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Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 1- Introduction to Exercise and Management
Lesson Title Lesson 1: Intro to Physical Education (2hrs/meeting)
Lesson Objectives 1. Understand the concept of PE.
2. Define the terms used in PE.
3. Evaluate their own wellness perception.
Overview/Introductio This lesson presents the basic terms and understanding of
n Physical Education.
Activity 1. Reading Activity. Q and A.
Find the following words:
A. PHYSICAL FITNESS
B. SPEED
C. BODY COMPISITION
D. POWER
E. CARDIO VASCULAR
F. BALANCE
G. MUSCULAR ENDURANCE
H. COORDINATION
I. FLEXIBITY
J. REACTION TIME
2. Answer the LAB 1 Wellness and Self- Perception
Analysis What did you observe while answering the Jigzaw Puzzle?
Are the words familiar to you?
What is the meaning of those words?
Abstraction 1. Read the e-copy of workbook the following pages from
1-4 about the Concept of physical education instructed
by the teacher.
Downloaded via moodle/facebook page.
Application Pick atleast 3 words and define in your own words based on
your understanding.
Questions will be uploaded to Moodle App.
Assessment 1 submit the LAB 1 Wellness and Self- Perception.
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Physical Education – is an integral part of an educational program designed to promote the

optimum development of the individual physically, socially (morally), emotionally and mentally
through the total body movement in the performance of property selected physical activities
(Andin, 1988).

Physical Education Philosophy: “Total development of man”

Review Questions:
1. What is your concept of Physical Education?
2. How physical education can develop a total person?
3. Why Physical Education is an integral part of the Philippine Educational System?
4. Is Physical education plays an important role in life of every individual? Explain
thoroughly.

FITNESS A MAJOR GOAL OF PHYSICAL EDUCATION

Different people differ in their concept of fitness. In the field of physical

education, the concept of fitness has implication to physical, social, emotional and
mental well – being. Considering the four aspects, it can be sad that fitness is the
ability to live a healthy, satisfying and useful life. This kind of life is what the
educational philosopher and thinkers’ term as the “good life”. This is the ultimate
goal of education.
To live the “good life” means that an individual satisfies his basic needs as
physical well – being, love, affection, security and self – respect. He lives happily
with other people because he likes them and is interested in them. He has an
interest and desire to serve humanity and believes in and exemplifies high ethical
standards. Because of his close relationship with people and future events he lives
an interesting and exciting life.

Physical Education as a part of education system strives to help or facilitate

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the development of the potentialities of the individual so that he can attain total
fitness to enable him to enjoy the “good life”. Therefore, the major goal of physical
education is fitness (Andin, 1988)

Terms:

Quality of Life – a term used to describe wellness. An individual with quality of life
can enjoyable of the activities of life with little or no limitation and can function
independently. Individual quality of requires a pleasant and supportive community.

PHYSICAL ACTIVITY and EXERCISE

Physical Activity is bodily movement produced by skeletal muscles. It

requires energy expenditure and produces progressive health benefits. Example of
physical activity are walking to and from work, taking the stairs instead of elevators
and escalators, gardening, doing household chores, dancing and washing the car by
hand. Physical inactivity, on the other hand, implies a level of activity that is lower
than that required to maintain good health.
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Physical inactivity and a sedentary lifestyle seriously threaten our health and hasten the
deterioration rate of the human body.

Exercise is a type of physical activity that requires “planned, structured and repetitive
bodily movement to improve or maintain one or more components of physical fitness”
examples of exercises are walking, running, cycling, aerobics, swimming and strength
training. These are done for the purpose of getting physically fit.

Health and wellness Benefits of Regular Exercises:

Major Benefits Related Benefits

Improved Cardiovascular * Strong heart muscle
Fitness and Health
* Lower heart rate

* Better electric stability of the heart

* Decreased sympathetic control of heart

* Increase oxygen to brain

* Reduced blood fat, including low – density lipids (LDL)

* Increased protective high-density lipids (HDL)

* Delayed development of atherosclerosis

* Increased work capacity

* Improved peripheral circulation

* Improved coronary circulation

* Resistance to “emotional storm”

* Reduced risk of heart attack

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* Reduced risk of stroke

* Reduced risk of hypertension

* Greater chance of surviving a heart attack

Increased oxygen – carrying capacity of the blood
Greater Lean body mass and * Greater work efficiency
Less Body Fat
* Less susceptible to disease
* Improved appearance
* Less incidence of self – concept problems related to obesity
Improved Strength and * Greater work efficiency
Muscular endurance
* Less chance of muscle injury

* Reduced risk of low back problems

* Improved performance in sports

* Quicker recovery after hard work

Improved ability to meet unforeseen emergencies
Bone Development * Greater peak bone density
Less chance of osteoporosis
Cancer * Reduced risk of colon cancer
Possible reduced risk of rectal, reproductive and breast
cancers
Diabetes * Decreased chance of adult – onset diabetes
* Improved quality of life for Type 1 diabetes
Reduction in Mental Tension * Relief depression

* Improved sleep habits

* Fewer stress symptoms

* Ability to enjoy leisure

* Possible work improvement
Opportunity for Social * Improved quality of life
Interactions
Resistance to Fatigue * Ability to enjoy leisure
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* Improve quality of life

* Improved ability to meet some stressors
Opportunity for Successful * Improve self – concept opportunity to recognize and accept
Experience personal limitations
* Improved sense of well – being

Physical activity and exercise habits are best established

early in life

Key terms:

Sedentary – Describes a person who relatively inactive and has a lifestyle

characterized by a lot of siting.

Wellness

Good health is no longer viewed as simply the absence of illness. The notion
off good health has evolved notably in the last few years and continues to change as
scientist learn more about lifestyle factors that bring in illness and affect wellness. Once
the idea took hold that fitness by itself would not always decrease the risk for disease
and ensure better health, the wellness concept developed in the 1980s.
The term wellness is an all – inclusive umbrella covering several components
that are conducive to health. Wellness living requires implementing positive programs to
change behavior to improve health and quality of life, prolong life and achieve total well
– being.

Wellness is the integration of many different components (mental, Social,

emotional, spiritual and physical) that expand one’s potential to live (quality of life) and
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work effectively and to make a significant contribution to the society. Wellness reflects
how one feels (a sense of well – being) about life as well as one’s ability to function
effectively. Wellness as opposed to illness (a negative) is sometimes described as the
positive component of good health.

Wellness has six dimensions: physical, emotional, intellectual, social,

environmental and spiritual that interrelated one another. One emotionally down often
has no desire to exercise, study, socialize with friends or attend church. In looking at the
six dimensions of wellness, it clearly goes beyond the absence of disease. Wellness
incorporates factors such as adequate fitness, proper nutrition, stress management,
disease prevention, spirituality, not smoking or abusing drugs, personal safety, regular
examinations, health education and environment support. For wellness way of life, not
most individuals be physically fit and manifest no signs of disease, but they also must
not have risk factors for disease (such as hypertension, hyperlipidemia, cigarette
smoking, negative stress, faulty nutrition and careless sex).

The relationship between adequate fitness and wellness is illustrated in the wellness
continuum in even through an individual tested in a fitness center may demonstrate
adequate or even excellent fitness, indulgence in unhealthy lifestyle behaviors will still
increase the risk for chronic disease and diminish the person’s well – being.

Health Benefits of a Comprehensive Wellness Program.

