Physical Education and Health, Study notes of Physical education

Download Physical Education and Health and more Study notes Physical education in PDF only on Docsity! Information Sheet 1 LESSON 1: Dances from the Past NOMINAL DURATION: Day 1-2 LEARNING OBJECTIVES: After reading this INFORMATION SHEET, YOU MUST be able to: 1. Define dance. 2. Identify different dances from the past. 3. Recite and recognize the development of dance. INTRODUCTION What is Dance? Dance comes from the German word damson, which means “to stretch or “to drag”. It developed as a natural expression of united feeling and action. Dance is considered the mirror of society because it responds to historical and religious events as well as social and political statements. Although there have been immense comparative differences in period and culture, people still dance mainly for four reasons: (a) to please gods; (b) to please others; (c) to please themselves; and (d) to build community within an ethnic group or social interaction. Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 History and Development of Dance from the Different Periods ❖ Dance During the Prehistoric Period ● It had been a major form of religious ritual and social expression within primitive culture. ● It was used as a way of expression and reinforcing tribal unity and strength. ● It is based on superstition and infused with magic. Shamans as lead dancers acted as physicians and religious leaders and kept tribes healthy, prosperous and safe. ❖ Dance During the Ancient Civilization Ancient Egypt. ● 3,300 BCE (First Dancing). It is believed that the first people to dance were the Egyptians. Archaeologists discovered paintings of dancing figures in rock shelters and caves. ● As a way of expressing religious service and teaching ancient myth, three (3) major dancers were evolved: ● (1) the king; ● (2) the priests who performed magical dances; ● (3) virgin dancers who were trained to perform during ceremonies led by the priests. Ancient Crete. ● The Cretan civilization (3000-1400 BC) was a cultural link in the ancient world between Egyptians and Greeks. ● Cretans used dance to perfect their military training which made them excellent. Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 Persian dance was the Qajar Dynasty which lasted from 1795 to 1925. Dancers would perform artistic and lively dances for the Shah. The music is usually played by a small band.  1800 (Tippity Tappity, Time for Tap). Tap dancing originated from African tribe dancing. Tap dancing makes percussion sounds because of dancers most commonly wearing leather shoes with two pieces of metal and clip and clap against hard floors. Tap is still very popular to this day.  Dance During the 19th Century (1801-1900)  1890 (Merengue Dancing). It is a Caribbean dance style that involves partners holding each other in a tango-like position and moving their hips side to side.  1900 (Jazz and Acro). It involves doing smooth and flexible movements, and lots of back bending and tricks. Both styles are widely popular to this day.  Ballroom dances also emerged during this period like Cotillion, Polonaise, Quadrille, Waltz and Polka.  20th Century Dances (1901-2000)  Described as a period of “dance fever” wherein the young and old alike were not limited to express emotions through dance.  1950 (Contemporary Dance). Contemporary dance is a style that combines jazz, ballet, and modern dance. It can be many different styles, but most of the time it is melancholy and or intense.  1970 (Hip Hop Dance). There are many styles of hip hop that include breaking, popping, locking, and more. Street dance was performed both in night clubs and on the streets. It is associated with funk, breakdancing, and hip-hop.  Several social dance movements also evolved such as castle walk, Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 tango, foxtrot, Charleston, Lindy Hop, Rumba, Mambo, Cha-ChaCha, Samba, Bossa Nova, Boogaloo and Twist.  Popular fad dances also emerged like YMCA and Macarena.  21st Century Dance (2001- Present)  2018 (Dance Nowadays). Today's dance style has taken a turn towards more hip-hop dances. Small and popular dances that involve hip hop and that most everyone can achieve include the whip and nae nae, Gangnam Style (it’s a little old), shooting, and more. Information Sheet 2 LESSON 2: Dancing toward the 21st Century NOMINAL DURATION: Day 1-2 LEARNING OBJECTIVES: After reading this INFORMATION SHEET, YOU MUST be able to: 1. Define dance. 