise) preparation for resting
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE:
Fitness category :
Remarks:
Direction :This time both right and left hand must be up together with the left and
right foot with breathing exercise
Activity 2
ROLLING
Age:_____________ Sex:____________
Time of test :
Weather
Resting pulse rate:
NO. OF REPS MADE to
the left
Duck position made:
NO. OF REPS MADE to
the right
Fitness category :
Remarks:
BIRD DOG SERIES (PRE-TEST)

(Prone position)
Materials: exercise mats and stop watch
Note: Warm up first before doing any exercise
1. RIGHT AND LEFT ARMS , RIGHT AND LEFT LEGS ( ALTERNATE)
Time of test :
Weather
Resting pulse rate:
NO. of mins made out of
30 mins.
2. PULING ELBOW TO THE KNEES ( ALTERNATE)

Time of test :
Weather
Resting pulse rate:
NO. of reps in a min
Activity 3
Push ups series
Age:_____________ Sex:____________
1. Push ups
Time of test :
Weather
ups:
Fitness category :
Remarks:
2. Push ups on the chair

Time of test :
Weather
ups:
Fitness category :
Remarks:
3. Elevated Push ups

Time of test :
Weather
ups:
Fitness category :
Remarks:
4. Mountain Climbing
Time of test :
Weather
ups:
Fitness category :
Remarks:
5. Slowmo. Push ups ( optional)
Time of test :
Weather
ups:
Fitness category :
Remarks:
Activity 4
Isometric Plank series
Age:_____________ Sex:___________
1. Normal Plank (low plank)
Time of test :
Weather
Fitness category :
Remarks:
2. Normal Plank ( high plank)

Time of test :
Weather
Fitness category :
Remarks:
3. Buzzsaw Plank
Time of test :
Weather
Fitness category :
Remarks:
4. Side Plank elbow ( alternate )

Time of test :
Weather
No. of Correct planks: L
No. of Correct Plank : R
Fitness category :
Remarks:
5. Salsa Plank
Time of test :
Weather
Fitness category :
Remarks:
Activity 5
Squat series

Age:_____________ Sex:___________
1. Basic Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
2. Jump Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
3. Plie Squat
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
4. Squat + leg raise (L and R)
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
Time of test :
Weather
No. of reps made:
Fitness category :
Remarks:
5. Roundabout Squat
Activity 6
Body Composition

Age:_____________ Sex:____________

Medical Record:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________
Body weight (BW):_________(lkg) Hip Circumference

(HC):____________
Height (HT) :________________(m)
Body Mass Index

BMI= BW________(kg) / HT ________(cm)
BMI:___________________
Rating:________________
Waist to Hip Ratio
WHR= WC_______(cm) / HC:_________(cm)
WHR:_______________
BMI Weight Status


(risk of disease)
disease
Waist to hip Circumfer
Even Rhythm
Walk - The walk is a transfer of weight from one foot to the other. Usually the heel
touches first.
Run - The run is a transfer of weight from one foot to the other however, the body is
propelled into the air and suspended between run steps.
Jump - The jump required the body to push off from one or both feet. Most common
is a two foot take off and two foot landing. A jump can take off on one foot and land
on two or take off from two feet and land one one foot.
Hop - The hop requires a push-off from one foot and landing on the same foot.
Leap - A leap is performed by pushing off from one foot and landing on the other
foot. The body is suspended in the and between the push off and the landing. Can
be combined with a run or walk.
Uneven Rhythm
Skip - A combination of a step and a hop on the same foot followed by a step and
hop on the other foot. The rhythm is uneven long -short. Long (the step) and short
(the hop).
Gallop - A forward movement where one foot leads the gallop while the other foot
follows. The lead foot steps with a bent knee and pushes off into the air and landing
on the trailing foot. The rhythm is uneven, long -short. Long (the step) and short (the
landing).
Slide - Is similar to a gallop performed with the right or left foot leading. The rhythm is
uneven, long -short. Long (the step) and short (the landing).
Activity 7
LOCOMOTOR SKILLS
Crawl and creep ( STEP UP TEST)

