Health Optimizing

Physical Education
(H.O.P.E.) 3
Quarter 1 – Module 1:
Assessment of Health and
Physiological Status while
Organizing or Participating in a
Physical Activity (Dance) with
Safety Protocol
Health Optimizing Physical Education 3
Alternative Delivery Mode
Quarter 1 – Module 1: Assessment of Health and Physiological Status while Organizing or
Participating in a Physical Activity (Dance) with Safety Protocol
First Edition, 2020

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Published by the Department of Education - Schools Division Office of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Brian E. Ilan EdD

Development Team of the Module

Writers: Marcelo B. Pabiano Jr., Benjo Martinez, and Heaven Soronio

Editor: Lordjane Mandar
Reviewer: Lawrence Jay S. Sedilla
Illustrator: Marcelo B. Pabiano Jr.
Layout Artist: Benjo Martinez
Management Team: Angelita S. Jalimao
Chief Education Supervisor, Curriculum Implementation Division

Neil Vincent C. Sandoval

Education Program Supervisor, LRMDS

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Through the Support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

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City of Makati, Metropolitan Manila, Philippines 1212
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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of HOPE 3. 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 five lessons, namely:

• Lesson 1 – Self Assessment of Health Related Fitness
• Lesson 2 – FITT Principles attaining Good Health/ Fitness status through
Dance
• Lesson 3 – Engaging to a Moderate to Vigorous Physical Activities (MVP's)
in Dancing.
• Lesson 4 – Physiological Indicators Associated to Moderate to Vigorous
Physical Activities (MVP's) in Dancing.
• Lesson 5 – Safety Protocol during Moderate to Vigorous Physical Activities
(MVP's) in Dancing.
• Lesson 6 – Organizing or Participating in a Moderate to Vigorous Physical
Activities (MVP's) related to Dance.

After going through this module, you are expected to:

1. Self-assesses health-related fitness (HRF) status, barriers to physical activity

assessment participation and one’s diet;

2. Sets FITT goals based on training principles to achieve and/or maintain HRF;

3. Engages in moderate to vigorous physical activities (MVPAs) for at least 60

minutes most days of the week in a variety of settings in- and out-of school;

4. Analyzes physiological indicators such as heart rate, rate of perceived exertion

and pacing associated with MVPAs to monitor and/or adjust participation or
effort;

5. Observes personal safety protocol to avoid dehydration, overexertion, hypo

and hyperthermia during MVPA participation;

6. Demonstrates proper etiquette and safety in the use of facilities and

equipment;

7. Participates in an organized event that addresses health/fitness issues and

concerns;

8. Organizes fitness event for a target health issue or concern.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Dancers are typically good in terms of coordination, what kind of fitness that they
need to maintain in order for them to dance for longer period of time?
A. Reaction time C. Agility
B. Flexibility D. Cardiovascular endurance
2. President Duterte asked you to conduct fitness program for drug addict with cardio
and lung-related problem, what do you think is the best activity that you could give?
A. Aerobic activities C. Circuit Training
B. Yoga Classes D. Weight lifting
3. Which of the following ballroom dance is derived and named after the sound of rattle
snake?
A. Rumba C. Cha-cha-cha
B. Salsa D. Mambo
4. If you are dancing for 30 minutes, what fitness components you possess?
A. Muscular strength C. Flexibility
B. Cardiovascular Endurance D. Coordination
5. If you are going to make dance as a form of workout, how many minutes is
recommended by WHO for physical activity for you to become physically fit?
A. 30 minutes C. 40 minutes
B. 50 minutes D. 60 minutes
6. A normal heart rate of an adult is 60 bmp. If a dancer executes movement with the
rate of 145bpm per dance routine, what kind of dance is that?
A. Slow pace C. Fast pace
B. Moderate pace D. Slow to moderate pace
7. Social dancing can prevent some diseases caused by sedentary lifestyle, if regularly
performed. Which of the following does not belong to the group?
A. Diabetes C. Lung cancer
B. Weight gain D. Obesity
9. In social dancing, a boy leads while a girl follows. What values can be developed in
such training?
A. Leadership C. Obedience
B. Respect D. Trust
9. Mr. Pagunsan is a dance coach, he noticed that one of your dancer is experiencing
low performance in the beginning of the dance routine, as the coach of the team, what
he should do or tell to the dancer?
A. Tell her to do pre-stretching or warm up activities before dancing
B. Tell her to quit the dance sports team
C. Tell her to do cool down activities before the dance routine
D. Tell her to be cautious about the food she takes before the dance session
10. Which of the following best describes social dances?
A. social dances are for pairs only
B. social dances can be competed
C. social dances are dances that improve social skills and fitness
D. social dances are dances that entertain people