1. Improves and strengthens the cardiorespiratory system

2. Maintains better muscle tone, muscular strength and endurance

3. Improves muscular flexibility

4. Enhances athletic performance

5. Helps maintain recommended body weight

6. Helps preserve lean body tissue

7. Increases resting metabolic rate

8. Improves the body’s ability to use fat during physical activity

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9. Improves functioning of the immune system

10. Lower the risk of chronic disease and illness (such as cardiovascular disease
and cancer)
11. Decrease the mortality rate from chronic diseases

12. Thins the blood so it doesn’t clot as readily (thereby decreasing the risk for
coronary heart disease and strokes).
13. Helps the body manage cholesterol levels more effectively

14. Prevents or delays the development of high blood pressure and lower blood
pressure in people with hypertension
15. Helps prevent and control diabetes

16. Helps Achieves peak bone mass in young adults and maintain bone mass
later in life, thereby decreasing the risk for osteoporosis
17. Helps prevent chronic back pain

18. Relieves tension and helps in coping with life stresses

19. Raises levels of energy and job productivity

20. Extends longevity and slows down the aging process

21. Improves self – image and morale and helps fight depression and anxiety

22. Motivates a person toward positive lifestyle changes (better nutrition, quitting
smoking and alcohol and drug abuse control)
23. Speeds recovery time following physical exertion

24. Speeds recovery following injury or disease

25. Regulates and improves overall body functions

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Health is defined as the state of complete physical, mental, social and spiritual well –
being and not merely an absence of disease and infirmity. Physical condition in which an
individual has sufficient energy and vitality can accomplish daily task and active recreational
pursuits without undue fatigue.

Health Lifestyles

Lifestyles are patterns of behavior or ways an individual

typically lives. Healthy Lifestyles:
1. Participating in Physical Activity Regularly

2. Eating Properly (Good Nutrition)

3. Managing Stress

4. Avoiding Destructive Habits

5. Practicing Safe Sex

6. Adopting Good Safety Habits

7. Learning First Aid

8. Adopting Good Personal Health Behaviors

9. Seeking and Complying with Medical Advice

10. Being an Informed Consumer

11. Protecting the Environment

12. Managing Time Effectively

National Health Objectives

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The two (2) health objectives emphasize increased quality and years of
healthy life and they seek to eliminate health disparities among all group of people.
The objectives address three (3) important points:
1. Personal Responsibility – Individuals need to become ever more health
conscious. Responsible and informed behavior are the key to good health.
2. Health Benefits for all People – Lower socio –economic conditions and poor
health often are interrelated. Extending the benefits of good health to all
people is crucial to the health of the nation.
3. Health Promotion and Disease Prevention – A shift from treatment to preventive
techniques will drastically cut health – care cost and help all people to achieve a
better quality of life.

Physical Fitness

As fitness concept grew during the 1970’s, it became clear that no single test was
sufficient to assess the overall physical fitness. Thus, various definitions regarding
physical fitness are developed.

Physical Fitness is the ability to meet the ordinary as well as the unusual demands of
daily life safety and effectively without being overly fatigued and still have energy left for
leisure and recreational activities (Hoeger and Hoeger, 2000).
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Subject PED 001- Exercise Prescription and Management

Chapter/Unit Unit 1 - Introduction to Exercise and Management
Lesson Title 2: Principles of Exercise/Fitness Principles
(2hrs/meetings)
Lesson Objectives
1. Understand the concept of different Fitness Principles.
2. Classify the different Fitness Principles.
3. Apply the different Fitness Principle.
Overview/Introduction This lesson presents the concepts, classification and
applicability of different Fitness Principles.
Activity Reading activity in the E-link pages ****
Analysis 1.How can you explain Fitness?
2.How can you determine the Intensity?
3.How can you determine the Type?
4.How can you determine the Time?
5.How can you determine the Overload?
Abstraction Show a video presentation on how to make chart plan for
FITT: https://www.youtube.com/watch?v=yAFb0vxopmc
Student also have their own e-link for the discussion.
Application Create your own Fitness Plan Chart and submit it thru
Moodle.
Assessment Submit the Fitness Plan Chart (with Rubrics)
(Checking of their output for the applicability) *

Fitness Principles

Frequency. How often? The number of days a person exercises per week. Exercise can
be performed regularly to be effective. Example frequency depends on the specific
component to be developed. However, most fitness components require at least three
(3) days and up to six (6) days of activity per week.

Intensity. How hard? Exercise must be hard enough to require more exertion than
normal to produce gains in health – related fitness. The method for determining
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appropriate intensity varies with each aspect of method for determining appropriate
intensity varies each aspect of fitness. For example, flexibility requires stretching
muscles beyond normal length, cardiovascular fitness requires elevating the rate above
the normal and strength requires increasing the resistance more than the normal.

Time/Duration. How long? Exercise must be done for a significant length of time to be
effective. Generally, an exercise period must be attest fifteen (15) minutes in length to be
effective, while longer times are recommended for optimal fitness gains.as the length of
time increases, intensities exercises may be decreased.

Type of Physical Activity/Physical Activity Pyramid. The type of physical activity you
perform is important. The Physical Activity Pyramid is a good way to illustrate the
different types of activities as how each contribute to the development of physical
fitness (see Figure 3).
Overload. Refers to the amount of exercise that is needed to improve fitness levels. For
the body to improve, it must be made to perform harder than it is accustomed to. This
additional exercise can be considered a stepping stone to another level of achievement.
If the body is never require working at an overload level and then the best that can be
achieved is to maintain the current level of fitness.

Progression. How overload should take place? A corollary of overload principle that
indicates the need to gradually increase overload to achieve optimal benefits.an increase
in the level of exercise whether it be to run father or to add more resistance, must be
done in a progression. This enables the body to slowly adapt to the overload, thus
eventually making the overload normal. Once this is too fast or too intense, the body will
not be able to work at the new level and improvement may not occur.

Specificity. A corollary of the overload principle that indicates a need for a specific type
of exercise to improve each fitness component or fitness of a specific part of the body.

Reversibility. A corollary of the overload principle that indicates that disuse or inactivity results
in loss of benefits achieved as a result of overload.
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Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 2 – Physical Fitness Components
Lesson Title 3: Introduction to Physical Fitness (2hrs/meeting)
Lesson Objectives 1. Identify the different components of physical fitness.
2. Describe a physically fit person.
Overview/Introduction This module presents the Introduction of Physical Fitness as
part of Physical Education Program that will give them ideas on
how to be physically active for personal development.
Activity List down all the members in your household and tell what are
their regular physical activities that you observed.
Example:
Member Age What are the exercises
1.mother 55 doing household chores
2.father 60 going to farm everyday
3. sister 25 Zumba every morning
in her room
Analysis Base on the observations,
A. Who are the members of the family that are physically active?
B. Who are the members of the family who do not have physical
activities??
C. What word/s can you describe to a person who is physically
active?
D. What word/s can you describe to a person who do not have
physical activities?
Abstraction A lecture on is provided in this module for better understanding
about the course.
Application Pick one among the members of the family and describe what is
a physically fit person.
Assessment Answer the following questions in your own concept:
1. Which is better in relation to a healthy lifestyle, modern
technology or manual labor? Justify your answers
2. Is there an exemption in physical education classes? Why? 

What is Physical Education?

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Physical Education – is an integral part of an educational program designed to promote

the optimum development of the individual physically, socially (morally), emotionally
and mentally through the total body movement in the performance of property selected
physical activities (Andin, 1988). 