Jump and landing
Linear movement (hop, skip, leap, or bound, jog, run)
Lateral Movement (slide, crossover, grapevine)
ACTIVITIES GOALS GOALS ACHIVED REMARKS

WARM UP
STEP UP 3O MINS
JUMP AND
LANDING
HOP
SKIP
LEAP
JOG
RUN
SLIDE
CROSS OVER
GRAPE VINE
COOL DOWN
MODULE 4: Plans and Food Lags
TITLE: Work out Plan

Able to create a Workout Plan
Accomplished the Food lag for final assessment
Develop Fitness routine and fitness
ACTIVITY 8
Activity- specific skills. Basic strength training exercise (high or low intensity)
Exercise Plan.
WORK OUT PLAN

WEEK:_______________________
GOALS :______________________
WARM UP
ACTIVITY/EXERCISES TIMES REPS/ INTENSITY NOTE
STEPS
Jumping jack
Stationary jog
Burpee
KNEE DOMINANT
High knee
Squat jumps
Low box step ups
HIP DOMINANT
Hip bridge
Squat + hips
Lying leg lifts
HORIZONTAL PULL AND PUSH
VERTICAL PULL AND PUSH
LIFTING AND THROWING
COOL DOWN..
Exercise Plan
WORK OUT PLAN
WEEK:_______________________
GOALS :______________________
WARM UP
STEPS
KNEE DOMINANT
HIP DOMINANT
HORIZONTAL PULL AND PUSH
VERTICAL PULL AND PUSH
LIFTING AND THROWING
COOL DOWN..
Exercise Plan
WORK OUT PLAN
WEEK:_______________________
GOALS :______________________
WARM UP
STEPS
1.
friends, (X=yes)
colleagues)
rushed, tired)

TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE: _______________________________________________

friends, (X=yes)
colleagues)
rushed, tired)
TOTAL :
NAME:_______________________________________________________
Course and Year: ______________________________________________
PE SCHEDULE:
70 | Physical_______________________________________________
fitness 1
EVALUATION
To pass the course, you must:
1. Read all course readings and answer the pre assessment quizzes, self-
assessment activities and reflection questions.
2. Answer the print-based discussion activities.
3. Submit four assignments and two graded quizzes for midterm and finals
4. Submit the final project (Work Out Plan).
5. Do the Mid Term and Final Tasks.
GRADING SYSTEM
NO. CRITERIA PERCENTAGE (%)

1 Requirements 10
2 Quizzes ( 10
3. Individual Output 15
4 Essays analysis 25
5 Midterm Exam/Final 40
RUBRICS FOR PROCESS/PERFORMANCE
BASED ASSESSMENT
Course Requirements
1. Fitness Test – 25 points
2. PA reports- 30 points
3. Food log- 10 points
4. Movement Competency Skills (MCS1)- 10 points
5. Skills assessment 10 points
a. Lifting( squat, deadlift, high pulls, power cleans, push press
b. Dynamic balance
6. Creative dance Fitness Exercise – 15 points
GRADING SYSTEM
A. FITNESS TEST (25 points)
1. Cardio respiratory endurance= 10 points
a. Bleep test
Rating Stage & shuttle VO Max Points
Poor < 3-8 <24 0
Fair 4-1 to 4-2 24-26 5
Fair 2 4-3 to 4-6 27- 28 6
Fair 3 4-7 to 5-2 29- 30 7
Average 1 5-3 to 5-9 31- 33 8
Average 2 6-1 to 6-8 34- 35 9
Average 3 6-9 to 7-2 36 – 37 10
Good 7-3 to 10-4 38 – 48
Excellent 10-5 above >48
A. Rackport 1 mile walk test (or other activity depending on the choice of
the teacher)
Rating points
Very poor 0
Fair 5
Average 7
Good – very good- Excellent 10
A. Physical Activity (PA) log (30 points)