Lesson
HOPE 3: Self-Assessment of
1 Health-Related Fitness
The health-related fitness involves exercise activities that you do in order to improve your
physical health and wellness, particularly in the categories of cardiovascular endurance,
muscular strength, flexibility, muscular endurance and body composition. Physical fitness is an

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important indicator of the current and future health condition in any individual’s maturity. In
comparison with institutional testing, self-assessment of physical fitness offers a number of
benefits, including minimization or elimination of possible negative experience with inter-
individual comparison in the context of motor diagnostics. That the main objective of this module
is to determine the distribution normality of the resulting data and the intersexual differences in
evaluating own of fitness.

What’s In

Physical fitness assessment can be an integral part of a comprehensive physical education

program when used as a means to teach fitness concepts and their relationship to health, work,
and quality of life. If properly approached, fitness assessment can provide objective information
and motivation for learners. Assessment of learner’s fitness involves selection of fitness tasks,
learner preparation, interpretation of results, and follow-up.
Preparation
Ensure that you are prepared to participate in fitness assessment and are able to understand
the value of fitness assessment tasks.

• Can discuss fitness concepts with your classmates, demonstrate assessment

procedures, and encourage self-motivation techniques, stressing the importance
of doing the best that you can as individuals.
• Ensure that you experience progressive activity before administering the fitness
task. Teach warm-up, cool-down, and pacing concepts, and provide you with
practice opportunities.
• Present the time-flexible schedule to allow maximum opportunities for
assessment. This will accommodate students who are absent from class, on
medication, not feeling well, or wanting to be reassessed.
• Screen your medical conditions before participating in the assessment schedule.
Interpretation
Discuss fitness results immediately after the assessment has been completed. If possible,
counsel students with low fitness scores individually. Reporting to parents/guardians is
desirable.
Follow-up
Design instructional and intramural programs to help address the low fitness levels. Personalize
fitness plans, where possible, and encourage self-assessment. Schedule periodic assessments in
order to review each improvement during the year.

What’s New

Health Related Fitness Defined

Health related fitness is all about personal health and how the healthy lifestyle of physical activity
influences us as a person. This is important for anyone who wants to live a physically active
lifestyle to support a higher quality of life.

Exercise can be a structured process of physical activity such as going to the gym, taking
cardiovascular classes and lifting weights and or dancing. Or, it can also be anything from
walking to the park to intensive cardio workouts.

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Components of Health Related Fitness
Health related fitness is made up of 5 core components which are by-products of exercise and
physical activity. Those 5 components are...

Table 1. Components of Health Related Fitness

Health Related Fitness Focus

Components

Cardio Respiratory Endurance Has to do with how long you are able to carry out cardio
(i.e. aerobic fitness) exercises without being fatigued.

Muscular Strength How much weight you are able to lift with your muscles at one
time.

Muscular Endurance How much your muscles can take during a weight training
session, i.e. repeated reps.

Flexibility How freely you are able to move and even respond to unstable
conditions, boosted by the elasticity of the muscles.