Physical Education as a part of education system strives to help or facilitate the development

of the potentialities of the individual so that he can attain total fitness to enable  him to enjoy
the “good life”. Therefore, the major goal of physical education is fitness (Andin, 1988).
Physical Education Philosophy: “Total development of man” 
Physical Education is an important part of the curriculum, a subject that gives you an
opportunity to achieve, develop, and maintain the desired fitness level through various games,
sports and activities. It is also known in many Commonwealth countries as Physical Training or
PT, it is an educational course related to the physique of the human body.

Physical Education as a subject in the curriculum is taken during elementary, junior and senior
high school and in the tertiary level. It encourages psychomotor learning in a play or
movement exploration setting to promote health.

Physical Education (PE) develops the skills, knowledge, values and attitudes needed for
establishing and enjoying an active and healthy lifestyle, as well as building student
confidence and competence in facing challenges as individuals and in groups or teams,
through a wide range of learning activities.

Quality physical education programs are needed to increase the physical competence,
health-related fitness, self-responsibility and enjoyment of physical activity for all students so
that they can be physically active for a lifetime. Physical education programs can only provide
these benefits if they are well-planned and well-implemented.
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Why Children Need Physical Education?

Improved Physical Fitness: Improves children's muscular strength, flexibility, muscular

endurance, body composition and cardiovascular endurance.

Skill Development: Develops motor skills, which allow for safe, successful and satisfying
participation in physical activities.

Regular, Healthful Physical Activity: Provides a wide-range of developmentally appropriate

activities for all children.

Support of Other Subject Areas: Reinforces knowledge learned across the curriculum.

Serves as a lab for application of content in science, math and social studies.

Self-Discipline: Facilitates development of student responsibility for health and fitness.

Improved Judgment: Quality physical education can influence moral development. Students

have the opportunity to assume leadership, cooperate with others; question actions and
regulations and accept responsibility for their own behavior.

Stress Reduction: Physical activity becomes an outlet for releasing tension and anxiety, and
facilitates emotional stability and resilience.

Strengthened Peer Relationships: Physical education can be a major force in helping

children socialize with others successfully and provides opportunities to learn positive people
skills. Especially during late childhood and adolescence, being able to participate in dances,
games and sports is an important part of peer culture.

Improved Self-confidence and Self-esteem: Physical education instill a stronger sense of

self-worth in children based on their mastery of skills and concepts in physical activity. They
can become more confident, assertive, independent and self-controlled. 

Experience Setting Goals: Physical education provides children the opportunity to set and
strive for personal, achievable goals.

What is Physical Fitness?

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FITNESS: A MAJOR GOAL OF PHYSICAL EDUCATION 

Different people differ in their concept of fitness. In the field of physical education, the concept
of fitness has implication to physical, social, emotional and mental well – being.  Considering
the four aspects, it can be sad that fitness is the ability to live a healthy, satisfying and useful
life. This kind of life is what the educational philosopher and thinkers’ term as the “good life”.
This is the ultimate goal of education. 

To live the “good life” means that an individual satisfies his basic needs as physical  well –
being, love, affection, security and self – respect. He lives happily with other people because
he likes them and is interested in them. He has an interest and desire to serve humanity and
believes in and exemplifies high ethical standards. Because of his close relationship with
people and future events he lives an interesting and exciting life. 
Physical Fitness is considered as a measure of the body’s ability to function efficiently and
effectively in work and leisure activities, to be healthy, to resist hypokinetic diseases, and to
respond to emergency situations.
Physical Fitness is defined as the state of general wellbeing, physically sound and healthy,
along with mental stability. Previously, Fitness was commonly defined as the capacity of the
person to meet the physical demands of daily life and carry out the day’s activities without
undue fatigue.

Physical Fitness is not only one of the most important keys to a healthy body, it is the basis of
dynamic and creative intellectual activity,
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Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 2 – Concepts of Physical Fitness Components
Lesson Title 4: Health-Related Components (2hrs/meeting)
Lesson Objectives 1. Perform the Health-Related Components
2. Classify the exercises according to the nature of its
component
Overview/Introductio This module presents the different health-related components
n and activities to which these components belong.
Activity Perform the following activities as instructed by the teacher;
A. Push- Up
B. Sit and Reach
C. Up and down using chair or ladder
D. Curl-up

Analysis What did you observe while performing push –up?

What did you observe while performing sit and reach?
What did you observe while performing up and down the
chair?
What did you observe while performing the curl-up?
What word/s can you use to describe activity A. B, C and D?
Abstraction A power point presentation on the lecture about Health-
Related Components and examples of exercise.
Application Perform the following activities and identify what health—
related component they belong.

Assessment Produce a 3-minute video showing 4 activities of health-

related components with rubrics.

Major Components of Physical Fitness:

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Health – Related Fitness. Is the ability to perform daily activities with vigor and is related to a
low risk chronic disease. It is directly associated with good health. Health – related fitness is
characterized by moderate and regular physical activity. It is generally designed for the
masses that are generally unwilling to exercise at high intensities. Health – related fitness
activities can be integrated into regular everyday activities that are characterized as lifetime
activities. 

Health – related fitness includes of physiological function that offer protection from diseases
resulting from a sedentary lifestyle. Health – related fitness is often called functional fitness
because it helps ensure a person to be able to function effectively in everyday task. Such

fitness can be improved and/or maintained through regular and moderate physical activity.

Skill – Related Fitness (Sports/Motor Skills).

It is more associated with performance. People who possess them find it easy to achieve high
levels of performance in motor skills, such as those required in sports and in specific types of
jobs. Skill – related fitness includes the health-related components, but includes additional
components that are come what related to genetic factors. Skill – related fitness is the right
choice for people who want to perform at a high level, nut it is less acceptable for the
intensities. In addition, many individuals cannot high levels of skill – related fitness because of
their genetic limitations. 

Skill –related physical fitness is necessary for athletic accomplishments. It is

strongly influenced by genetic factors. 

Health- Related Fitness

Cardiovascular Fitness. The ability of the heart, blood of the vessels, blood and
respiratory system to supply fuel, especially oxygenated blood, to the muscle and the ability of
the muscles to utilized fuel to allow sustained exercise. A fit person can persist in physical
activity for relatively long periods without undue stress. 
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 Body Composition. The relative percentage of muscle, fat and other tissues of which the
body is composed. A fit person has relatively low, but not too low percentage of body. 

Muscular Endurance. The ability of the muscles to repeatedly exert themselves. A fit person
can repeat movements in a long period without undue fatigue. 

Muscular Strength. The ability to exert an external force or to lift a heavy weight. A fit person
can do work or play that involves in exerting force, such as lifting or controlling one’s body
weight. 

Flexibility. The range of motion available in a joint. It is affected by muscle length, joint

structure and other factors. A fit person can move the body joints through full range of motion
in work and in play. 

Table 1. Sample of Performance Rubrics

PERFORMANCE LEVEL
Criteria Rate
5 4 3 2 1
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Excellent Very Satisfactory Needs Poor

Satisfactory Improvements
1.Mastery of the Showed very Almost Showed Showed little Performed
\Routine high level of showed average mastery of the poorly the
mastery mastery of mastery of routine routine
the routine the routine
but some
errors were
evident
2.Proper Execution Showed Executed Executed Executed the Executed
excellent the routine the routine routine with the routine
performance almost with little accuracy incorrectly
accurately average
but some accuracy
errors were
evident
3.Coordination/Timing Showed very The Showed Showed little Failed to
high level of movements average level of focus show focus
focus and were level of and and
concentration almost focus and coordination coordination
in performing coordinated coordination in performing in
the routine but some in the routine performing
errors were performing the routine
evident the routine

Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 2 – Concepts of Physical Fitness Components
Lesson Title 5: Skill-Related Components (2hrs/meetings)
Lesson Objectives 3. Perform the Skill-Related Components
4. Identify the exercises according to the components
Overview/Introductio This module presents the different Skill-rela55ted component
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n and activities based on the nature of the components.

