Pe1 Module Final

Physical Education 1
URS VISION
The leading University in human resource development,
knowledge and technology generation, and
environmental stewardship.
URS MISSION
The University of Rizal System is committed to nurture
and produce upright and competent graduates and
empowered community through relevant and sustainable
higher professional and technical instruction, research,
extension, and production services.
URS CORE VALUES

Responsiveness
Integrity
Service
Excellence
Social Responsibility
URS GOALS
WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT
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National
To train the nation’s manpower in the skills required for
the national development for the quality of human life
Regional
To train the nation’s manpower in the skills required for
the regional development
University
To develop the full potential of an individual in
academic and technological discipline for an empowered
productive and morally upright citizen.
URS GRADUATE ATTRIBUTES

Globally Competitive
Innovative
Adaptive
Nationalistic
Trustworthy
Service-Oriented
INTRODUCTION

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Amidst the drastic changes happening in our country due to Covid-19
pandemic, many of our daily routines also change in a way no one anticipated.
Most of us are at home to minimize exposure and so as to follow the protocol of
social distancing. Even if we are not directly affected by Covid-19, it no doubt
could give effect to our over-all health.
There comes an adage that our health is our wealth. Hence, we must guard
up ourselves. This time of pandemic is not the time to lose heart but the time to
make intentional moves in making ourselves healthy. One of those healthy habits
that we can apply is by doing a regular proper exercise and it is where the role of
physical education comes in.
There are lots of safe alternatives to getting physical activity without
going against the preventive best practices recommended by the DOH like social
distancing and avoiding large crowds. Physical activity can be done successfully
at home, thus, we are here to give light about the different types of exercise that
we can do in order to be physical fit and boost our immune system which is our
essential weapon against this pandemic.
Welcome to PE 1 Physical Fitness. This course guide will cover all the discussion
pertaining to Physical Fitness from its history and development of the physical fitness,
different physical activities, physical fitness test, different types of exercises and the various
aerobic exercises.
THE AUTHORS
I am Professor NOEL P. ARANDA, a resident of
Morong, Rizal, I was a graduate of Bachelor of
Secondary
WORKTEXT Education
IN PHYSICAL major
FITNESS AND in Physical
MOVEMENT Education and
ENHANCEMENT
Master
3 of Educational Management (MAEd) at the
University of Rizal System. Doctor of Philosophy at
Technological University of the Philippines. I am also
active in participating and winning campus and
regional Sport Competition in Region IV A & B.
The other The other members of the course

Professor JACKILYN KATE A. MAYORCA, a resident of Pililla, Rizal, was a graduate of Bachelor of Secondary
Education major in Physical Education and Master of Arts in teaching major in Physical Education (MAT PE) at the
University of Rizal System. Currently enrolled in Doctor of Philosophy, Educational Leadership and Management at
University of Perpetual Help System Dalta. She was also active in participating and winning campus and regional
Sport, Culture and Arts Competition in Region IV A&B.
Now, as a regular faculty of the University of Rizal System, she is eager to help the university attain its vision,
mission and goals of producing competent graduates and assuring the quality of education. She is also dedicated in
improving his knowledge and academic teaching skills through graduate studies and participating in regional and
national conventions in the Physical Education/Cultural Arts and Leadership training profession to continue
acquiring technological advancements in Physical Education, Sports and Culture & Arts and thereby imparting her
learning to her students.
Email Address :
The author, Professor DONNA B. BARREDO, Asst. Prof. IV of URS Morong, Graduates of
BSE major in Physical Education and Master of Arts major in Educational Management (MA.
Ed ) at Tomas Claudio Colleges from PE and Sports.
She is also a swimming coach for University of Rizal System varsity team which actively
participates in various regional sports competition.
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Email Address:
The author, Professor MONINA E. FRANCISCO, M. Ed., is a full-time Professor of

Physical Education at University of Rizal System with over 38 years of teaching experience
from secondary to tertiary levels where she has also headed many efforts to expand the
knowledge to engage students at different physical education competencies. She is also a
swimming coach for University of Rizal System varsity team which actively participates in
various regional sports competition.
She holds a Bachelor of Science Degree in Education Major in Physical Education and a
Master of Arts in Education Degree Major in Educational Management at Tomas Claudio
Colleges.
She currently resides in Cardona, Rizal with her husband and lovely granddaughter.
Email Address:
Professor JOHNAURELL T. DE CASTRO,

a resident of Morong, Rizal was graduate of
Bachelor of Secondary Educationmajor in
MAPEH and Master of Arts in Teaching
major in Physical Education (MAT PE CAR)
5 at the University of Rizal System Morong
Campus. Now as part of the faculty of
University of Rizal System, he is eager to help
the university attain its vision, mission and
goals of producing competent graduates and
Professor IRVIN AARON B. AMIGABLE. A resident of Tanay, Rizal and a Physical

Education Instructor under PE and Sports Department at University of Rizal System Morong
Campus. Graduated in University of Rizal System Pililla Campus with the Bachelor Degree in
Secondary Education Major in Music, Arts, Health and Teacher.
Email Address: [email protected]
The author, Instructor GIENETTE D. RAMIREZ, a resident of Quisao, Pililla, Rizal, was a
graduate of Bachelor of Secondary Education major in Music, Arts, Physical Education and
Health (MAPEH) at the University of Rizal System, Pililla Campus. She is a Licensed
Professional Teacher. WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT
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Email Address:
COURSE TITLE : PHYSICAL FITNESS
COURSE CODE : PE 1
CONTACT HOURS : 2 hours/week
The Author, Instructor
CREDIT UNITS ANGELICA C. HERNANDEZ, a resident of Pililla, Rizal, She
: 2 units
obtained her Bachelor of Secondary
PRE-REQUISITES Education Major in Music, Arts, Physical Education and
: none
Health CO-REQUISITES
(BSE MAPEH) degree at University
: none of Rizal System Pililla Campus. She is a Licensed
Professional Teacher (LPT) who is currently teaching as a College Instructor in University of
Rizal System Morong Campus.
I.
Email Address:COURSE DESCRIPTION:
This is the first course in Physical education with the concept of physical
education and fitness. It also provides different activities that helps physical,
social, emotional, mental and spiritual traits. This course involves physical
exercises, basic motor, perceptual, manipulative skills and other activates for
the improvement and maintenance of health and physical fitness .
II. GENERAL OBJECTIVES:

To develop student’s outlook to the importance of engaging oneself to
physical fitness activities that will enhance their physical attributes, mental
health, and the benefits of exercise and physical activities in their daily life.
III. SPECIFIC OBJECTIVES

At the end of the course, you should be able to:
Knowledge
1. Explain the benefits of maintaining a healthy, active lifestyle
2. Discuss the components and principles of physical fitness
3. Differentiate Locomotor and Non Locomotor movement
4. Formulate a program for physical fitness and wellness
Skills:
1. Evaluate fitness level through physical testing exercises
2. Execute basic stunts and tumbling’s.
3. Perform rhythmic movements using light apparatus.
4. Create a Zumba/aerobics workout for both basic and advance level.
IV. COURSE OUTCOMES:

At the end of this lecture course, the students should be able to:

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1. Discuss the importance of Physical Fitness and benefits derived from
physical activities.
2. Promote health and physical fitness with emphasis on low impact moves
and artistic presentation through exercises.
3. Can observe practice and discipline and develop sportsmanship while
playing
4. Perform different exercise which will develop and enhance one’s physique
5. Emphasize physical activities resulting the development and adjustment of
an individual.
6. Engage in any activities that stimulates in some degree the four types of
development.
V. PROGRAM OUTCOMES ADDRESSED BY THE COURSE

1. Discuss the importance of Physical Fitness and benefits derived from
2. Promote health and physical fitness with emphasis on low impact moves and
artistic presentation through body movements.
3. Can observe practice and discipline and develop sportsmanship while playing
4. Perform different exercise which will develop and enhance one’s physique.
VI. PROGRAM OUTCOMES ADDRESSED BY THE COURSE:
1. Give the aims, purpose and importance of exercise that will promote good
health habits.
2. Emphasize the physical activities resulting the development and adjustment
of individual.
3. Engaging in any activity stimulates in some degree the four types of
development.
VII. COURSE STRUCTURE

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The course PE 3 (Individual/Dual Sports) consists of four (4) units divided
into nine (8) modules namely:
CONTENT WRITER
Unit 1 – Physical Education
Module 1 – Legal Bases of Physical Education - Prof Jackilyn Kate Mayorca
Module 2 – Physical Education Definition Historical
Background and Contributors
Module 3 – Choosing Nutritious Food
Module 4 – Do’s and Don’ts in Physical Activities and - Prof. Monina E. Francisco
Exercise Proper Breathing and Warm-Up/Stretching.
Module 5 – Physical Fitness and Self-Testing - Prof. Angelica C. Hernandez
Module 6 – Physical Fitness Activities
Unit 2 – Movement
Module 7 – Exercise - Prof. Donna B. Barredo
Module 8 – Exercise movement activities to test
balance, muscle endurance & strength, flexibility speed - Prof. Gienette D. Ramirez
and agility.
Unit 3 – Aerobic Exercise
Module 9 – Aerobic exercise - Prof. Irvin Aaron B. Amigable
VIII. COURSE SCHEDULE
CONTENT SCHEDULE
Unit 1 – Physical Fitness Week 1,2,3,4 and 5
 Module 1 – Legal Bases of Physical Education
 Module 2 – Physical Education Definition Historical
Background and Contributors
Module 3 – Choosing Nutritious Food
Unit 2 – Physical Fitness Activities Week 6,7,8,9 and10
Module 4 – Do’s and Don’ts in Physical Activities and Exercise
Proper Breathing and Warm-Up/Stretching.
Module 5 – Physical Fitness and Self-Testing
Module 6 – Physical Fitness Activities

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Unit 3 – All about exercise Week 11,12,13,14 and

Module 7 – Exercise 15
Module 8 – Exercise movement activities to test balance,
muscle endurance & strength, flexibility speed and agility,
Module 9 – Aerobic exercise

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PE 1 Physical Fitness
SCHEDULE
Registration
Classes start Orientation via Zoom Aug. 24,
2020
- Submission of Activities / Assessment of Module 1 & 2
Study Session 1 Aug. 31- Sept 4,
2020
Study Session 2 Sept. 4 - 11, 2020
Study Session 3 Sept. 12 – 25, 2020
(Via Zoom and google mail/messenger)
- Oral Presentation and Discussion of Modules
(Via Zoom)
- Videos Presentation of Fitness Test
(Google mail)
- Prelim Term Exam Via google form Sept. 28 – Oct 2,
2020
Study Session 4 Oct. 5 - 23, 2020
Study Session 5 Oct. 26 - Nov 6,
2020
(Via Zoom)
- Videos Presentation of Exercise
(Google mail)
- Midterm Exam Via google form Nov. 9 – 13,
2020
Study Session 6 Nov. 16 – 27,
2020
Study Session 7 Nov. 30 – Dec 11, 2020

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(Via Zoom)
- Videos Presentation of Exercise
(Google mail)
- Final Term Exam Via google form
Written Report Dec. 14 – 17, 2020
- Answering the Learning Task (google mail)
- Submission of Written Quiz (google mail)
- Submission of Exercise Videos (google mail)
- Submission of Term Exam (google mail)
Rubric for Assessment
CRITERIA EXEMPLAR SATISFACTORY DEVELOPING BEGINNING NEEDS RATINGS

Y (4) (3) (2) IMPROVEMENT
(5) (1)
Performanc All the Most of the Some of the Only one of None of the
e-Accuracy. exercises exercises were exercises are the exercises are
throughout executed executed exercises executed
the accurately but accurately. was accurately.
performanc there is one (Only 2 executed
e was type of exercise exercises accurately.
accurate. which is were
There are inaccurate. executed
no errors. accurately)
Enthusiasm Showed Showed high Showed Showed Failed to
very high interest in average little interest perform the
interest in executing the interest in in executing exercises
executing exercises. executing the the enthusiastically.
the exercises. exercises.
exercises.
Timeliness The The The The The
performanc performance performance performanc performance
e was was almost was e was was executed
executed executed on somehow executed very late.
on time. time. executed on late.
time.
TOTAL

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OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the final output, the students will be assessed at other times during the
term by the following:
 Written Assignments/Learning Task
 Actual/Video Presentation/Practicum
 Quizzes/Prelim Examination
GRADING SYSTEM:
The student will be graded according to the following:
1. Quizzes /activity 20%
2. Actual Performance/Videos 40%
3. Examination 40%
_________________
Total 100%

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VI
I.

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VIII. COURSE POLICIES:
1. Late comers will be accepted 15minutes after the period has started
2. Three consecutive absences without valid reason will be
considered dropped from the subject
3. While classes are going on turn off your cell phones on silent mode
4. Maintain the cleanliness and orderliness of the classroom.
5. Listen attentively and participate actively in class discussion
6. Wear proper uniform during class hours.

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Module 1
THE LEGAL BASES OF PHYSICAL EDUCATION
Intended Learning Outcome:
At the end of the lesson, the student should be able to:
A. Discuss the legal bases of Physical Education.
B. Identify and understand why Physical Education is a part of
curriculum.
C. Appreciate the importance of Physical Education.
Physical Education’s is important such makes it legally compulsory in most cultures,

to develop character, promotes a healthy life style, sets a person up for a happy and
productive youth life.
1987 Philippine Constitution
The 1987 Constitution is the utmost symbol of Philippine statehood. It is the
central institution in our political system. However, given the ignorance and
indifference to our Constitution Day unraveled by my informal survey, it appears that
the “democratic principles” and the “noble and lofty ideals” enshrined in this sublime
document are not yet properly instilled in our hearts and minds. Of course, there are
other more telling proofs which actually show that the constitutional spirit has yet to
be infused in our political consciousness.
Article 1 of the International Charter of Physical Education 1, Interdisciplinary
Regional Meeting of Experts on Physical Education, UNESCO, Brisbane, Australia,
1982. States that: “The practice of Physical Education and Sports is Fundamental
rights for all. And this right should not be treated as different in principle from the right
to the adequate food, shelter and medical care.
As stated in Article XIV, Section 19, 1987 Constitution of the Republic of the
Philippines, provides;
“The state shall promote Physical Education and encourage sports
program, league competition, and amateur sports including training for
international competition to foster self-discipline, teamwork and
excellence for the development of a healthy and alert citizenry.”
“All educational institution shall undertake regular sport activities
throughout the country and in cooperation with athletic club and other
sectors.”

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In the Filipino people develop a teaching system for Physical Education. And
all public and private school used this teaching system to improve physical fitness,
self-discipline, strengthened peer relationship, and improvement of self-esteem and
confidence of a person.
As stated in the legal provision, the State encourage the development of
healthy communities as well as a healthy citizenry by promoting Physical Education
which are manifested in different forms such as sports programs league completion in
the provincial, regional and international arena. It is clearly stated that government in
itself adheres to this kind endeavor. This kind of development can be well manifested
and employed in Physical Education where in the citizens become aware of the
benefits of indulging in Physical Education and Sports. As the saying goes “Healthy
body makes a healthy mind and so it could reach out the communities as well in
general and in proper perspective. It does not end only on that premises more so, a
new endeavor has been well manifested in Presidential Decree No. 6 which states
that one of the educational objectives of the Department of Education is to encourage
educational practitioner to design, utilize and improve instructional technology and
develop or produce textbook and other instructional materials leading to quality
education.
Basic Physical Education in College

The services Physical Education refers to the four subjects given in the
freshmen and sophomores in the first four semester of their college work as stipulated
in the DECS Order No. 58, series of 1990.
Cariaga (2016) Stated this declaration was made for the first time in
the history a year dedicated to the promulgation of sport and physical education
worldwide, with particular emphasis on men and women; also created sport and
development goals conjunction with Millennium Development Goal. The first official
inclusion of sport and physical activity as part of human rights was published in the
1978 International Charter of Physical Education and Sports as part of the United
Nations Educational, Scientific and Cultural Organization (UNESCO). “One of the
essential conditions for the effective exercise of the human rights is that
everyone should be free to develop and preserve his or her physical, intellectual and
moral powers, and that access to physical education and sport should consequently
be assured and guaranteed for all human beings.”
Republic Act No. 5708
An Act Providing for the Promotion and Financing of an Integrated Physical Education and
Sports Development Program for the Schools in the Philippines

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Republic Act No. 5708
Congress of the Philippines
21 June 1969
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
SECTION 1. This Act shall be known as “The Schools Physical Education and Sports
Development Act of 1969.”
SECTION 2. An integrated physical education and sports development program in all
schools in the Philippines shall be undertaken by the Department of Education in
accordance with the following guiding principles:
(1) The goal of physical education is to instill in young citizens a proper

appreciation of the importance of physical development hand in hand with the
mental development in individual and social activities;
(2) The sports and other activities in a physical education program should
provide opportunities for the athletic development of children and youth who
have the competitive spirit as well as grace, coordination, stamina and strength;
(3) A well-rounded physical education program must be addressed to physical

growth, social training, and personal, discipline for all pupils and students, as
well as superior athletic achievement for those who are psychologically inclined
and physically gifted; and
(4) An integrated program for sports development in the schools requires

effective organizational planning and administration with provisions for adequate
training facilities and sustained stable financing.
SECTION 3. Pursuant to the guiding principles as herein above provided, the Secretary
of education shall prescribed by regulation a program of activities in the Bureau of
Public Schools, Bureau of Private Schools and the Bureau of Vocational Education
which shall include among others (1) a program of health education and nutrition with
increased emphasis on food production activities to augment and improve the pupils'
and students' diets; (2) a program of general physical fitness for all pupils in the
elementary and secondary schools through an observance of a daily routine of

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calisthenics exercises and a separate daily period in the school program for physical
education including folk dancing and gymnastics; (3) a program of competitive
athletics in all schools starting in the intermediate grades with a view to identifying
promising athletes whose participation in individual and team athletics should be
further encouraged, developed and supervised more intensively in the secondary
schools; (4) a program of intramural and inter-unit athletic competition within schools,
districts and provinces prescribed by the three bureaus with proper recognition and
incentive awards for outstanding performance in competitive activities; and (5) an
annual program of athletic competition within and among regions and in
interscholastic or national meets formulated by athletic associations organized by
each bureau: Provided, That in the formulation of regulations the Secretary of
Education shall seek the recommendation of the Department of Health through its
Secretary with respect to the program of general physical fitness for pupils and
students and the program of health education in the present.
SECTION 4. There shall be created in the Department of Education a Physical

Education and Sports Center Development Commission composed of the assistant
Secretary for Physical Education, as Chairman the Director of Public Works, the
Physical Director of the University of the Philippines, the three coordinators each
representing the Bureau of the Public Schools, the Bureau of Vocational Education,
and the Bureau of Private Schools and the President of the Philippine Amateur
Athletics Federation, as members.
SECTION 5. The Assistant Secretary for Physical Education shall oversee the
promotion and coordination of the schools physical education and a sports
development program under the general supervision and control of the Secretary of
Education. The Physical Education and Sports Development Commission shall
submit an annual report to the Secretary of Education who shall make appropriate
recommendations to the President and to the Congress. The Physical education
coordinators shall promote and coordinate the physical education and sports
development program in their respective bureaus under the direction of the
corresponding bureau director.
SECTION 6. Sports centers shall be established in cities, provincial capitals or in

municipalities determined by the Commission upon the recommendation of the
provincial board or the city council, as the case may be, as the sports center site for
the province, which shall have standard grounds and facilities for track and field and
ball games, gymnasia, swimming pools and dormitory and cafeteria. The Assistant
Secretary for Physical Education shall oversee the promotion and coordination of the
schools physical education and a sports development program under the general
supervision and control of the Secretary of Education.