Body composition (i.e. body Has more to do with the body itself being lean and muscular
form). vs. fat.

What is It

Physical activity is all about improving quality of life leaning towards coordination, speed, power,
agility and balance; all work well together.

This means increased energy levels, a stronger respiratory system, and an optimized percentage
of body fat against lean body mass.

The key to achieving physical fitness for health reasons means focusing on each health related
fitness component mentioned above when exercising.

Some exercise can potentially address all five components however a mix of exercises is suggested
in order to best address each component.

The average person needs regular physical activity simply because the human body was designed
to move. To keep it healthy, you need to move. Health related fitness means that you choose a
variety of activities to benefit your body and your mind.

Intended Use of Health-Related Fitness Assessment Tasks

Recent research indicates that fitness assessment or testing should focus on setting and
achieving personal goals, developing fitness-management skills, and following a personal fitness
plan. Programming needs to emphasize education, prevention, and intervention. Fitness
assessment or testing is primarily used to establish personal goals and monitor individual
progress rather than to compare one person’s results to those of others, as in norm-referenced
testing.

Personal Fitness Assessment

Personal fitness assessment is the main purpose of the fitness assessment tasks. Encourage you
to self-administer the task(s) to promote the likelihood that you will continue to assess ourselves
throughout life. (It is not necessary to assess all the health-related fitness components each time
an assessment is done.) Giving us opportunities to practice our self-assessment since results for
beginning self-assessors are not particularly accurate. As interpretation of the results is

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essential, spend sufficient time teaching students how to interpret their results clearly. Results
should be kept personal if a student desires.
Teach Fitness Development
Concepts Teachers are encouraged to use the fitness assessment tasks to teach fitness concepts.
For example, during the 1600-metre walk, use heart-rate measurement to teach the concepts of
exercise intensity, pacing, and/or heart-rate palpation.

What’s More

Activity 1.1 Assessing your Lifestyle

In the past, most of the published fitness assessment results were norm referenced. Although
norm-referenced assessment was popular and easy to interpret, it fell short when defining the
health of individuals. For example, a “normal” or “average” (i.e., 50th percentile) score in 2003
might mean an individual is overweight. Criterion-referenced standards attempt to overcome this
inadequacy by indicating the score on a selected fitness test that represents desirable and
absolute levels needed for good health. In other words, criterion-referenced standards answer
the question “How fit is fit enough?”
Although criterion-referenced standards are favored over norm-referenced standards, most of
the existing criterion-referenced standards have been derived exclusively from normative data
and expert opinion. Criterion-referenced standards are in the developmental phase and will
require much more investigation before scientifically justified standards are available.
Now, before we going through with the assessment of health related fitness, let's start answering
this simple but yet useful assessment of your personal physical activities.

Table 2. Assessing your Lifestyle

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Activity 1.2 Assessing Health Related Fitness Test
Using Fitness Scores as a Basis for Student Grading
Teachers are encouraged to assess students on their ability to self-administer fitness assessment
tasks and interpret their personal results rather than grading them on fitness scores. When
student grades are based on student fitness scores, dishonesty on fitness assessments becomes
a problem. Grading based on improvement (i.e., comparison of pre- and post-assessment) is also
invalid, as students typically improve regardless of whether they are doing physical activity, just
because they are getting older (maturation effect). Furthermore, a higher fitness score is not
necessarily “more” desirable if the score is already considered healthy based on criterion-
referenced standards. Students who engage in regular physical activity but do not do well on
fitness assessments will likely be “turned off” to physical activity when fitness scores determine
their grades.
Table 1.2.1. Physical Fitness Test (Front)

Table 1.2.2. Physical Fitness Test (Back)

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Physical Fitness Test Objectives
1. To determine the level of fitness.
2. To identify strength and weaknesses for development and improvement
3. To provide baseline data for selection of physical activities for enhancement of
health and skill performance.
4. To gather data for the development of norms and standards.
5. To motivate, guide and counsel pupils/students in selecting sports for recreation,
competition and lifetime participation.

