Senior High School

Physical Education
and Health (H.O.P.E. 4)
Quarter 4 – Module 6
Fit on the Go: “Adapting the
New Normal”

Department of Education ● Republic of the Philippines

Physical Education and Health (H.O.P.E. 4) Grade 12
Alternative Delivery Mode
Quarter 4 – Module 6: FIT on the Go
First Edition, 2020

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 Senior High School

Physical Education
and Health (H.O.P.E. 4)
Quarter 4 – Module 6
Fit on the Go

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
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Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................ii
Icons of this Module....................................................................................................................................iii

What I Know.................................................................................................................................................iii

Lesson 1: GETTING FIT: A Lifetime Choice

What I Need to Know......................................................................................................
What I know.......................................................................................................................
What’s In.............................................................................................................................
What’s New........................................................................................................................
What Is It ...........................................................................................................................
What’s More......................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Lesson 2: OPTIMIZING YOUR BEST

What I Need to Know....................................................................................................
What I Know.....................................................................................................................
What’s In.........................................................................................................................
What’s New....................................................................................................................
What is It..........................................................................................................................
What’s More ……………………………………………………………………
What I Have Learned..................................................................................................
What I Can Do………………………………………………………………….

Lesson 3: CUSTOMIZING YOUR TRAINING

What I Need to Know....................................................................................................
What I know.......................................................................................................................
What’s In.............................................................................................................................
What’s New........................................................................................................................
What Is It ...........................................................................................................................
What’s More......................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................
Lesson 4: START UP
What I Need to Know....................................................................................................
What I know.......................................................................................................................
What’s In.............................................................................................................................
What’s New........................................................................................................................
What Is It ...........................................................................................................................
What’s More......................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Lesson 5: FITNESS GOALS

What I Need to Know....................................................................................................
What I know.......................................................................................................................
What’s In.............................................................................................................................
What’s New........................................................................................................................
What Is It ...........................................................................................................................
What’s More......................................................................................................................
What I Have Learned......................................................................................................
What I Can Do..................................................................................................................

Summary………………………………………………………………………………………….
Assessment: (Post-Test) ………………………………………………………………………...
Key to Answers...........................................................................................................................................
References………………………………………………………………………………………...
How to Learn from this Module
For the Learner:

The following are your guides for the proper use of this module:
1. Follow closely the instructions in every activity.
2. Be honest in answering and checking your exercises.
3. Answer the pre-test before going over the material to find out what you
already know.
4. Answer the exercises at the end of every lesson.
5. Review the lesson that you find difficult to understand.
6. Seek assistance from your teacher if you need help.
7. Ask permission from your parents/guardians whenever you have research
and requirements to be conducted outside your home.
For the Teacher/Facilitator:

The following are your guides for the proper use of this module:
1. Communicate with parents and students regularly for updates and feedback
2. Make sure that all activities are complied before accepting them.
3. You may contextualize or localize your activity as long as it is still within the
bound of the learning competency.

For the Parents/Guardian:

The following are your guides for the proper use of this module:
1. Closely monitor your child’s progress.
2. Do not answer the activities for your child. Just guide them in doing it.
3. Support your child. Talk to him/her about his/her journey with this module

Components in Each Lesson

This part contains
learning objectives that
What I Need to Know
are set for you to learn as
Learning Objectives
you go along the
module.
This is an assessment as
to your level of
knowledge to the subject
What I Know?
matter at hand,
Pre-Assessment
meant specifically to
gauge prior related
knowledge
 This part connects
What’s In?
previous lesson with that
Review Activity
of the current one.

An introduction of the
new lesson through
What’s New? various activities, before
Motivational Activity it will be presented
to you

These are discussions of

the activities as a
What is It?
way to deepen your
Lesson Proper
discovery and under-
standing of the concept.
These are follow-up
activities that are in-
What’s More?
tended for you to practice
Performance Task
further in order to
master the competencies.
Activities designed to
What I Have Learned? process what you
Generalization have learned from the
lesson
These are tasks that are
designed to show-
What I Can Do? case your skills and
Application knowledge gained, and
applied into real-life
concerns and situations.
This evaluates your level
Assessment of mastery in achieving
Post-Assessment the learning objectives of
the lesson.

What This Module is About

 This module is a compact package in achieving the optimum fitness of the body,
health and wellness. Emphasized in this module are lifetime choices of getting fit,
understanding the principles of Frequency, Intensity, Time and Type (FITT) that will help
students maximize physical activities and exercise to gain desired results. Included in
this module is a customize training plan where students can refer to in order to create
their own to fit their need. Student’s will design an individual training program with
specific exercise to achieve fitness goals and maintain their health-related fitness.
Activities, practice worksheets and learning assessment are readily available and
design accordingly to provide students the ease of learning with less supervision from
the teacher.