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SECTION 7. Within one year following the affectivity of this Act, the Department of
Education shall undertake a five-year coach development program, in coordination
with similar programs launched by the University of the Philippines, and the Philippine
Amateur Athletic Federation (PAAF) and the Armed Forces of the Philippines, for the
training of coaches in the Bureau of Public Schools, Bureau of Private Schools, and
the Bureau of Vocational Education.
Physical Education aims to provide children and young people with learning
experiences that enable them to develop knowledge, motivation and competence to
live a physically active life; physically, morally, intellectually and social within an
education context where students are valued and cared.
Establishing and implementing high quality physical education (PE) programs

can provide students with the appropriate knowledge, skills, behaviors, and
confidence to be physically fit and healthy life style. High quality physical education is
the cornerstone of a physical activity program. Also evaluation is an important part of
the education process. It is the way to act of making judgement around which
education decision will be made meeting the needs of the students, the effectiveness
of teaching and the value of the physical education program itself. The purpose of this
work text to help the faculty and students to promote physical education program
enhance the movement through exercise.
Learning Task: 1
Name _______________________________ Score _________________________
Course/Section _________________________ Date _________________________

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I. Directions: Create a Venn diagram that explores, connect the person, school and
government in Physical Education and sport according to law; write your
answer the space provided.
SELF-ASSESSMENT QUESTIONS
Directions. Read and analyze each question carefully. Write your answer on the
space provided below each item.

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1. Why do you think that physical education is important?
______________________________________________________________
______________________________________________________
2. In what article stated that “all educational institution shall undertake
regular sport activities throughout the country and in cooperation with
athletic club and other sectors.”?
__________________________________________________________
3. How the state promotes physical education?
______________________________________________________________
______________________________________________________
4. What is the educational objective of department of education?
______________________________________________________________
______________________________________________________
5. Who published the first official inclusion of sport and physical activity
as part of human rights?
______________________________________________________________
What is the acronym of UNESCO?
______________________________________________________________
______________________________________________________
6. Why evaluation is important part in the education process?
______________________________________________________________
______________________________________________________
7. Who are the members of physical education and sports center
development commission?
______________________________________________________________
______________________________________________________
8. What is the role of physical education coordinators?
______________________________________________________________
______________________________________________________
9. Why physical education is needed to promote by the state?
ANSWER TO SELF-ASSESSMENT QUESTIONS
Directions. Read and analyze each question carefully. Write your answer on the
space provided below each item.

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1. Why do you think that physical education is important?
Answer : Physical Education is Important to develop character, promotes a
healthy life style, sets a person up for a happy and productive youth life.
2. In what article stated that “all educational institution shall undertake

regular sport activities throughout the country and in cooperation with
athletic club and other sectors.”?
Answer : Article XIV, Section 19, 1987
3. How the state promotes physical education?

Answer : The State encourage the development of healthy
communities as well as a healthy citizenry by promoting Physical
Education which are manifested in different forms such as sports
programs league completion in the provincial, regional and
international arena.
4. What is the educational objective of department of education?

Answer : The educational objectives of the Department of Education is to
encourage educational practitioner to design, utilize and improve
instructional technology and develop or produce textbook and other
instructional materials leading to quality education.
5. Who published the first official inclusion of sport and physical activity
as part of human rights?
Answer : 1978 International Charter of Physical Education and Sports
as part of the (UNESCO).
6. What is the acronym of UNESCO?

Answer : United Nations Educational Scientific and Cultural
Organizations
7. Why evaluation is important part in the education process?

Answer : It is the way to act of making judgement around which
education decision will be made meeting the needs of the students, the
effectiveness of teaching and the value of the physical education
program itself.

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8. Who are the members of physical education and sports center
development commission?
Answer : Composed of the assistant Secretary for Physical Education,
as Chairman the Director of Public Works, the Physical Director of the
University of the Philippines, the three coordinators each representing
the Bureau of the Public Schools, the Bureau of Vocational Education,
and the Bureau of Private Schools and the President of the Philippine
Amateur Athletics Federation, as members.
9. What is the role of physical education coordinators?

Answer : Physical education coordinators shall promote and coordinate the
physical education and sports development program in their respective
bureaus under the direction of the corresponding bureau director.
10. Why physical education is needed to promote by the state?

Answer : The state shall promote Physical Education and encourage sports
program, league competition, and amateur sports including training for
international competition to foster self-discipline, teamwork and excellence
for the development of a healthy and alert citizenry.

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Module 2
PHYSICAL EDUCATION
DEFINITION
HISTORICAL BACKGROUND AND CONTRIBUTORS

A. Discuss the meaning and definition of Physical Education.
B. Discuss and identify the historical background of physical
education.
C. Appreciate the important part of history of physical education.
Physical Education
Is the process by which changes in the individual are bought about through
movement’s experiences? Physical Education aims not only at physical
development but is also concerned with education of the whole person through
Encourage the development of motor skills, physical abilities, knowledge,
reasoning, appreciation of the value and habituation healthy lifestyle that leads to
stimulate growth and balanced development.
Instruction in the development and care of the body ranging from simple
calisthenics exercise to a course of study providing training in hygiene, gymnastics,
and the performance and management of athletic games. (Merriam Webster)
Physical Education is "education through the physical". It aims to develop
students’ physical competence and knowledge of movement and safety, and their
ability to use these to perform in a wide range of activities associated with the
development of an active and healthy lifestyle. It also develops students’ confidence
and generic skills, especially those of collaboration, communication, creativity,
critical thinking and aesthetic appreciation. These, together with the nurturing of
positive values and attitudes in PE, provide a good foundation for students’ lifelong
and life-wide learning.

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Systematic instruction in sports, exercises, and hygiene given as part of a

school or college program focuses on developing physical fitness in the youth. To
understand what physical education, we must understand physical fitness which it
intends to promote.
Brief History and Contributor of Physical Education
Physical education would start in just about 1820 when schools focused on
gymnastics, hygiene training and care and development of the human body. By the
year 1950, over 400 institutes had introduced majors in physical education. The
Young Men's Christian Association launched its very first chapter in 1851 and
focused on physical activities. Colleges were encouraged to focus on intramural
sports particularly track, field and football. But physical education became a formal
requirement following the civil war when many states opted to pass laws that
required schools to incorporate a substantial physical education component into
their curriculums. But it was not till 1970 that an amendment was made to the
Federal Education Act that allowed women from high school and college to
compete in athletic competitions. Sex-based discrimination was completely
outlawed from government funded programs at this point.
Physical education in the United States would kick off in the nineteenth
century. There was growing popularity of formal physical education programs all
across Europe where calisthenics and gymnastics were all the rage. American
schools looked to follow the European model by incorporating physical education
into the curriculum for primary and secondary schools. And a brief history of
physical education would not be complete with a consideration of institutes of
higher education that gradually built up extremely successful sports programs.
The people beyond the existing of Physical Education one of the first men to
recognize the importance of physical activity in school curriculum was Johann
Bernard Basedow in Germany. He includes gymnastics as part of daily curriculum
devoting-up to three hours per day to educating through the physical. Basedow
required specific uniform for his students, so they had unrestricted movement. He
also offered a camp for two months during the summer for his student.

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In 1810 Friedrich Jahn, “the father of Gymnastic began working outdoors
with his students. Using simple exercise and games sometimes long hikes. He
develop a system of physical training.
Charles Beck, who was student, friend and follower of Friedrich Jahn teamed-up
with a friend and they made their way to Switzerland, France and eventually in
America. Beck is also becoming the first official Physical Education teacher in
America in 1825.
In the early 1900s, everything changed. John Dewey, an American
psychologist who led a progressive education movement in America, pushed for
reforms in the education system. His child-centered, natural approach to education,
led to physical education being included in more schools. Dewey ignited this
change because physical education was perceived as a way students could attain
some of the social goals for student at the time. Physical play was believed to be a
means to learn in this progressive model of education.
Catherine Beecher promoted physical fitness for women. She felt corsets
not only made such exercise impossible but actually deformed women's
bodies. Worst of all, such deformities, she believed, could be passed on to future
generations and degrades the race. She campaigned for a school
curriculum that included calisthenics, and produced instructive drawings of
appropriate exercises for young men and women.
George Bancroft who had opened Round Hill School in America had been
looking at and studying the German system and immediately hired Beck to Teach
Latin and Physical Education in the form of German gymnastic.
In 1972 women had little opportunity to compete in a large number of sports.
After the legislature had passed title IX. All federally funded schools were required
to create equal opportunities for females to compete in sports, has helped eliminate
sexism in sports, as well as in regular activity classes because it has caused people
to have a more open mind since the amount of female college athletes has increased
by about 80%.

28
Physical Education in the Philippines
Pre-Spanish Period
Negritos or Aetas
Nomadic and wandering tribes
Hunting with the use of the bow and
arrow.
Survival in the quest for food.
Protection against the hostile
environment.
They run, leap, jump and climb.
They are fond of music and dancing.
Survival in the quest for food.
Protection against the hostile
environment.
They run, leap, jump and climb.
They are fond of music and dancing.
Favorite Fast time

Cockfighting still continued to be the favorite sport of the country. Dancing is
continued one of the major physical activities enjoyed by the people. Ceremonial
dances were performed during
religious events, like Santa Cruzan
where in people ate, sang, drank and
danced to their hearts content.
Games were played by the Filipinos
during a grand celebration or after
the Santa Cruzan.

29
The young boys favorite past time are Young boys play patintero, sipa, top
spinning and kite flying. Card games were very popular recreational to old folks
which were introduced by the Spaniards. Also young girls favorite past time are
Sungka, siklot and also piko, luksong tinik and hide and seek.
Ateneo de Municipal de Manila

 (Founded by the Jesuits Fathers)
 Physical education was made a part of the curriculum
 In 1863 a royal decree established a Normal School for Men in the City of
Manila and physical education was not included in the curriculum.
 In 1863 a royal decree established the Superior Normal School for Women
and, still physical education was not included in the curriculum.
 In 1893 the Superior Normal School for Men Teachers (Normal School for
Men) included gymnastics in the curriculum.
 In 1867, the Manila Jockey Club was founded to supervise the holding of
horse races.
Physical Education in the Philippine during the time of America

Just as soon as the American soldiers landed in the Philippines after the
historic event of the signing of the Treaty of Paris on December 10, 1898,
schools reopened.
1901- Physical exercise was one of the subjects introduced in the public
schools and a regular program of athletics was developed.

30
1905- Baseball and track and field were introduced
and taught to the young boys in school.
1909- The athletic program for the
schools was inaugurated.
1910- Basketball was first introduced
as a game for girls.
1911- The “Athletic Handbook” was
published.
1914- The Teachers Vacation Assembly in Manila
gave special training to Filipino teachers.
1919- A syllabus entitled “Physical
Education: A Manual for Teachers” was
published.
1920- Physical education was made
required subjects in the curriculum of all public
schools.
1928- A summer school for coaching was held.
July 18, 1975 - The United States House of
Representatives voted to require school physical
education classes include both genders.
2009 - Georgia Student Health & Physical Education Act or SHAPE
2010 - Act is passed.
May 23, 2012 - Gov. Nathan Deal Georgia launches landmark initiative to improve
child fitness.
In contemporary history, physical education in the Philippines developed into
the Bureau of Physical Education and School Sports.

The nation's Executive Order No. 81 series of 1999 then integrated BPESS
into the Philippine Sports Commission, which has since assumed BPESS's
departmental roles.
Before the foundation of either BPESS or PSC, the development of physical
education in the Philippines was conducted by one of three staff bureaus within its
Department of Education, Culture, and Sports. Referred to as DECS, the department
began as the Ministry of Education, Culture, and Sports under the country's

31
Education Act of 1982. Sports organizations in the early 20th century were
cultivated alongside educational programs that were simultaneously sponsored by
the government, including the Philippine Amateur Athletic Federation and the
Department of Public Instruction.
Passed in 1990, the Republic Act 6847 came to be known the Philippine
Sports Commission Act upon its creation as a primary governmental sporting
institution, and it continues to function with the Department of Education through
collaborating in nationally accredited physical education programs. The Department
of Education and the Philippine Sports Commission additionally cooperate in
hosting annual sporting events such as the Paralong Pambansa, in which student
athletes participate from around the nation.
Objectives of Physical Education

 To develop the organic systems of the body;
 To develop euro-muscular co-ordination or skill;
 To develop right attitude towards and physical activities in general;
 To develop a desirable social attitudes and conduct;
 Development of psychomotor skills;
 Development of understanding and appreciation of the techniques and
strategies of sports;
 Preparation for leisure time;
 Elimination of worries and anxieties through developing appropriate
interests and habits of engaging in exercise and sports;
 Attainment of knowledge of proper health procedure as related to
physical exercise.
 To develop correct health habits;
 To serve as an out let for surplus energy, which if pent up, make the
child tens, nervous and irritable.
 To meet the challenge of growing indiscipline among the student
community by instilling in the younger generation a sense of patriotism, self-
reliance and discipline.
 To give adequate scope for bringing out the aptitudes and talents of the
child.
 To promote the spirit of certain qualities like sports-man ship, team
spirit, leadership, patience, self-restrain co-operation, sociability and those
other qualities of character and citizenship.

32
Aspect of Physical Education
PHYSICAL DEVELOPMENT
Through the carefully selected physical an individual who participates
actively will develop and maintain good health and a high level of physical
fitness. The acquisition of physical skills can motivate an individual to
participate, further in physical activities hence his growth and development will
be enhanced.
SOCIAL DEVELOPMENT
Participation in the physical education activities provides opportunities
for the development of desirable social traits needed for adjustment to the
social life in general.
 Friendliness
 Cooperation
 Respect for the rights of others
 Good sportsmanship, leadership and followership
 Honesty and group competition
EMOTIONAL DEVELOPMENT
The informal nature of physical education activity offers opportunities
for Self-expression and emotional mastery.
 Self confidence
 Self-control
 Self-reliance
 Courage
 Determination
 Personal Discipline
MENTAL DEVELOPMENT
Through participation in physical education activities the individual
develops his mental capacities as he learns the mechanical principles
underlying movement, as he acquired knowledge and understanding of rules
and strategies of games and sports, and as he discovers ways of improving his
movements in gymnastics and dance.

33
SPIRITUAL DEVELOPMENT
Education develops deep thinking and questioning the way in which the body
works. Student are encouraged to analyze and seek ways to improve performance. A
variety of skills are developed, through dance, which allow student to express their
feelings and emotions, as well as be amazed by what their bodies can achieve.
The Four Phases of Development

Organic
This is the development of power and endurance of the heart, lungs heat
regulating mechanism, and digestive and eliminating organs. These various
organs gain power and stamina from use.
Neuromuscular
The development of skills and coordination required in the mastery of life's
varied activities can be directly attributed to physical education; also to
development of strength in the skeletal muscle used in such coordination.
Interpretive
The type of development strengthens the thinking, interpreting, and solving
problem-solving process of individual.
Emotional
Emotional development is a process that a student develops from dependence
to a fully functioning adult and applies to most life forms. When born a child is
weak and requires support from it parents either directly or indirectly. As it grows
older its capabilities improve and the mind alters to increase its level of self-
dependence.
NEED AND IMPORTANCE OF PHYSICAL EDUCATION
Health is wealth:
A healthy mind in a healthy body. The physical activity is a biological,
psychological and sociological need of human beings.

34
Growth and development:
Physical activities are essential for proper growth and development of
student. Physical education provides the required activity for the children for their
growth and development.
Maintenance of health and fitness:
Physical activities not only help in proper growth and development, but also
contribute to the maintenance of health and fitness.
Development of positive life style
Physical education teaches the student the harmful effects of alcohol,
smoking and drug addiction. These student not only learn the values of positive
life style, but also encourage their parents and stress to practice a healthy life
style.
Development of motor qualities:
The motor qualities such as strength, speed; endurance, coordinative
abilities, flexibility, power, etc. can only be developed through physical
activities. These qualities are essential not only for participating in sports and
games but also for leading a healthy life in the society.
Development of neuromuscular co-ordination:
Helps realize the emotions: Physical education helps the student to realize
their emotions as emotional development is an aim of physical education. Hours of
sitting and studying in the class room makes children lethargic and few minutes of
play helps them to refresh them. In order to according any work gracefully co-
ordination can be attained only through physical activities and that to a great extent
at the younger age.
Development of knowledge:
Intellectual or cognitive development is also an aim of physical education.
Thus physical education helps for its development by way of teaching them the
rules and regulations of the game, its techniques, tactics and strategies etc.
Cultural development:
Physical education has a very great importance in every phase of life from
childhood to youth, from youth to adulthood and from adulthood to old age,
because the child makes use of whatever knowledge he gains through physical
education, in every field of life from time-to-time.

35
Learning Task: 2
Name _______________________________ Score _____________________
Course/Section _________________________ Date ________________
Directions: Read the question carefully; write your answer on the space provided.
_____________________1. Is the process by which changes in the individual are

bought about through movement’s experiences?
_____________________2. During this time man moved in order to satisfy a felt
need or necessity. To satisfy his hunger and so he had to search for food.
_____________________3. Participation in the physical education activities
provides opportunities for the development of desirable social traits.
_____________________4. He becomes the first Physical Education teacher in the
United States.
_____________________5. The informal nature of physical education activity
offers opportunities for Self-expression and emotional mastery.
_____________________6. Ceremonial dances were performed during religious
events, like Santa Cruzan where in people ate, sang, drank and danced to their
hearts content.
_____________________7. Allowing pupils’ reflection time to evaluate their
experiences allows them to build a positive mindset and promotes progression.
_____________________8. Carefully selected physical an individual who
participates actively will develop and maintain good health and a high level of
physical fitness.
_____________________9. In what year was Manila Jockey Club founded to
supervise the holding of horse races?
_____________________10. What is the name of the school which was founded
by the Jesuits Fathers?
_____________________11. A man going through the motion of gathering honey
in the field.
_____________________12. He was the father of gymnastics", began working
outdoors with his students?
_____________________13. What is the name of the first school offering Physical
Education in America?
_____________________14. He was the first official in Physical Education in
America?
_____________________15. He was included gymnastics as part of the daily
curriculum devoting-up to three hours per day to educating through the physical?

