3. Learning Competencies::
This lesson seeks to enable the students to:
🖒Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort
activities(PEH12FH-IIk-t-9)
🖒OBJECTIVES:
🖒 1.Explain the importance of physiological indicator
🖒 2. Compute their respective Training Heart Rate
🖒 3. Perform PA guided by the indicators
🖒 4. Value the importance of noting the physiological
🖒 indicators by using it.
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4. TEST
This pre-test is consist of five modified multiple
choice test item. Click your choice.
When you guess the right answer, it will
proceed to the next question.
If your guess is wrong, you have to go back to
the very first question.
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5. 1.WHAT DO YOU CALL ON THE RANGE OF NUMBERS
THAT REFLECT HOW FAST YOUR HEART RATE SHOULD BE
BEATING WHEN YOU DO PHYSICAL ACTIVITIES?
TARGET HEART RATE
HEART OF PERCEIVED
EXERTION
6. 2. WHICH AMONG THE TWO IS THE SUBJECTIVE WAY OF
KNOWING THE LEVEL OF EXERTION ..
TARGET HEART RATE
RATE OF PERCEIVED
EXERTION
8. 4.WHAT IS THE PERSONAL MAXIMAL HEART RATE OF A 17-
YEAR OLD STUDENT?.
203bpm
183bpm
9. 5. WHAT IS THE TARGET HEART RATE OF A 17-YEAR
OLD TEENAGER?.
102-173bpm
100-120bpm
10. PHYSIOLOGICAL INDICATOR
Target Heart Rate
1. Your target heart rate is a range of numbers that reflect how
fast your heart should be beating when you exercise. “A higher
heart rate is a good thing that leads to greater fitness,” says
Johns Hopkins cardiologist Michael Blaha, M.D., M.P.H.
During exercise, you can monitor heart rate and try to reach
this target zone. Doctors also use target heart rate to interpret
the results of a cardiac stress test.
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11. PHYSIOLOGICAL INDICATOR
How to Find Your TargetHeart Rate
First, it helps to know your resting heart rate, Martin says. Find
your pulse (inside your wrist, on the thumb side, is a good place).
Then count the number of beats in a minute—that’s your resting
heart rate. (Alternately, you can take your pulse for 30 seconds
and double it.) The average resting heart rate is between 60 and
100, he says. The more fit you are, the lower your resting heart
rate; for very fit people, it’s in the range of 40 to 50 beats per
minute.
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12. PHYSIOLOGICAL INDICATOR
Next
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2. BORG RATE OF PERCEIVE EXERTION
The scale allows individuals to subjectively rate their level of
exertion during exercise or exercise testing (American College of
Sports Medicine, 2010). Heart Online Borg Scale
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14. PHYSIOLOGICAL INDICATOR
3. PACING
Pacing is a tool that allows you to change the way you
perform or complete an exercise or activity so that you can
successfully increase strength, tolerance, and function. Some
people with persistent pain markedly reduce their physical
activity because it hurts. Others push too far into pain and
overdo the activity.
This over-activity generally increases the pain level
and the increased activity becomes hard to sustain. Still others
overdo when their pain level is relatively low and then stop
their activity too late, when the pain has already reached a
higher stage.
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15. PHYSIOLOGICAL INDICATOR
This sets up an unhelpful cycle of over-activity and under-activity. All of
these patterns have the eventual overall effect of reducing activity because of:
higher levels of overall pain
fear of the activities that cause this increased pain
frustration (because, despite pushing through each activity, people are
unable to increase their physical ability level)
The purpose of pacing and goal setting is to regulate daily activities and to
structure an increase in tolerance through gradually increased activity.
Pacing requires that you break an activity up into active and rest periods. Rest
periods are taken before significant increases in pain levels occur.
In this way, pacing provides structure to the overall activity and guides you
to build an optimum schedule that minimizes pain and maximizes
productivity during the day. Pacing also imposes a structure on the day,
giving you a sense of control.
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16. PHYSIOLOGICAL INDICATOR
Pacing Can Help Increase Activity
People often become frustrated when they are instructed to take breaks and
to slow down (i.e., pace themselves) during a project. They believe that
they will never get anything done and that the task will take two or
three times as long. However, when the activity time is added to the
time needed to cope with or calm down the increased level of pain, the
sum is often longer than the time needed to build in breaks.
Consider an example of 15 minutes of vacuuming. Without pacing, this might
involve 15 minutes of vacuuming followed by 30 minutes to manage a
pain flare-up for a total of 45 minutes, with a flare. With pacing, in
contrast, there might be three sets of 5 minutes of vacuuming followed
by 10 minutes of rest for a total of 45 minutes, but without a flare.
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23. Acknowledgement/Disclaimer
The graphic items used in this presentation are
downloaded from the different sites and picture were
copied from the other presentation.
The author does not claim all credits in using graphic
and picture materials.
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