2. Identify different dances from the past. 3. Recite and recognize the development of dance. INTRODUCTION Modern History • Dance During the Late 16th and 17th Centuries (1501-1700) • 1600 (Masque Dancing). Masque dancing started from elaborate pageants and shows in the 16th century. Masque dancing involved intricate costuming and stage designing that also incorporated singing and acting as well as dancing. It was often used as a court entertainment. Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 • A period in the history of dance in Italy, France, and England which was considered to be pleasantly deep and rich. France became the forerunner in dance during this period. • Dance increased as a court amusement and later transformed into professional entertainment.  Dance During the 18th Century (1701-1800) • 1795 (Classical Persian Dancing). This style of dance evolved from courtroom dancing. An era influencing Persian dance was the Qajar Dynasty which lasted from 1795 to 1925. Dancers would perform artistic and lively dances for the Shah. The music is usually played by a small band. • 1800 (Tippity Tappity, Time for Tap). Tap dancing originated from African tribe dancing. Tap dancing makes percussion sounds because of dancers most commonly wearing leather shoes with two pieces of metal and clip and clap against hard floors. Tap is still very popular to this day.  Dance During the 19th Century (1801-1900) • 1890 (Merengue Dancing). It is a Caribbean dance style that involves partners holding each other in a tango-like position and moving their hips side to side. • 1900 (Jazz and Acro). It involves doing smooth and flexible movements, and lots of back bending and tricks. Both styles are widely popular to this day. • Ballroom dances also emerged during this period like Cotillion, Polonaise, Quadrille, Waltz and Polka.  20th Century Dances (1901-2000) • Described as a period of “dance fever” wherein the young and old alike were not limited to express emotions through dance. Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 Getting FITT with Dance When engaging in any form of dance, always consider the FITT (Frequency, Intensity, Time, Type) principle of training to be able to perform efficiently and minimize unnecessary body stress and injury. Frequency (How Often)- number of training sessions that are performed during a given period (usually one week). About 3 to 4 times per week or more are the recommended times of exercise for an individual. Rest or easy days are in between to allow your body to recover from physical exertion. Example: Goal Sun Mon Tues Wed Thurs Fri Sat Cardiovascular (3-Minute Rest Work-out Session 1 Work-out Session 2 Rest Work-out Session 3 Work-out Session 4 Work-out Session 5 Step Test) Intensity (How Hard)- an individual’s level of effort (light, moderate, vigorous). Example: Sample Activities Light Moderate Vigorous Cardiovascular Endurance Slow walking Fast walking Jogging This Rate of Perceived Exertion (RPE) scale below is used to measure the intensity of your exercise/ physical activity. This value gives a reference point for an individual’s internal load which can be compared with others during a similar session. RPE CHART (Rate of Perceived Exertion) Rate Level Effort Description 10 Maximum Effort Activity • Feels almost impossible to keep going • Completely out of breath, unable to talk 9 Very Hard Activity • Very difficult to maintain exercise intensity • Can barely breathe and speak a single word 7-8 Vigorous Activity • On the verge of becoming uncomfortable • Short of breathe, can speak a sentence 4-6 Moderate Activity • Feels like you can exercise for hours • Breathing 2-3 Light Activity • Feels like you can maintain for hours • Easy to breathe and carry on a conversation 1 Very Light Activity • Anything other than sleeping, watching TV, riding a car, etc. Time (How Long)- duration of a workout (including warm-up and cool-down) or the length of time spent in training. To improve health-related fitness, trainers recommend 20 to 30 minutes of nonstop exercise. Time should be decreasing as the intensity of the activity is increasing. Goal Sun Mon Tues Wed Thurs Fri Sat Cardiovascular Rest Slow walking Slow Walking Rest Fast walking Jogging Jogging 30 minutes 30 minutes 25 minutes 20 minutes 20 minutes Type (What Kind)- mode of physical activity (swimming, jogging, dancing). All content following this page was uploaded by Nestor Castanos Jr on 03 December 2020. The user has requested enhancement of the downloaded file. Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 Physical Education 3 Issued by: College of St. Amatiel (CSA) Revision no. Developed by: Jomar S. Gatchalian Date develops: August 2022 SENIOR HIGH SCHOOL PE & HEALTH 12 Quarter 1 – Module 1: 12 P.E AND HEALTH First Quarter – Module 1: Dance: An Introduction (Week 1-2) Foreword To the implementer: Welcome to the P.E. and Health 12 Self Learning Module (SLM) on Dance: An Introduction! This module has been collaboratively designed, developed, and reviewed by educators from both the 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: 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 For the learner: Welcome to the P.E. and Health 12 Self-Learning Module (SLM) on Dance: An Introduction! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! ii Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners . 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 resources 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 such as 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 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. iii What I Need to Know Dance is an activity which can take many forms and fill many different needs. It can be recreation, entertainment, education, therapy, and religion. In its purest and most basic form, dance is art, the art of body movement. Dance can also be considered recreational activity that can develop our physical, mental, social, and emotional health. Dance teaches the importance of movement and fitness in a variety of ways through a variety of disciplines. As well, dancers learn to coordinate muscles to move through proper positions. Dancing is a great activity to pursue at almost any age provided you are in proper health to handle the rigors of dancing for life. Health-related fitness assessment helps make the link between physical activity and fitness. In this Module, we will discuss the true meaning of dance from different perspective as well as learn the history of dance to fully understand its significance to a person. Self-assessment of health-related fitness (HRF) status will be conducted in order to determine barriers to participation in dance-related activities. At the end of this module, you will set fitness goals based on training principles and consider dancing to be one of your recreational activities, combining it with healthy habits to sustain lifelong fitness. Your involvement in each part of the fitness assessment will give you multiple opportunities to learn self-assessment procedure. The module is divided into three lessons, namely: • Lesson 1 – Dances from the Past • Lesson 2 – Dancing toward the 21st Century • Lesson 3 – Health-Related Fitness and FITT Principles After going through this module, you are expected to: 1. discuss the true meaning of dance from different perspective; 2. self-assess health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s diet; and 3. set FITT goals based on training principles to achieve and/or maintain HRF. 1 What I Know Instructions. Choose the letter of the best answer. Write the letter of your choice on a separate sheet of paper. 1. Dance comes from the German word ________, which means “to stretch or “to drag”. a. damson c. theatron b. legamentus d. exodus 2. Dance during the ______ period is based on superstition and infused with magic. a. 21st Century c. Ancient Egypt b. Prehistoric d. Middle Ages and the Renaissance 3. Dance in this period increased as a court amusement and later transformed into professional entertainment. a. 14th century c. late 16th to 17th century b. 15th century d. 18th century 4. Dances during prehistoric time have not yet been fully recorded. It was only during the ancient period where ______ are believed to be the first people to dance because of the discovery of dancing figures in rock shelters and caves. a. Romans c. Greeks b. Cretans d. Egyptians 5. A period of “dance fever” wherein the young and old alike were not limited to express their emotions through dance. a. 16th to 17th century c. 19th century b. 18th century d. 20th century 6. How many health-related fitness components are there? a. 3 c. 5 b. 4 d. 6 7. The ability to use your entire body for long period of time without stopping. This requires a strong heart, lungs, and clear blood