Activity Perform the following activities as instructed by the teacher;
1. Agility – Shuttle Run
2. Balance – Walking in a straight line
3. Coordination – Jumping rope
4. Power – Lifting 15 kls of equipment available at your
home
5. Reaction Time – Paper drop test
Analysis What did you observe while performing the shuttle run?
What did you observe while performing the balance test?
What did you observe while performing the jumping rope?
What did you observe while performing the power test?
What did you observe while performing the ruler drop test?

Abstraction A power point presentation on the lecture about Health-

Related Components and examples of exercises.

He beginning of the reaction to that stimulation. Driving a racing and

starting a sprint race require good reaction time. 

Application Perform the following activities and identify what Skill—related

component?

Assessment Produce a 3-minute video showing 4 activities of Skill- related

components with rubrics.

Skill- Related Fitness

Agility. The ability to rapidly and accurately change the direction of the movement of the entire
body in space. Skiing and wrestling are good examples of activities that require exceptional
agility. 
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Speed. The ability to perform a movement in a short period of time. A runner on a  track team
or a wide receiver on a football team needs good foot and leg speed. 

Power. The ability to transfer energy into force at a fast rate. Throwing the discuss and putting
the shot are activities that require considerable power. 

Balance. The maintenance of equilibrium while stationary or moving. Water tasks smoothly

and accurately. Juggling, hitting the golf ball, bating a baseball or kicking a ball are examples
of activities required good coordination. 
Reaction Time. The time elapsed between stimulation and the beginning of the reaction to
that stimulation. Driving and racing.

Coordination– Making movements work together smoothly. This usually consists of upper
and lower body movements being performed at the same time. (Ex. Table Tennis, Soccer and
Badminton).
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PERFORMANCE LEVEL
Criteria 5 4 3 2 1
Excellent Very Satisfactory Needs Poor
Satisfactory Improvements
1.Mastery of the Showed very Almost Showed Showed little Performed poorly
\Routine high level of showed average mastery of the the routine
mastery mastery of mastery of routine
the routine the routine
but some
errors were
evident

2.Proper Execution Showed Executed Executed Executed the Executed the routine
excellent the routine the routine routine with incorrectly
performance almost with little accuracy
accurately average
but some accuracy
errors were
evident
3.Coordination/Timing Showed very The Showed Showed little Failed to show focus
high level of movements average level of focus and coordination in
focus and were level of and performing the
concentration almost focus and coordination routine
in performing coordinated coordination in performing
the routine but some in the routine
errors were performing
evident the routine
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Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 2 – Concepts of Physical Fitness Components

Lesson Title 6: The Preparatory to Fitness Pre-Test (2hrs/meeting)

Lesson 1. Provide PAR-Q and Individual Health Appraisal Form.

Objectives 2. Explain how to get own RHR, EPR, RPR, BMI,
2. Explain how to get Target Heart Rate?
Overview/Intro This module presents the following preparations before the
duction conduct of Fitness Pre-Test. Students will be ask to solve the
different data needed in computing the THR.
Activity Perform the following activities as instructed by the teacher;
1. Answer the PAR-Q and Individual Health Appraisal Forms.
2. Count the number of beats while in rest from your wrist or
carotid artery. Take your RHR for 60 secs; 30 secs; and 10
secs.
3. Compute your BMI using online BMI Calculator.
4. Compute your THR

Analysis Did you honestly answer the PAR-Q and Individual Health
Appraisal Forms?
What is you resting heart rate in 60 secs; 30 secs; and 10 secs?
What is your observation when you get your RHR?
What are the range of your THR?
What is your BMI score and classification?

A PAR-Q and Individual Health Appraisal must be answered by all students to better known
health situation of students before the activities begin. A lecture on how to get the needed
data is provided.

The Basic of Heart Rate and Exercise:

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Heart Rate (HR) – is stated as the number of times the heart beats in one (1) minute. The
rate at which your heart beats during the exercise determines which energy system your
body uses and what type of fitness you develop. 

Resting Heart Rate (RHR) – is the rate at which then heart beats when a person is at
complete rest. The best time to determine RHR is before getting of bed in the morning. The
average RHR for adult ranges 60 to 80 bpm; children are slightly higher, the rate for the
average 8-year-old ranges between 80 and 100 bpm. 

Maximum Heart Rate (MHR) – is the maximum number of beats the heart can beats in
one (1) minute. The most common formula used is Karvonen Method. 

Heart Rate Reserve (HRR) – refers to the range between resting and maximum heart rate 

Target Heart Rate (THR) – refers to the heart rate needed to gain a training benefit. The
THR is divided into five (5) different levels or zone based on the percentage of MHR
achieved. Each zone represents a different type of training. 

Exercise Pulse Rate (EPR) – refers to the heart rate during exercise.
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Form 1

PAR-Q & YOU

Activity 1

(A Questionnaire for People Aged 15 to 60)

Regular physical activity is fun and healthy, and increasingly more people are starting to
become more active every day. Being more active is very safe for most people. However,
some people should check with the doctor before they start becoming much more physically
active. Common sense is the best guide when you answer these questions. Please read the
questions carefully and answer each one honestly.

QUESTIONS YES/NO
____1. Has your doctor ever said that you have a heart condition and that you  should only
does physical activity recommend by a doctor?
____2. Do you feel pain in your chest when you do physical activity?
____3. In the past month, have you had chest pain when you were not Physical activity?
____4. Do you lose your balance because of dizziness or do you lose consciousness?
____5. Do you have a bone or joint problem that could be made worse by a  change in
physical activity?
____6. Are your doctor currently prescribing drugs (for example water pills) for your  blood
pressure or heart condition?
____7. Do you know of any other reasons why you should do physical activity? 

I have read, understood and completed this questionnaire. Any questions I had
are answered to my full satisfaction. 

________________________ _______________________________

(Signature Over Printed Name) (Witness Signature Over Printed Name) 

 27

Form 2

Activity 2

Name: _____________________ PE Class Number: ___________

HEALTH HISTORY QUESTIONNAIRE

Although exercise testing and exercise participation are relatively safe for most
apparently healthy individuals, the reaction of the cardiovascular system to increase physical
activity cannot always be predicted. Consequently, a person takes a small but real risk of
certain changes occurring during exercise testing or participation. These changes may
include abdominal blood pressure, irregular heart rhythm, fainting and in rare instances a
heart attack or cardiac arrest. 

Therefore, it is imperative that you provide honest answers to this questionnaire. 

Exercise may be ill – advised under some of the conditions listed below, others simply
may require special consideration. If any of the conditions apply, consult your physician
before you participate in an exercise program. Also, promptly report to your instruction
any exercise related abnormalities that you may experience during exercise participation. 