The following are the lessons contained in this module:

1. Lesson 1: Getting Fit: A Lifetime Choice
2. Lesson 2: FITT principles: Optimizing Your Best
3. Lesson 3: Customizing Your Training
4. Lesson 4: Start Up: Individual Training Design
5. Lesson 5: Fitness Goals

What I Need to Know

 At the end of Lesson 1, you should be able to:

1. Describe lifelong benefits of exercise;

2. Distinguish type of exercises in improving fitness;
3. Demonstrate aerobic and anaerobic exercise;
4. Categorize aerobic and anaerobic exercise.

 At the end of Lesson 2, you should be able to:

1. Define FITT Principles in exercise workout;

2. Recognize the importance of the principle;
3. Compose workout routine using FITT principles;
4. Categorize exercise for cardiovascular and strength training.

 At the end of Lesson 3, you should be able to:

1. Identify the importance of training heart rate in improving fitness;

2. Classify the intensity levels of exercise;
3. Apply Karvonen’s formula in determining the fitness level;
4. Solve individual fitness level
  At the end of Lesson 4, you should be able to:

1. Recall FITT Principles in exercise workout;

2. Classify exercises under low, medium and high intensity workout;
3. Apply exercise workout routine;
4. Evaluate individual fitness level.

 At the end of Lesson 5, you should be able to:

1. List your fitness goals;

2. Select goals that is attainable and accessible;
3. Prepare necessary equipment to be used in a minimal cost;
4. Categorize priority.

What I Know

PRETEST

Test I. Multiple Choice. Direction: Choose the letter of the correct answer.
Write your answer on a separate sheet of paper.
1. One way to measure an individual’s cardiovascular fitness is to measure the:
a. Good eating habits c. Resting Heart Rate
b. Energy enthusiasm d. Aerobic exercise
2. Exercise that requires the use of oxygen to produce energy.
a. Anaerobic c. Camping
b. Yoga d. Aerobic
3. In addition to nutrition, _______is an important means of maintaining your
health.
a. Aerobic exercise c. Exercise
b. Anaerobic d. Mountain climbing
4. Exercise that does not require the use of oxygen to metabolize energy
a. Anaerobic c. Aerobic
b. Aerobic exercise d. Jumping
5. Regular exercise will enable you to perform daily tasks with an increased
amount of:
a. Good eating habits c. Aerobic exercise
b. Resting heart rate d. Energy and enthusiasm
6. How many minutes must the target heart rate be maintained in order for
aerobic exercise to be beneficial?
a. Twelve c. Twenty
b. Fifteen d. Ten
7. Amount of time needed to perform an exercise.
a. Strength c. Intensity
b. Duration d. Frequency
8. Which of the following exercises should be included during warm-up and cool
down times?
a. Cardiovascular fitness c. Walking and stretching
b. Circulatory and muscular d. Jumping
9. The ability of the cardiovascular and respiratory systems to efficiently transfer
oxygen and nutrients to skeletal muscles is known as:
a. Adenosine triphosphate c. Circulatory, respiratory, muscular
b. Energy and enthusiasm d. Cardiovascular fitness
10. Your body composition can be changed by altering two factors,
a. Energy and enthusiasm c. Lean, fat
b. Diet and exercise d. Adenosine triphosphate
Lesson
Getting Fit: A Lifestyle Choice
1
 WHAT I NEED TO KNOW

At the end of the week, students will be able to:

1. Describe lifelong benefits of exercise;

2. Distinguish type of exercises in improving fitness;
3. Demonstrate aerobic and anaerobic exercise;
4. Categorize aerobic and anaerobic exercise.

WHAT I KNOW?

Activity 1. Pre-Assessment

True/False. Direction: Choose the letter of the correct answer. Write your
answer on a separate sheet of paper.

1. The ability of the cardiovascular and respiratory systems to efficiently transfer

oxygen and nutrients to skeletal muscles is as strength.
a. True b. False
2. A product of anaerobic exercise is called lactic acid.
a. True b. False
3. Exercise that does not require the use of oxygen to metabolize energy is
aerobic exercise.
a. True b. False
4. Level of effort needed to perform an exercise is called intensity.
a. True b. False
5. The basis for physical fitness is strength.
a. True b. False

WHAT’S IN?

In previous lesson, the student was able to identify the importance of the
health-related fitness index for them to determine the status in engaging physical
activity with supplementary balance diet to achieve the desired amount of energy.
 WHAT’S NEW?

Activity 1: Name in Motion

The student practice drawing letters or words using his/her body in a creative
way.

WHAT IS IT?