vessels. a. Cardiovascular Fitness c. Flexibility b. Muscular Strength d. Muscular Endurance 8. The amount of force your muscles can produce. a. Muscular Strength c. Power b. Muscular Endurance d. Speed 2 9. The ability to move your joints through a full range of motion. a. Flexibility c. Muscular Endurance b. Reaction Time d. Muscular Strength 10. The percentage of body weight that is made up of fat when compared to your other tissues, such has bones and muscles. a. Body Composition c. Power b. Muscular Strength d. Agility What’s In How healthy is your lifestyle? Prior to conducting a series of tests, let’s take a review on your physical activities and make a self-assessment. Instructions. Read the following statements carefully and put a check mark (√) on the statements that apply to you. I engage in dancing activities for at least 30 minutes several days a week I always find time to do aerobic dancing at least 30-minutes in a day I choose dance style and intensity level that meets my needs of fitness level I engage in dancing that challenge my heart rate I perform flexibility exercises a minimum of 2x per week I take 1 to 2 days rest in a week after a week-long dance practice I do warm-up, stretching, and cooldown exercises before dancing I am always conscious with my body composition I balance the intensity level of my dance training I assess my physical fitness level before dancing I maintain my ideal body mass index I dance to build muscle stamina I adjust to certain movements and routines to perform dance better I dance regularly to enhance my muscular and cardiovascular strength/endurance I engage into nonstop dance exercise 20-30 minutes in 4 to 6 days a week 3 INTERPRETATION TABLE (PUSI MATERIALS: exercise mat (optional) PROCEDURE: 1. Lie down on the mat/floor, face down on standard push-up position: palms on the map/floor about shoulder width, fingers pointing forward, legs straight, parallel and slightly apart with the toes supporting the feet. 2. (FOR BOYS), straighten the arms, keeping the back and knees straight, then lower the arms until there is 90-degree angle at the elbows. (FOR GIRLS), with knees in contact with the mat/floor, do the same STANDARD SCORE INTERPRETATION with the boys. a FREES S Tae 3. Perform as many repetitions as possible, maintaining a cadence 25-32 4 Very Good (2 seconds going down, 1 second 17-24 3 Good going up). . Bre rs ara 4. Stop doing the push-up if you can no longer execute properly, 1-8 1 Needs Improvement if you feel pain, and cadence is Cannot execute oO Poor broken. % BASIC PLANK 51 seconds & Above 46-50 seconds 31-45 seconds 16-30 seconds 1- 15 seconds INTERPRETATION Excellent Very Good Gaod Fair Needs Improvement Stopwatch, mat (optional) PROCEDURE: 1, Assume push-up position. Rest body on forearms with arms and] fingers flat on the floor. Elbows aligned in the shoulder. 2. Legs are straight with ankles, knees and thighs touching together. Keep abdominals engaged/ contracted; do not let stomach drop or hips to rise. At the signal go, lift body and hold position as _you can. Support weight on forearms and toes. Make sure that your back is flat with head. Neck and spine are in straight line. 4, Holding the plank position beyond 90 seconds is considered unnecessary 0 ZIPPER TEST | MATERIALS: ruler/meter stick/tape measure | PROCEDURE: | 1. Stand erect. Raise your right arm, bend your elbow, and reach down across your back as far as possible to test the right shoulder; extend your left arm down and behind your back, bend your elbow up across your back, and try to reach/cross your fingers over those of your right hand as if to pull the zipper or scratch between INTERPRETATION TABLE (ZIPPER WY shoulder blades. 2, Repeat procedure with the left STANDARD SCORE INTERPRETATION hand over left shoulder. Fingers overlapped by 6 em. and above 5 Excelleat 3. Observe whether the fingers Fingers overlapped by 4— 5.9 em. 4 Very Good touched or overlapped each Fingers overlapped by 2 3.9 cm. 3 Good other, if not, measure the gap Fingers overlapped by 0.11.9 em. 2 Fair between the middle fingers of Just touched the Fingers 1 Needs both hands. Improvement 4, Record the distance in Gap of 0.1 or wider ° Poor centimeters. “SIT AND REACH MATERIALS: - meter stick/tape measure | | | | | PROCEDURE: 1. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12-inches | apart. | 2. Interlock thumbs and position the tip of the fingers on the floor without bending the elbows. 