36
Learning Task: 3
Name __________________________________ Score _______________
Course/Section _________________________ Date ________________
Directions: Match Column A to column B; write the letter of your answer on

the space provided.
COLUMN A COLUMN B
______1. Physical exercise was one of the subjects introduced in the A. 1914
public schools and a regular program of athletics were developed. B. May 23, 2012
______2. Physical education was made required subjects in the C. 1920
curriculum of all public schools. D. 1867
______3. A summer school for coaching was held. ` E. 1863
______4. During this date the United States House of Representatives F. 1911
voted to require school physical education classes include both genders G. July 18, 1975
______5.Baseball and track and field were introduced and taught to the H. 1928
Young boys in school. I. 1905
______6. During this year Manila Jockey Club was founded to J. 1901
supervise the holding of horse races. K. 1921
______7. During this year Teachers Vacation Assembly in Manila gave L. 1995
special training to Filipino teachers was held.
______8. During this year a royal decree established a Normal School for
Men in the City of Manila and physical education were not included in the curriculum.
______9. During this year the “Athletic Handbook” was published.
______10. During this year Gov. Nathan Deal Georgia launches landmark initiative
to improve child fitness.
A. Direction: Define the following word briefly; write your answer on the space
provided. (5 points each)
Emotional Development
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________

37
Mental Development
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
Physical Development
___________________________________________________________________
_____________________________________________________________
________________________________________________________________
Physical Education
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
Social Development
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
Spiritual Development
___________________________________________________________________
___________________________________________________________________
__________________________________________________________

38
Learning Task: 4
Name _______________________________ Score _________________________
Directions: Answers the following question and write your answer in the puzzle
box.
Across
1 He require of physical education is the part of school’s curriculum.
2 He was became the first official Physical Education teacher in America
5 Nomadic and wandering tribes, hunting with the use of bow and arrow.
7 Favorite pastime still continued to be the favorite sport of the country
9 Is play that become popular in the Philippines during the Spanish Colonial period?
10 very popular recreational to old folks which were introduced by the Spaniards.
Down
3 He was the father of gymnastics", began working outdoors with his students.
4 He was the owner of Round Hill School in America
6 A man in motion of stealing camotes in the field.
8 Ceremonial dances were performed during religious events, like Santa Cruzan

39
Directions : Read and analyze each items carefully. Write your answers on the
space provided after the questions.
1. In what century does Physical Education kicked off in United States.
_____________________
2. This American psychologist led a progressive education movement in his
country and he pushed for reform in the education. _____________________
3. In what school does Physical Education made part of the curriculum founded
by Jesuits? _____________________
4. What activity continued one of the major physical activities that enjoyed by
the people in the Pre-Spanish Period? ___________
5. In what year physical exercise become one of the subjects introduced in the
public schools? _____________________
6. This women promoted physical fitness for women that felt corset not only
made such exercise but actually deformed women’s body?
_____________________
7. The aspect of physical development that develops deep thinking and
questioning the way in which body work is called? _____________________
8. In the year 1950, how many institute had introduced majors in physical
education? _____________________
9. The type of development that strengthens the thinking, interpreting and
problem solving process of individual is called? _____________________
10.It is the process that the student develops from dependence to fully a
functioning adult and applies to most life forms? _____________________
11. What is the name of the first physical education teacher in America year
1825? _____________________
12.This person launches landmark initiative to improve child fitness.
_____________________
13.In what year summer school for coaching was held?
_____________________
14.This phase of development which skills and coordination are required in the
mastery of life’s varied activities can be directly attributed to physical
activities is called? _____________________
15.What is the meaning is PSC? _______________

40
Directions : Read and analyze each items carefully. Write your answers on the
space provided after the questions.
1. In what century does Physical Education kicked off in United States. 19TH
Century
2. This American psychologist led a progressive education movement in his
country and he pushed for reform in the education. John Dewey
3. In what school does Physical Education made part of the curriculum founded
by Jesuits? Ateneo De Manila University
4. What activity continued one of the major physical activities that enjoyed by
the people in the Pre-Spanish Period? Dancing
5. In what year physical exercise become one of the subjects introduced in the
public schools? 1901
6. This women promoted physical fitness for women that felt corset not only
made such exercise but actually deformed women’s body? Catherine Beeder
7. The aspect of physical development that develops deep thinking and
questioning the way in which body work is called? Spiritual Development
8. In the year 1950, how many institute had introduced majors in physical
education? 400
9. The type of development that strengthens the thinking, interpreting and
problem solving process of individual is called? Interpretive
10.It is the process that the student develops from dependence to fully a
functioning adult and applies to most life forms?
Emotional
11. What is the name of the first physical education teacher in America year
1825? Charles Beck
12.This person launches landmark initiative to improve child fitness. Gov.
Nathan Deal Georgia
13.In what year summer school for coaching was held? 1928
14.This phase of development which skills and coordination are require in the
mastery of life’s varied activities can be directly attributed to physical
activities is called? NeuroMuscular
15.What is the meaning is PSC? Philippine Sports Commission

41
Module 3
Choosing Nutritious Food

A. The student will learn how to build a healthy plate.
B. Identify and recognize the different types of food.
C. Appreciate the importance of eating balance meal containing fresh
whole food.
Every day we have lots of choices about what to eat and drink. We cook and
eat nutritious food to provide in our body to become energy and strength to perform of
our daily activities. Everyone know it’s important to consume healthy food. The
content needed in the food such as fat, carbohydrate and protein. Micronutrients are
the smaller nutrients, like vitamins and minerals that can obtain from the food you eat.
Healthy eating? Balance, variety, and moderation are keys to healthy eating.
Having a balanced diet means that you eat enough but not too much, and the foods
you eat give you the nutrients you need to stay healthy.
Eating a variety of foods can help you get all the nutrients you need. Eat foods
from each food group: grains, vegetables, fruits, milk, and meat and other proteins,
including beans. Moderation means no foods are off limits, but be aware of how much
you eat. Limit how often you eat foods that are high in fat, salt, sugar, or calories. Eat
smaller servings, or look for healthy substitutes. (Health wise 2015)
Healthy is not strict dietary limitations, staying unrealistically thin, or depriving

yourself of the food you love. Proper food and eat moderation is a good to your health
and nutritious diet is help to your mind and internal organ function well.
What is a healthy diet?

A healthy diet is essential for good health and nutrition it protects you
against many chronic non-communicable diseases, such as heart disease, diabetes
and cancer. Eating a variety of foods and consuming less salt, sugars and saturated
and industrially-produced trans-fats, are essential for healthy diet.
The way eating proper food for ensuring and providing a nutrient needed in our
body to become stronger and energy. Eating something with exact amount of food,
because eating too much food can cause bad effects to the body.

42
Eating a healthy diet doesn’t have to be overly complicated. While some
specific foods or nutrients have been shown to have a beneficial effect on mood, it's
your overall dietary pattern that is most important. The cornerstone of a healthy diet
pattern should be replacing processed food with real food whenever possible.
A Balanced Diet Is a Healthy Diet

To be able to function properly, our body needs all the nutrients that come from
foods, that is proteins, carbohydrates (sugar) and fats, plus vitamins and minerals. To
help maintain a healthy weight and have the best chance to stay in good-health,
balance is key.
The WHO (the World Health Organization) has given recommendations in 5

points that summarize the basis of nutrition:
1. Eat roughly the same amount of calories that your body uses. Healthy body
weight = “calories in”- “calories out”.
2. Eat a lot of plant foods: vegetables, legumes, whole grains, fruits and nuts.
3. Limit your intake of fats, preferring the healthier unsaturated fats to saturated
fats and Trans fats.
4. Limit your intake of granulated sugar, ideally less than 10g/day.
5. Limit salt / sodium consumption from all sources
A balanced diet is pleasure

Pleasure and variety are important in a balanced diet. Fatty and sweet foods are
usually the most delicious and can be part of a balanced diet if eaten in moderation. A
balanced diet should bring us our body needs, no more, no less, but it must not be
strictly followed every day; equilibrium can be achieved over several days.
A balanced diet is for everybody
At all stages and conditions of life, we need a balanced diet that can be adapted
while following the same principles, for example:
 Children, elderly people need a little bit more protein and calcium for growth,
maintenance or repairing. Think of eggs, fish, white meat, legumes and dairy
products.
 Students and families might find it expensive and practically difficult to eat lots
of fresh vegetables and fruits. Think of tinned or frozen fruits and vegetables
that are cheap and nutritionally as good as fresh ones.
The Healthy Eating Pyramid

43
The Harvard Healthy Eating Pyramid represents the latest nutritional science.
The widest part at the bottom is for things that are most important. The food at the
narrow top are those that should be eaten sparingly, if at all. (Healthy Eating 2017)
The Fundamentals of Healthy Eating

While some extreme diets may suggest otherwise, we all need a balance of
protein, fat, carbohydrates, fiber, vitamins, and minerals in our diets to sustain a
healthy body. You don’t need to eliminate certain categories of food from your diet,
but rather select the healthiest options from each category.
Protein gives you the energy to get up and go—and keep going—while also
supporting mood and cognitive function. Too much protein can be harmful to people
with kidney disease, but the latest research suggests that many of us need more
high-quality protein, especially as we age. That doesn’t mean you have to eat more
animal products—a variety of plant-based sources of protein each day can ensure
your body gets all the essential protein it needs.
Fat. Not all fat is the same. While bad fats can wreck your diet and increase your risk
of certain diseases, good fats protect your brain and heart. In fact, healthy fats—such
as omega-3s—are vital to your physical and emotional health. Including more healthy
fat in your diet can help improve your mood, boost your well-being, and even trim
your waistline.

44
Fiber. Eating foods high in dietary fiber (grains, fruit, vegetables, nuts, and beans)
can help you stay regular and lower your risk for heart disease, stroke, and diabetes.
It can also improve your skin and even help you to lose weight.
Calcium. As well as leading to osteoporosis, not getting enough calcium in your diet
can also contribute to anxiety, depression, and sleep difficulties. Whatever your age
or gender, it’s vital to include calcium-rich foods in your diet, limit those that deplete
calcium, and get enough magnesium and vitamins D and K to help calcium do its job.
Carbohydrates are one of your body’s main sources of energy. But most should
come from complex, unrefined carbs (vegetables, whole grains, fruit) rather than
sugars and refined carbs. Cutting back on white bread, pastries, starches, and sugar
can prevent rapid spikes in blood sugar, fluctuations in mood and energy, and a build-
up of fat, especially around your waistline.
Practical Tips for a Healthy and Sustainable Diet

Each of us contributes to the impact that our food system has on the planet. We
can all commit to making the world a healthier place to live, through small but
achievable changes to our diets.
1. Eat more fruits and vegetables
Fruit and vegetables are good for our health, and most come with a low
environmental impact. There are exceptions, as some require a lot of resources to
transport and keep fresh, so eating these less frequently can increase the
sustainability of our diets. Examples include:
2. Eat locally, when in season

Locally-grown foods can be a sustainable choice, if we choose those that are in
season where we live. The cost of producing or storing local foods beyond their
natural growing seasons could be higher than shipping foods that are in season
somewhere else.
3. Avoid eating more than needed, especially treats
Consuming only what we need reduces demands on our food supply by decreasing
excess production. It also helps to keep us healthy and avoid excessive weight gain.
Limiting snacking on energy-dense low-nutrient foods and paying attention to portion
sizes are all useful ways to avoid unnecessary overconsumption.
4. Swap animal proteins for plant-based ones

Eating a more plant-based diet also brings health benefits: plant-based food provides
more fiber, and has a lower saturated fat content, both of which can contribute to a
decreased risk of cardiovascular disease.
For meat-eaters, limiting meat consumption to 1-2 times a week,

having meat-free days and choosing more sustainable meats like chicken
over beef can help us reduce our ecological footprint.

45
For those choosing a vegan/vegetarian diet, combining different
sources of plant-based protein will ensure our protein needs are met.
5. Choose whole grains

Non-refined cereals are generally less resource intensive to produce than refined
ones as they require fewer processing steps. They are also good for health, reducing
our risk of cardiovascular diseases, type 2 diabetes, and overweight.
Whole meal bread, whole grain pasta, unrefined barley, buckwheat

and quinoa, are great choices.
Brown rice is a good substitute for white rice, but it should be enjoyed
in moderation, as a lot of water is used during its production.
6. Choose sustainably sourced seafood

Fish is a good source of healthy omega-3 fatty acids, which contribute to normal
vision, brain function and heart health. However, overfishing is causing wild fish
stocks to become depleted. In order to benefit from the necessary nutrients and
reduce pressure on wild fish stocks:
Consume fish and seafood 1-2 times weekly to provide the

necessary nutrients and reduce pressure on wild fish stocks.
Choose fish and seafood marked with a sustainability label from
certified organizations such as the Marine Stewardship Council.
7. Eat dairy products in moderation

While milk and dairy production has an important environmental impact, dairy
products are an important source of protein, calcium and essential amino acids, and
have been linked to reduced risk of several chronic diseases, including metabolic
syndrome, high blood pressure, stroke, bowel cancer and type 2 diabetes.
Enjoy low-fat unsweetened dairy products daily, but in

moderation. Limit consumption of high-fat cheeses to occasional.
For those of us who choose to eliminate dairy completely, opt
for plant-based drinks that are fortified with vitamins and minerals,
like calcium.
8. Avoid unnecessary packaging

Food packaging, especially when made of non-recyclable materials can have a huge
impact on the environment. We all can reduce the amount of packaged products we
buy (think of bulk apples versus cling-film wrapped ones), or opt for materials that are
biodegradable, fully recyclable, or made from recycled materials.
9. Drink tap water

46
In Europe, the standards of water quality and safety are high. Instead of buying
bottled water, we can re-fill a reusable water bottle at the tap as many times as we
want. Tap water costs a fraction of the price of bottled water and reduces our
ecological footprint.
Making the switch to a healthy diet
Think of planning a healthy diet as a number of small, manageable steps—like
adding a salad to your diet once a day. Keeping your goals modest can help you
achieve more in the long term without feeling deprived or overwhelmed by a major
diet overhaul.
You don’t have to be perfect; you don’t have to completely eliminate foods you
enjoy, and you don’t have to change everything all at once—that usually only leads to
cheating or giving up on your new eating plan. As your small changes become habit,
you can continue to add more healthy choices.
Setting yourself up for success

To set yourself up for success, try to keep things simple. Eating a healthier diet
doesn’t have to be complicated. Instead of being overly concerned with counting
calories, for example, think of your diet in terms of color, variety, and freshness.
Focus on avoiding packaged and processed foods and opting for more fresh
ingredients whenever possible.
Prepare more of your own meals. Cooking more meals at home can help you take
charge of what you’re eating and better monitor exactly what goes into your food.
You’ll eat fewer calories and avoid the chemical additives, added sugar, and
unhealthy fats of packaged and takeout foods that can leave you feeling tired,
bloated, and irritable, and exacerbate symptoms of depression, stress, and anxiety.
Make the right changes. When cutting back on unhealthy foods in your diet, it’s
important to replace them with healthy alternatives. Replacing dangerous Tran’s fats
with healthy fats (such as switching fried chicken for grilled salmon) will make a
positive difference to your health. Switching animal fats for refined carbohydrates,
though (such as switching your breakfast bacon for a donut), won’t lower your risk for
heart disease or improve your mood.
Read the labels. It’s important to be aware of what’s in your food as manufacturers
often hide large amounts of sugar or unhealthy fats in packaged food, even food
claiming to be healthy.
Focus on how you feel after eating. This will help foster healthy new habits and
tastes. The healthier the food you eat, the better you’ll feel after a meal. The more
junk food you eat, the more likely you are to feel uncomfortable, nauseous, or drained
of energy.

47
Drink plenty of water. Water helps flush our systems of waste products and toxins,
yet many of us go through life dehydrated—causing tiredness, low energy, and
headaches. It’s common to mistake thirst for hunger, so staying well hydrated will also
help you make healthier food choices.
My Plate Plans are available

below, use only the plan that is right for
you. Health care provider about an eating
pattern and physical activity program that
is right for you.
Learning Task: 5
Name _______________________________ Score _________________________
I. Directions: Answer the following question; write your answer on the space
provided.

48
a. Enumerate the different school health programs.
b. Create your own food diet plan for one (1) week based on My Plate
Day Breakfast Snack Lunch Snack Dinner
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Parents/Guardian
______________________________________
SIGNATURE AND OVER PRINTED NAME
Performance Task: 6
Name _______________________________ Score _________________________
I. Individual Activity
Procedures

49
1. Follow the step by step procedure.
2. Create Slogan and Poster about Food Nutrition.
3. You are graded based from the following criteria:
Creativity – 25%
Craftsmanship – 25%
Grammar – 25%
Originality – 25%
100%
Group Members C (20%) CM(20%) G (20%) O (20%) Scores

Name
1.
2
3
4
5
6
7
8
9
10
Parents/Guardian
______________________________________
Scoring Rubrics
Criteria Excellent Very Good Good (10) Needs Scor
(20) (15) Improveme e
nt (5)
Creativity Slogan is Slogan is Slogan is The slogan
exceptionall creative creative does not
y creative. and a good and some reflect any
A lot of amount of thought was degree of

50
thought and thought was put into creativity.
effort was put into decorating
used to decorating it.
make the it.
banner.
Craftsmanship The slogan The slogan The slogan The slogan
is is attractive is is
exceptionall in terms of acceptably distractingly
y attractive neatness. attractive messy.
in terms of Good though it
neatness. construction may be a
Well- and not bit messy.
constructed very messy
and not
messy.
Grammar There are There is 1 There are 2 There are
no grammatica grammatica more than 2
grammatica l mistake on l mistakes grammatica
l mistakes the poster. on the l mistakes
on the poster. on the
poster. poster.
Originality Exceptional Very Good Average No use of
use of new use of new use of new new ideas
ideas and ideas and ideas and and
originality to originality to originality to originality to
create create create create
slogan. slogan. slogan. slogan.
Directions: Read and analyze each item carefully. Write your answer on the
blank.
1. What are the keys to healthy eating?

51
___________________________________________________________
_____________________________________________________
2. What is a healthy diet?
___________________________________________________________
_____________________________________________________
3. What are the 5 points recommended by WHO that that summarize the basis
of nutrition?
___________________________________________________________
_____________________________________________________
4. Why Pleasure and variety are important in a balanced diet?
___________________________________________________________
_____________________________________________________
5. How many percentage of water that a person need to intake according to
Food Pyramid?
___________________________________________________________
_____________________________________________________
6. What is the acronym of WHO?

___________________________________________________________
_____________________________________________________
7. What are the Practical Tips for a Healthy and Sustainable Diet?
___________________________________________________________
_____________________________________________________
8. What nutrients that our body need to function properly?
___________________________________________________________
_____________________________________________________
9. Why is it important to read the labels?
___________________________________________________________
_____________________________________________________
10.What are the nutrients of dairy products?
___________________________________________________________
_____________________________________________________

52
Directions: Read and analyze each item carefully. Write your answer on the
blank.
1. What are the keys to healthy eating?

53
Answer : Balance, variety, and moderation are keys to healthy eating.
2. What is a healthy diet?
Answer : A healthy diet is essential for good health and nutrition it protects
you against many chronic non-communicable diseases, such as heart disease,
diabetes and cancer. Eating a variety of foods and consuming less salt, sugars
and saturated and industrially-produced trans-fats, are essential for healthy
diet.
3. What are the 5 points recommended by WHO that that summarize the basis
of nutrition?
Answer : Eat roughly the same amount of calories that your body uses.
Healthy body weight = “calories in”- “calories out”, Eat a lot of plant foods:
vegetables, legumes, whole grains, fruits and nuts., Limit your intake of fats,
preferring the healthier unsaturated fats to saturated fats and Trans fats, Limit
your intake of granulated sugar, ideally less than 10g/day, Limit salt / sodium
consumption from all sources
4. Why Pleasure and variety are important in a balanced diet?
Answer : Pleasure and variety are important in a balanced diet. Fatty and
sweet foods are usually the most delicious and can be part of a balanced diet
if eaten in moderation. A balanced diet should bring us our body needs, no
more, no less, but it must not be strictly followed every day; equilibrium can
be achieved over several days.
5. How many percentage of water that a person need to intake according to

Food Pyramid?
Answer : 30%
6. What is the acronym of WHO?
Answer : World Health Organization.
7. What are the Practical Tips for a Healthy and Sustainable Diet?