Health, vitality and long life are desirable goals for everyone. Being fit has
many advantages from helping individual to control weight to giving a better night’s
sleep. There is impressive evidence that people who exercise frequently, and in the
correct way are less prone to heart attacks, strokes and other life-threatening
conditions, and live longer than people whose existence is sedentary. You need to
exercise regularly all your life and should exercise more, not less as you get older.
The type of exercise that is most effective in improving fitness is aerobic
exercise. The word aerobic means “with oxygen” and all aerobic exercise uses
oxygen. Aerobic exercise usually involves vigorous exercise sustained over a period
of several minutes and its effect is to increase the efficiency of the lungs, heart, and
blood circulation. Examples include swimming laps, running, or cycling. Involve quick
bursts of energy and are performed at maximum effort for a short time. Examples
include jumping, sprinting, or heavy weight lifting.

WHAT’S MORE?

Activity 2. Alphabet Workouts

Spell out your FULL NAME and COMPLETE the activity listed for each letter.
For a greater challenge include your MIDDLE NAME and DO each one TWICE.

A 30 Stationary jog K 30 Front kicks U 30 Stationary jog

B 30 Front kicks L 15 Stationary sprinting V 30 Front kicks
C 30 Jumping jack M 10 Push-ups W 30 Jumping jack
D 20 Mountain Climbing N 20 Mountain Climbing X 20 Mountain Climbing
E 15 Squat jumps O 30 Stationary jog Y 15 Squat jumps
F 30 Front kicks P 15 Lunge jumps Z 10 Push-ups
G 15 Lunge jumps Q 15 Lunge jumps
H 30 Stationary jog R 30 Stationary jog
I 15 Box jumps S 15 Box jumps
J 15 Stationary sprinting T 15 Stationary sprinting
Source: Adapted http://www.pecentral.org/ retrieved June 2, 2020.
Notes to the Teacher

Use the rubric below to evaluate the output of Activity 2. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Fitness Exercise

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The Failed to
was very was almost was little routine show the
impressive impressive impressive was poorly choreography
impressive

WHAT I HAVE LEARNED?

Activity 3. YOU’VE GOT MAIL

The student will categorize the exercise whether it is aerobic or anaerobic.

No. Exercises Category

1. Jump Rope
2. Running/ jogging
3. Brisk walking
4. Swimming
5. Kickboxing
6. Zumba
7. Cycling/biking
8. Sprints
9. Heavy cleaning around the house
 10. Gardening
11. Weightlifting an
12. Isometrics An
13. Plyometric an
14. Interval training an
15. Dancing
16. Push-ups
17. Bowling an
18. Mountain climbing
19. Sit-ups
20. Treadmill

WHAT I CAN DO?

Activity 4. FIELD-DAY MINUTE

The student will create an exercise routine for 20 minutes. The exercise
design is a combination of aerobic and anaerobic exercises. Warm-up, stretching
and cool down must be incorporated in the exercise.

Notes to the Teacher

Use the rubric below to evaluate the output of Activity 4. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
 impressive impressive impressive impressive choreography

Lesson
F.I.T.T. PRINCIPLES: Optimizing
Your Best
2
 WHAT I NEED TO KNOW

At the end of the week, students will be able to:

1. Define FITT Principles in exercise workout;

2. Recognize the importance of the principle;
3. Create a workout routine using FITT principles;
4. Categorize exercises for cardiovascular and strength training.

WHAT I KNOW?

Activity 1. Pre-Assessment

The following questions will help the student to analyze which type of exercises.
Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.

5. In the F.I.T.T principle, the F stands for what?

a. Fast c. Frequency
b. Form d. Flexibility
6. In the F.I.T.T principle, the I stands for what?
a. Individual c. Isometric
b. Intensity d. Instrument
7. In the F.I.T.T principle, the T’s stand for what?
a. Time & Temperature c. Type &Temperature
b. Time & Type d. Type & Tenseness
8. The kind of exercise that you do in order to achieve the results you want
a. Frequency c. Time
b. Intensity d. Type
9. Gradually increasing resistance, increasing repetitions, increasing sets and
intensity:
a. Progression c. Specificity
b. Overload d. Training
10. A muscle forced to operate beyond its customary intensity by increasing the
load
a. Frequency c. Progression
b. Specificity d. Overload
11. Exercising a particular muscle for a certain task
 a. Training c. Specificity
b. Overload d. Progression
12. In order to experience progression, you must gradually add intensity to _____
the body
a. Fatigue c. Exhaust
b. Relax d. Overload
13. Sports training should be adjusted according to each athlete’s characteristics
and needs, such as age, gender, rate of progress, and previous experience.
a. Reversibility Principle c. Recovery Principle
b. Individualization Principle d. Overload Principle
14. This principle dictates that athletes need adequate time to recuperate from
training and competition.
a. Balance Principle c. FITT Principle
b. Recovery Principle d. Specificity Principle

WHAT’S IN?

