SHS

Senior High School

Health Optimizing Physical

Education 3
Module 4:
Analyzing Physiological Indicators

AIRs - LM

LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4

HEALTH OPTIMIZING PHYSICAL EDUCATION 3
Module 4: Analyzing Physiological Indicators
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Authors: Unibelle C. Bersamina

Elaine Jill F. Valdez
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Elaine Jill F. Valdez
Language Reviewer: Edlyn Jane F. Flores
Illustrator: Ernesto F. Ramos, Jr.
Design and Layout: Frances Mae E. Rimando

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Delia P. Hufalar, PhD, EPS in Charge of MAPEH
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@deped.gov.ph

LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4

 Senior High School

Health Optimizing Physical

Education 3
Module 4:
Analyzing Physiological
Indicators

LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4

Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4

 Target

When you engage in physical activities such as dancing and fitness improvements,
you need to monitor the effort you are giving. The effort given in doing such
activities contributes to the achievement of your fitness goals.

It is important that your body is challenged to do more than what it is used

to for changes to occur. If the physical activity you do is too easy for your body,
changes would be minimal. Therefore, you need to challenge yourself to be more
active and have a healthy lifestyle through moderate to vigorous intensity physical
activities.

After going through this module, you are expected to:

1. analyze physiological indicators such as heart rate, rate of perceived exertion

and pacing associated with MVPAs to monitor and/or adjust participation or
effort (PEH12FH-Ik-t-9); and
2. engage in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of-school
(PEH12FH-Ia-t-8).

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
Lesson
Analyzing Physiological
4 Indicators

Jumpstart

Activity 1: Guess Me! Focus on the Target

Directions: Fill in the box. Identify the terms in each item by writing the missing
letters. Clues are provided in each item. Write your answers on the activity sheet.
1. Also known as pulse rate, this is the number of times a person’s heart
beats per minute.

A T

2. This is an assessment of the intensity of exercise based on how you feel.

R E O R V

E O

3. These refer to the rate or speed of doing physical activities.

A I

4. It refers to number of times a physical activity is done in each week.

E E C

5. It referred to as the magnitude of the effort required to perform an activity.

N E T

Activity 2: Rank Your Effort

Directions: Rank the following dances according to the level of effort you would have
to exert to accomplish them. Rank first (1 st) the physical activity that requires the
most level of effort to accomplish and 8 th the physical activity least requiring level of
effort. Write your answers on the activity sheet.
___ Ati-Atihan ___ Tinikling
___Sayaw sa Bangko ___ Cariñosa
___ Modern Ballet Dance ___ Cheer Dance
___ Interpretative Dance ___ Hip-ho

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
 Discover

Physiological Indicators

Physiological indicators are those signs that are physiologic in nature or

have to do with bodily processes. These include heart rate, rate of perceived
exertion (RPE), and pacing. Each of these physiological indicators is important.
However, depending on your fitness goal and personal preference, each indicator
has its own advantages.

1. Heart Rate (Pulse Rate). This is the number of times a person’s heart beats
per minute. It indicates the effort your heart is doing based on the demands
you place on your body. The more demanding your physical activity is, the
faster the heart rate.

Using the heart rate as a physiological indicator, maximal heart rate

(max HR) is typically used. Recommendations for physical activity indicate
that physical activities used as exercises should be between 60 to 85 percent
of your maximum heart rate to maintain or improve cardiovascular fitness.

Threshold of Training and Target Zone

The threshold of training is the minimum amount of physical activity
(frequency, intensity, and time) necessary to produce benefits. The target
zone begins at the threshold of training and stops at the point where the
physical activity becomes counterproductive.

Let’s take our previous example of a dancer, 21 years old, with a resting
heart rate of 70 bpm. According to Hoeger and Hoeger (2011), research indicates a
more favorable prediction using the computation below than the equation 220 –
age. Compute your threshold of training and target zones. Follow the steps below.