A. Have you ever had or do you now have any of the following conditions? 

○ 1. Myocardial infarction 

○ 2. Coronary artery disease 

○ 3. Congestive heart failure 

○ 4. Elevated blood lipids (cholesterol and triglycerides) 

○ 5. Chest pain at rest or during exertion 

○ 6. Shortness of breath 
 28

○ 7. Abnormal resting or stress electrocardiogram 

○ 8. Uneven, irregular or skipped heartbeats (including racing or fluttering heart) 

B. Do you have any of the following conditions? 

○ 1. Arthritis, rheumatism or gout 

○ 2. Chronic low back pain 

○ 3. Ant other joint, bone or muscle problem

○ 4. Any respiratory problem 

○ 5. Obesity (more than 30% overweight) 

○ 6. Anorexia 

○ 7. Bulimia 

○ 8. Mononucleosis 

○ 9. Any physical disability that could interfere 

○ 9. Blood embolism 

○ 10. Thrombophlebitis 

○ 11. Rheumatic heart pressure 

○ 12. Elevated blood pressure 

○ 13. Stroke 

○ 14. Diabetes 

○ 15. Family history of coronary heart disease, syncope or sudden death before age 

○ 16. Any other heart problem that makes exercise unsafe with safe participation in exercise 

C. Do any of the following conditions apply?

○ 1. Do you smoke cigarettes? 

 29

○ 2. Are you taking any prescription drug?

○ 3. Men: Are you 40 or older? 

○ 4.Women: Are you 50 or older? 

D. Do you have any concern regarding your ability to safety participate in an

exercise problem? It so, explain. 

Practice calculating your own THR using your age and RHR
 30

Activity: 
1. Calculate your Training Intensity:
Age: 18 years old RHR: 84 bpm

2.Solve for your:

MHR: _____ bpm
HRR: _____ bpm
THR: _____ bpm 

Target Heart Rate or Target Zone:

Zone 1: 50% to 60% of MHR (_____bpm to _____bpm) 

Zone 2: 60% to 70% of MHR (_____bpm to _____bpm) 

Zone 3: 70% to 80% of MHR (_____bpm to _____bpm) 

Zone 4: 80% to 90% of MHR (_____bpm to _____bpm) 

Zone 5: 90% to 100% of MHR (____bpm to _____bpm) 

Student’s signature: __________________ Date: _______________

From Lifetime Physical Fitness and Wellness: by W.W.K. Hoeger and S.A. Hoeger
(Englewood, Co: Morton Publishing, 2000) p 
 31

Subject PED 001 – Exercise Prescription and Management

Chapter/Unit Unit 1 – Concepts of Physical Fitness Components
Lesson Title 7: The Preparatory to Fitness Pre-Test (4hrs/meetings)
Lesson Objectives 1. Provide instruction on how to perform fitness pre- test
Stations 1,2,3,4

Overview/Introductio This module presents the following the Instructions on how to

n perform the Fitness Pre-Test Stations 1-4
Activity Perform the following activities as instructed by the teacher;
1. Perform Station 1
2. Perform Station 2
3. Perform Station 3
4. Perform Station 4

Analysis Perform the following stations with honesty as your fitness

pre-test.
What are your observations performing the Fitness test?

Abstraction Students will be given the instructions and video on how to

perform the Fitness Test (pretest). Below are the Instructions
by Station. Video is provided for further knowledge via
moodle.

Application Perform the 9 Stations and record it in Form 3-A

Assessment
32
 33

THE FITNESS STATIONS

Listed below are the different Fitness Stations that will to your group. Study the mechanics
well and proper execution of the test. Remember, you and your group members are
responsible in the proper conduct of this test during the pre-test and post-test. The  success
and credibility of the scores depends on how you facilitate the test.

Station 1. Beep Test 

The 20m multistage fitness test (MSFT) is a commonly used maximal running aerobic
fitness test. It is also known as the 20-meter shuttle run test, beep or bleep test among other
names. 

Equipment required: Flat, non-slip surface, marking cones, 20m measuring tape, beep
test audio, music player, recording sheets. 

Pre-test: Explain the test procedures to the subject (many beep test audios have
an explanation at the start of the recording). Perform screening of health risks and
 34

obtain informed consent. Prepare forms and record basic information such as age,
height, body weight, gender, test conditions (particularly the weather and running
surface). Measure and mark out the course. Ensure that the subjects are adequately
warmed- up. 

Procedure: This test involves continuous running between two lines 20m apart in time
to recorded beeps. For this reason, the test is also often called the 'beep' or 'bleep' test.  The
participants stand behind one of the lines facing the second line, and begin running when
instructed by the recording. The speed at the s tart is quite slow. The subject continues
running between the two lines, turning when signalled by the recorded beeps. After about one
minute, a sound indicates an increase in speed, and the beeps will be closer together. This
continues each minute (level). If the line is reached before the beep sounds, the subject must
wait until the beep sounds before continuing. If the line is not reached before the beep sounds,
the subject is given a warning and must continue to run to the line, then turn and try to catch
up with the pace within two more ‘beeps. The subject is given a warning the first time they fail
to reach the line (within 2 meters), and eliminated after the second warning.

Scoring: The athlete's score is the level and number of shuttles (20m) reached before
they were unable to keep up with the recording. Record the last level completed
(not necessarily the level stopped at). This norm table below is based on personal experience,
and gives you a very rough idea of what level score would be expected for adults, using the
standard Australian beep test version. 
Rating Score: Men Women
Very Good 13 12
Good 11-13 10-12
Average 9-11 8-10
Poor 7-9 6-8
Very Poor 7 below 6 below

Reliability: The reliability of the beep test would depend on how strictly the test is run and the
practice allowed for the subjects. There are also other factors which can affect performance,
which need to be controlled if possible. See point below. 
 35

Advantages: Large groups can perform this test all at once for minimal costs. Also,  the test
continues to maximum effort unlike many other tests of endurance capacity. 

Disadvantages: Practice and motivation levels can influence the score attained, and the
scoring can be subjective. As the test is often conducted outside, the environmental conditions
can affect the results. 

Factors to consider: Although the beep test is primarily a fitness test of the aerobic energy
system, there is a range of other factors that can affect performance in the  test and are
important to consider. These include: running efficiency and turning technique, anaerobic
capacity, motivation and social dynamics, motor skills and cognitive ability (especially in
children), environmental differences, clothing and running surfaces. 
Reference: http://3.bp.blogspot.com/-
4ZOKDbNmgm8/U7C8BfIuXzI/AAAAAAAAAZ8/MLnnOy3c-3A/s1600/Bleep-test-image.jpg

Station 2: Stork Balance Stand Test 

The stork balance test requires the person to

stand on one leg for as long as possible. The
similar Flamingo Balance Test is different as it
requires the subject to balance on a board. 

Purpose: To assess the ability to balance on the

ball of the foot. 

Equipment required: flat, non-slip surface,

stopwatch, paper and pencil. 

Procedure: Remove the shoes and place the

hands on the hips, then position the
non- supporting foot against the inside knee of
 36

the supporting leg. The subject is given one minute to practice the balance. The subject raises
the heel to balance on the ball of the foot. The stopwatch is started as the heel is raised from
the floor. The stopwatch is stopped if any of the follow occur: 
o the hand(s) come off the hips 
o the supporting foot swivels or moves (hops) in any direction 
o the non-supporting foot loses contact with the knee. 
o the heel of the supporting foot touches the floor. 
Rating Score (seconds) (Seconds)
Very Good 50
Good 40-50
Average 25-39
Poor 10-24
Very Poor 9-6 below

Scoring: the total time in seconds is recorded. The score is the best of three attempts.
The adjacent table lists general ratings for this test. 