In previous lesson, the student was able to use aerobic and anaerobic
exercises in improving fitness that will contribute to the total wellness of the person.

WHAT’S NEW

Activity 1: Selfie Mode

The student will take photos of the following exercises given.

1. Selfie in knee high position 6. Selfie in jumping jack

2. Selfie in lunges position 7. Selfie in bicep curl
3. Selfie in push-up position 8. Selfie in squat position
4. Selfie in curl-up position 9. Selfie in plunk position
5. Selfie in running position 10. Selfie in mountain climbing

WHAT IS IT?

The FITT Principle is a great way of monitoring your exercise program. He

acronym FITT outlies the key components of an effective exercise program, and the
initials F.I.T.T, stand for:
 F - Frequency which refers to how often you exercise per week.
I - Intensity which refers to how hard you exercise from moderate
to high.
T - Time which refers to how long you exercise for anywhere from
15 to 40 minutes.
T - Type which refers to the kind of exercise you undertake.

The Components

Frequency- is a key component of the FITT principle. Remember that it is important

to know why you are exercising and what you wish to achieve before rushing into
any exercise program. Adjust the number of times you exercise per week to reflect
your current fitness level, the time you realistically have available, you other
commitments like family and work, and the goals you have to set for yourself.

Intensity- This is an extremely important aspect of the FITT Principle and

probably the hardest factor to monitor. The best way to gauge the intensity of your
exercise is to monitor your heart rate. Simply count your heart rate over a 15 second
period and then multiply by 4. This will give you your exercise heart rate in beats per
minute.

Time- The time you spend exercising is also an important part of the FITT
Principle. The time dedicated to exercise usually depends on the type of exercise
undertaken.

For example, it is recommended that to improve cardiovascular fitness

you will need at least 20 to 30 minutes of non-stop exercise. For weight loss at least
40 minutes of moderate weight-bearing exercise is required. However, when talking
about the time required for muscular strength improvements, time is often measured
as several “set’ and ‘reps”. A typical recommendation would be 3 sets of 8
repetitions.

Type- like time, the type of exercise you choose will have a big effect on the
results you achieve. That is why it is important to know what you want to gain from
your efforts. For example, if you are looking to improve your cardiovascular fitness,
then exercises like walking, jogging, swimming, bike riding, stair climbing, aerobics
and rowing are very effective. For weight loss, any exercise using a majority of your
large muscle groups will be effective. To improve muscular strength, the best
exercises, including the use of free weights, machine weights and body weight
exercises like push-ups, chin-ups and dip.
 WHAT’S MORE?

Activity 2. Kettlebell Arm Swing

Fill a large, dry pail with other

household items to give it a little
weight. Then, holding it with both
hands, swing it upward in front of Pictures
you, making sure to engage your
hips, glutes, thighs, and arms.

Notes to the Teacher

Use the rubric below to evaluate the output of Activity 2. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Fitness Exercise

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The Failed to
was very was almost was little routine show the
impressive impressive impressive was poorly choreography
impressive
 WHAT I HAVE LEARNED?

Activity 3. YOU’VE GOT MAIL

Choose at least three (3) of your favorite exercise/s to perform using the FITT
principle. Check the appropriate mode of your exercise in each column.

Activity F I T T
___ 1 day/week ___ Brisk ___ 10 min
___3days/week ___ Moderate ___ 15 min Cardio
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min Cardio
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min Cardio
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min

WHAT I CAN DO?

Activity 4. FIELD-DAY MINUTE

The student will create an exercise routine for 30 minutes using the FITT
Principle. The exercise is based on your chosen favorite exercises that you have
listed in activity 3. Warm-up, stretching and cool down will be incorporated in the
exercise.
Notes to the Teacher

Use the rubric below to evaluate the output of Activity 4. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
impressive impressive impressive impressive choreography
Lesson
Customizing Your Training
3
 WHAT I NEED TO KNOW

At the end of the week, students will be able to:

1. Identify the importance of training heart rate in improving fitness;

2. Classify the intensity levels of exercise;
3. Apply Karvonen’s formula in determining the fitness level;
4. Solve individual fitness level

WHAT I KNOW?

Activity 1. Pre-Assessment

The following questions will help the student to analyze which type of exercises.
Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.