Outside school PE
Points PA Category Maximum
Frequency/Sem.
10 Fun Run/ biking / Zumba 1
9 Gym Hub 1
8 Community Sports Involvement 1
5 Sports Officiating/ 2
4 Varsity training 4
3 Individual Exercise/ Jogging once a week 4
2 Involvement to recreational activity 2
1 Spectator 8
A. Food Log (10 points) Outside school PE

10 points 7.5 5 0
Complete information: Lacking Lacking information: No
Kind of food/ information: serving, submission
beverages, serving serving, size, evidence/photo and
size, evidence /photo, evidence/photo or evaluation
evaluation evaluation
Skills Assessment (10 points)

1. Lifts – 5 points
2. Agility and dynamic balance – 5 point
B. Creative dance fitness exercise (15 points)
Student create dance fitness exercise by group which include (Aerobic, Training
Exercise, Loco motor Skills and non locomotor)
Criteria for Rating
1. Choice of Music 10%
2. Choreography 20%
3. Creativity 15%
4. Content of exercise 25%
a. Fitness Exercise
b. Loco motor Movements
c. Non locomotor
d. Aerobics
5. Costumes 10%
6. Props 5%
7. Synchronization 15%
TOTAL 100%
Performance Evaluation
Final Points Final Points earned
Grade Earned Grades
1.0 97-100 2.25 75-79
1.25 93-96 2.5 70-74
1.5 89-92 2.75 65-69
1.75 85-88 3.0 60-64
2.0 80-84 3.5 POOR
PERFORMANCE
REFERENCES
Photo Credits to the following:

Mr. Grant Altomea
Mr. Daryl Lubaton
Ms. Mary Ann A. Salazar
Mr. JFK Tayag
Mr. Drexler Visitacion
PE Manual
Website
http://eparmedx.com/wp-
content/uploads/2013/03/PARQPlus2019ImageVersion2.pdf
https://www.chegg.com/homework-help/questions-and-answers/formula-body-mass-
index-bmi-bmi-weight-height-times-703-write-python-program-asks-user-wei-
q22126305 (2003-2020) Chengg Inc.
Department of Health, Philippines https://www.doh.gov.ph/node/10405 (2020)

https://www.health.harvard.edu/media/content/files/health-report-pdfs/Food-Diary.pdf
Department of Health, Philippines https://www.doh.gov.ph/node/10405 (2020)
Sample food diary

https://www.health.harvard.edu/media/content/files/health-report-pdfs/Food-Diary.pdf
https://www.wdb.gov.hl/en/curriculum-development/kla/physical-education/index.html
Authors
J ainnik \'k \'.'arburton DEk, V.a kauki J, V.cKenzie K,Shephard kl, Stone J, and Gledhill
N. Echancing the effertiv ene ss ofcle aranre for phy sical srtivity part icipat ion: background
and overall pioce ss . APNV. 36(?1i:?3 513, 2d11. Z \'?arburton DEk, Gledhill N, Jainnik UK,
Bedin AND, McK enzie K.Stone J, £ harle sn'urt h s, and Shephard kl. Evidence based
risk a s se ssinent and recommendation s for physio:at activity cIe arance; Ronsensu s
Document. APNV.
his holm DM, Hollis V.L, Kulak LL Dav enport \'?, and Gruber N. Why sical srtivit'/ re
adine ss . IJritish Columbia V.ediral J ournal. )77s:17:37s 378.
Thomas ?, leading J. and Shephard kl. ke vision of the f'hysir at Activity keadine s s
Que uionnaire (PAk . Canadian Journal of Sport ?cienre 1972;1 7:4 33B 345.
American Cancer Society, Inc. The America Cancer Society is a qualified 501 ©(3)-
tax-exemted org.(2020)
Chadwick, R. (2004). Nutrigenomics, individualism and public health. Proceedings of

the Nutrition Society, 63(1), 161-6.
Jones, D.S. (editor) (2006). Textbook of Functional Medicine. Gig Harbor,