Reference: Johnson BL, Nelson JK. Practical measurements for evaluation in

physical education. 4th Edit. Minneapolis: Burgess, 1979. 

https://thapos.com/sports-library/test-track-progress/assess/all-sports/physical-
condition/138/stork-balance-stand-test-strong-foot

Station 3: Sit- Up 

SIT-UP a physical exercise designed to strengthen the abdominal muscles, in which a person
sits up from a supine position without using the arms for leverage. 

Procedure: Lay down on a

mat or a towel on a flat
surface. Draw your legs in
by bending your knees to 90
 37

degrees. Place your hands by your ears and take your elbows out wide. From this start
position, draw your belly button down towards the floor to engage your core, then contract your
stomach muscles (abs) to raise up toa sitting position. Keep your feet on the floor throughout
the movement and avoid the temptation to put your feet under something or asking a buddy to
anchor your feet. Another common mistake is to use your arms to pull the back of your head
up, make sure you don’t do this. Please refer to the table below the scores and remarks. 
Remarks Men Women
Very Good 50 Above 43 Above
Good 39-49 33-42
Average 35-38 25-42
Poor 25-34 19-25
Very Poor 25 below 18 Below

Reference: https://www.google.com/amp/s/www.popsugar.com/fitness/photo-
gallery/43957727/image/43957788/Sit-Ups/amp

Station 4: Sit and Reach Flexibility Test 

 38

The sit and reach test is a common measure of flexibility, and specifically measures
the flexibility of the lower back and hamstring muscles. This test is important as
because tightness in this area is implicated in lumbar lordosis, forward pelvic tilt and lower
back pain. This test was first described by Wells and Dillon (1952) and is now widely used as
a general test of flexibility. 

Equipment required: sit and reach box (or alternatively a ruler can be used, and a step or
box). 

Procedure: This test involves sitting on the floor with legs stretched out straight ahead. Shoes
should be removed. The soles of the feet are placed flat against the box. Both knees should
be locked and pressed flat to the floor - the tester may assist by holding them down. With the
palms facing downwards, and the hands-on top of each other or side by side, the subject
reaches forward along the measuring line as far as possible. Ensure that the hands remain at
the same level, not one reaching further forward than the other. After some practice reaches,
the subject reaches out and holds that position for a one-two seconds while the distance is
recorded. Make sure there are no jerky movements. See also video demonstrations of the Sit
and Reach Test. 

Scoring: The score is recorded to the nearest centimeter or half inch as the distance reached
by the hand. Some test versions use the level of the feet as the zero mark, while others have
 39

the zero mark 9 inches before the feet. There is also the modified sit and reach test which
adjusts the zero-mark depending on the arm and leg length of the subject. 

Validity: This test only measures the flexibility of the lower back and hamstrings, and is a valid
measure of this. 

Reliability: The reliability of this test will depend on the amount of warm-up that is allowed,
and whether the same procedures are followed each time the test is conducted. Most sit and
reach testing norms are based on no previous warm-up, though the best results will be
achieved after a warm up or if the test is proceeded by a test such as the endurance test
which can act as a warm up. If a warm up is used, it is important to have a standardized warm
up and test order and repeat the same conditions for each time the test is conducted. 

Advantages: The sit and reach test is a common test of flexibility, and is an easy and  quick
test to perform. If using the standard testing procedure, there is a lot of published data to use
for comparison. 

Disadvantages: Variations in arm, leg and trunk length can make comparisons between
individuals misleading. This test is specific to the range of motion and muscles and joints of the
lower back and hamstrings, and may not be relevant to other parts of the body.

Remark Men Women

Very Good 25 Above 25 Above
Good 23-24 23-24
Average 20-22 20-22
Poor 17-19 18-19
Very Poor 16 Below 17 Below

References Wells, K.F. & Dillon, E.K. (1952). The sit and reach. A test of back and leg
flexibility. Research Quarterly, 23. 115-118. 
https://www.topendsports.com/testing/tests/home-sit-and-reach.html

Station 5: PUSH-UP 
 40

Push-up stands are used for doing push-ups which is the most common form of
exercise that makes use of your body weight as resistance to build muscle strength. Push-
ups pinpoint the shoulder muscles, chest muscles and triceps to push the body away from
the floor and lower it back down. 

Use: Hands, Legs, 

A. Push Up for Men

 41

B. Push Up for Women

Procedures: Step-by-Step Instructions 

1. Get on the floor on all fours, positioning your hands slightly wider than
your shoulders. 

2. Extend your legs back so that you are balanced on your hands and toes. Keep your body
in a straight line from head to toe without sagging in the middle or arching your back. You
can position your feet to be close together or a bit wider depending on what is most
comfortable for you. 

3. Before you begin any movement, contract your abs and tighten your core by pulling belly
button toward your spine. Keep a tight core throughout the entire push up. 

4. Inhale as you slowly bend your elbows and lower yourself until your elbows are at a  90-
degree angle. 

5. Exhale as you begin contracting your chest muscles and pushing back up through your
hands to the start position. Don't lock out the elbows; keep them slightly bent. 

6. Please refer to the table below for your score and remarks. 
 42

Remarks Men Women (Modefied)

Very Good 40 Above 40 Above
Good 30-39 30-39
Average 20-29 20-29
Poor 10-19 10-19
Very Poor 10 Below 10-Below

References:

https://www.vecteezy.com/vector-art/162096-man-doing-push-up-vector-illustration

https://in.pinterest.com/pin/331999803757592174/

Station 6: Illinois Agility Test 

Agility is an important component of many team sports, though it is not always tested, and is
often difficult to interpret results. The Illinois Agility Test (Getchell, 1979) is a commonly used
test of agility in sports, and as such there are many norms available. 

Purpose: to test running agility 

 43

Equipm
ent required: flat non-slip surface, marking cones, stopwatch, measuring tape, timing
gates (optional) 

Procedure: The length of the course is 10 meters and the width (distance between the
start and finish points) is 5 meters. Four cones are used to mark the start, finish and the
two turning points. Another four cones are placed down the center an equal distance apart. 

Each cone in the center is spaced 3.3 meters apart. Subjects should lie on their front
(head to the start line) and hands by their shoulders. On the 'Go' command the stopwatch
is started, and the athlete gets up as quickly as possible and runs around the course in
the direction indicated, without knocking the cones over, to the finish line, at which the
timing is stopped. 

Advantages: This is a simple test to administer, requiring little equipment. Also, the players
ability to turn in different directions and different angles is tested. 

Disadvantages: Choice of footwear and surface of area can effect times greatly. Results
can be subject to timing inconsistencies, which may be overcome by using timing gates.
Cannot distinguish between left and right turning ability. 

Variations: the starting and finishing sides can be swapped, so that turning direction is
reversed. 

Remarks Men Women

Very Good Below 15.9 secs below 17.5 secs
Good 15.9-16.7 secs 17.5-18.6 secs
Average 16.18-17.6 secs 18.7-22.4 secs
Poor 17.7-18.8 secs 22.5-23.4 secs
Very Poor Above 18.8 secs above 23.4 secs
 44

References: Getchell B. Physical Fitness: A

Way of Life, 2nd ed. New York: John
Wiley and Sons, Inc., 1979

. https://www.topendsports.com/testing/tests/illi
nois.html

Station 7: Vertical Jump Test (Sargent Jump,

Vertical Leap) 

The vertical jump test is a test of lower body

power. The test was first described nearly 100
years ago (Sargent, 1921). This procedure
describes the method used for
directly measuring the vertical jump height
jumped. There are other methods using timing
systems that measure the time of the jump and
from that calculate the vertical jump height. 