1. What is a resting heart rate?

a. When your heart takes a break from working
b. When your heart rate is 175
c. When your heart is at its lowest beats per minute (bpm)
d. 220 minus your age
2. How do you get into your target heart rate zone?
a. 5 minutes of jogging slowly around the basketball court
b. 20-30 minutes of being physically active without much rest
c. Taking a 20minute nap after a long workout
d. Walking a mile with your parents or friends.
3. During our exercise circuit, what component of fitness did we improve the
most?
a. Cardiovascular endurance
b. Body composition
c. Muscular strength
d. Flexibility
4. If I drove in a car for 5 hours to see my family, what zone would my heart rate
be in?
a. Resting
b. Target
c. Maximum
d. None of the above
 5. Your Target Heart Rate zone is
a. Working out as hard as you can for five minutes
b. Much like a school zone when driving your car
c. Has minimum number and a maximum number to help you identify if
your heart rate is in a safe zone
d. Should never be used when exercising
6. In terms of duration, Heart rate is typically measured for how long?
a. One minute
b. 30 seconds
c. 10 seconds
d. 15 seconds
7. Maximum heart rate is typically calculated by
a. 200 minus your age
b. 220 minus your age
c. 60 plus your age
d. 320 minus your age
8. The lower your resting heart rate the fitter you are
a. True
b. False
9. The resting heart of an average healthy person is typically?
a. 50 bpm
b. 100 bpm
c. 80 bpm
d. 120 bpm
10. Describe what is meant by a training zone?
a. A zone which defines upper and lower limits of training intensities
depending on what you aiming to achieving through training.
b. An area to work in whilst training
c. A zone which dictates how long we should train in each intensity
d. All of the Above

WHAT’S IN?

In the previous lesson the student was able to fully understand and apply the
FITT principle to exercise.
 WHAT’S NEW?

Activity 1: Deep Clean

The student will do a household tasks that will increase their heartbeat the
same as common exercise workouts.

WHAT IS IT?

According to Douglas (2018), Heart rate training entails keeping your heart
rate the number of times your heart beats in a minute within a set range during
workout. The range is expressed as a percentage of your maximum heart rate, which
is the greatest number of times your heart can beat in a minute. For example, a 30-
minute elliptical workout, you might aim to keep your heart rate between 70 and 80
percent of your maximum heart rate.
Heart rate training reflects the fact that the harder you run, cycle or do other
forms of exercise, the higher your heart rate is. The ideal heart rate range depends
on the cardiovascular goals of a workout.

Steps that will help you calculate your ideal heart rate training zone:
1. Take your pulse before you get up of bed in the morning in 30 seconds for
three (3) successive mornings to get the average of your resting pulse
rate.
2. Determine your training heart rate zone using this simple Karvonen
Formula.

THR = RHR + PTI (%) (220-PA-RHR)

WHERE:

RHR - Resting Pulse Rate

PTI - Percentage Training Intensity
 60%-70% - Low Intensity Level
 70%-80% - Middle Intensity Level
 80%-90% - High Intensity Level
220 - Maximum Heart Rate (constant)
PA - Present Age

Example:
 Given:
Present age = 45
RHR = 70

Solve the THR of Carlo in Low Intensity level.

Solution:
(a) THR = RHR + % (220-PA-RHR)
= 70 + 60% (220-45-70)
= 70 + .6 (105)
= 70 + 63
= 133 beats per minute

(b) THR = RHR + % (220-PA-RHR)

= 70 + 70% (220-45-70)
= 70 + .7 (105)
= 70 + 73.5
= 143.5 beats per minute

Therefore:

Training Heart rate zone of Carlo in Low Intensity Level is;

THR = 133 – 143.5 beats per minute

In order to identify that your training heart rate zone is achieved during
exercise, the following procedure must be observed:

1. Get the Exercise Pulse rate (EPR) right after the exercise by locating your
pulse in any ways by radial or carotid.
2. Once the pulse is located, count the number of beats in 10 second then
multiply by 6.

Example:
EPR = 20 beats (in 10 seconds) x 6
= 120 bpm

3. ONCE your THR zone is achieved you may stop the exercise. And if NOT,
continue to workout until the desired training heart rate zone is achieved.

WHAT’S MORE?
Activity 2. My Training Heart Rate Zone

Solve your training heart rate zone in Low, Middle and High Intensity level
using the Karvonen’s formula. Show your solution and submit your output in a piece
of paper.

WHAT I HAVE LEARNED?

Training heart rate zone is a range that defines the lower and upper limits of
training intensities to achieve optimum fitness level and performance.

WHAT I CAN DO?

Activity 4. FIELD-DAY MINUTE

The student will demonstrate an aerobic exercise routine that is based on

their THR zone (Low, Middle, High). Warm-up, stretching and cool down will be
incorporated in the exercise.
a. Brisk walking for at least 30 minutes or as desired
b. Zumba aerobic for at least 30 minutes or as desired
c. Aero-Kickboxing for at least 30 minutes or as desired

Notes to the Teacher

Use the rubric below to evaluate the output of Activity 4. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
 level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
impressive impressive impressive impressive choreography

Lesson
 Start Up: Individual Training
Design
4

WHAT I NEED TO KNOW

 At the end of the week, students will be able to:

1. Recall FITT Principles in exercise workout;

2. Classify exercises under low, medium and high intensity workout;
3. Develop Individual fitness training program
4. Evaluate individual fitness level.