54
Answer : Eat more Fruits and Vegetables, Eat locally when in reason, Avoid
eating more than needed, especially treats, Swap animal proteins for plant-
based ones, chose whole grains, Choose sustainably sourced seafood, Eat
dairy products in moderation, avoid unnecessary packaging .
8. What nutrients that our body need to function properly?
Answer : proteins, carbohydrates (sugar) and fats, plus vitamins and minerals
9. Why is it important to read the labels?
Answer : It is important to be aware of what’s in your food as manufacturers

often hide large amounts of sugar or unhealthy fats in packaged food, even
food claiming to be healthy.
10.What are the nutrients of dairy products?
Answer :source of protein, calcium and essential amino acids, and have been
linked to reduced risk of several chronic diseases, including metabolic
syndrome, high blood pressure, stroke, bowel cancer and type 2 diabetes.

55
Module 4
Do’s and Don’ts in Physical Activities and Exercise
Proper Breathing and Warm-Up/Stretching

A. Identify the Dos and don’ts to perform exercise.
B. Know the proper procedure in warm-up and stretching.
C. Appreciate the importance of warm-up and stretching.
It’s important for beginners to form an exercise habit. Doing something daily,
even if its small, helps with consistency, always remember to keep an open mind and
remain flexible when starting a new exercise routine. At times you may find it
necessary to changes your routine slightly. Life is dynamic ride and you’ll find your
fitness journey. If you’re willing to try new things and set reasonable expectation,
you’ll reap the rewards of your fitness program and successfully achieve your fitness
goal.
Starting a fitness program doesn’t have to overwhelming when you armed with
the proper tools to get things rolling. Once you’ve committed to getting in shape, there
are several things you can do to ensure you’ll exceed your short and long term fitness
goal. There are also some things you should avoid at all cost to ensure you stay on
the path to fitness and wellness. (Antigone 2014)
You don't have to be a bodybuilder or professional athlete to reap the benefits of

weight training. When done correctly, weight training can help you lose fat, increase
your strength and muscle tone, and improve your bone density. If done incorrectly,
however, weight training won't give you these benefits — and may even lead to injury.
THE DO’S AND DON’T’S of Physical Activity and Exercise

Whether you’re starting out on the road to fitness or are a committed exerciser,
following the correct training protocols is vital. Discover the dos and don’ts of fitness
to help you maintain your motivation and keep yourself injury-free. It is recommended
that you have your health providers and through physical examination before
beginning physical activity program. (Scripps Whittier Diabites Institute 2006)

56
Proper Breathing
Correct breathing means you breathe in a way that is physiologically optimal for
your body. It’s the way you were designed to breathe; only you were never taught how
to.
Breathing is a necessity of life that usually occurs without much thought. When
you breathe in air, blood cells receive oxygen and release carbon dioxide. Carbon
dioxide is a waste product that's carried back through your body and exhaled.
Improper breathing can upset the oxygen and carbon dioxide exchange and
contribute to anxiety, panic attacks, fatigue, and other physical and emotional
disturbances.

57
Two types of breathing patterns:
1. Thoracic (chest) breathing
Shallow breathing, or chest breathing is the drawing of minimal breath into

the lungs, usually by drawing air into the chest area using the intercostal muscles
rather than throughout the lungs via the diaphragm. Shallow breathing can result in
or be symptomatic of rapid breathing and hypoventilation.
2. Diaphragmatic (abdominal) breathing
Diaphragmatic breathing, or deep breathing, is breathing that is done by

contracting the diaphragm, a muscle located horizontally between the thoracic
cavity and abdominal cavity. Air enters the lungs, the chest does not rise and the belly
expands during this type of breathing.
The Consequences of Sucking at Breathing

Poor breathing habits can give rise to a lot of unexpected adverse effects.
Some of the most crucial ones being:
The nervous system becomes unbalanced — the breath has an immediate impact
on the nervous system and plays a vital role in maintaining a balanced body. A
dysfunctional breathing pattern, for example a short and forced one, results in a tense
body and much higher levels of stress.
The airways get tighter — this makes it harder for the air to travel from the mouth to
the lungs. As a result, your body has to work harder and breathe faster.
The blood vessels constrict — which can lead to higher blood pressure and force
the heart to work harder.
Less energy gets produced — Bad breathing decreases your body’s ability to deliver
oxygen to the cells. The cells get stressed and have to prioritize survival instead of
development.
Every single process in the body is dependent on oxygen. Some of our most
work-intensive organs are:
 The brain — Uses 20% of the oxygen we consume. When there’s a shortage
of oxygen, the brain will work slower, and since the brain regulates a lot of other
functions in the body, these are also affected.
 The heart — constantly active and beating about 100.000 times in a single day,
the heart is a massive consumer of oxygen and shortage in supply means the heart
can’t pump out blood as efficiently. That leads to bad circulation, and cold hands and
feet.

58
 The muscles — Oxygen shortage makes the muscles go stiff, tense, and tired
faster, which naturally has a negative effect on athletic performance.
Now, there are plenty more ways that poor breathing affects our bodies,
including crooked teeth and “cranio-facial abnormalities” but I won’t go into more depth
here. I’m sure you get the point: Proper breathing is important.
The 5 Simple Principles of Proper Breathing

Luckily, changing your breathing habits isn’t all that complicated. All you have to
do is adopt the following five simple principles, and you’ll be sure to make the most out
of the 25,000 breaths you take every day:
1. Breathe through the nose

Every breath you take should go in and out through the nose. You can think of
your nose as a little factory that refines and prepares the air coming in to be used by
the body as efficiently as possible.
2. Breathe with the diaphragm

The air you breathe in through your nose should go all the way down in your
belly. 70–80% of the inhaling should be done by the diaphragm so that your breathing
is nice and deep. That has a couple of advantages:
 It helps your lungs with the gas exchange because it’s much more efficient in
the lower parts of the lungs.
 The diaphragm”massages” your liver, stomach, and intestines, giving these
organs a rhythmical balance.
 The lymphatic system, which is important for your immune system, gets the
help it needs to get rid of the waste products from the bowels.
 The pressure in the chest and belly is decreased so that the heart won’t have to
work as hard.
 The chest becomes more relaxed, and so does the neck and shoulders. As a
result, the likelihood of pain in these areas goes down.
3. Breathe relaxed
No matter what you want to do, you’ll do it better if you’re relaxed. Since your
breathing reflects your thoughts and feelings, situations that make you feel tense also
lead to tense and stressed breathing pattern. That way of breathing then leads to a
lack of oxygen which, in turn, makes your body and brain even more stressed.
4. Breathe rhythmically
Everything has a natural rhythm — the ocean waves, the seasons, the moon.
Your body is no different. The rhythm of your heart is measured in EKG and the brain
in EEG.
The hormones in the body follow our natural rhythm. One example is melatonin
that is released when you’re going to sleep.

59
Optimal breathing is no different: When everything is in tune, your body functions at its
very best.
5. Breathe silently
Coughing, snoring, sniffling and so on, are suboptimal breaths in disguise.
It’s easy to neglect all these sounds we make, but a breathing pattern that contains a
lot of them puts a considerable strain on the body. The breath loses its rhythm, and we
mess up principle number 4.
How to Breathe Properly

That is important information, but it won’t help you unless you implement the
habit of proper breathing into your life. Here’s how you do that:
1. Create Recurring”Breath Check Triggers”
Choose five naturally occurring triggers to remind you to become aware of your breath
every day. Formulate them as “If → then plans” and spread them out throughout your
day. Here are a few examples:
 If my alarm clock goes off → Then I will check my breathing.
 If I’ve put the last dish in the dishwasher → Then I will check my breathing.
 If I sit down at my desk → Then I will check my breathing.
 If I close my car door → Then I will check my breathing.
 If I turn off my bedroom light → Then I will check my breathing.
 If you find it helpful, you can also use reminders like post-it notes or phone
alarms to remind you.
 The important thing is you pause and adjust your breathing pattern several
times every day.
2. Analyze Your Breathing Habits

To change something, you first need to become aware of what needs to be
changed. So, pay attention to how you breathe in these different situations.
What’s your breath like at different times throughout the day? How does it change as
your mental state changes? How do you breathe when you’re focused? Angry?
Stressed? Driving? Watching TV? And so on.
Try to figure out when your breathing patterns are suboptimal and why it happens.
3. Adjust Your Breathing

Finally, adjust your breathing habits like this:
 Breathe through the nose. Close your mouth and place your tongue up the
palate.
 Extend your exhale. Inhale for 2–3 seconds, exhale for 3–4 seconds, pause for
2–3 seconds and then repeat.
 Be ”proud.” Make sure your body posture is upright.
 Relax. Become aware of any tensions going on at this moment and let them go.

60
Take a moment right now to adjust your breathing, and it will be much easier to
remember how to do it later. It can be helpful to put memorize these four keywords:
Nose → Exhale → Proud → Relax.
Super-Quick Summary
 Your regular breathing pattern is very likely bad for your body.
 You can feel, function, and perform much better by breathing correctly.
 Proper breathing means breathing through the nose, with the diaphragm,
relaxed, rhythmically, and silently.
 To retrain your breathing habits, create recurring “breath check triggers,”
analyze, and adjust your breathing according to the four keywords:
Nose → Exhale → Proud → Relax.
Warm up & stretching

To stay safe and get the most out of your workout you must always include a
pre-workout warm-up before you begin and then finish with a cool down to get your
body back into gear.
A warm-up preparation of your body for exercise by increasing your heart rate
and blood flow to your muscles. It doesn't have to be complicated. Just do an easy 5
to 10 minutes of your chosen activity or of easy walking. By raising your heart rate at
a gradual pace, the warm-up helps minimize stress on
your heart.
Once your muscles are warm, they're ready for
stretching. Stretches can be static or dynamic. With
static stretching, you hold each position for about 10
to 30 seconds. With dynamic stretching, you move
through a full range of motion.
Basic Warm Up/Stretching Exercise

Head and Neck
A strong neck can help prevent problems with
your shoulders, upper back, and arms, too. If you
already have pain in your neck or elsewhere, talk to
your doctor before you start. You will feel some
tension in your neck muscles when you stretch. But
you shouldn’t have pain. If you do, stop right away.
Flexion Stretch: Chin to Chest

Begin each exercise with your neck in midline position. Your head should be
centered and not tilted forward, back, or to the side. You can do this exercise while
either lying flat on your back or sitting up.
1. Gently bend your head forward while bringing your chin toward your chest.
2. Stop when a stretch is felt in the back of your neck.

61
3. Hold position for 20 seconds.
4. Return to starting position.
5. Repeat this four more times for a total of five repetitions.
Extension Stretch: Eyes to Sky

Begin each exercise with your neck in midline position. Your head should be centered
and not tilted forward, back, or to the side. You can do this exercise while either lying
flat on your back or sitting up.
1. Gently bend your head backward so that your eyes are looking up to the
"sky."
2. Stop when a stretch is felt in the front of your neck.
5. Repeat this four more times.
Rotation: Side to Side

Begin each exercise with your neck in midline position.
Your head should be centered and not tilted forward, back, or
to the side. You can do this exercise while either lying flat on
your back or sitting up.
1. Gently turn your head to the left, looking over your left
shoulder.
2. Stop when a stretch is felt in the right side of your
neck.
5. Repeat above stretch four times.
6. Gently turn your head to the right, looking over your right shoulder.
7. Stop when a stretch is felt in the left side of your neck.
10. Repeat above stretch four more times.
Arms and Shoulder Warm up/ Stretching
Overhead Triceps and Shoulder Stretch

• S t a r t s t a n d i n
you, resting it on your back between your shoulder
blades.
• With your other hand,
grab right above your bent
elbow and pull gently, until you feel a stretch in your

62
shoulder and the back your arm. “You never want to pull
on your elbow,” Giordano says.
• Try to keep your bicep close to your ear, and don’t
force it past.
• Hold for at least 30 seconds and then repeat on the
other side.
Cross-Body Shoulder Stretch

• Start standing or sitting tall. Grab one arm above your
elbow with your opposite hand, and pull it across your body
toward your chest until you feel a stretch in your shoulder.
• Make sure to keep your elbow below shoulder height.
• Hold for at least 30 seconds and then repeat on the other
side.
Chest Stretch
• Start standing tall, fingers interlocked behind you
near your butt.
• Keeping your back straight and shoulder blades
together, push your arms up until you feel the stretch in
your pecs.
• Hold for at least 30 seconds.
Wrist Extension Stretch

Muscles Stretched: forearm flexors
1. Hold out your arm with the palm facing down.
2. Bend the fingers and palm at the wrist.
3. Grab your fingers with the other hand and pull them back and towards
the body.
4. Hold the stretch.
5. Repeat for the other hand.
Wrist Flexion Stretch

63
Muscles Stretched: forearm extensors
1. Hold out your arm with the palm facing
down.
2. Drop the fingers and palm at the wrist.
3. Grab your fingers with the other hand and
pull them towards the body.
4. Hold the stretch.
5. Repeat for the other hand.
Forearm rotation
Starting position:
• Position as above, hands rose to shoulder height.
• Exercise (Perform dynamic forearm rotation at the elbow):
• 30 seconds inwards.
• 30 seconds outwards.
Arm rotation
Starting position:
• Place your legs at shoulder-width,
• Keep your arms straight at your sides.
• Exercise (Perform both arms rotation simultaneously):
• 20 times clockwise,
• 20 times counter clockwise,
• 20 times in opposite directions.
Shoulders rotation
Starting position:
• Place your legs at shoulder-
width.
• Keep your arms straight at
your sides.
Exercise: 20 REPETITIONS
• Perform both shoulders
rotation clockwise and counter
clockwise.
Torso swings
Starting position:
• Stand with your legs straight,
• Place your feet at shoulder-width,
• Bend your torso forward 90 degrees,
• Raise both arms straight to the outside.

64
Exercise: 15 REPETITIONS TO EACH SIDE
• Perform the most extensive
movements to the left and to the
right.
• Look at the hand you are lifting.
Torso bends
Starting position:
• Place your feet at shoulder-
width,
• Keep your knees straight while
performing the exercise.
• Count the bends made to the left leg 1, the right leg 2 and straightening
the body 3.
• Join your legs and try to touch your forehead to your knees (stay like
this for a few seconds).
Hips rotation
Starting position:
• Place your hands on your hips and your head straight.
• Perform extensive hips rotation.
• Perform the exercise 10 times clockwise and 10 times counter
clockwise.
Knees rotation
Starting position:
• Place your feet slightly apart, and hands on
hips.
Exercise: 10 REPETITIONS FOR EACH LEG

• Raise your knee-bent leg.
• Perform knee rotation to the right and to the
left.
• Change the leg.

65
Feet rotation
Starting position:
• Place your feet slightly apart, shifting your body weight on one foot,
stand on the toes of your other leg.
Exercise: 10 REPETITIONS FOR EACH LEG

• Perform rotation of the raised foot clockwise and counter clockwise.
• Change the leg.
Performance Task: 7
Name _______________________________ Score _________________________
1. Do the following
a. Make a videos your individual performance
b. Create warm up starting from the upper to lower extremities to your body

66
c. You are graded based from the following criteria:
Creativity – 20%
Individual Performance – 20%
Participation – 20%
Choreography – 20%
Warm up and Stretching – 20%
` 100%
Group Members C (20%) IP (20%) P (20%) C (20%) W&S Scores

Name (20%)
1.
2
3
4
5
6
7
8
9
10
Parents/Guardian
______________________________________
II. Evaluate yourself

Procedures
1. Do the following
2. Make a videos your individual performance
3. 30 minutes practice preparations to perform the task
4. Follow the step by step procedure.

67
5. Execute the Warm up exercise step using 16 counts.
a. Check the column which describes your performance based on
the criteria.
Creativity – 20%
` 100%
E – EXCELLENT VG – VERY GOOD G – GOOD NI – NEEDS IMPROVEMENT
WARM UP E VG G NI Scores
EXERCISE (20 PTS) (15 PTS) (10 PTS) (5 PTS)
Head Stretch
Neck Rotation
Arm Stretch
Shoulder
Rotation
Hips Rotation
Knees Rotation
Feet Rotation
Total Scores
Parents/Guardian:
________________________________
Scoring Rubrics
Criteria Excellent (20) Very Good (15) Good (10) Needs Score
Improvement
(5)
Creativity Extremely Good choice of The music was The
outstanding music in relation good enough to music/routine
choice of music to routines hold some did not
for the routines presented. The relation to accurately
presented. routine was theme or express the
Theme match synchronized routines. moves

68
the music. presented
Individual Individual Performance & Performance & Performance &
Performance/ performance & Cuing was done Cuing was done Cuing the new
Cuing cuing was done most of the time sometimes and moves in
and shared with directional directional advance or the
among the changes. changes cued direction of the
group members. some of the move.
time.
Participation Always Often Sometimes Did not
participated in participated in participated in participate
rehearsal and rehearsal and rehearsal and much in
final final final rehearsal or
performance. performance. performance. final
Always used Use time Cooperation performance.
time well. efficiently. lacking at times. Absent a lot or
Sometimes not contributing.
goofed off and No cooperation.
did not use time Did not use
wisely. class time
Choreography Choreography Choreography Few No
was suitable for was suitable for modifications modifications
all fitness levels all fitness levels were were
and and demonstrated. demonstrated,
modifications modifications Some trouble consistently off
were were with the beat, trouble
demonstrated. demonstrated. transitioning with cueing.
Smooth cueing Some trouble and cues.
and flowing with cues and
transitions were transitions.
evident.
Preparedness Memorized Occasionally Frequent No eye contact
routine, did not paused to pauses, referred with the
need to refer to remember to choreography audience,
notes. routine, notes instructs directly
Consistent eye infrequent throughout from notes.
contact with glances at performance.
audience. notes. Semi-
consistent eye
contact with
audience.
Module 5
Physical Fitness and Self-Testing

A. Discuss the meaning and definition of Physical Fitness and their concept.
B. Know the Values of Physical Fitness.
C. Appreciate the important development and phases of Physical Education
and Fitness.