Purpose: to measure the leg muscle power 

Equipment required: measuring tape or marked wall, chalk for marking wall (jump mat). 

Pre-test: Explain the test procedures to the subject. Perform screening of health risks and
obtain informed consent. Prepare forms and record basic information such as age, height,
body weight, gender, test conditions. Perform an appropriate warm- up. 

Procedure: the athlete stands side on to a wall and reaches up with the hand closest  to the
wall. Keeping the feet flat on the ground, the point of the fingertips is marked or recorded. This
is called the standing reach height. The athlete then stands away from the wall, and leaps
vertically as high as possible using both arms and legs to 
assist in projecting the body upwards. The jumping technique can or cannot use
a countermovement. Attempt to touch the wall at the highest point of the jump.
 45

The difference in distance between the standing reach height and the jump height is
the score. The best of three attempts is recorded. 

Scoring: The jump height is usually recorded as a distance score. See the vertical jump norm
table to rate scores. For more information, see a selection of vertical jump test results. It is
also possible to convert jump height into a power or work score. 
Remarks Men Women
Very Good 65 cm Above 58 cm Above
Good 50-65 cm 47-58 cm
Average 40-49 cm 36-46 cm
Poor 30-39 cm 26-35 cm
Very Good 30 cm Below 26 cm below

References: Sargent, D.A. The Physical Test of a Man. American Physical

Education Review, 26, 188-194. (1921) 
https://www.google.com/amp/s/physioandrehab.net/2012/09/17/jump-to-it-vertical-jump-
height/amp/

Station 9: Tennis Wall Coordination Test

Purpose: to measure hand-eye coordination

Equipment required: tennis ball or baseball,

smooth and solid wall, marking tape, stopwatch
(optional)

Pre-test: Explain the test procedures to the

subject. Perform screening of health risks and
obtain informed consent. Prepare forms and
record basic information such as age,
height, body weight, gender, test conditions.
Perform an appropriate warmup and practice.
 46

Procedure: A mark is placed a certain distance from the wall (e.g. 2 meters, 3 feet). The
person stands behind the line and facing the wall. The ball is thrown from one hand in an
underarm action against the wall, and attempted to be caught with the opposite hand.
The ball is then thrown back against the wall and caught with the initial hand. The test can
continue for a nominated number of attempts or for a set time period (e.g. 30 seconds). By
adding the constraint of a set time period, you also add the factor of working under pressure.

Scoring: This table lists general ratings for the Wall Toss Test, based on the score of the
number of successful catches in a 30 second period.

Rating Score (in 30 secs)

Very Good Above 35
Good 30-35
Average 25-29
Poor 20-24
Very Poor 20 Below

Reference: https://nathankanginanpdhpeassignment.weebly.com/hand-wall-toss.html

Station 10: Nelson Drop Test (Reaction Time Ruler Test)

Here is a simple reaction time test

using only a ruler, and a little bit
of calculating. This is a good
science class project. This test uses
the known properties of gravity to
determine how long it takes a person
to respond to the dropping of an
object by measuring how far the
object can falls before being caught.
An even simpler test, a variation of
this test but not involving any
calculations, requires making your
own Reaction Timer.

Purpose: to measure reaction time,

hand-eye quickness and
attentiveness.

Equipment required: 1-meter long ruler or Yardstick, calculator.

 47

Pre-test: Explain the test procedures to the subject. Prepare forms and record basic
information such as age, gender and test conditions. Record preferred hand.

Procedure: The person to be tested stands or sits near the edge of a table, resting their
elbow on the table so that their wrist extends over the side. The assessor holds the ruler
vertically in the air between the subject's thumb and index finger, but not touching. Align the
zero mark with the subject’s fingers. The subject should indicate when they are ready. Without
warning, release the ruler and let it drop - the subject must catch it as quickly as possible as
soon as they see it fall. Record in meters the distance the ruler fell. Repeat several times (e.g.
10 times) and take the average score.

Calculation: Calculate the average distance the meter stick fell. Use the table below to
determine how long it took the ruler to fall the measured distance (distance in cm, time in
seconds). The table is based on the following formula, where d = the distance the ruler fell in
meters, g = the acceleration of gravity (9.8m/s^2), and t = the time the ruler was falling
(seconds)

t = sqrt (2d/g )

Distance (cm) Time (sec) Distance - Time Distance Time Distance Time
1 0.045 26 – 0.230 51 – 0.323 76 – 0.394
2 0.065 27 – 0.235 52 – 0.326 77 – 0.396

Scoring: There is a scoring table on the make your own Reaction Timer page where you can
rate your score.

Target population: sports requiring good hand-eye coordination and quick reactions, such as
race car driving, boxing and racket sports.

Variations: you could adapt this test to determine the reaction time to a sound, by using the
set up with the subject wearing a blindfold, and the ruler being released at the same time as
an auditory signal.

References: https://cindyzhanginvestigation.weebly.com/the-experiment.html

Form 3
Activity 3

INDIVIDUAL SCORE CARD(PRETEST) 

 48

Name: _____________________________Gender: __________Age: ________

Height: ______ m Body Weight: ______ kg BMI: ______MHR: ________

Resting Pulse Rate (RPR): _________ bpm (Before Step Test) 

Exercise Pulse Rate (EPR): _________ bpm (After Step Test) 

Recovery Pulse Rate: _________ bpm (After 3 min) 

Target Heart Rate: 

Low Intensity 60-70 % ___________ to ____________ bpm 

Moderate Intensity 70-80% ___________ to ____________ bpm 

High Intensity 80-90% ___________ to ____________ bpm 

Very High Intensity 90-100% ___________ to ____________ bpm 

___________________________________________________________________________________
RESULTS OF THE TESTS 
Station Test PRE-TEST
Score Remarks Tester Date
1 Beep Test
2 Stork Stand
3 Sit-Up (Modified)
4 Sit & Reach (Modified)
5 Push-Up (Modified)
6 Illinois Agility Run
7 Sargent Chalk Jump
8 Tennis Wall Test
9 Nelson Drop Test
 49

SUBJECT PED 001- Exercise Prescription and Management

CHAPTER/UNIT III-Workout Program

LESSON TITLE 8: Individual training Program (8hrs/meeting)

LESSON OBJECTIVES At the end of this unit, students should be able to;
1. Design an Individual work-out exercise plan
for 1 month
2. Search an exercise to be used to improve
physical fitness.
3. Identify exercise to be used to improve
physical fitness.
4. Apply the FITT principles of exercise in the
plan.
5. Execute the specific exercise for physical
development.

OVERVIEW/INTRODUCTION This module, illustrate 1-month session program

exercise of the students related to fitness
development.
ACTIVITY 1. Perform the individual exercise training plan for a
month.
2. Compile at least (2) action photos in every
session.
ANALYSIS 1. What particular Physical fitness component needs
development?
2. What type of exercise will use to improve each
component?
3. What did you observe in your body in performing
the activity?
4. How to improve your performance?
ABSTRACTION Illustrates individual exercise training plan format.
Downloaded at moodle platform/facebook page.