WHAT I KNOW?

Activity 1. Pre-Assessment

The following questions will help the student to analyze which type of exercises.
Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.

1. The F.I.T.T. principle details how to safely and effectively progress what style
of workout?
a. Cardiorespiratory
b. Muscular strength
c. Muscular Endurance
d. All of the above
2. What are the 3 stages of exercise?
a. 1. Warm-up 2. Work-out 3. Warm-up
b. 1. Warm-up 2. Work-out 3. Cool down
c. 1. Cool-down 2. Work-out 3. Warm-up
d. 1. Cool down 2. Warm-up 3. Work-out
3. Which of the terms is not included when dealing with cardiovascular
endurance?
a. Cardio
b. Pulmonary
c. ATP
d. Vascular
4. In F.I.T.T. principle, the T’s stand for what?
a. Time and Temperature
b. Time and Type
c. Time and Temperature
d. Temperature and Trim
5. Aerobic exercise uses large groups for movement.
a. Muscles
 b. Strengthening
6. The 5 components of Health-Related Fitness are muscular fitness/strength,
flexibility, muscular endurance, body composition, and cardiovascular
endurance.
a. True
b. False
7. No pain, no gain.
a. True
b. False
8. The lower your resting heart rate the fitter you are
a. True
b. False
9. Should you start every workout with a stretching routine?
a. True
b. False
10. The health-related components of physical fitness are most associated with:
a. How fast you improve.
b. How well the systems of the body operate.
c. How well you perform in sports activities.
d. You level of athletic ability.

WHAT’S IN?

In previous lesson the student learned to compute the Training Heart Rate
(THR) using the Karvonen’s formula.

WHAT’S NEW?

Activity 1: Hataw-Galaw

The student will perform Zumba dance work-out in 45 minutes.

Notes to the Teacher

Use the rubric below to evaluate the output of Activity 2. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
 5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
impressive impressive impressive impressive choreography

WHAT IS IT?

Planning out good fitness programs is key in promoting and maintaining good
health. Fitness programs are a great way to make sure that you are getting the most
out of your workouts and that you are targeting all your muscle groups as well as
getting a cardio workout. Many people exercise but are not getting the full benefits
that exercise can provide. By planning out some fitness programs you can make
sure that you are not wasting your time.
Fitness programs are basically a laid-out plan of what exercise you do on
what day and in what order. You get very complex fitness programs that can be
difficult to follow at first but once you get into the habit it is generally very easy. Some
people do a lot of cardio, but no weight training, or vice versa. It is very important to
get a bit of both, as cardio is wonderful for your heart and weight training is excellent
for bone density among other things. If this sounds like you, are the perfect
candidate for fitness programs planning.

5 Reasons Why You Need A Workout Plan

1. Helps Prevent Under or Over Training

2. Provides Structure
3. Provide Goals
4. Provides Checklist
5. Prevents Burnout

WHAT’S MORE?
Activity 2. My Fitness Program

The student will develop a fitness program suited to their physical need and
capacity to perform using the FITT principles.

Components of Exercises Frequency Intensity Time Type

Fitness (how often) (how (how (Aerobic/
Days hard) long) Anaerobic)
Reps/sets
Health-Related
Fitness
1. muscular
strength
2. Flexibility
3. Muscular
Endurance
4. Body
Composition
5.Cardiovascula
r endurance

WHAT I HAVE LEARNED?

Great fitness programs are available if you spend some time looking for them.
Good health and proper fitness are important at any age. Consulting an exercise
professional when designing your fitness program can help you reduce injury and
customize your program to your needs, especially if you are new to exercise or you
haven’t done any physical activity for a while.

WHAT I CAN DO?

Activity 4. FIELD-DAY MINUTE

The student will perform an exercise routine based on her/his design fitness
program in activity 2. Warm-up, stretching and cool down must be incorporated in
the exercise.
Notes to the Teacher

Use the rubric below to evaluate the output of Activity 4. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
impressive impressive impressive impressive choreography
Lesson
Fitness Goals
5
 WHAT I NEED TO KNOW

At the end of the week, students will be able to:

1. Identify fitness goals;

2. Select goals that is attainable and accessible;
3. Prepare necessary equipment to be used in a minimal cost;
4. Categorize priority.

WHAT I KNOW?

Activity 1. Pre-Assessment

The following statement will help the student to analyze which fitness goal setting
he/she is accomplished. Write your answer on a separate sheet of paper.