1. Calculate your maximal heart rate (max HR/MHR) according to the

following formula:
MHR = 207 – (0.7 × age)
MHR = 207 – (0.7 × 21) = 192.3 => 192
2. Check resting heart rate (RHR) after sitting quietly for 15 to 20 minutes.
RHR = 70 bpm
3. Determine heart rate reserve
HRR = MHR – RHR
HRR = 192 – 70 = 122

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
 4. Calculate the training intensity (TI) at 30, 40, 60, and 85 percent.
a) 30% TI = HRR × 0.30 + RHR = 122 × 0.30 + 70 = 106.6 => 107 bpm
b) 40% TI = HRR × 0.40 + RHR = 122 × 0.40 + 70 = 118.8 => 119 bpm
c) 60% TI = HRR × 0.60 + RHR = 122 × 0.60 + 70 = 143.2 => 143 bpm
d) 85% TI = HRR × 0.85 + RHR = 122 × 0.85 + 70 = 173.7 => 174 bpm
Low intensity (30-40%): 107-119 bpm
Moderate intensity (40-60%): 119-143 bpm
Vigorous intensity (60-85%): 143-174 bpm
2. Rate of Perceived Exertion (RPE). It is how light or hard you feel like your
body is working. It is based on the physical sensations a person experiences
during physical activity, including increased heart rate, increased respiration
or breathing rate, increased sweating, and muscle fatigue (Borg, 1998).
Rating of perceived exertion (RPE) is a widely used and reliable
indicator to monitor and guide exercise intensity. The scale allows
individuals to subjectively rate their level of exertion during exercise or
exercise testing (American College of Sports Medicine, 2010). Developed by
Gunnar Borg, it is also referred to as the Borg Scale.

Rate of Perceived %
Modified
Exertion (RPE) Breathing Maximum
RPE
Rating Description HR
6 Very, very No exertion
0
7 light
50-60%
8 Very light Very light
1
9
10 Fairly light Notice breathing deeper, but still
2
11 comfortable; conversations 60-70%
12 Somewhat possible
3
13 hard Aware of breathing harder; more
70-80%
14 Hard 4 difficult to hold a conversation
15 5 Starting to breathe hard and get
80-90%
16 Very hard 6 uncomfortable
17 7 Deep and forceful breathing,
18 Very, very 8 uncomfortable, don’t want to talk
19 hard 9 Extremely hard 90-100%
Maximal
20 10 Maximum exertion
Exertion

3. Pace and Pacing. These refer to the rate or speed of doing physical activities.
This means that a person can take it slow when engaged in physical
activities or do them quickly depending on the FITT Principle.

Pacing allows you to change the way you perform or complete an

exercise or physical activity so that you can successfully see changes. It
regulates your participation in physical activities through gradual and
careful introduction of changes in the physical activity, whether an increase
in intensity, frequency, or participation.

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
 Explore

Activity 3: Get the Target Zone

Directions: Compute your threshold of training and target zones. Follow the steps
below.

1. Calculate your maximal heart rate (max HR/MHR) according to the

following formula:
MHR = 207 – (0.7 × age)

2. Check your resting heart rate (RHR) after sitting quietly for 15 to 20
minutes.

3. Determine heart rate reserve

HRR = MHR – RHR

4. Calculate the training intensity at 30, 40, 60, and 85 percent.

a) 30% Training Intensity = HRR × 0.30 + RHR =
b) 40% Training Intensity = HRR × 0.40 + RHR =
c) 60% Training Intensity = HRR × 0.60 + RHR =
d) 85% Training Intensity = HRR × 0.85 + RHR =

Low intensity (30-40%): ________ bpm

Moderate intensity (40-60%): ________ bpm
Vigorous intensity (60-85%): ________ bpm

Activity 4: Rate Your Effort

Directions: Look at your answers in Activity 2: Rank Your Effort. Rate the different
physical activities according to your perceived exertion if you were to accomplish
these physical activities. Use the Modified RPE. Write your answers on the activity
sheet.

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
Activity 5: Pace Be with You

Directions: Look at your answers in your activity on Rate Your Effort and How
Intense Are You in Dancing? and write them on the table below. If you were able to
do the different dances, how will you pace yourself?

A. Rate Your Effort. Select your top 2 and least 2 dances and complete the table
below.

Physical Activity
Frequency Intensity Time
(Dances)

B. How Intense Are You in Dancing?

Physical Activity
Frequency Intensity Time
(Dance Steps)
Bending
Galloping
Hopping
Jumping
Leaping
Skipping
Sliding
Stretching
Swinging
Twisting

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
 Deepen

Activity 6: Hit the Target

Directions: Fill out the tables. This activity enables you to predict your performance
on the following dance steps and to use the result to revise your goals. Answer the
questions after doing the physical activities. Write your answers on your activity
sheet.

I. Locomotor Skills (Counts in 1 minute)

Dance Steps Prediction Performance Revised Goal 2nd Performance

(Counts)
Leap
Hop
Gallop
Jump
Skip

II. Non-Locomotor Skills (Time)

Dance Steps Prediction Performance Revised Goal 2nd Performance

(Time: sec/min)
Bend
Stretch
Twist
Swing
Rotate

Answer the following:

1. Were the goals too easy or too difficult? Why?
2. Did setting a particular goal help you analyze your physiological
indicators? Explain how it helped.
3. What is more important: reaching the target or making an
improvement? Why?

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 Gauge

Summative Assessment

I. Identification: Identify what is being asked.

1. It is the minimum amount of physical activity necessary to produce benefits.
2. It is based on the physical sensations a person experiences during physical
activity, including increased heart rate, increased respiration or breathing rate,
increased sweating, and muscle fatigue.
3. He developed a scale that allows individuals to subjectively rate their level of
exertion during exercise.
4. It begins at the threshold of training and stops at the point where the physical
activity becomes counterproductive.

II. Multiple Choice: Choose the letter of the correct answer.

1. What is the recommended range of maximum heart rate to maintain or improve
cardiovascular fitness?
A. 30-40% B. 50-60% C. 60-85% D. 90-100%
2. What tool is being used for rating of perceived exertion (RPE)?
A. FITT plan C. target heart rate
B. Borg scale D. Training intensity
3. Which of the following indicates the effort your heart is doing based on the
demands you place on your body?
A. RPE B. pacing C. heart rate D. target heart rate
4. Which of the following physiological indicator allows you to change the way you
perform or complete an exercise or physical activity so that you can successfully
see changes?
A. RPE B. pacing C. heart rate D. target heart rate

II. Computation

Calculate the maximum heart rate (MHR) and determine the intensity of
training or cardio-respiratory training zone of a 25-year old dancer with a resting
heart rate of 70.

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References
Books

Alave, J. C. (2016). Physical Education and Health Book 1. Jorge Street, Pasay City:
JFS Publishing Services.
Aquino, F. R. (1952). Fundamental Dance Steps and Music.

Department of Education (2016). Physical Education and Health Learner’s Material.

Department of Education (2016). Physical Education and Health Teacher’s Guide.

Gonzalvo, R. P. (2016). Physical Education and Health for Senior High School.
Recoletos St., Manila: Mindshapers Co., Inc.

Physical Education and Health I (2010). Worktext in P.E. and Health. Bagong Pook,
Lipa City, Batangas: United Eferza Academic Publications, Co.

Online Sources

(2020, June 22). Retrieved from Google:

https://www.takingcharge.csh.umn.edu/diet-nutrition-assessment

(2020, June 28). Lesson II: Introduction to Philippine folkdance. Retrieved from
Google: https://feu.instructure.com/courses/29083/pages/lesson-ii-
introduction-to-philippine-folkdance

Moises, J. U. (2020, July 2). Locomotor and non-locomotor movements. Retrieved

from Google:
https://www.slideshare.net/jenildonatourianzamoises/locomotor-and-
nonlocomotor-movements

(2020, July 4). Health and Physical Education, Sample Learning Activities, Fitness.
New jersey comprehensive health education and physical education curriculum
framework. Retrieved from Google:
https://www.state.nj.us/education/archive/frameworks/chpe/chapter8f.pdf

(2020, July 25). Minerals: Their Functions and Sources.

https://www.uofmhealth.org/health-library/ta3912

(2020, July 25) Rating of perceived exertion: Borg scale.

https://www.sralab.org/sites/default/files/2018-
04/Rating_of_perceived_exertion_-_Borg_scale.pdf

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LU_HEALTH OPTIMIZING PHYSICAL EDUCATION 3_MODULE 4
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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