3. After the partner positioned the zero point of the tape INTERPRETATION TABLE (SIT AND REACH) measure/ meters tick, slide STANDARD ‘SCORE INTERPRETATION es Hee Soe ees without jerking, trying to 6lem.andabove 5 — Excellent reach the farthest distance ee ee ee possible without bending the knees. Do it twice. Seine soem ooo 4. Record the farthest distance 16 - 30.9 cm. = Fair reached in centimeters. O-15.9 cm. x Needs Improvement What is It Lesson 1 Dances from the Past What is Dance? Dance comes from the German word damson, which means “to stretch or “to drag”. It developed as a natural expression of united feeling and action. Dance is considered the mirror of the society because it responds to historical and religious events as well as social and political statements. Although there have been immense comparative differences in period and culture, people still dance mainly for four reasons: (a) to please gods; (b) to please others; (c) to please themselves; and (d) to build community within an ethnic group or social interaction. History and Development of Dance from the Different Periods  Dance During the Prehistoric Period  It had been a major form of religious ritual and social expression within primitive culture.  It was used as a way of expression and reinforcing tribal unity and strength.  It is based on superstition and infused with magic. Shamans as lead dancers acted as physicians and religious leaders and kept tribes healthy, prosperous and safe.  Dance During the Ancient Civilization  Ancient Egypt.  3,300 BCE (First Dancing). It is believed that the first people to dance were the Egyptians. Archaeologists discovered paintings of dancing figures in rock shelters and caves.  As a way of expressing religious service and teaching ancient myth, three (3) major dancers were evolved: (1) the king; (2) the priests who performed magical dances; (3) virgin dancers who were trained to perform during ceremonies led by the priests.  Ancient Crete.  The Cretan civilization (3000-1400 BC) was a cultural link in the ancient world between Egyptians and Greeks. 8  BODY MASS INDEX  Several social dance movements also evolved such as castle walk, tango, foxtrot, Charleston, Lindy Hop, Rumba, Mambo, Cha- ChaCha, Samba, Bossa Nova, Boogaloo and Twist.  Popular fad dances also emerged like YMCA and Macarena.  21st Century Dance (2001- Present)  2018 (Dance Nowadays). Today's dance style has taken a turn towards more hip hop dances. Small and popular dances that involve hip hop and that most everyone can achieve include the whip and nae nae, Gangnam Style (it’s a little old), shooting, and more. Lesson 3 Health-Related Fitness (HRF) and FITT Principles The Health-Related Fitness Components Before engaging any physical activities, you need to self- assess your healthrelated fitness status and determine barriers to physical activity participation. Health-related fitness involves exercise activities that you do in order to try to improve your physical health and stay healthy. Cardiovascular endurance is the ability of the heart and lungs to work together to provide the needed oxygen and fuel to the body during sustained workloads. The 3-minute Step Test is used to test cardiovascular endurance. Muscular strength is the amount of force a muscle can produce. The PushUp Test is most often used to test muscular strength. Muscular endurance is the ability of the muscles to perform continuous without fatiguing. The Basic Plank is most often used to test muscular endurance. Flexibility is the ability of each joint to move through the available range of motion for a specific joint. The Zipper Test and Sit and Reach Test is frequently used to test body flexibility. Body composition is the amount of fat mass compared to lean muscle mass, bones and organs. The BMI is defined as the body mass divided by the square of the body height, and is universally expressed in units of kg/m², resulting from mass in kilograms and height in meters. Getting FITT with Dance 11 When engaging in any form of dance, always consider the FITT (Frequency, Intensity, Time, Type) principle of training to be able to perform efficiently and minimize unnecessary body stress and injury. Frequency (How Often)- number of training sessions that are performed during a given period (usually one week). About 3 to 4 times per week or more are the recommended times of exercise for an individual. Rest or easy days are in between