Test Protocol
• Explain the purpose and benefits that can be derived from the physical fitness tests.
• Administer the tests at the beginning of the school year and on a quarterly basis,
thereafter, to monitor improvement.
• Prepare the following testing paraphernalia:
1. First Aid Kit
2. Drinking Water (instruct students to bring their drinking bottles and a small towel
or bimpo to wipe their perspiration)
3. Individual score cards.
4. During testing:
a. Body Composition - tape measure, weighing or bathroom scale, L-square
b. Flexibility - tape measure
c. Cardiovascular Endurance - stop watch, step box/stairs
d. Muscular Strength - mat
e. Speed - stop watch
f. Power - meter stick/tape measure
g. Agility - tape measure, masking tape/chalk,
h. Reaction Time - plastic ruler (24 inches)
i. Coordination - sipa (washer with straw)/20 pcs. bundled rubber bands/any
similar local materials
j. Balance - stop watch

• Observe the following prior to actual day of testing:

1. The testing stations should be safe and free from obstructions.
2. The same equipment and testing stations should be used in the start-of-the-year
testing and subsequent quarterly testing.
3. With the guidance of the teachers, allow students to go through the various tests
with minimal effort exerted to familiarize themselves with testing procedures.
4. The tests requiring cardio-vascular endurance and those other tests which involve
the same muscle groups should not be taken in succession. See suggested
sequence of administering the tests.

Table 1.2.3. Suggested Sequence of Test

Day 1 Day 2 Day 3

BMI Basic Plank Hexagon Agility Test

3 minute step test 40 meter sprint Juggling
Push up Standing Long Jump
Stick Drop Test Stork Balance
Sit and Reach Zipper Test

• Record and keep the result your own performance in the score card. The teacher may
include the results of the tests in the school’s Enhanced Basic Education Information
System (EBEIS)/Learner’s Information System (LIS)/ Educational Management
Information System (EMIS).
• The students shall be grouped together and in pairs (buddy system).
• Wear appropriate clothing: t-shirt, jogging pants, rubber shoes, or any suitable sports
attire. However, when taking the BMI test, it is recommended that you wear shorts. In all
testing for the BMI, the same or similar clothing should be worn. Wearing different
clothing in all the testing sessions for BMI could affect the results.
• Conduct warm-up and stretching exercises before the tests except for the 3-Minute Step
Test.

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 • Administer the tests in a challenging, encouraging, and fun-filled environment.

PHYSICAL FITNESS TESTS

Part I: Health-Related Fitness

Body Composition - is the body’s relative amount of fat to fat-free mass.

Body Mass Index (BMI)

FORMULA FOR COMPUTING BODY MASS INDEX

WEIGHT [in Kilograms]

HEIGHT [in Meters] ²

Example: _30_ = _30_ = 20.83 (NORMAL)

(1.20) ² 1.44

CLASSIFICATION

BELOW - 18.5 Underweight

18.5- 24.9 Normal

25.0- 29.9 Overweight

30.0- ABOVE Obese

1. Weight– the heaviness or lightness of a person.
Equipment
Weighing or Bathroom scale calibrated properly
Procedure
For the Performer:
a. Wear light clothing before weighing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For the Partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring – record body mass to the nearest 0.5 kilograms

2. Height – the distance between the feet on the floor to the top of the head in standing position.
Equipment
1. Tape measure laid flat to a concrete wall. The zero point starts at the bottom of the
floor.
2. L-square; and
3. An even and firm floor and flat wall.
Procedure
For the Performer:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall where the tape measure is attached.

For the partner:

a. Place the L-square against the wall with the base at the top of the head
of the person being tested. Make sure that the L-square when placed on
the head of the student is straight and parallel to the floor.
b. Record the score in meters.
Scoring – record standing height to the nearest 0.1 centimeter
*** 1 meter = 100 centimetre

Flexibility - is the ability of the joints and muscles to move through its full range of motion.