69
D. Discuss and identify the major aspect of Physical Fitness and its
component.
E. Know how to compute BMI and Normal Heart rate
F. Perform Physical Fitness Test.
Physical Fitness
Refers to the state of one’s physical health. A physically Fit person can perform
his daily activities very efficiently without getting easily tired.
Is as state of health and well-being and more specifically, the ability to perform
aspect of sports, exercise, occupation and daily activities. Physical fitness is generally
achieved through proper nutrition. (Tremblay, Colley, Saunders, Healy & Owen 2010)
The ability to function efficiently and effectively without injury, to enjoy leisure, to
be healthy, to resist disease, and to cope with emergency situations.
Three concepts comprise physical fitness:

Specific fitness (a task - oriented definition which is based on the ability to
perform specific aspects of recreation or occupations)
General fitness (a state of health and wellbeing)
Emergency preparation (the physical capability to avoid, adapt and overcome
emergency situations).
Fitness – generally defined as the ability of a person to live a happy, well-balanced

life. It embraces the physical, intellectual, social, and spiritual aspects of a person's
life. It also a condition in which an individual has sufficient energy to avoid fatigue and
enjoy life.
Physically Fit
If you are physically fit, you are free from illness, and able to function efficiently
and effectively, to enjoy leisure and to cope with emergencies. Physical fitness is
defined as "a set of attributes that people have or achieve that relates to the ability to
perform physical activity."
Values of Physical Fitness

 Maintain physical fitness;
 Improve organic function;
 Minimize stress response;
 Delay the aging process;
 Increase muscle strength and endurance

70
 Experience joy of participation in any recreation or sports activity;
 Feel good about the body and feel younger as a human being;
 Prevent lower back pain
 Maintain proper body weight
 Prevent heart ailment
2 MAJOR ASPECTS OF PHYSICAL FITNESS
A. Health Related Fitness – is function of the body’s adaption to exercise. It

could be developed and maintained through a regular and proper exercise
program.
The health related components of physical fitness were of great

importance because they make an individual fit, functional and productive for
everyday living. The motor related components made an individual successful
in athletics or motor developed activities.
5 Basic Component of Health Related Fitness
1. Cardiovascular fitness - Heart and lung endurance or cardiovascular

endurance is the ability to exercise the entire body for long periods of time. It
requires a strong heart, healthy lungs, and clear blood vessels to supply the
body with oxygen.
Sample Activity:
Running, swimming and aerobic dance.
2. Muscular strength - is the amount of force you can put forth with your
muscles. It is often measured by how much weight you can lift. People with
strength have fewer problems with backaches and can carry out their daily tasks
efficiently.
Sample Activity:
Push-up
Curl-up
Flex arm half
3. Muscular Endurance - is the ability to use the muscles, which are

attached to the bones, many times without getting tired. People with good
muscular endurance are likely to have better posture, have fewer back
problems, and be better able to resist fatigue than people who lack muscular
endurance.
Sample Activity:
Long distance Run

71
3 minutes step test
Bicep Curls
4. Flexibility - is the ability to use your joints fully. You are flexible when the
muscles are long enough and the joints are free enough to allow movement.
People with good flexibility have fewer sore and injured muscles. Stretching
before and after activities will help to improve flexibility.
Sample Activity:
Human rocker
Supine lying leg lift
Side lying
Knee hug rock
5. Body Composition – refer to the preposition of lean body mass to fat

body mass. The percentage of body weight that is fat compared to other body
tissue, such as bone and muscle. People who have a high percentage of fat
are more likely to be ill and have a higher death rate than lean people.
Exercise, and eating the right foods in the proper amounts can improve body
composition.
B. Performance Related/Skill Related Fitness – Skill related fitness includes

training to improve speed, agility, balance, coordination, power, and reaction
time. It refers to the quality of one’s movement skills. Skill or performance
related fitness involved skills that will enhance one’s performance in athletic or
sport events.
1. Agility- the ability to change the position of your body quickly and to
control body movements
Sample Activity:
Hexagon
Shuttle run
Zigzag run
2. Balance - is the ability to keep an upright posture while either standing

still or moving? Good balance in essential in many activities like
skating, surfing, skiing, and gymnastics.
2 types of Balance
Static balance- is the ability to maintain ones equilibrium while the body is
in motion.
Sample Activity:
Bicycling
Foam balance beam
Using balance board

72
Dynamic Balance- is the ability to maintain ones equilibrium while the
body is motion.
Sample Activity:
Standing Balance
Flamingo Stand
Lateral Standing Position
3. Coordination – involve the ability to link various moment using your

senses together with your body parts. Is the integration of an eye, hand,
and foot movements? This component is necessary for success in such
sports as baseball, softball, tennis, golf, and basketball.
Sample Activity:
Paper juggling
Hurdles
4. Power – Is the ability to release maximum force use strength

quickly. Is the ability to perform with strength at a rapid pace? Strength
and speed are both involved in power. Football players, swimmers,
shot-putters, discus throwers, and high jumpers are examples of
athletes who typically have a high degree of power.
Sample Activity:
Standing long jump
Chest pass
5. Speed – Refer to the ability to perform movements covering a
distance in a short period of time. Speed is a very important factor in
many sports and activities. Short runs are used to evaluate speed.
Sample Activity:
40 meter sprint
100 meter run
Swimming
6. Reaction Time - is the amount of time it takes to start a movement

once your senses signal the need to move. People with good reaction
time can usually start quickly in track and swimming or react quickly in
ping pong or karate.
The six skill-related components of fitness contribute to your ability to

successfully participate in sports and activities. Those that have a high level of
skill-related fitness are more likely to be physically active than those who have
the lower levels of skill. To improve levels of fitness one must first know their
level of fitness and set goals and work toward improving both their health and
skill related fitness components. Quote: "If it is to be it us up to me." Essential

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Understanding: If you are going to
bring about change in the way you look

and feel it is up to you. No one else
can choose the right foods or exercise
your body for you!
3 Type of Body Physique
Ectomorph – body type is characterized as lean and small body build with
greater surface area to mass ratio.
Mesomorph – body type mass has a relative predominance of muscle. The
bones are usually large and heavy with massive limbs.
Endomorphic – body types are characterized by a relative predominance of
soft roundness and large digestive viscera.
Body Mass Index (BMI)

A high BMI can be an indicator of high body fatness. BMI can be used to
screen for weight categories that may lead to health problems but it is not diagnostic
of the body fatness or health of an individual. Used to broadly categorize a person
as underweight, normal weight, overweight, or obese based on tissue mass (muscle,
fat, and bone) and height. That categorization is the subject of some debate about
where on the BMI scale the dividing lines between categories should be placed.
What is your pulse?
Your pulse is your heart rate, or the number of times your heart beats in one
minute. Pulse rates vary from person to person. Your pulse is lower when you are at
rest and increases when you exercise (more oxygen-rich blood is needed by the body

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when you exercise.) Knowing how to take your pulse can help you evaluate your
exercise program.
How to take your pulse
1. Place the tips of your index, second and third
fingers on the palm side of your other wrist below the
base of the thumb. Or place the tips of your index and
second fingers on your lower neck on either side of
your windpipe.
2. Press lightly with your fingers until you feel the
blood pulsing beneath your fingers. You may need to
move your fingers around slightly up or down until you
feel the pulsing.
3. Use a watch with a second hand, or look at a clock
with a second hand.
4. Count the beats you feel for 10 seconds. Multiply
this number by six to get your heart rate (pulse) per minute.
Count your pulse: _____ beats in 10 seconds x 6 = _____ beats/minute
What is a normal pulse?

Normal heart rates at rest:
• Children (ages 6 - 15) 70 – 100 beats per minute
• Adults (age 18 and over) 60 – 100 beats per minute what’s a normal resting
heart rate?
 A normal resting heart rate for adults ranges from 60 to 100 beats per minute.
 Generally, a lower heart rate at rest implies more efficient heart function and better
cardiovascular fitness. For example, a well-trained athlete might have a normal
resting heart rate closer to 40 beats per minute.
 To measure your heart rate, simply check your pulse. Place your index and third
fingers on your neck to the side of your windpipe. To check your pulse at your
wrist, place two fingers between the bone and the tendon over your radial artery —
which is located on the thumb side of your wrist.
 When you feel your pulse, count the number of beats in 15 seconds. Multiply this
number by four to calculate your beats per minute.
 Keep in mind that many factors can influence heart rate, including:
• Age
• Fitness and activity levels
• Being a smoker
• Having cardiovascular disease, high cholesterol or diabetes
• Air temperature
• Body position (standing up or lying down, for example)
• Emotions

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• Body size
• Medications
Note: Although there's a wide range of normal, an unusually high or low heart rate
may indicate an underlying problem. Consult your doctor if your resting heart rate
is consistently above 100 beats a minute (tachycardia) or if you're not a trained
athlete and your resting heart rate is below 60 beats a minute (bradycardia) —
especially if you have other signs or symptoms, such as fainting, dizziness or
shortness of breath.
The following is a table of normal resting heart rates at different ages according to the
NIH:
Age Normal heart rate (bpm)

Up to 1 month 70 to 190
From 1 to 11
months 71 to 190
From 1 to 2 years 72 to 190
Over 10 years 76 to 190
Testing Heart Rate

When training for fitness, it is important not to put too much strain on the heart.
However, an individual needs the heart rate to increase while exercising to provide
more oxygen and energy for the rest of the body.
While the heart rate increases as a result of physical activity, an overall
decrease in target heart rate is possible over time. This means that the heart is
working less to get the necessary nutrients and oxygen to different parts of the body,
making it more efficient.
The American Heart Association (AHA) states that the maximum heart rate
during exercise should be roughly equal to 220 bpm minus the age of the person.
As the body of each individual will react to exercise differently, the target heart
rate is presented as a range known as the target heart rate zone.
The following table shows the appropriate target heart rate zone for a range of
ages. A person's heart rate should fall within this range when exercising at 50 to 80
percent intensity, also known as exertion.

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Recovery Heart Rate

Your heart rate recovery zone indicates how exercise affects your heart.
Whether you are an exercise newbie or a seasoned athlete, it is helpful to know how
long it takes your heart to recover from exercise and return to its resting rhythm. You
can check it yourself by recording your heart rate while at rest and after exercise.
Calculating Your Recovery Heart Rate

First, take your pulse while you're relaxed. On
average, the resting heart rate is between 60 and 100
beats per minute. Exercise to reach your target heart
rate, which is 60 to 80 percent of 220 minus your age.
Once your heart rate is within the target range, stop
exercising and measure your heart rate immediately.
Rest for two minutes and take your pulse again. The
difference between the two numbers indicates your
recovery rate zone. A difference of 66, for example, is a
healthier recovery rate than 22. Basically, the faster
your heart can return to its resting rate after exercise,
the better shape you are in. Your biological age might
even be lower than your chronological age.

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HOW TO START YOUR FITNESS PROGRAM
1. Assess your fitness level
You probably have some idea of how fit you are.
But assessing and recording baseline fitness scores
can give you benchmarks against which to measure
your progress. To assess your aerobic and muscular
fitness, flexibility and body composition, consider
recording:
 Your pulse rate before and after you walk 1
mile (1.6 kilometers)
 How long it takes to walk 1 mile (1.6 kilometers)
 How many pushups you can do at a time
 How far you can reach forward while seated on the floor with your legs in
front of you.
 Your waist circumference as measured around your bare abdomen just
above your hipbone.
 Your body mass index.
2. Design your fitness program

It's easy to say that you'll exercise every day. But you'll need a plan. As you design
your fitness program, keep these points in mind:
• Consider your fitness goals. Are you starting a fitness program to help lose weight?
Or do you have another motivation, such as preparing for a marathon? Having
clear goals can help you gauge your progress.
• Create a balanced routine. Most adults should aim for at least 150 minutes of
moderate-intensity aerobic activity — or 75 minutes of vigorous aerobic activity —
a week. Adults also need two or more days of strength training a week.
• Go at your own pace. If you're just beginning to exercise, start cautiously and
progress slowly. If you have an injury or a medical condition, consult your doctor or
a physical therapist for help designing a fitness program that gradually improves
your range of motion, strength and endurance.
• Build activity into your daily routine. Finding time to exercise can be a challenge.
To make it easier, schedule time to exercise as you would any other appointment.
Plan to watch your favorite show while walking on the treadmill, or read while riding
a stationary bike.
• Plan to include different activities. Different activities (cross-training) can keep
exercise boredom at bay. Cross-training also reduces your chances of injuring or
overusing one specific muscle or joint. Plan to alternate among activities that
emphasize different parts of your body, such as walking, swimming and strength
training.
• Allow time for recovery. Many people start exercising with frenzied zeal — working
out too long or too intensely — and give up when their muscles and joints become
sore or injured. Plan time between sessions for your body to rest and recover.

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• Put it on paper. A written plan may encourage you to stay on track.
3. Assemble your equipment

You'll probably start with athletic shoes. Be sure to pick shoes designed for the
activity you have in mind.
If you're planning to invest in exercise equipment, choose something that's
practical, enjoyable and easy to use. You may want to try out certain types of
equipment at a fitness center before investing in your own equipment.
4. Get started
Now you're ready for action. As you begin your fitness program, keep these tips in
mind:
Start slowly and build up gradually. Give yourself plenty of time to warm up and
cool down with easy walking or gentle stretching. Then speed up to a pace you can
continue for five to 10 minutes without getting overly tired. As your stamina improves,
gradually increase the amount of time you exercise. Work your way up to 30 to 60
minutes of exercise most days of the week.
5. Monitor your progress

Retake your personal fitness assessment six weeks after you start your program
and then again every three to six months. You may notice that you need to increase
the amount of time you exercise in order to continue improving. Or you may be
pleasantly surprised to find that you're exercising just the right amount to meet your
fitness goals. If you lose motivation, set new goals or try a new activity. Exercising
with a friend or taking a class at a fitness center may help, too.
Starting an exercise program is an important decision. But it doesn't have to be
an overwhelming one. By planning carefully and pacing yourself, you can establish a
healthy habit that lasts a lifetime.
Learning Task: 8
Name _________________________________ Score _______________________

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Course/Section__________________________ Date _________________________
Fitness Diary
Directions: Do the following instruction.
1. Create your own fitness diary.
2. Assess your fitness level.
3. Design your fitness program.
4. Assemble your equipment, if you are used equipment.
5. Monitor your progress.
Note: Before you start to exercise, do the warm up first and this activity until the end of
the semester.
Date Start: _______________ Date end: _____________
Performance Task: 9
Fill up the form with the necessary information.
Name _______________________________ Date of Birth _____________ Age ______________

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Course & Year/Section _________________ Gender ____________ Height _________________
Body Mass Index _________________________ Weight ____________
A. Direction: Check and compute your Heart Rate.

1. Compute resting heart rate before the start Physical Fitness Test.
2. Compute testing heart rate after the Physical Fitness Test.
3. Compute Recovery heart rate after Physical Fitness Test and rest 10 minutes
before computation.
Heart Rate Beginning of Semester End of Semester

Date __________________ __________________
Resting __________________ __________________
Testing __________________ __________________
Recovery __________________ __________________
B. Direction for Physical Fitness Test
1. The test will be conducted at the start of the prelim period and the end of prelim
period. The result of the initial test will be the basis of selecting the activities to be
provided for the students.
2. Adequate, suitable facilities and equipment should be provided.
3. The teacher should strictly follow the instructions in conducting the fitness test.
4. The steps to follow:
Do the following
b. Follow the step by step procedure
c. Prepare the material needed
d. Ask the assistants of your family members as scorer, timers and recorder per group.
e. Record the score individually on activity form.
Note: Before you start Physical Fitness Test do the proper warm up/stretching
and cool down to avoid injury.
Parents/Guardian:
________________________________

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Name: _____________________________________ Date: _____________
Section: ___________________________________
Direction: Identify the activities and classify what component of Health Related
Fitness and Skill Related Fitness which they belong.
Example:
Activity Answer
1. Push up Muscular Strength
2. Zigzag run Agility
Activity Answer
1. Surfing
2. Paper Juggling
3. Human Rocker
4. Flex Arm Half
5. Running
6. 40 Meter Sprint
7. Hexagon Jump
8. Stick Drop Test
9. Bicep Curls
10.Standing Long Jump

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Name: _____________________________________ Date: ______________

Section: ____________________________________
Direction: Identify the activities and classify what component of Health Related
Fitness and Skill Related Fitness which they belong.
Example:
Activity Answer
1. Push up Muscular Strength
2. Zigzag run Agility
Activity Answer
1. Surfing Balance
2. Paper Juggling Coordination
3. Human Rocker Flexibility
4. Flex Arm Half Muscular Strength
5. Running Cardiovascular Fitness
6. 40 Meter Sprint Speed
7. Hexagon Jump Agility
8. Stick Drop Test Reaction Time
9. Bicep Curls Muscular Endurance
10.Standing Long Jump Power

83

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Module 6
Physical Fitness Activities

A. Understanding the goals and objectives of exercising can help keep you
motivated and give you a purpose for getting out every day to do your
workout.
B. Benefits from exercise are both physical and mental, and all the benefits
help improve your overall health and quality of life.
C. Focus on the specific exercise that are most motivating to you as
inspiration for your next workout.
D. Perform step by step procedure in Physical Fitness Test.
Physical activity can be defined as any movement of the body that requires energy
expenditure. This includes any motion you do through the day excluding sitting still or
lying down.
Performing physical activity on a regular basis will help to improve overall health and
fitness, as well as decrease the risk for many chronic diseases (Center for Disease
Control, 2010).
Physical activity includes exercise as well as other activities which involve bodily
movement and are done as part of playing, working, active transportation, house
chores and recreational activities.
The following Physical Fitness activity is help to improve your health, endurance,
muscle and strength with the management of disease, fatigue, and stress and
reduced sedentary behavior.
B u t t B r i d g e Te s t
The basic bridge isolates and strengthens your gluteus (butt) muscles and hamstrings
(back of the thigh). When done correctly, the move can also enhance core stability by
targeting your abdominal muscles and the muscles of lower back and hip.
Purpose
The Glute Bridge is one of the most effective exercises to tone the glutes and the
hamstrings. This lower body workout isolates and strengthens the glutes, hamstrings,
the core stability muscles, the hip muscles, the lower back muscles, and strengthens
the stabilization of the spinal cord. If you learn how to do a glute bridge, this move will

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give your glutes more definition, which in turn leaves you with a much more toned and
firm backside.
Procedure
1. Lie face up on the floor, with your knees bent and feet flat on the ground. Keep
your arms at your side with your palms down.
2. Lift your hips off the ground until your knees, hips and shoulders form a straight
line. Squeeze those glutes hard and keep your abs drawn in so you don’t overextend
your back during the exercise.
3. Hold your bridged position for a couple of seconds before easing back down.
Note: Make sure you’re not pushing from your heels – the power comes from
the hips and nowhere else. Aim for two sets of ten bridges, two to three times a
week, either as part of a wider bodyweight workout or on their own, if all you
really care about is your derrière.
Equipment
A stop watch or timer that can measure one full minute and Matt
Result
You should feel the burn in your glutes and your hamstrings if you’re doing it
correctly. The bridge is also great for improving hip mobility and strengthening your
lower back, two things that any desk-bound worker can really benefit from.
Scoring
Here are the age-adjusted standards based on guidelines published by the American
College of Sports Medicine (ACSM):
Ratings for Women, Based on Age Ratings for Men, Based on Age
< 35 35-44 > 45 < 35 35-44 > 45
Rating Rating
years years years years years years
Excellent 50 40 30 Excellent 60 50 40
Good 40 25 15 Good 45 40 25
Marginal 25 15 10 Marginal 30 25 15
Needs Needs
10 6 4 15 10 5
Work Work
C l a p p i n g C r u n c h e s Te s t
The abdominal curl (or crunch) test is used to measure the strength/endurance of a
client’s abdominal muscles.