to allow your body to recover from physical exertion. Example: Goal Sun Mon Tues Wed Thurs Fri Sat Cardio-vascular (3- Munite Step Test) Rest Workout Session 1 Workout Session 2 Rest Workout Session 3 Workout Session 4 Workout Session 5 Intensity (How Hard)- an individual’s level of effort (light, moderate, vigorous). Example: Sample Activities Light Moderate Vigorous Cardiovascular Endurance Slow walking Fast walking Jogging This Rate of Perceived Exertion (RPE) scale below is used to measure the intensity of your exercise/ physical activity. This value gives a reference point for an individual’s internal load which can be compared with others during a similar session. RPE CHART (Rate of Perceived Exertion) Rate Level Effort Description 10 Maximum Effort Activity • Feels almost impossible to keep going • Completely out of breath, unable to talk 9 Very Hard Activity • Very difficult to maintain exercise intensity • Can barely breathe and speak a single word 7-8 Vigorous Activity • On the verge of becoming uncomfortable • Short of breathe, can speak a sentence 4-6 Moderate Activity • Feels like you can exercise for hours • Breathing 2-3 Light Activity • Feels like you can maintain for hours • Easy to breathe and carry on a conversation 1 Very Light Activity  Anything other than sleeping, watching TV, riding a car, etc. 12 Time (How Long)- duration of a workout (including warm-up and cool-down) or the length of time spent in training. To improve health-related fitness, trainers recommend 20 to 30 minutes of nonstop exercise. Time should be decreasing as the intensity of the activity is increasing. Example: Goal Sun Mon Tues Wed Thurs Fri Sat Cardio-vascular Rest Slow walking Slow Walking Rest Fast walking Jogging Jogging 30 minutes 30 minutes 25 minutes 20 minutes 20 minutes Type (What Kind)- mode of physical activity (swimming, jogging, dancing). What’s More Activity 1.1. Arrow It Out! Follow the arrows and supply the blank portion of the Mind Map. Possible answers are inside the box. Write the letter of your choice. 13 in relatively vigorous bodily movement for 30 minutes to 1 hour that can elevate your heart rate. 2. Dancing is good for the heart. It gives a sense of balance and coordination. It is a workout that engages the entire body. A 30- minute dancing burns between 130 and 250 calories, about the same as jogging. 3. The benefit of strength training for young teenagers like you lead to increase muscle strength and endurance, power and muscle tone- all of which help to improve and maintain your functional physical capacity to perform your daily tasks easily. 4. Strengthening and flexibility exercises, on the other hand, are intended to improve bone and muscle strength and improve resilience of your connective tissue. 5. At low values of BMI, weight gain should be achieved. If BMI test results indicate that fat loss would be beneficial for your health, your first step is to establish a fitness goal. Make your goal realistic and will ensure good health. For normal values, weight maintenance is recommended. 6. Other activities that will help develop your health-related fitness are as follows: Health-Related Components Activities Cardiovascular Endurance Crisscross jumps, jumping rope, mountain climbing, high knee march, jumping jacks, Zumba, dancing Muscular Endurance Wall climbing, swimming, sit-ups, crab push up, wall push-ups, V-sit Muscular Strength Weight lifting, squat jumps, power lunges, standing squat, pull ups, shoulder presses Flexibility Yoga, volleyball, martial arts, gymnastics, tumbling, toe touches What I can do Activity 1.1. My FITT Goals! 16 Now that you have assessed your fitness level, you are now ready to engage in moderate to vigorous physical activities. But you need to set fitness goals based on FITT principles to achieve/maintain HRF. Try to make your own FITT Plan. Principle Sample Your FITT Goal FREQUENCY (how often) 4-5 times a week INTENSITY (how hard) 2-4 sets (10-20 repetitions) TIME (how long) 30- minutes TYPE (what kind) * Cardio-vascular endurance, Muscular strength, Muscular endurance, Flexibility, Weight Loss (BMI) Push up (Poor Result) * Focus on what type of health-related fitness that you got Fair, Poor, Very Poor and Needs Improvement. Refer to the Physical Fitness Result Card. If all results are within the standards (Excellent, Very Good, Good), still you need to make your FITT Goal. Just maintain doing it. Remember, your target is