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 Zipper Test

Zipper Test

Purpose – to test the flexibility of the shoulder girdle.

Equipment
Ruler
Procedure
For the Performer:
a. Stand erect.
b. 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 a
zipper or scratch between the shoulder blades.
c. To test the left shoulder, repeat procedures a and b with the left hand
over the left shoulder.
For the Partner:
a. Observe whether the fingers touched or overlapped each other, if not,
measure the gap between the middle fingers of both hands.
b. Record the distance in centimeter.

Scoring – record the gap/overlap to the nearest 0.1 centimeter

Sit and Reach

Purpose – to test the flexibility of the lower back and extremities.

Equipment
Tape measure or meter stick
Card board or paper

Procedure
For the Performer:
a. Sit on the floor with back, head and shoulders flat on the wall. Feet are 12
inches apart.
b. Interlock thumbs and position the tip of the fingers on the floor without
bending the elbows.
c. Place hands on top of the card board or paper where the tips of the middle
fingers are at the top edge of the card board or paper. Start the test by
pushing the card board or paper slowly and try to reach the farthest
distance possible without bending the knees.
d. Bouncing or jerking movement is not allowed.
e. Do it twice.

For the Partner:

a. As the performer assumes the (b) procedure, position the zero point of the
tape measure at the tip of the middle fingers of the performer.
b. See to it that the knees are not bent as the performer slides the farthest
distance that he could.
c. Record farthest distance reached in centimeters.

Scoring – record the distance to the nearest 0.1 centimeters

Cardiovascular endurance - is the ability of the heart, lungs and blood vessels to
deliver oxygen to working muscles and tissues, as well as the ability of those
muscles and tissues to utilize the oxygen. Endurance may also refer to the
ability of the muscle to do repeated work without fatigue.

3-Minute Step Test

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 Purpose – to measure cardiovascular endurance
Equipment
1. Step

Height of step:
• Elementary - 8 inches
• Secondary - 12 inches
2. Stopwatch
3. Drum, clapper or any similar device

Procedure
For the Performer:
a. Position at least one foot away from the step or bench.
b. At the signal “Go,” step up and down the step/ bench for 3 minutes at a
rate of 24 steps per minute. One step consists of 4 beats – that is, up with
the left foot (ct 1), up with the right foot (ct. 2), down with the left foot (ct.
3), down with the right foot (ct. 4).
c. Immediately after the exercise, locate your pulse and wait for the signal to
start the counting.
d. Don’t talk while taking the pulse beat.
e. Count the pulse beat for 10 seconds. Multiply it by 6.

For the Partner:

a. As the student assumes the position in front of the step, signal, “Ready”
and “Go”, start the stopwatch for the 3-minute step test.
b. After the test, allow performer to locate his/her pulse in 5 seconds.
c. Give the signal to count the pulse beat.
d. Let the performer count his/her pulse beat for 10 seconds and multiply it
by 6.

Scoring – record the 60-second heart rate after the activity

Strength – is the ability of the muscle to generate force against physical objects.

Push-up

Purpose – to measure strength of upper extremities

Equipment - exercise mats or any clean mat
Procedure
For the Performer:
a. Lie down on the mat; face down in standard push-up position: palms on
the mat about shoulder width, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows (upper
arms are parallel to the floor).

FOR GIRLS:
With knees in contact with the floor, straightens the arms, keeping the back
straight, then lowers the arms until there is a 90-degree angle at the elbows (upper arms are
parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute. (2 seconds going down and 1 sec going up)

For the Partner:

a. As the performer assumes the position of push-up, start counting as the
performer lowers his/her body until he/she reaches 90-degree angle at the
elbow.
b. Make sure that the performer executes the push-ups in the correct form.