Reduce Fat Build Muscle Mass

Increase Strength Improve Exercise Technique
Improve Sport Specific Skills Increase Motivation
Increase Flexibility Improve Health
Improve Cardiovascular fitness Improve Eating Habits
Improve Bone Density

WHAT’S IN?

In previous lesson the student was able to design and perform his/her
individual training program.

WHAT’S NEW?

Activity 1: My Goal

The student will write a reflection about his/her fitness goals for the next 3-6
months and determine the importance of his/her fitness goals.
 WHAT IS IT?

Making any lifestyle change can be challenging. Many people find that having
a goal in mind gives them something to work towards, motivates them to stay on
track and provides a measure of how well they are doing. If you’re trying to become
more physically active, realistic, well-planned goals keep you focused and motivated.
Several key principles can be applied to help you set your physical activity
goals. These include:
1. Pinpoint your ultimate goal. It should be realistic, specific, meaningful and
important to you.
2. Find out how to achieve your ultimate goal.
3. Set small, specific mini goals.
4. Monitor your progress regularly
5. Adapt to changing circumstances.
6. Don’t be too hard on yourself.

WHAT’S MORE?

Activity 2. Fitness Bucket List

The student will identify their 10-fitness bucket list that he/she wanted to
perform this month. Use available equipment with a minimal cost, improvised or
modified.

Example:

10-fitness bucket list Proper Attire /Equipment Used

1. 5k Run Running shoes, shorts, watch
2.
3.
4.
5.
6.
7.
8.
9.
10.
 WHAT I HAVE LEARNED?

Activity 3. YOU’VE GOT MAIL

Based on the fitness goal mentioned in Activity 2, choose five (5) exercises to
perform following the FITT schedule below.

Activity F I T T
___ 1 day/week ___ Brisk ___ 10 min
___3days/week ___ Moderate ___ 15 min
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min
___ 1 day/week ___ Brisk ___ 10 min
___ 3 days/week ___ Moderate ___ 15 min
___ 5 days/week ___ Vigorous ___ 20 min
___ 30 min

WHAT I CAN DO?

Activity 4. FIELD-DAY MINUTE

The student will create an exercise routine for 40-45 minutes using the FITT
Principle. The exercise is based on their chosen favorite bucket list written in activity
3. Warm-up, stretching and cool down must be incorporated in the exercise.

Notes to the Teacher

 Use the rubric below to evaluate the output of Activity 4. (Rubric may be
changed depending on the agreement between the teacher/facilitator and the
learner).

Rubric for Individual Performance

Criteria Rating
5 4 3 2 1
Execution Showed Executed Executed Executed Executed the
excellent the routine the routine the routine routine
performance almost with with little incorrectly
accordingly average accuracy
but some accuracy
errors were
evident
Mastery Showed Almost Showed Showed Performed
very high showed average little poorly the
level of mastery of mastery of mastery of routine
mastery of the routine the routine the routine
the routine but some
errors were
evident
Choreography The routine The routine The routine The was Failed to
was very was almost was little poorly show the
impressive impressive impressive impressive choreography
 SUMMARY

The lessons in this module equipped the students to completely

understand their body and take on their fitness goals seriously. The
appreciation and the fulfillment of having a body that can perform daily
activities without pain and combat sedentary lifestyle among our youth
are the underlying objectives of this module. This also hopes that while
students acquire knowledge of the FITT principle, the importance of the
Karvonen’s formula, and creating an Individual Fitness Training Program
will prepare them to share what they learn to their family and the
community at large.

ASSESSMENT
 Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.