to improve! Activity 1.2. Let’s Work It Out! Based on your FITT Goal, make an Activity Exercise Work-Out Plan. Be guided with the Rubrics found at the Answer Key page. My Activity Exercise Work-out Plan Goal: (why you will do physical activity/exercise? It must be specific) Date of Implementation: (when will you start conducting your plan?). Note: You will implement this plan for the whole duration of the semester (8 weeks). Activity: (refer your set(s) of activity on your FITT plan) Assessment I. Matching Type. Match Column A with Column B. Select the letter of your choice. Column A Column B 17 1. Cardio-vascular Endurance a. Sit & Reach 2. Muscular Strength b. Dancing and Zumba 3. Muscular Endurance c. fat mass over lean muscle mass 4. Flexibility d. Push-up 5. Body Composition e. Stork Balance Test f. Basic Plank II. Multiple Choices. Choose the letter of the best answer. Choices are inside the box. a. Prehistoric Period c. Middle Ages & Renaissance b. Ancient Civilization d. Modern Period 6. Dance was used as a way of expression and reinforcing tribal unity and strength. 7. Dance style has taken a turn towards more hip hop dances. 8. Ballet gained its popularity in this period and it is believed to be the main core of every single dance style. 9. Plato immensely gave importance to dance in education as stated in the education on the Laws. 10. Theatrical entertainment was prohibited but still existed and was performed within church during religious ceremonies. III. True or False. Write A if the given statement is correct. Write B if the statement is incorrect. Be guided with the underlined word/phrase. 11. Regular moderate physical activity means engaging in relatively vigorous bodily movement for 10-20 minutes can elevate your heart rate. 12. Same as jogging, a 30-minute dancing can burn fats between 130 and 250 calories. 13. The benefit of strength training will lead to increase cardio-vascular endurance which will help improve and maintain functional physical capacity to perform your daily tasks easily. 14.Strengthening and flexibility exercise is intended to improve bone and muscle strength and improve resilience of your connective tissue. 15. For normal body composition, you need to have at least a BMI of 23. 18 References Books Aparato, C. R., Brebante, Z. T., Callo, L. F., & Dajime, P. F. (2017). Physical Education and Health (First ed., Vol. 2). 856 Nicanor Reyes Sr. St. Sampaloc Manila: Rex Book Store, Inc. Apolonia, M. L., Collao, M. P., Gabayan, P. A., & Kamus, M. R. (2017). Dance for Life (Health-Optimizing Physical Education HOPE Series for Senior High School. (J. A. Porto, Ed.) 839 EDSA, South Triangle, Quezon City: C & E Publishing, Inc. Callo, L. F., Camiling, M. S., Yap, J. C., Cagulang, J. P., Doria, J. C., Deveraturda, E., & Grecia, J.-a. G. (2015). Physical Education and Health - Grade 10 Learners Material (first ed.). (M. Manguerra, Ed.) 5th Floor Mabini Bldg. DepEd Complex Meralco Avenue, Pasig City: Vibal Group, Inc. Online Sources Bjoraker, J. (2020, June 7). Farnsworth Aerospace. Retrieved from Goggle: https://www.spps.org/Page/18206 Department of Education. (2020, June 9). Retrieved from Goggle: https://www.deped.gov.ph/wp-content/uploads/2019/12/DO_s2019_034.pdf Health-Related Physical Fitness. (2020, June 6). Disease Prevention And Healthy Lifestyle. Retrieved from https://courses.lumenlearning.com/suny-monroecched110/chapter/health- benefits-of-physical-activity/ Healthy.SD.Gov. (n.d.). Retrieved from Goggle: https://healthysd.gov/use-the-fitt-chart- toget-fit/ Journal Writing Rubrics. (2020, June 9). Retrieved from Goggle: http://eettphillips.pbworks.com/w/page/30507983/Journal%20Writing%20Rubric NCHPAD. (2020, June 8). Retrieved from Goggle: https://www.nchpad.org/1194/5824/The~Importance~of~Physical~Activity~for~Ind ividuals~with~Arthritis Quizizz. (2020, June 7). Retrieved from Goggle: https://quizizz.com/admin/search/health %20related%20fitness SlideShare. (2020, June 7). Retrieved from Goggle: https://www.slideshare.net/hanneq1/the-physical-fitness-test TeacherPH. (2020, June 7). Retrieved from Goggle: https://www.teacherph.com/depedrevised-physical-fitness-tests-manual/ Wilhe7188. (2020, June 7). Dance History Timeline. Retrieved from Goggle: https://www.timetoast.com/timelines/history-of-dance-8d7aec49-434b-4fad- ad629f6f55d5688e 21 For inquiries or feedbacks : Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph View publication stats