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Purpose
Technically referred to as the "partial curl-up" test, measures abdominal strength
and endurance, a combination that more truly reflects your fitness level than strength
tests alone. This test is a better choice over the standard sit-ups because crunches
are safer for the lower back and target the abs better. A timed crunch test can also be
done anywhere.
Procedure
1. Lie down on your back with your knees bent, feet flat on the floor and your heels
about 18 inches away from your behind.
2. Place your arms at your sides, palms down, fingertips next to your hips.
3. Place a ruler next to your fingertips in this position and measure 6 inches farther.
4. You can put a piece of paper, the ruler itself, or a piece of tape at that 6-inch
marker.
5. Clap your hands between your left/right legs throughout the test.
6. Just like abdominal crunches, engage the abs to lift your head, neck, and shoulder
blades off the floor, but allow your fingertips to slide toward the 6-inch marker.
7. Return to the starting position to complete one rep.
8. Repeat this as many times as you can in 60 seconds, counting only the number of
repetitions that your fingertips successfully reach the 6-inch marker.
10. You may rest in the starting position (relaxed), but the clock continues to run.
Equipment
A stop watch or timer
that can measure one full
minute; a ruler; a
friend to help keep count and time you (optional).
Result
Do as many crunches as you can in one minute.
Strength and endurance in your abdominals.
Scoring

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< 35 35-44 > 45 < 35 35-44 > 45
Rating Rating
Excellen
50 40 30 Excellent 60 50 40
t
Good 40 25 15 Good 45 40 25
Needs
10 6 4 Needs Work 15 10 5
Work
S i d e Ly i n g L e g Te s t
The leg raise is a strength training exercise which targets the iliopsoas (the
anterior hip flexors). Because the abdominal muscles are used isometric to stabilize
the body during the motion, leg raises are also often used to strengthen the rectus
abdominis muscle and the internal and external oblique muscles.
Purpose
This simple moves targets the outer thighs. But pay attention to detail on this move.
You want to move your hip joint, not your back.
Procedure
1. Start on your side with your legs extended, flexing both feet.
2. Place your top hand on the ground in front of your abs and your supporting arm
under your head.
3. Make sure your bottom leg stays extended for the duration of the series.
4. keeping the energy reaching out through your flexed heels, lift your top leg up
about six to eight inches from the floor.
5. From here, make tiny pulses upward 20 times.
6. Holding your leg at the highest point of your lift, draw one-inch circles with your
heel for 20 reps.
7. Keeping your top leg lifted, bend and straighten your knee.
8. Do this 20 times while not letting your thigh lower as you press through the heel
to lengthen your top leg to the straightened position.
9. For an even greater burn, finish this series with lifts in a bigger range of motion,
taking the foot all the way toward the ceiling and back down, 10 to 20 times.

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Equipment
A stop watch or timer that can measure one full minute; a ruler; a friend to help keep
count and time you (optional).
Result
Don't use momentum to raise your leg. Move slowly.
Squeeze your glutes at the top of each rep.
Keep your neck in line with your spine at all times.
Scoring
< 35 35-44 > 45 < 35 35-44 > 45
Rating Rating
Excellent 50 40 30 Excellent 60 50 40
Good 40 25 15 Good 45 40 25
Needs Needs
10 6 4 15 10 5
Work Work
S q u a t Te s t
A position in which one's knees are bent and one's heels are close to or touching
one's buttocks or the back of one's thighs.
To position yourself close to the ground by bending your legs under you and
balancing on the front part of your feet.
Purpose
The purpose of this test is to determine the strength of the lower body muscles,
specifically the quads, hamstrings, and glutes.

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Procedure
1. This test is completed without use of outside weights.
2. For beginners, it might be necessary to use a chair to
help reference them, but make sure they are not resting
on it and then pushing back up.
3. To begin, have the client stand with feet shoulder width
apart. Remind them to keep their weight in the heels,
knees in line with their ankles, and hands out for
counterbalance.
4. Have them do as many bodyweight squats as they can
until they are fatigued.
5. If they are using the help of a chair, make sure it is
placed behind them just so the edge can be touched by
their buttocks.
Equipment
A chair (if necessary)
Result
Record the number of squats that can be completed before fatigue. Make sure the
client has proper technique during the entire test. As a way to gauge the client’s
ability, reference the chart below.
Scoring
Squat Test (Men)
Age 20-29 30-39 40-49 50-59 60+
Excellent > 34 > 32 > 29 > 26 > 23
Good 33-34 30-32 27-29 24-26 21-23
Above
30-32 27-29 24-26 21-23 18-20
average
Average 27-29 24-26 21-23 18-20 15-17
Below
24-26 21-23 18-20 15-17 12--14
Average
Poor 21-23 18-20 15-17 12--14 9--11
Very
< 21 < 18 <15 <12 <9
Poor

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Squat Test (Women)
Age 20-29 30-39 40-49 50-59 60+
Excellent >29 >26 >23 >20 >17
Good 27-29 24-26 21-23 18-20 15-17
Above 24-26 21-23 18-20 15-17 14--12
average
Average 21-23 18-20 15-17 12--14 9--11
Below 18-20 15-17 12--14 9--11 6--8
Average
Poor 15-17 14- 9--11 6--8 3--5
Dec
Very <15 <12 <9 <6 <3
Poor
To u c h y o u r To e Te s t
This test measures the flexibility of the lower back and hamstring muscles,
similar to what is measured with the sit and reach test performed while sitting. Lower
back flexibility is important because tightness in this area is implicated in lumbar
lordosis, forward pelvic tilt and lower back pain. The procedure for the toe touch test
is the same as for the Schober test, though in the schober test the measurement is
taken at the spine. (Kippers & Parker 2016)
P u r p o s e : To measure the flexibility of the lower back and hamstring muscles.

Procedure
1. The subject stands erect, bare-footed, and with feet slightly apart.
2. The subject then bends at the waist to lean slowly forwards to attempt to touch the
ground with their finger-tips, the hand flat with the finger outstretched.
3. Bouncing and jerking are not allowed.
4. The examiner holds a ruler on the ground, the zero mark at the ground level.
5. The knees must be kept straight (the examiner or recorder may need to hold them
to prevent any bending).

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E q u i p m e n t : ruler, measurement tape and marker
Result
This is a very simple test to conduct, it can be performed quickly with minimal
equipment.
Comments:
If the subject can touch their toes or reach further, then you can do this test on a
raised platform or step, and measure how far past the toes they can reach. Any
distance further than the toes will be a negative score.
Always perform this test under the same circumstances, a differing amount of warm-
up can affect the results
Scoring
Measure the distance from the fingertips to the ground. The distance between the end
of the fingers and the ground is measured with the ruler.
Tr u n k R o t a t i o n Te s t
The trunk rotation test measures trunk (torso) and shoulder flexibility. You should
be about arm’s length away from the wall with your feet about shoulder width apart.
Extend your arms out in front of you (parallel to the floor).
Purpose
The purpose of this flexibility test is to measure trunk and shoulder flexibility, which is
important for injury prevention and is particularly important in swimming, racket sports
and throwing sports. (Wood 2018)
Procedure
1. Mark a vertical line on the wall.

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2. Stand with your back to the wall directly in front of the line, with your feet shoulder
width apart.
3. You should be about arm’s length away from the wall, though you may need to
adjust the distance from the wall once you start the test.
4. Extend your arms out directly in front of you so they are parallel to the floor.
5. Twist your trunk to your right and the touch the wall behind you with your fingertips,
keeping your arms extended and parallel to the floor.
6. You are allowed to turn your shoulders, hips and knees as long as your feet don't
move.
7. Mark the position where your fingertips touched the wall, and measure the distance
from the line.
9. A point before the line is a negative score and a point after the line is a positive
score.
10. Repeat for the left side with your feet in the same position.
Equipment
Take the average of the 2 scores (left and right sides). Use the table below to convert
the score measurement to a rating.
Result
Advantages: this is a simple and quick test to perform, and athletes can self-
administer the test.
Disadvantages: Variations in arm length between individuals may make
comparisons more difficult.
Scoring
Take the average of the 2 scores (left and right sides). Use the table below to convert
the score measurement to a rating.
Rating Score

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20 cm
Excellent above
Very Good 15-19 cm
Good 10-14 cm
Fair 5-9cm
Poor 0 - 4 cm
Ve r t i c a l J u m p Te s t
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
P r o c e d u r e (see also variations below):

1. The athlete stands side on to a wall and reaches up with the hand closest to the
wall.
2. Keeping the feet flat on the ground, the point of the fingertips is marked or
recorded.
3. This is called the standing reach height.
4. 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.
5. The jumping technique can or cannot use a countermovement (see vertical jump
technique).
6. Attempt to touch the wall at the highest point of the jump.
7. The difference in distance between the standing reach height and the jump height
is the score.
8. The best of three attempts is recorded.
Variations: The vertical jump test can also be performed using a specialized
apparatus called the Vertex. The procedure when using the Vertec is very similar to
as described above. Jump height can also be measured using a jump mat which
measures the displacement of the hips. To be accurate, you must ensure the feet
land back on the mat with legs nearly fully extended. Vertical jump height can also be
measured using a timing mat. The vertical jump test is usually performed with a
counter movement, where there is bending of the knees immediately prior to the
jump. The test can also be performed as a squat jump, starting from the position of
knees being bent. Other test variations are to perform the test with no arm movement
(one hand on hip, the other raised above the head) to isolate the leg muscles and
reduce the effect of variations in coordination of the arm movements. The test can
also be performed off one leg, with a step into the jump, or with a run-up off two

94
feet or one foot, depending on the relevance to the sport involved. For more details
see vertical jump technique.
Equipment
Measuring tape or marked wall, chalk for marking wall (or Vertec or jump mat).
Result
Advantages: this test is simple and quick to perform.
Disadvantages: technique plays a part in maximizing your score, as the subject must
time the jump so that the wall is marked at the peak of the jump.
History: This method described above for measuring a person's vertical jump height
is sometimes known as a Sargent Jump, named after Dudley Sargent, who was one
of the pioneers in American physical education.
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.
Wa l l P u s h u p Te s t
Lean your body forward and put your palms flat against the wall at shoulder height
and shoulder-width apart. Slowly breathe in as you bend your elbows and lower your
upper body toward the wall in a slow, controlled motion. Keep your feet flat on the
floor.
Purpose
These push-ups will strengthen your arms, shoulders, and chest.
Procedure
1. Face a wall, standing a little farther than arm’s length away, feet shoulder-
width apart.

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2. Lean your body forward and put your palms flat against the wall at shoulder
height and shoulder-width apart.
3. Slowly breathe in as you bend your elbows and lower your upper body
toward the wall in a slow, controlled motion. Keep your feet flat on the floor.
4. Hold the position for 1 second.
5. Breathe out and slowly push yourself back until your arms are straight.
6. Repeat 10-15 times.
7. Rest; then repeat 10-15 more times.
E q u i p m e n t : Wa l l
Result
Muscle soreness lasting a few days and slight fatigue are normal after muscle-
building exercises, at least at first. After doing these exercises for a few weeks, you
will probably not be sore after your workout.
To prevent injury, don’t jerk or thrust weights. Use smooth, steady movements.
For some exercises, you may want to start alternating arms and work your way up to
using both arms at the same time.
Breathe out as you lift or push, and breathe in as you relax.
Don’t hold your breath during strength exercises. Holding your breath while straining
can cause changes in blood pressure. Breathe in slowly through your nose and
breathe out slowly through your mouth.
Talk with your doctor if you are unsure about doing a particular exercise, especially if
you’ve had hip or back surgery.
S c o r i n g record the number of Wall-ups made
W e i g h t B e a r i n g L u n g e Te s t

96
This is a test which has been shown to have very good reliability / repeatability
(Bennell et al, 2017)
Purpose
The Weight-bearing lunge test (WBLT) or Dorsiflexion Lunge Test (DFT) is used
to
assess the dorsiflexion range of movement (DROM) at the ankle joint .
Procedure
1. Patient stands against wall with about 10cm between feet and wall.
2. They move one foot back a foot’s distance behind the other.
3. They bend the front knee until it touches the wall (keeping the heel on
ground).
4. If knee cannot touch wall without heel coming off ground, move foot closer
to wall then repeat.
5. If knee can touch wall without heel coming off ground, move foot further
away from wall then repeat.
6. Keep repeating step 5 until can just touch knee to wall and heel stays on
ground.
7. Measure either: a) Distance between wall and big toe (<9-10cm is
considered restricted) or b) The angle made by anterior tibia/shin to vertical
(<35-38 degrees is considered restricted)
8. Change the front foot and test the other side (symmetry is ideal).
E q u i p m e n t : tape measure to measure distance
Result
Assess the ankle with most, if not all your athletes, as there are huge implications that
the ankle can have in exposing the entire lower extremity to a higher chance of injury.
Variations can occur from things as simple as a forward reach to more large force
based and explosive movements such as squatting and jumping.

97
S c o r i n g : record Weight-bearing lunge test to the nearest 0.1 centimeter
40 Meter Sprint
The 40-meter sprint is administered to measure running speed. Most events are best
performed if one has the ability to run fast for a short possible time and with high
intensity.
Equipment Needed
1. Stopwatch
2. A flat cemented area free from obstruction with 40 meters from the starting to
finish line extended for post momentum
Procedure
1. Stand behind the starting line.
2. At the signal, run as fast as possible to reach the finish line.
Note: A timer positions himself 6 inches to the left in the line with the finish line. A
starter stands behind the finish line holding a flag raised above his head. The signal
is when the starter lower the flag.
Scoring: Record the time in minutes and second.
Classificatio
n Males Females
Excellent <15.9 secs <17.5 secs
15.9 – 16.7 17.5 – 18.6
Good secs secs
16.8 – 17.6 18.7 – 22.4
Average secs secs
below 17.7 – 18.8 22.5 – 23.4
Average secs secs
Learning Task: Poor >18.8 secs >23.4 secs 11

98
Name _________________________________ Score
_______________________
Course/Section __________________________ Date _________________________
Directions: Search for the word in the box. The hidden word can be positioned in all directions, written from left
to right, from right to left, horizontally, vertically and diagonally, but is always on one straight line and encircle
the word if you find out.
CHEST PASS STANDING LONGJUMP

3–MINUTE STEP TEST STRECTCHING
40 METER SPRINT VARATION
CURL UPS VERTICAL JUMP TEST
DIS ADVANTAGES WARM UP
EQUIPMENT ZIPPER TEST
EXERCISE
FITNESS
PAPER JUGGLING
PHYSICAL EDUCATION
PROCEDURE
PUSH UPS
SCORING
SIT AND REACH

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Performance Task: 10
Name _________________________________ Group _______________________
1. Do the following
c. Rate the Following activities based on your performance with the help of your house
mates.
PHYSICAL FITNESS TEST
Fitness test Activities 1st Trial 2nd Trial Score Remarks
Butt Bridge Test
Clapping Crunches
Test
Side Lying Leg Test
Squat Test
Touch your Toes Test
Truck Rotation Test
Vertical Jump
Test
Wall up Test
Weigh Bearing Lunge
Test
40 Meter Sprint
Total Scores
Compare your 1st trial and 2nd trials physical fitness test score with that.
Did you improve from your previous physical fitness test score?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What do you think are the reasons why?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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PHYSICAL FITNESS
_____________________________________________________________
What did you feel after doing the series of Physical Fitness Test?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Parents/Guardian:
________________________________
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PHYSICAL FITNESS
Directions : Identify the exercises inside the box and classify what skill-
related fitness component it is belong. Write your answers on the space
provided for each fitness component.
Heel Kickers Power Skips Plyometric Drill

Forward Running Balloon Tossing Uphill Speed Runs
Squat Jump Ladder Drills Side Plank
Y- Balancing Juggling Bench Press
Barbell Curl Two-hands Dribbling Stick Drop Test
SPEED
___________________ COORDINATION
___________________ ___________________
___________________ ___________________
___________________
AGILITY
___________________ POWER
___________________ ___________________
___________________ ___________________
___________________
BALANCE
___________________ REACTION TIME
___________________ ___________________
___________________ ___________________
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PHYSICAL FITNESS
Directions : Identify the exercises inside the box and classify what skill-
related fitness component it is belong. Write your answers on the space
provided for each fitness component.
Heel Kickers Power Skips Plyometric Drill

Forward Running Balloon Tossing Uphill Speed Runs
Squat Jump Ladder Drills Side Plank
Y- Balancing Juggling Bench Press
Barbell Curl Two-hands Dribbling Stick Drop Test
SPEED COORDINATION
Heel Kickers Juggling
Power Skips Balloon Tossing
Uphill Speed Runs Two-hands Dribbling
AGILITY POWER
Plyometric Drill Bench Press
Shuttle Runs Barbell Curl
Forward Running Squat Jump
BALANCE REACTION TIME

Y-Balancing Ladder Drills
Side Plank Stick Drop
Rolling forearm side plank
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Module 7
Exercise
A. Discuss the meaning and definition of Exercise and movement.
B. Know the benefits, components, principles and elements of exercise.
C. Appreciate the important development and phases of Physical Education and
Fitness.
D. Discuss and identify the types of exercise and movement.
E. Perform specific exercise to improve and develop balance, flexibility,
muscular strength and endurance, speed and agility.
Exercise
Is defined as physical activity that is planned, structured, repetitive and
purposeful for the improvement of maintenance of one or more components of physical
fitness. Exercises are important not only to the body but also to sound mental health.
Exercise or a program of exercises to increase muscular strength, power, and
endurance based on lifting a constant amount of weight at variable speeds through a
range of motion.
A maneuverer, operation, or drill carried out for training and discipline naval
exercises.
Something performed or practiced in order to develop, improve, or display a
specific capability or skill.
Benefits of Exercise
 It makes a person feel better, happier, friendlier, more decisive and more
productive.
 Its help fight stress.
 Exercise can increase high-density lipoproteins (HDL) an important chemical
which removes and eliminates cholesterol from the body.
 Appetite is easier to control
 Regularity of bowel movement is enhanced.
 Our mind will also be refreshed by exercise.
 Its helps the liver, kidneys, lungs and skin.
 It reduces the risk of hypertension heart attack and stroke.
Components of exercise
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PHYSICAL FITNESS
1.Warm up/ stretching - we can do it, we should do it but not doing it will not cause any
issues, most times. It is highly recommended nonetheless.
Important difference: warm-ups should always be dynamic, always use active
exercises (e.g., hops, rotations, chest expansions) to get our bodies ready. We need to
get the blood flowing, especially during colder seasons. Our bodies benefit from
stretches after we have already worked out - our muscles are more susceptible to them
allowing us to stretch further and hold the stretches longer.
2.Muscle conditioning improve your performance in a sport or activity or just want to

reap the benefits of physical activity, body conditioning exercises strengthen and
improve your body and performance. Body conditioning generally includes aerobic
exercise, strength training and stretching and flexibility exercises. The specific
exercises you choose will vary depending on your goals.
3.Cooling down (also known as limbering down or warming down) is an easy exercise,
done after a more intense activity, to allow the body to gradually transition to a resting or
near-resting state. Depending on the intensity of the exercise, cooling down can involve
a slow jog or walk. With lower intensities stretching can be used. Cooling down allows
the heart rate to return to its resting rate.
Principles of exercise
Overload
A principle of exercise that states that the only way to improve fitness is to
increase over time. This can mean increasing the amount of resistance, increasing the
amount of time, or increasing the speed. When just beginning an exercise, it is generally
difficult. Over time as it becomes easier to do, it is important to apply the overload
principle by increasing resistance, time, or speed in order to continue progressing.
Progression
A principle of exercise that states that a person should start slowly and increase
exercise gradually. Progression can refer to both progressing slowly over a large span
of time, such as weeks or months, AND progression within a single workout.
Recovery
While overload is vital for triggering an adaptive response within your body,
overload without recovery can result in a reduction in fitness. Exercise causes the
breakdown of tissue in your body. When you rest, eat and sleep, your body goes
through a rebuilding phase called anabolism. Anabolism occurs during breaks between
overload. Training too hard and too often means that your body is rarely anabolic. To
avoid this, take a couple of days off from intense exercise per week and also take
periodic recovery weeks when both training intensity and volume are reduced.
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PHYSICAL FITNESS
Specificity
A principle of exercise that states that specific kinds of exercises must be done
to develop specific aspects of the body and specific aspects of fitness. Basically,
exercise in a manner that will get you to your goals.
All exercise will help condition your body generally, but different exercises work
your muscles in different ways. So, if you are looking for specific results, use specific
exercises.
Reversibility
This principle states that if you don’t maintain a regular exercise program, your
state of physical fitness will regress. In other words, use it or lose it!
Studies have shown that even after one week of inactivity, there is evident loss
in performance. Within two to three months of inactivity, one can see a total reversal of
all benefits from previous activity.
Periodization
Periodization describes the need to make a long-term fitness plan if you want to
work toward fitness-related goals. A periodized plan will include periods of high
intensity and high volume training but also incorporate periods of rest and recovery.
Individuality
This principle maintains that no two individuals will benefit from exercise exactly
the same way physically or psychologically. Difference in genetics, age, experience,
body size, and health status can all affect the outcomes of a workout.
Elements of Good exercise

Frequency- as it applies to exercise, refers to how many times a week you do cardio
and strength training workouts.
Intensity- refers to how much energy is expended when exercising. Perceived intensity
varies with each person.
Duration- is the length of time for each bout of any specific activity. Intensity is the rate
of energy expenditure necessary to perform the activity to accomplish the desired
function (aerobic activity) or the magnitude of the force exerted during resistance
exercise
Types of exercise- Exercise and physical activity fall into four basic categories—
endurance, strength, balance, and flexibility. Most people tend to focus on one activity
or type of exercise and think they're doing enough.
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PHYSICAL FITNESS
Types of Exercise
Isometric Exercise
Isotonic Exercise
Isokinetic Exercise
Aerobic Exercise
Isometric – is an exercise in which your muscles are tightened without any movement
of body parts. It develop muscular strength. Are a type of strength training in which the
joint angle and muscle length do not change during contraction (compared to concentric
or eccentric contractions, called dynamic/isotonic movements). Isometrics are done in
static positions, rather than being dynamic through a range of motion.
Types of activity
Muscular Strength
Push up (Without movement in 3mins)
Squat (Without movement in 3mins)
Balance
Single leg Balance
Flamingo Stand
Side Lateral Standing Position
Weight Shift
Isotonic –is an n exercise in which there is construction of a muscle causing

movement. Swimming, running, walking, bicycling and sports activities are isotonic
exercises.
Isotonic comes from the Greek "iso-", equal + "tonos", tone = maintaining equal
(muscle) tone. The muscle maintains equal tone while shortening in isotonic exercise.
Types of activity
Agility and Speed
Hexagon
T test
Zigzag Run
Illinois test
Isokinetic - is an exercise in which a weight or resistance is moved through an entire

range of motion. Muscles are exposed to fixed machines with variable degrees of
resistance.
Isokinetic exercises are exercises in which variable resistance is applied to a limb
in constant motion. While performing isokinetic exercises, you contract your muscle
while you quickly move your limb.
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PHYSICAL FITNESS
Types of activity
Flexibility
Arms Lift with a Light Body Bar
Seat Straddle Lotus
Seat Side Straddle
Seat Stretch
Knee to chest
Aerobic exercise - (also known as cardio) is physical exercise of relatively low intensity
that depends primarily on the aerobic energy-generating process. Aerobic literally
means "living in air”, and refers to the use of oxygen to adequately meet energy
demands during exercise via aerobic metabolism. Generally, light-to-moderate intensity
activities that are sufficiently supported by aerobic metabolism can be performed for
extended periods of time.
Movement
Movement or procedure with uniform or patterned recurrence of a beat, accent,
or the like. Music. The pattern of regular or irregular pulses caused in music by the
occurrence of strong and weak melodic and harmonic beats. a particular form of this:
duple rhythm; triple rhythm.
Movement is defined as changing locations or positions, a group of people with a
shared aim or a development or change that occurs.
There are three main categories of fundamental body movements:
1. Locomotor
2. Non-locomotor
3. Manipulative
1. Locomotor Movements
Let's start with locomotor movements. Locomotor refers to body movements that move
the body from one place to another. They cause the body to travel. There are eight main
locomotor movements. They are categorized as either even or uneven
movements. Even rhythm movements consist of equal, unvarying actions. These
movements include:
1. Walking
2. Running
3. Hopping
4. Leaping
5. Jumping
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PHYSICAL FITNESS
Keep in mind that we're referring to the physical education definition of these
movements. Students sometimes confuse the movements and terminology. A hop is
technically defined as a springing from one foot and landing on that same foot. A leap is
a springing from one foot but landing on the other foot. Leaping movements are
commonly used when people jump over objects, like jumping over a rain puddle.
Uneven rhythm movements consist of unequal actions. They also sometimes
incorporate alternating actions. These movements include:
1. Skipping
2. Galloping
3. Sliding
Note that a gallop is defined as stepping forward and pushing up with one foot, while
the other foot follows. The student lands on the trailing foot. You might think of it as a
rudimentary skip that toddlers do. A slide is similar, but the lead foot glides forward or
sideward while the other foot follows. The lead foot does not step or push off into the air.
Sliding movements are used in skating and skiing.
2. Non-locomotor movements are also sometimes called axial movements. They are

movements of certain body parts, or even the whole body, without causing the body to
travel. For example, swinging your arms back and forth. Notice that non-locomotor
movements are often combined with locomotor movements, such as walking and
swinging your arms.
There are many different non-locomotor movements:
 Bending
 Flexing
 Stretching
 Extending
 Lifting
 Raising
 Twisting
 Rotating
 Swinging
 Swaying
 Turning
 Shaking
 Wiggling
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PHYSICAL FITNESS
3. Manipulative movements involve both the body and an object. They are

the movements most associated with games and sports.
Manipulative skills involve moving or using an object with the hands or feet to
achieve a goal or complete a task. For fine motor skills, that object might be a pencil or
button. For gross motor skills, the object might be sporting equipment or toys such as
bats, balls, racquets, or jump ropes. These skills are also sometimes called object-
control skills.
Types of Manipulative Skills
In the gross-motor area, these skills include:
 Pushing and pulling (the object might be a wheeled toy)

 Lifting
 Striking (such as swinging a baseball bat or golf club to hit a ball)
 Throwing
 Kicking or rolling (a ball)
 Volleying (a ball back and forth to another person, either with the hands or a
racquet).
 Bouncing
 Catching
 Dribbling (moving a ball with the feet, as in soccer)
 Activities like pencil tracing, stacking coins, and playing checkers, by contrast,
require fine motor skills.
Learning Task: 11
Name _______________________________ Score _________________________
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PHYSICAL FITNESS
A. True or False
Directions: Write T if the statement is correct and F if the statement is false.
Write your answer on the space provided.
_____1. Through exercise our organic system of the body was developing.
_____2. Involving the physical activities and sport its very tiring activity.
_____3. Physical an individual who participates actively will develop to
maintain good health.
_____4. The informal nature of Physical Education activity offers opportunities.
_____5. Sport and Physical activity well help to fight stress.
_____6. Involving Physical activities prevents heart disease.
_____7. Computer, watching TV is good exercises to our body.
_____8. Johann Bernard Basedow is the first official in P.E.
_____9. Basketball, Swimming, Jagging and Volleyball are the type of
isokinetic exercise.
_____10. Ectomorph body types that bone is usually large heavy with massive
limbs
B. Enumeration
Directions: Enumerate the following question and write your answer on the
space provided.
B.1. Give at least 3 benefits of exercise (11-13)
B. 2. Types of Exercise (14-17)
B.3. Principles of exercise (18-22)
B. 4. Components of exercise (23-25)
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Directions. Analyze each item carefully and classify it whether it is Isometric,

Isotonic, Isokinetic or Aerobics.
1. Plank
2. Trunk twist
3. Wall sit
4. Yoga Chair and Tree Poses
5. Squats
6. Stair climbing
7. Bicep curls
8. Push-ups
9. Zumba
10.Walking
11.Swimming
12.Jumping Jacks
13.Seat Straddle Lotus
14.Knee to Cheast
15.Seat Stretch
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PHYSICAL FITNESS
Directions. Analyze each item carefully and classify it whether it is Isometric,

Isotonic, Isokinetic or Aerobics.
1. Seat Stretch -Isokinetic
2. Seat Straddle Lotus -Isokinetic
3. Wall sit -Isometric
4. Jumping Jacks -Aerobic
5. Squats -Isotonic
6. Zumba -Aerobic
7. Bicep curls -Isotonic
8. Push-ups -Isotonic
9. Stair climbing -Isotonic
10.Walking -Aerobic
11.Swimming -Aerobic
12.Yoga Chair and Tree Poses -Isometric
13.Trunk twist -Isometric
14.Knee to Chest -Isokinetic
15.Plank -Isometric
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Module 8
EXERCISE MOVEMENT ACTIVITIES TO TEST
BALANCE, MUSCLE ENDURANCE & STRENGTH,
FLEXIBILITY, SPEED AND AGILITY

A. Know the benefits Physical activity and exercise
B. Appreciate the important development in our body
C. Discuss and identify the types of exercise to test balance and muscle
endurance.
D. Perform the step by step procedure ever activity to develop balance and
muscle endurance.
Good balance to do just about everything, including walking, getting out of a chair, and
leaning over to tie your shoes. Strong muscles and being able to keep yourself steady
make all the difference in those and many other things you do every day.
Balance training involves doing exercises that strengthen the muscles that help keep you
upright, including your legs and core. These kinds of exercises can improve stability and
help prevent falls.
Doing balance exercises can be intense, like some very challenging yoga poses. Others
are as simple as standing on one leg for a few seconds. Or you can use equipment that
forces your body to stabilize itself.
Muscular endurance refers to the ability of a given muscle to exert force, consistently
and repetitively, over a period of time. It plays a big role in almost every athletic
endeavor.
EXERCISE MOVEMENT ACTIVITIES TO TEST BALANCE AND MUSCLE

ENDURANCE
Flamingo Balance Test

The Flamingo Balance Test is total body balance test, and forms part of the Eurofit
Testing Battery. This single leg balance test assesses the strength of the leg, pelvic,
and trunk muscle as well as dynamic balance.
Purpose: To assess the ability to balance successfully on a single leg.

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Equipment required: stopwatch, metal beam 50cm long, 5cm high and 3cm wide (the
beam is stabilized by two supports at each end, and should have a non-slip surface.)
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:
1.Stand on the beam with shoes removed.
2.Keep balance by holding the instructor's hand. While balancing on the preferred
leg, the free leg is flexed at the knee and the foot of this leg held close to the
buttocks.
3.Start the watch as the instructor lets go.
4.Stop the stopwatch each time the person loses balance (either by falling off the
beam or letting go of the foot being held).
5.Start over, again timing until they lose balance.
6.Count the number of falls in 60 seconds of balancing. If there are more than 15
falls in the first 30 seconds, the test is terminated and a score of zero is given.
Scoring: The total number of falls or loss of

balance in 60 seconds is recorded. Scoring
tables are available in the Eurofit Manual.
Variations / alternatives: See also the
similar stork balance test.
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.

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height, body weight, gender, test conditions. Perform an appropriate warm-up. See
more details of pre-test procedures.
Procedure: Remove the shoes and place the hands on the hips, then position the non-
supporting foot against the inside knee of 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.
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.
Score
Rating
(seconds)
Excellent > 50
Good 40 – 50
Average 25- 39
Fair 10- 24
Poor < 10
Variations: the stork balance test is also sometimes conducted with the eyes closed,
giving it a higher level of difficulty. See also the similar flamingo balance test.
Alpha-Fit Version: in the Alpha-Fit version of this test, the hand do not need to be
placed on the hip, and timing stops if the hands go above the horizontal level. There is
also a 60 second maximum score.
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One Leg Stand Sobriety Test

The One Leg Stand Field Sobriety Test is one of the three tests of the Standardized
Field Sobriety Test (SFST) in the USA. This test is not part of the usual tests of fitness
for athletes, but is similar to the stork balance test and may be a useful alternative.
These sobriety tests, which were developed in the 1970s, are performed during a traffic
stop in order to determine if a driver is impaired. As well as the One Leg Stand test, the
other tests that make up the SFST are the horizontal gaze nystagmus (HGN) and
the Walk and Turn tests.
Purpose: To assess balance
Equipment required: none
Procedure: the subject is asked to stand with their feet together and your arms at their
side. When instructed, they are to lift one foot (either one) about six inches off the
ground and count by one from 1,001 (one-thousand-one, one thousand-two, etc.) until
the officer says to put the foot down. The test last 30 seconds.
Scoring: The examiner looks for these eight indicators of impairment:
1. Swaying while balancing
2. Using arms to balance
3. Hopping to maintain balance
4. Putting the foot down
Standing Balance Test

This is a simple balance test that can be modified to suit your situation. In this test the
person stands on one leg for as long as possible. See also the flamingo and stork
balance tests, which also assess balancing on one leg.
Equipment required: flat, non-slip surface, stopwatch, recording sheet.
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Procedure: The aim of the test is for the person to stand on one leg for as long as
possible. Give the subject a minute to practice their balancing before starting the test.
The timing stops when the elevated foot touches the ground or the person hops or
otherwise loses their balance position. The best of three attempts is recorded. Repeat
the test on the opposite leg.
Scoring: time the total length of time person can stay in the balance position.
Variations / modifications: to increase the degree of difficulty, the test can be
conducted with the person having their arms either by their sides, held out horizontally,
or on their head. You could make the subject stand on their toes or not. You could also
conduct the test with their eyes closed for each of these variations too.
Stick Lengthwise Balance Test

This is a simple test of balance using just a stick and stopwatch.
Purpose: this test evaluates the ability to maintain a stable equilibrium.
Equipment required: stick measuring 1 × 1 × 12 inches (2.54 × 2.54 × 30.5

cm), stopwatch, and recording sheets.
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Procedure: the subject stands side-on to the stick with the ball of both feet on the stick,
for as long as possible. The stopwatch is started as the heel is raised from the floor.
Several practice attempts should be allowed.
Scoring: the total time balanced on the stick is recorded. The timing is stopped when
the heels or any other part of the body touches the ground, or the subject steps off the
stick.
Performance Bass stick Bass stick

Level Stork stand (LW) (CW)
MALE
306 and 165 and
Above Average 37 and above above above
Average 15 to 36 221 to 305 65 to 164
220 and 64 and
Below Average 14 and below below below
FEMALE
301 and 140 and
Above Average 23 and above above above
Average 8 to 22 206 to 300 60 to 139
205 and 59 and

Below Average 7 and below below below
Variations: this test can be made more difficult by

raising the stick above the floor.
Advantages: this test is simple and easy to
perform.
Disadvantages: the balance stick needs to be
specifically made for this test.
EXERCISE MOVEMENT ACTIVITIES TO TEST FLEXIBILITY AND MUSCLE

STRENGTH
Measuring the flexibility of your joints is vital in determining whether you have postural
imbalances, foot instability, or limitations in your range of motion. Also Strength
endurance tests are valuable as they help the trainer pinpoint which muscle groups are
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PHYSICAL FITNESS
stronger and which are vulnerable and in need of

focused attention.
The following Physical activities will help to develop the
flexibility and muscle strength.
Seat straddle lotus

The easiest way to do so is to stretch out our muscles,
like with the seat straddle lotus exercise. The seat
straddle lotus (also known as the "butterfly stretch")is
an exercise that the doctors from the American
Academy of Orthopedic Surgeons cited as an important flexibility exercise for young
athletes to practice as to avoid injury. It is relaxing, and helps both the trunk of your
body and some of your legs muscles stretch out.
Sit with legs spread, placing both hands on the same
shin or ankle. Bring the chin toward the knee,
keeping the leg straight.
Procedure
Hold for 3 minutes.
Repeat three to six times.
Repeat exercise on the opposite leg.
Scoring
Scoring Rubrics
Performance Male and
Level Female Score
Above Average 3 minutes 15 points
Average 2 minutes 10 points
1 minute
Below Average below 5 points
Seat Stretch
Sit with the legs together, feet flexed, and hands on the shins or ankles. Bring the chin
toward the knees.
Procedure
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Hold for 3 minutes.

Scoring
Scoring Rubrics
Performance Male and
Level Female Score
Above 15
Average 3 minutes points
10
Seat Side Straddle
Average 2 minutes points
Sit with legs spread, placing both hands
Below 1 minute
on the same shin or ankle. Bring the chin
Average below 5 points
toward the knee, keeping the leg straight.
Procedure
Hold for 3 minutes.
Repeat exercise on the opposite leg.
Scoring
Scoring Rubrics
Male and
Performance Level Female Score
1 minute
Knees to Chest
Lie on the back with knees bent. Grasp the tops of knees
and bring them out toward the armpits, rocking gently.
Procedure
Hold for 3 minutes.
Repeat three to five times.
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Scoring
Scoring Rubrics
Male and
Performance Level Female Score
1 minute
EXERCISE MOVEMENT ACTIVITIES TO TEST SPEED AND AGILITY
Agility is our body’s ability to be fast and nimble while we move, change direction, and
change the positioning of our body - while our body is actively in motion. For some
athletes, this is easier said than done. However, agility training can help to improve the
skills, which result in enhanced athletic performance.
Regardless of the sport you play, speed and agility are essential to taking your athletic
performance to the next level. Agility not only improves athletic performance, it can also
improve our daily movement. Whether you want to build explosive power, increase
speed, improve recovery times, or simply want to improve balance, agility training is
essential for maintaining athletic performance.
The following Physical activities will help to develop the agility and speed:
Hexagon Agility Test
Aim: This is a test of the ability to move quickly while maintaining balance.
Equipment required: tape measure, chalk or tape for marking ground, stopwatch.
Procedure:
1. Using athletic tape, mark a hexagon (six sided shape) on the floor.
2. The length of each side should be 24 inches (60.5 cm), and each angle should work
out to be 120 degrees.
3. The person to be tested starts with both feet together in the middle of the hexagon
facing the front line.
4. On the command 'go', they jump ahead across the
line, then back over the same line into the middle of the
hexagon.
5. Then, continuing to face forward with feet together,
jump over the next side and back into the hexagon.
Continue this pattern for three full revolutions.
6. Perform the test both clockwise and anti-clockwise.
Scoring: The athletes score is the time taken to

complete three full revolutions. The best score from two
trials is recorded. Comparison of the anti-clockwise and
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clockwise directions will show if any imbalances exist between left and right movement
skills.
Advantages: This is a simple agility test to perform, requiring limited equipment and

space.
Disadvantages: Only one person can perform the test at a time.
Comments: If you jump the wrong line or land on a line then the test is to be restarted.
Agility T-Test
Purpose: the T-Test is a test of agility for athletes, and includes forward, lateral, and
backward running.
Equipment required: tape measure, marking cones, stopwatch, timing gates (optional).
Diagram:
Procedure: Set out four cones as illustrated in the diagram above (5 yards = 4.57 m, 10
yards = 9.14 m). The subject starts at cone A. On the
command of the timer, the subject sprints to cone B and
touches the base of the cone with their right hand.
They then turn left and shuffle sideways to cone C, and also
touches its base, this time with their left hand. Then shuffling
sideways to the right to cone D and touching the base with the
right hand. They then shuffle back to cone B touching with the
left hand, and run backwards to cone A. The stopwatch is
stopped as they pass cone.
Above Below
Gender Excellent
Average
Average
Average
Poor
<11.2 11.2 - 13.4 - 15.5 15.6 - 17.8 >17.8