APPLICATION Perform the individual exercise work-out plan in a

month.
ASSESSMENT Submit e-Portfolio with rubrics.
 50

Table 2. sample of FITT Principle

F Frequency How Often Beginner 2-3 days per week
of Exercise Full-body workout of all 6 body ares
48-72 hours of rest in-between workouts
Intermediat 4-5 days per week; often perform split workouts
e to High (example: Monday and Thursday work chest,
shoulder, triceps, abdominal; Tuesday and Friday,
work back, legs, biceps)
48-72 hours of rest in-between workouts
I Intensity of How Hard Beginner 60% - 70% of maximum strength
Exercise Intermediat 70% - 90% of maximum strength
e to High
T Time of - How many reps Beginner 1-3 sets 30 secs to 1min
Exercise - How many sets 8-12 repetitions
- How Much time Intermediat Endurance – 12-20+reps 30 secs to 1 min
between sets e to High 2-3 sets
Strength – 2-6 reps 2 to 5 mins
3-5 sets
T Type of Which Exercises Weight machines, free weights, resistance tubing, medicine ball,
Exercise own body weight
Exercise 51

Cardio- Balance Muscular Muscular Flexibility Agility Power Reaction Coordination

vascular Endurance Strength Time
Endurance
Jogging Single Push ups Mountain Static Lateral Squat Ball Balloon
leg Deadlift climbing Stretches Jump jump Drops tossing
Walking Abdominal drill
Skater crunches V-sits Hamstrings Lateral Standing Juggling
Swimming Lunge Long Paper
One leg Squat Standing Shoulder Jump drop Drill
Stand Squats Tuck
Triceps Jump Skii Ruler
drop Drill

Tightrope Squat Plank Dynamic Shutte Dumbell Video Juggling

Treadmill Walk (dumbbell) Stretches Run Pres games variation

Cycling Banded Sit ups Dips Arms Circling Side- side Chess Skipping rope
Triplanar shuffle pass (ball)
Jumping Toe Taps Pull ups Plank with Hip Rotation Run Wall ball
Rope press Side Plank Bounce
Single leg Knee Dot Drill (tennis ball)
Press Rotation
 52

Form 4

Activity 4

INDIVIDUAL EXERCISE WORK OUT FORM

NAME: __________________ SECTION/DAY: ______ BMI: ____AGE: ____ GENDER: ___

TYPE INTENSITY TIME FREQUENCY

ST ND
1 2 WEEK 3RD WEEK 4TH WEEK
COMPONENTS WEEK
OF EXERCISE
EXERCISE No. set and
Sec./min
M W F M W F M W F M W F
Repetition
1.CARDIO
VASCULAR
ENDURANCE
2.BALANCE

3.FLEXIBILITY

4.MUSCULAR
ENDURANCE

5. MUSCULAR
STRENGTH

6.AGILITY

7.POWER

8.COORDINATI
ON

9. REACTION
TIME

SUBJECT PED 001- Exercise Prescription and Management

CHAPTER/UNIT UNIT III – WORK OUT PLAN
 53

LESSON TITLE 9: Work Out Progression (8hrs/meetings)

LESSON OBJECTIVES At the end of the lesson the student will:
1. Perform the work out program prescribed by the
teacher.
OVERVIEW/INTRODUCTION This module presents the workout program for the
students to follow.
ACTIVITY Make a video while performing the prescribed
exercises program per session.
The following are;
1. Aerobic Dance (40 mins)
2. Flamingo Stands
3. Hamstring Stretch
4. Plank Top
5. Incline Push Ups
6. L Drill
7. Ninja Jump
8. Cross-Over Skipping Rope
9. Wall Toss

ANALYSIS 1. What is your preparation before doing the workout?

2. How do you record your workout performance?
3. What are your observation after doing your workout
program?

ABSTRACTION Watch the link video of workout via moodle.

APPLICATION Perform the prescribed workout program?

ASSESSMENT Submit a 5-minute video clip while doing the workout

program.
 Form 5

Activity 5

WORK OUT PROGRAM

TYPE INTENSITY TIME FREQUENCY

COMPONENTS OF 1ST 2ND WEEK 3RD WEEK 4TH WEEK
EXERCISE WEEK
EXERCISE No. set and
Repetition Sec./min M W F M W F M W F M W F
1.CARDIO a. AEROBIC 40 MINS
VASCULAR DANCE
ENDURANCE b. JOG WITH IN
YOUR 40 MINS
NEIGHBORHOOD
2.BALANCE a. FLAMINGO
STANDS 3 SETS/20
b. SINGLE LEG REP
DEADLIFT TO
BALANCE 3 SETS/10
REP
3.FLEXIBILITY a. HAMSTRING 3 SETS/10
STRETCH REP
b. HIP FIGURE 4
STRETCH
3 SETS/ 10
REP
4.MUSCULAR a. PLANK TOP 3 SETS 1 MIN
ENDURANCE b. SIDE PLANK
3 SETS 40 SECS
5. MUSCULAR a. INCLINE PUSH 3 SETS/ 15
STRENGTH UPS REP
b. TRICEPS BOX 3 SETS/ 20
DIP REP
6.AGILITY a. FORWARD 3 SETS 20 SECS
RUNNING, HIGH
KNEE DRILLS
b. L DRILL
3 SETS/1
REP
7.POWER a. JUMP SQUAT 3 SETS/10
b. NINJA JUMP REP
3 SETS/10
REP
8.COORDINATION a. CROSS OVER 3 SETS 20 SEC
SKIPPING ROPE
b. FINGER-TO-
 FINGER TEST
20 REP
9. REACTION TIME a. WALL TOSS 3 SETS 30 SEC
b. CLAP-TO-
SPRINT 3 SETS/3
REP

NAME: __________________ SECTION/DAY: __________ DATE: ___________

AGE: ___________ BMI: ________________ GENDER: __________

INDIVIDUAL EXERCISE WORK OUT FORM

 TYPE TIME FREQUENCY
1ST 2ND WEEK 3RD WEEK 4TH WEEK
COMPONENTS INTENSIT
WEEK
OF EXERCISE Y

EXERCISE M W F M W F M W F M W F
Sec./mi
No. set n
and
Repetitio
n
1.CARDIO a. AEROBIC 40
VASCULAR DANCE MINS
ENDURANCE b. JOG WITH IN
YOUR
NEIGHBORHOO 40
D MINS
2.BALANCE a. FLAMINGO
STANDS 3 SETS/20
b. SINGLE LEG REP
DEADLIFT TO
BALANCE 3 SETS/10
REP
3.FLEXIBILITY a. HAMSTRING 3 SETS/10
STRETCH REP
b. HIP FIGURE 4
STRETCH
3 SETS/
10 REP
4.MUSCULAR a. PLANK TOP 3 SETS 1 MIN
ENDURANCE b. SIDE PLANK
3 SETS 40 SECS
5. MUSCULAR a. INCLINE 3 SETS/
STRENGTH PUSH UPS 15 REP
b. TRICEPS BOX 3 SETS/
 DIP 20 REP
6.AGILITY a. FORWARD 3 SETS 20 SECS
RUNNING,
HIGH KNEE
DRILLS
b. L DRILL 3 SETS/1
REP
7.POWER a. JUMP SQUAT 3 SETS/10
b. NINJA JUMP REP
3 SETS/10
REP
8.COORDINATIO a. CROSS OVER 3 SETS 20 SEC
N SKIPPING ROPE
b. FINGER-TO-
FINGER TEST
20 REP
9. REACTION a. WALL TOSS 3 SETS 30 SEC
TIME b. CLAP-TO-
SPRINT 3 SETS/3
REP