Washington: Institute for Functional Medicine.
Newman, K.P. et al. (2007). The importance of lost minerals in heart

failure. Cardiovascular & Hematological Agents in Medicinal Chemistry, 5(4), 295-
299.
Pollan, M. (2008). In Defense of Food. New York: Penguin Press.
Taubes, G. (2007). Do We Really Know What Makes Us Healthy? New York Times

Magazine, Sept. 16., 52.
Taubes, G. (2007). Good Calories, Bad Calories. New York: Knopf.
C J Caspersen, K E Powell, G M Christenson (1985) ” Physical activity, exercise,

and physical fitness: definitions and distinctions for health-related research”

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Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Welcome to Zamboanga City State Polytechnic College, the premier higher

1. Access, Synthesize and evaluate information on Healthy eating and fitness

• The lessons on this module is logically organized. Every lesson is connected

• You will be evaluated by your instructor or professor to check how much

PROGRAM SPECIALIZATION OUTCOMES

Active and Healthy Living

Advocacy and Promotion

2. Promote practical and creative interventions that will create community

Week Topic Activities

Accomplish activity sheets

Goals and Context of PE

P.E. focuses explicitly on making learners adapt to lifelong physical activity. It

The importance of knowing your Body Mass Index (BMI)

Being underweight can result in other health issues like:

Food Lag …………………………………………………………………………………… 18

TITLE: PARQ- TEST AND NUTRITION

INTENDED LEARNING OUTCOMES

After studying this module, you are expected to:

Physical Education is an Integral Part of Educational Process design to

Name:______________________________ Course and year:__________

3. Do you lose balance because of dizziness OR have you lost consciousness

1. Do you have Arthritis, osteoporosis, or back problems?

Resting Pulse rate:________

Body weight (BW):_________(kg) Hip Circumference

Body Mass Index

RECOMMENDED FOR BIGGINERS

2 Stationary Jog 1 MIN.

No. LADDER DRILLS REPS

NO. RAPID RESPONSE DRILL REPS

Directions: FILL UP repetitions according to the number of exercise you can do

NO. EXERCISE REPS EXC.

No. LADDER DRILLS REPS EXC.

NO. RAPID RESPONSE DRILL REPS EXC.

Importance of Good Nutrition

Good nutrition is an important part of leading a healthy lifestyle. Combined with

The Impact of Nutrition on Your Health

SAMPLE FOOD DIARY

9:30–9:45 Bed Alone Watching TV Tired 2 1 cup Frozen yogurt

THIS MUST BE Accomplished 2 times a week

NAME: ___________________________COURSE AND YEAR: ________________

TITLE: Physical Fitness activity

INTENDED LEARNING OUTCOMES

RELATIONSHIP OF FITNESS AND HEALTH

NON- LOCOMOTOR MOVEMENTS

Fundamental Body Movements

Fast Walk (PRE-TEST )

Results of the table

Resting Pulse rate:________

Body weight (BW):_________(lkg) Hip Circumference

Body Mass Index

BMI Weight Status

Waist to hip Circumference

Obese- an excessive accumulation of body fat

BRACING THE CORE

1. DEAD BUG (forward up and down)

1. DEAD BUG (side way)

2. DEAD BUG (Full Extent)

Direction: Same as the 1st one, but this in full extension.

3. Elevated Push ups

5. Slowmo Push ups ( optional)

1. Normal Plank (low plank)

2. Normal Plank ( high plank)

Name:____________________ Course and year:

NAME: ___________COURSE AND YEAR:

Name:____________________ Course and year:

Name:____________________ Course and year:

Name:____________________ Course and year: