Physical Education and Health (Volume I) is a textbook designed for senior high
school students under the K to 12 program. It supports the mission and philosophy of the
Department of Education (DepEd) in equipping students with 21st Century Skills. Moreover,
this worktext is designed to promote positive attitude toward physical activity and provide
skills that will enable the students to pursue an active lifestyle throughout their adult lives.
The concepts in this book are based on current research as well as recommendations
of world-renowned organizations such as the National Association of Sport and Physical
Education (NASPE), American College of Sports Medicine (ACSM), American Heart Association
(AHA), Centers for Disease Control and Prevention (CDC), World Health Organization
(WHO), Department of Health (DOH), and Food and Nutrition Research Institute (FNRI). An
integrated and holistic approach was utilized in designing the various lessons. Moreover, the
book incorporates di erentiated evaluation strategies in order to accommodate di erent
learning styles of students. It will be a valuable learning resource for students who want to
become independent, active, and lifelong learners.
The book has two parts, H.O.P.E. 1 and 2, based on DepEd's curriculum for Senior High
School. The rst two units under H.O.P.E. 1 focus on tness, exercise, and healthy lifestyle,
while the last two units under H.O.P.E. 2 focus on individual/dual and team sports in
competitive and recreational environments as well as exercising safety and injury prevention
in sports.
The rst unit is Exercise Prescription that serves as a guide for students in developing
their own training programs. It explores reasons why exercise is bene cial to one's health as
well as provides ways to remove barriers from becoming active. The second unit is Healthy
Lifestyle that discusses other components of a healthy lifestyle such as proper diet and stress
management.
The third unit is Exercise Safety and First Aid that focuses on preventing injuries during
tness training or sports participation. The fourth unit is Sports and it reviews various
individual/dual and team sports that the students should have mastered in the past ten
years. This unit also introduces the concept of sports o ciating and sports intramural
management to students.
Learning Competencies
• Distinguish aerobic from muscle-and-bone strengthening activities
• Explain how to optimize the energy systems for safe and improved performance
• Relate health behaviors (eating habits, sleep, and stress management) to health risk factors and
Physical Activity (PA) performance
• Differentiate types of eating (fueling for performance, emotional eating, social eating, eating
while watching television or during sports events)
• Recognize the role of PAs in managing stress
• Self-assess Health-Related Fitness (HRF) status, barriers to PA participation, and diet
• Set Frequency, Intensity, Time, and Type (FITT) goals based on training principles to achieve
and/or maintain HRF
• Engage in at least 60 minutes of moderate to vigorous physical activities (MVPAs) most days of
the week, in and out of school
• Analyze physiological indicators such as heart rate, rate of perceived exertion, and pacing
associated with MVPAs to monitor and/or adjust participation or effort
• Observe personal safety protocol to avoid dehydration, overexertion, hypo and hyperthermia
during MVPA participation
• Identify school and community resources in case of an injury or emergency
• Demonstrate proper etiquette and the safe use of facilities and equipment
• Participate in an organized event that address health/fitness issues and concerns
• Recognize the value of optimizing health through participation in PAs
• Display initiative, responsibility, and leadership in fitness activities
• Realize the potential for health and fitness related career opportunities
• Organize fitness event for a target health issue or concern
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