1. Which of the following is NOT a type of anaerobic exercise?

a. Boxing c. Biking sprints
b. Running sprints d. Weight training
2. What does aerobic refer to?
a. The absence of oxygen c. With little available oxygen
b. How your body uses oxygen d. No answer is correct
3. Which physical activity is NOT aerobic exercise?
a. Jogging c. Yoga
b. Hip-hop dancing d. Jump roping
4. What does anaerobic mean?
a. With oxygen c. The way your body uses oxygen
b. An abundance of oxygen d. Less oxygen
5. Regular exercise will enable you to perform daily tasks with an increased
amount of:
a. Good eating habits c. Aerobic exercise
b. Resting heart rate d. Energy and enthusiasm
6. In the F.I.T.T principle, the F stands for what?
a. Fast c. Frequency
b. Form d. Flexibility
7. In the F.I.T.T principle, the I stands for what?
a.Individual c. Isometric
b. Intensity d. Instrument
8. In the F.I.T.T principle, the T’s stand for what?
a.Time & Temperature c. Type &Temperature
b.Time & Type d. Type & Tenseness
9. The kind of exercise that you do in order to achieve the results you want
a.Frequency c. Time
b.Intensity d. Type
10. Gradually increasing resistance, increasing repetitions, increasing sets and
intensity:
a.Progression c. Specificity
b.Overload d. Training
11. A muscle forced to operate beyond its customary intensity by increasing the
load
a. Frequency c. Progression
b. Specificity d. Overload
12. Exercising a particular muscle for a certain task
a. Training c. Specificity
b. Overload d. Progression
 13. In order to experience progression, you must gradually add intensity to _____
the body
a. Fatigue c. Exhaust
b. Relax d. Overload
14. Sports training should be adjusted according to each athlete’s characteristics
and needs, such as age, gender, rate of progress, and previous experience.
a. Reversibility Principle c. Recovery Principle
b. Individualization Principle d. Overload Principle
15. This principle dictates that athletes need adequate time to recuperate from
training and competition.
a. Balance Principle c. FITT Principle
b. Recovery Principle d. Specificity Principle
16. What is a resting heart rate?
a. When your heart takes a break from working
b. When your heart rate is 175
c. When your heart is at its lowest beats per minute (bpm)
d. 220 minus your age
17. How do you get into your target heart rate zone?
a. 5 minutes of jogging slowly around the basketball court
b. 20-30 minutes of being physically active without much rest
c. Taking a 20minute nap after a long workout
d. Walking a mile with your parents or friends.
18. During our exercise circuit, what component of fitness did we improve the
most?
a. Cardiovascular endurance
b. Body composition
c. Muscular strength
d. Flexibility
20. If I drove in a car for 5 hours to see my family, what zone would my heart rate
be in?
a. Resting c. Maximum
b. Target d. None of the above
c. Maximum
21. Your Target Heart Rate zone is
a. Working out as hard as you can for five minutes
b. Much like a school zone when driving your car
c. Has minimum number and a maximum number to help you identify if
your heart rate is in a safe zone
d. Should never be used when exercising
22. In terms of duration, Heart rate is typically measured for how long?
a. One minute
b. 30 seconds
c. 10 seconds
d. 15 seconds
 23. Maximum heart rate is typically calculated by
a. 200 minus your age
b. 220 minus your age
c. 60 plus your age
d. 320 minus your age
24. The lower your resting heart rate the fitter you are
a. True
b. False
25. The resting heart of an average healthy person is typically?
a. 50 bpm
b. 100 bpm
c. 80 bpm
d. 120 bpm
26. Describe what is meant by a training zone?
a. A zone which defines upper and lower limits of training intensities
depending on what you aiming to achieving through training.
b. An area to work in whilst training
c. A zone which dictates how long we should train in each intensity
d. All of the Above
27. The F.I.T.T. principle details how to safely and effectively progress what style
of workout?
c. Cardiorespiratory
d. Muscular strength
e. Muscular Endurance
f. All of the above
28. What are the 3 stages of exercise?
c. 1. Warm-up 2. Work-out 3. Warm-up
d. 1. Warm-up 2. Work-out 3. Cool down
e. 1. Cool-down 2. Work-out 3. Warm-up
f. 1. Cool down 2. Warm-up 3. Work-out
29. Which of the terms is not included when dealing with cardiovascular
endurance?
c. Cardio
d. Pulmonary
e. ATP
f. Vascular
30. In F.I.T.T. principle, the T’s stand for what?
c. Time and Temperature
d. Time and Type
e. Time and Temperature
f. Temperature and Trim
31. Aerobic exercise uses large groups for movement.
a. Muscles
b. Strengthening
32. The 5 components of Health-Related Fitness are muscular fitness/strength,
flexibility, muscular endurance, body composition, and cardiovascular
endurance.
a. True
b. False
33. No pain, no gain.
a. True
b. False
34. The lower your resting heart rate the fitter you are
a. True
b. False
35. Should you start every workout with a stretching routine?
a. True
b. False
36. The health-related components of physical fitness are most associated with:
a. How fast you improve.
b. How well the systems of the body operate.
c. How well you perform in sports activities.
d. You level of athletic ability.
37. During the average week, how much time do you have to devote to your
fitness regimen?
a. I can probably fit in an hour a day, 3 to 5 days a week
b. I am lucky if I can find 15 minutes on any given day
c. An hour or more on most days-fitness takes priority.
38. What is your primary fitness goal?
a. Build some muscle mass
b. Look great on the beach
c. I just want to feel good mentally and physically
39. Complete the sentence: Working out is…
a. my favorite part of the day
b. hard to get motivated for
c. often struggles to fit into my schedule
40. Where is your favorite place to exercise?
a. The gym-the get-fit atmosphere helps motivate me
b. Outdoors- fresh air and fitness go hand in hand
c. My home- in home workouts save time and money