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 c. The test is terminated when the performer can no longer execute the push-
ups in the correct form, is in pain, voluntarily stops, or cadence is broken.

Scoring – record the number of push-ups made.

Basic Plank

Purpose – to measure strength/stability of the core muscles

Equipment - exercise mats or any clean mat
Procedure

For the Performer:

a. Assume a push – up position. Rest body on forearms with palms and
fingers flat on the floor. Elbows are aligned with the shoulders.
b. Legs are straight with ankles, knees and thighs touching together.
c. Support weight on forearms and toes; make sure that your back is flat.
Head, neck and spine are in a straight line.
d. Keep abdominals engaged/contracted; do not let stomach drop or allow
hips to rise.
For the Partner:
a. Ensure the availability of a mat/smooth flooring or anything that can
protect the forearms.
b. Give the signal “Start/Go” and start/press the time piece.
c. Make sure that the back of the head, neck, spine and ankles are in a
straight line.
d. Stop the time when the performer can no longer hold the required position,
or, when the performer has held the position for at least 90 seconds.
Holding the plank position beyond 90 seconds is considered unnecessary.

Scoring – record the time in the nearest seconds/minute.

What I Have Learned

1. Health comes from regular physical activity and the development of health-related
fitness;
2. Regular physical activity and physical fitness are for Everyone, regardless of age, gender,
or ability;
3. Physical activity and physical fitness are for the Lifetime;
4. Physical activity programs should be designed to meet Personal needs and interests
5. Not all children can become elite athletes, but;
6. All children can enjoy the benefits of a physically active lifestyle;
7. Increases muscle tones and strength;
8. Decrease susceptibility to injuries and illness;
9. Improves bone mineral density;
10. Reduce risk of osteoporosis;
11. Improves posture;
12. Increase efficiency of respiratory and circulatory system;
13. Decrease risk of cardiovascular disease and stroke;
14. Improves blood pressure;
15. Decrease risk of diabetes and some cancers;
16. Improves self-esteem and self-confidence;
17. Decrease of body fat and improves metabolism and increase energy level and academic
achievement.

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 What I Can Do

To bind us and be agreed adapting a healthy lifestyle, let's agreed to this contract and answer
as it best that you can.

Activity 1.3 Health Lifestyle Contract

Table 1.3.1. Healthy Lifestyle Agreement Form

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Nowadays, everyone wants a healthy living thus, making him/her engage in physical
activities. In order to get the most benefits from exercise with least amount of risk, one
should NOT . . . .
a. Exercise at a high intensity such as sprinting and running
b. Exercise at a moderate intensity such as brisk walking, swimming or cycling
c. Exercise at a low intensity
d. Consider intensity in engaging to physical activities
2. Mae suffers from respiratory problem but she dreams to become an athlete. Despite of
her illness, her doctor advises her to start a program which will make her heart strong.
Which of the following is not a primary benefit of regular cardiovascular exercise?
a. Increased ability for oxygen intake
b. Improved balance
c. Lowered blood pressure
d. Minimized pulse rate
3. Controlled arm & leg swings, slow activities which warm and stretch muscles called?
a. dynamic stretching c. static stretching
b. passive stretching d. all of the above
4. The ability to move joints and use muscles through their full range of motion is referred
to as?
a. muscular endurance c. agility
b. flexibility d. none of the choices
5. After series of work-out exercises, Jake got injured. He suffered from muscle cramps after
lifting the weights. His trainer never failed to remind him not to engage in any activity
without having warm-up exercises. The warm –up is an activity that . . . .
a. prepares muscles for work
b. helps the body to avoid injuries caused by physical activities
c. is the first stage of any physical activity routines
d. all of the above
6. Annually, students compute for their Body Mass Index (BMI) for baseline data (Pre-Test)
and end line data (Post-Test). This is to track progress in their Nutritional Status. Why is
BMI sometimes misleading and inaccurate in some instances?
a. It measures only body mass
b. It does not account for muscle
c. It measures fat around the waist
d. It will have nothing to do with activities he chooses for the program.
7. Peter weighs 75 kg. and is overweight at the age of 15. Because of this, he decided to go
to the gym and target to lose 10 kg. in 3 weeks time. According to his instructor,
evaluating his current fitness level prior to the start of an exercise program.
a. is not necessary.
b. is only important to physically inactive people.
c. will help in settling realistic goals.
d. will have nothing to do with activities he choose the program.
8. Running, swimming and using an elliptical machine are ways to improve your
_____________.
a. muscular endurance c. both A and B
b. muscular strength d. cardio-respiratory endurance
9. Joshua can perform 200 push-ups without strain. This ability of muscle to work against
a resistance for an extended period of time is known as. . . .
a. muscular endurance c. both A and B
b. muscular strength d. cardio-respiratory endurance
10. Raffy is a record holder winner for long distance run. The ability of his heart, lungs, and
blood vessels to deliver oxygen to working muscles and tissues during physical activity
for a long period is called?
a. flexibility c. cardiovascular endurance
b. muscular strength d. both A and B

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 11. During exercise, what heart rate should not be exceeded?
a. Target Heart Rate c. Recovery Heart Rate
b. Maximum Heart Rate d. Resting Heart Rate
12. This is to obtained by subtracting your age from 220.
a. Resting Heart Rate c. Target Heart Rate
b. Maximum Heart Rate d. Heart Rate Reserve
13. Which of the following muscle group is exercised when doing bent over rows?
a. Gastronomies c. Lattisimus Dorsi
b. Abdominals d. Gluteals
14. The principle of training which dictates that overload should be increased gradually.
a. frequency c. intensity
b. progression d. time
15. This is the basic principle of fitness training in which the body is stressed and adapts to
such stress.
a. overload c. intensity
b. progression d. frequency
16. In exercise, the length of time allotted to improve fitness is referred to as the component
of?
a. overload c. time interval
b. frequency d. progression
17. Every human needs the same calorie intake at all stages of life.
a. sometimes true c. always true
b. never true d. undecided
18. Which of the following statements is true about water?
a. Chemical reactions in the body occur with water.
b. Water helps regulate body temperature.
c. Water aids in digestion of food.
d. All of the above
19. A systematic instruction regarding exercises, sports, dance and wellness of the body.
a. Exercise c. Physical Fitness
b. Physical Education d. Physical Activity
20. It is any form of movement that causes your body to use energy and produces sweat.
a. Physical Activity c. Physical Fitness
b. Physical Education d. Physical Movement

Additional Activities

A portfolio is a purposeful collection of you

work that shows your effort, progress, and
achievement over time. Items in a portfolio can be
suggested by the teacher or selected by the
student. Portfolios provide information for a
comprehensive assessment of student
development. Criteria for evaluation can be
established for each reporting period. Entries
should be dated so the teacher can track each
student’s development over time. Active living
portfolios could include the student’s planning and
goal-setting worksheets and activities,
photographs of a student’s participation in healthy
physical activities, journal entries, and documents
sharing out-of-school accomplishments in physical
activity or student-generated art pieces reflecting
on active lifestyle experiences. Entries should be
dated so the teacher can track each student’s
development over time. This portfolio will be
submitted before the end of the semester.
Table 4. Semester Portfolio

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 Answer Key

10. A 10. True

9. C dance fitness lifestyle 9. A
8. D 3. Home adaptation of 8. E
7. C 7. B
6. B dance aerobic workout . 6. B
5. C video doing the simple 5. False
4. B 2. Submission of own 4. False
3. A 3. B
2. D Formative Assessment 2. C
1. A 1. Submission of 1. D

Assessment What's More What I Know

References

• [Link]
workouts-1231593
• [Link]
• [Link]
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• [Link]
• [Link]

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