Male
secs 13.3 secs secs secs secs
<12.2 12.2 - 15.4 - 18.5 18.6 - 21.8 >21.8
Female
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Scoring: The trial will not be

counted if the subject crosses
one foot in front of the other while
shuffling, fails to touch the base
of the cones, or fails to face
forward throughout the test.
Take the best time of three
successful trials to the nearest
0.1 seconds. The table below
shows some scores for adult
team sport athletes.
Males Females
(seconds) (seconds)
Excellent < 9.5 < 10.5
Good 9.5 to 10.5 10.5 to 11.5
10.5 to
Average 11.5 to 12.5
11.5
Poor > 11.5 > 12.5
Comments: Ensure that the subjects face forwards when shuffling and do not cross the
feet over one another. For safety, a spotter should be positioned a few meters behind
cone A to catch players in case they fall while running backward through the finish.
Reliability: the type of surface that is used should be consistent to ensure good test-
retest reliability
space.
Quadrant Jump Test
This is a non-running type agility test, measuring the ability to move around in a small
space with maximum speed, while maintaining balance and control (coordination). See
more Agility Tests.
Purpose: to test whole body agility

Equipment required: tape measure, chalk or tape for marking the ground, stopwatch
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height, body weight, gender and test conditions. Measure and mark out the course.
Perform a standard warm-up. See more details of pre-test procedures.
Test layout: A quadrant is marked out on the floor, as illustrated in the diagram (3 feet
is about 90 cm). Mark the starting line and number each quadrants.
Procedure: The subject stands with both feet together at the starting line. On the
command 'go', they jump ahead across the line into the first quadrant, then in sequence
successively into quadrants 1, 2, 3, 4, 1, 2, etc. This pattern is continued as rapidly as
possible for 10 seconds. After a rest repeat the trial.
Scoring: The average score from two, 10 second trials is the subject’s score. The
subject's score is the number of correct jumps less a penalty deduction. One point is
awarded each time the subject lands with both feet entirely within the correct quadrant
during the 10 second trial, with a penalty of 0.5 point subtracted each time the subject
touches a line and for each time the subject lands with one or both feet in an incorrect
quadrant.
Advantages: This is a simple agility test to
perform, requiring limited equipment and space.
Disadvantages: Only one person can perform the
test at a time.
Variations: Comparison of performing the test in
the anticlockwise and clockwise directions may
show if any imbalances exist between left and right
movement skills.
Speed Ladder Agility Drills
The speed ladder is a simple piece of portable

equipment that can be used to perform the
following agility drills:
Purpose: to test whole body agility
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Above Below
Gender Excellent
Average
Average
Average
Poor
<11.2 11.2 - 13.4 - 15.5 15.6 - 17.8 >17.8

Male
<12.2 12.2 - 15.4 - 18.5 18.6 - 21.8 >21.8
Female
Equipment required: tape measure, chalk or tape for marking the ground, stopwatch.
height, body weight, gender and test conditions. Measure and mark out the course.
Perform a standard warm-up. See more details of pre-test procedures.
Procedures:
1. The forward-running, high-knee drill is great for improving foot speed and

coordination. Run with high knees through the ladder, touching every ladder
space.
2. Land on the balls of the feet and drive forward with your arms.
3. Repeat for a total of three sets.
4. The lateral-running, side-to-side drill is ideal for court-sports, improving both knee
and ankle stability.
5. Keeping a low center of gravity, step side-to-side through the ladder one foot at a
time.
6. Touch in each rung of the ladder with both feet.
7. Land on the balls of the feet. Repeat right to left and left to right for a total of three
sets.
Scoring: The athletes score is the time taken to complete three full revolutions. The
best score from two trials is recorded. Comparison of the anti-clockwise and clockwise
directions will show if any imbalances exist between left and right movement skills.

space.
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Name _________________________________ Group _______________________
1. Do the following
c. Rate the Following activities based on your performance with the help of your
house mates.
A. EXERCISE MOVEMENT ACTIVITIES TO TEST BALANCE

AND MUSCLE ENDURANCE
Activities 1st Trial 2nd Trial Score Remarks
Flamingo Balance
Stork Balance
One Leg Stand Field
Sobriety
Standing Balance
Stick Lengthwise
Balance
Total Scores
B. EXERCISE MOVEMENT ACTIVITIES TO TEST FLEXIBILITY

AND MUSCLE STRENGTH
Seat straddle lotus
Seat Stretch
Seat Side Straddle
Knees to Chest
Total Scores
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C. EXERCISE MOVEMENT ACTIVITIES TO TEST SPEED AND

AGILITY

Hexagon Agility
Test
T - T e s t A g i l i t y Te s t
Quadrant Jump
Te s t
Speed Ladder Agility
Drills T e s t
Total Scores
Parents/Guardian:
________________________________
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Directions : Answer the following questions. Write your answers on the blanks.
1. What are the different exercise movement activities to test balance and
muscle endurance?
______________________
______________________
______________________
______________________
______________________
2. What are the different exercise movement activities to test flexibility and
muscle strength?
______________________
______________________
______________________
______________________
3. What are the different exercise movement activities to test speed and
agility?
______________________
______________________
______________________
______________________
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Directions : Answer the following questions. Write your answers on the blanks.
1. What are the different exercise movement activities to test balance and
muscle endurance?
Flamingo Balance
Stork Balance
One Leg Stand Field Sobriety
Standing Balance
Stick Lengthwise Balance
2. What are the different exercise movement activities to test flexibility and
muscle strength?
Seat straddle lotus

Seat Stretch
Seat Side Straddle
Knees to Chest
3. What are the different exercise movement activities to test speed and
agility?
Hexagon Agility Test

T - T e s t A g i l i t y Te s t
Q u a d r a n t J u m p Te s t
Speed Ladder Agility Drills T e s t
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Module 9
AEROBIC EXERCISE
A. Discuss the meaning and historical background of Aerobic Exercise.
B. Appreciate the important components of Aerobic exercise.
C. Introduce the contributor of Aerobic Exercise.
D. Discuss and identify the different types of Aerobics.
E. Perform Basic and Advanced step of Aerobic Exercise.
Aerobic exercise - (also known as cardio) is physical exercise of relatively low intensity
that depends primarily on the aerobic energy-generating process. Aerobic literally
means "living in air”, and refers to the use of oxygen to adequately meet energy
demands during exercise via aerobic metabolism. Generally, light-to-moderate intensity
activities that are sufficiently supported by aerobic metabolism can be performed for
extended periods of time.
Aerobic dance - Aerobics, meaning "with oxygen" is any series of exercises designed to
raise the heart rate and encourage better use of oxygen. According to the American
Heart Association, performing aerobics regularly is good for the heart, lungs and
circulation, and also helps maintain good physical fitness. Many common forms of
exercise use aerobics. A system of exercises combining aerobics with dance steps and
usually done to music.
Brief History of Aerobic

In 1968, Dr. Kenneth Cooper released his first book, "Aerobics," a bestseller that
sold more than 30 million copies worldwide. With this book, Cooper introduced aerobics
as a noun to describe certain methods of physical exercise. Cooper crafted the
definition of aerobics for the Oxford English Dictionary in 1986, noting that aerobic
exercise produces "beneficial changes in the respiratory and circulatory systems" by
demanding a moderate and sustained increase in oxygen intake.
Dance Aerobics Using dance moves to drive an aerobic workout evolved alongside
Cooper's innovations in the field of exercise physiology. In 1969, a professional dancer,
Judi Sheppard Missett, began teaching a fitness class with dance moves that she later
branded as Jazzercise. Jane Fonda, who traded ballet training for aerobics in the late
1970s, built an exercise empire around dance-inspired workouts, releasing her first
video in 1982, which sold 17 million copies.
Contributor of Aerobic Exercise
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Kenneth H. Cooper
Is a doctor of medicine and former Air Force Colonel from Oklahoma, who introduced
the concept of aerobics? He is the author of the 1968 book Aerobics, which emphasized
a point system for improving the cardiovascular system.
Born: March 4, 1931 (age 82), Oklahoma City, Oklahoma, United States
Education: University of Oklahoma
Ms. Judi Sheppard Missett founded Jazzercise, Inc. in 1969 and serves as its Chief
Executive Officer. Ms. Missett served as President of Jazzercise, Inc. Ms. Missett is a
fitness advocate and aerobic dance pioneer with more than 37 years’ experience. She
attended Northwestern University earning her Bachelor’s degree in theater and
radio/television in 1966.
Jane Fonda (born Lady Jayne Seymour Fonda; December 21, 1937) is an American
actress, writer, political activist, former fashion model, and fitness guru. She rose to
fame in the 1960s with films such as Barbarella and Cat Ballou. She won two Academy
Awards, an Emmy Award, three Golden Globes and received movie awards and
nominations in more than 50 years as an actress. After 15 years in retirement, she
returned to film in 2005 with Monster-in-Law, followed by Georgia Rule two years later.
She produced and starred in exercise videos released between 1982 and 1995, and
again in 2010.
Fitness Groove
The GROOVE Method talks about how we need to SIMPLIFY and RE-DEFINE
dance/fitness/health so that everybody can start living a healthier life, according to their
own definition and the unique needs of their bodies. If we want to help people get
healthy - we need to create spaces that make movement and physical activity
accessible to everybody
Components of Aerobic Dance
Physical Activity and Duration

Aerobics involves moving large muscle groups continuously and rhythmically, Aerobic
physical activity typically involves repetitive movements that move multiple joints, such
as running and jogging, which involve continuous upper and lower body joint
articulations.
Energy Production
Your body produces energy using oxygen, glucose and fatty acids in varying
proportions during aerobics. Unlike anaerobic activity, which extracts glucose primarily
from muscle tissues for energy, your blood and liver supply most of the glucose that
your body uses during aerobics.
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Aerobic Capacity
Your aerobic capacity refers to the greatest amount of oxygen that your body can
consume during maximal effort while performing aerobic activities. Aerobic capacity is
also known as VO2 Max, functional capacity or aerobic power.
Cardio respiratory Endurance

Refers to the ability of your circulatory and respiratory systems to supply energy during
aerobics and to remove cellular waste that results from energy production. You can
perform aerobics for longer periods of time with greater cardio respiratory endurance.
VO2 Max (also maximal oxygen consumption, maximal oxygen uptake, peak oxygen
uptake or maximal aerobic capacity) is the maximum capacity of an individual's body to
transport and use oxygen during incremental exercise, which reflects the physical
fitness of the individual. The name is derived from V - volume, O2 - oxygen, max –
maximum.
Intensity
The intensity of aerobics refers to the amount of effort that you exert during the activity.
Your heart rate generally increases as aerobic intensity increases. Moderate intensity
aerobic activity may bring your pulse within 60 to 70 percent of your maximum heart
rate.
Different Types of Aerobics
Dance aerobics: It is a great fun workout that helps in strengthening your body, giving
energy to carry out your day-to-day activities efficiently and effectively.
Hip-Hop aerobics is a dance aerobics routine, which mixes together funk with

contemporary dance. Hip-Hop aerobics incorporates the usage of high energy dance,
while focusing on the entire form of the body.
Hi-Lo Aerobics involves a fast paced routine that includes rapid movement and work
on thighs, abs, calf, heart and so on. You move typically on one side while slanting in
position.
Funk and jazz aerobics comprise low-impact workouts, which include jazz steps, funk
twists and yoga.
Step aerobics offers a more intense workout. It provides extra boost by incorporating

the action of stepping on to the platform to intensify the workout.
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Low-impact aerobics are those movements involving large muscle groups used in

continuous rhythmic activity in which at least one foot contacts the floor at all times. It
has developed to decrease the lower leg overuse injuries associated with high-impact
classes.
Aerobic kickboxing is also called as cardio boxing or boxing aerobics. It is a

tremendous way of achieving a beautiful body. This type of exercise leads to quick
weight loss.
The Basic Aerobic Steps for Beginners
Arabesque
How to do it:
1.Start standing on your right leg with left leg
stretched out to the left side of the room ready to
step.
2.Step onto your left leg then sweep the right leg
around to the left side of the room creating a
twirling momentum.
3.Step onto the right leg with a bent knee as you
begin to sweep the left leg up and over to the left
side of the room.
4.Take a big leap onto the left leg. Keep the
turning momentum going by letting your right leg
swing around so you can step onto it.
5.Finish the turn by stepping your left leg out to
the left.
Some instructors are more dance-oriented than others (you can tell which ones
they are - they'll have you doing lots of mambos, chausses, jazz squares and
those ball-changes). Arabesque also used in the cheering steps or movement,
basically just a backwards kick with your toe pointed, usually done with your hands
floating gracefully in mid-air.
Basic Step
This move can be performed on an aerobics step bench or on the floor. Do
several in a row with the lead leg, or alternate lead legs for variety.
HOW TO DO IT:
1. Start with your feet side by side, about hip-distance apart.
2. Step about two feet forward with your lead leg.
3. Bring the back leg forward to meet it.
4. Step back two feet with your lead leg and draw the other foot back to meet it.
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Box Step or Jazz Square

A box step is sometimes called a "jazz square."
HOW TO DO IT:
1. Stand with your feet hip-distance apart and
parallel to one another.
2. For a right leg lead, step the right foot slightly
forward and in front of your left foot.
3. Step the left foot out to the side. Bring the right
foot a step back and cross over it with your left
foot.
4. Repeat multiple times.
This one is difficult to put into words - it's really better to

watch and practice. Cross in front with your lead foot.
Step out to the side with your other foot. Step straight back with your lead foot (your
other foot should be out of the way, since it has stepped to the side).
Cha-Cha-Chas, Chausses
Sometimes an instructor will want you to change the lead leg of a step. This is done by
somehow fitting three steps into two counts. That's where moves like Cha-Cha-Chas
and Chausses (pronounced Shaw-says) come in. With a Cha-Cha-Cha, you're just
doing three steps really fast - instead of one, two, and its one, two, three.
Cha cha is widely recognizable by its catchy rhythm – one, two, cha, cha, cha. It's easy
to learn and fun to dance.
Cha cha music is composed in 4/4 time (four beats to a bar of music). For each bar of
music there are 2 slow and 3 quick steps, which may be counted as – one, two, cha,
cha, cha or step, step, step, quick step, quick step. The footwork is simple and mostly
focuses on just shifting weight from one foot to another.
Remember, five steps are taken to four beats of music. Also don't forget that the
movements tend to be somewhat flirtatious. This is definitely a party dance!
HOW TO DO IT:
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Step for Men

1. Sidestep to the left with your left foot
2. Step backward & left with your right foot
3. Left foot in place, weight shifts to it
4. Sidestep to the right with your right foot
5. Move your left foot to your right foot
7. Step forward & right with your left foot
8. Right foot in place, weight shifts to it
10. Move your right foot to your left foot
Step for Women

2. Step forward & right with your left foot
3. Right foot in place, weight shifts to it
5. Move your right foot to your left foot
6. Sidestep to the right with your left foot
7. Step backward & left with your right foot
8. Left foot in place, weight shifts to it
10. Move your left foot to your right foot
Grapevine
The grapevine offers a way to travel side to
side during a floor-based aerobics class. Sometimes,
an instructor adds a knee lift or hamstring curl instead
of the tap before switching directions.
HOW TO DO IT:
1. Stand with your feet hip-distance apart.
2. To move to the right, step your right foot to the
side.
3. Cross your left foot behind the right.
4. Step the right foot again to the right and tap
your left foot next to it to switch directions.
Everybody does this step. When an instructor is at a loss for another move, he'll
make his class do grapevines until he can think of something more creative. Your lead
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foot steps to the outside (that means your right foot goes right, or if you’re left foot's
leading, your left foot goes left), and then your other foot crosses behind.
Hamstring Curl
Step with one foot and lift the heel of the other foot towards your butt. Usually
you alternate heels. Right step-heel, left step-heel (that's four counts). Sometimes the
instructor has you do two heels on the same foot. It's still four counts, but you only step
once with your lead foot: step-heel up, heel up. Try it while counting - you'll see.
HOW TO DO IT: Starting Position

Stand tall with your back straight, abs engaged, shoulders relaxed, legs wider
than the hips, toes turned outward and arms straight out in front of you, shoulder-width
apart, palms down.
Action
Breathe deeply, shifting your weight to your right leg as you bend your left knee to
pull your toward your glutes and bring your elbows behind you, pulling your hands
toward your waist. Return to the start position and switch sides. Repeat, alternating legs
with each step.
Special Instructions
Move faster and take wider steps to increase your intensity. Place your hands on
your hips, move slower and/or take smaller steps to decrease your intensity.
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Kicks
Um, you take a step with one foot and kick with the other one (could anything be
easier to describe?). You don't have to kick very high - this isn't the Rockettes.
Somewhere between ankle and mid-calf height is fine. Kicks are fun and the instructor
will probably have a million different varieties of them.
Knee Up
It's the same idea as the Hamstring Curl, only your lifting your knee towards your
waist (or as high as you can lift it easily) same count. Oftentimes, when an instructor
has you do a hamstring curl or a knee up; they are planning to change it into something
more interesting. You have the option to follow along, or stay with the original move.
Leg Lifts
Easy - stand on one leg and lift your
other leg out to the side. It doesn't have to
be very high - once again, this isn't the
Rockettes. Not as much fun as kicks.
Mambo is a genre of Cuban dance music

pioneered by the charanga Arcaño y sus
Maravillas in the late 1930s and later
popularized in the big band style by Pérez
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Prado. It originated as a syncopated form of

the danzón, known as danzón-mambo, with a
final, improvised section, which incorporated
the guajeos typical of son cubano (also known
as montunos). (Sublette 2016)
The mambo step in aerobics dance takes its cue
from the dance style. It's a fundamental move
that has you swinging your hips.
HOW TO DO IT:
1. Stand with your feet hip-distance apart.
2. For a right leg lead, take a small step forward on your right foot; keep your
left foot where it is.
3. Shift weight onto the right foot, and then shift weight onto the left foot as you
step the right foot backward.
4 Shift weight onto the right foot, then to the left; immediately take the step
forward with the right to repeat the step.
This is really quite simple - step forward and back, forward and back, with the
same foot until the instructor tells you to do something else. For example, you can do a
Mambo with one foot leading, a Cha-Cha-Cha, and then a Mambo with the opposite foot
leading.
Step-Touch
Step touch is commonly found in floor-based classes. It's an easy move to
master.
HOW TO DO IT:
1.Stand with your feet side by side and hip distance apart.
2.Step your lead leg to the side and bring the other foot to meet it.
3.Switch the direction as you alternate touching side to side.
4.Sometimes, you might do two to four steps to the right, and then an equal
number to the left (or vice versa.)
Step-touches can also be done by stepping forward-touch, back-touch. A step

touch can become an L-Step - step-touch, then you turn to face inside and step your
first foot to the side again, for another step-touch (your feet are making an L-shaped
pattern).
V-Step This dance step is also doable on an aerobic step or the floor. It gets its name
from the wide, V-shape of the movement.
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HOW TO DO IT: Stand with your feet parallel and hip-distance apart. Step your lead
foot 2 to 3 feet forward to the corresponding corner of the floor or the bench. Step the
opposite foot wide to its corner. Step back to the original position with your lead leg.
Bring the opposite leg back to meet it. You may alternate lead legs or repeat the step on
the same leg several times before switching.
This move is done in 4 counts:
1. Step up on the bench with the lead foot, as wide as possible.

2. Step up on the bench with the other foot, as wide as possible.
3. Step down backwards to the floor with the lead foot.
4. Step down backwards to the floor with the other foot.
This looks a bit clunky, but lots of instructors like it, so you'll be doing it often. Your
lead foot steps forward and out, then your other foot steps forward and out. Your lead
foot steps back in, then your other foot steps back in - you're making a "V" with your
feet. Sometimes the lead leg is alternated for each four-count (right step-out, step-out,
right step-back, step-back, then left step-out, step-out, left step-back, step-back).
Reverse V-step
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PHYSICAL FITNESS
A Reverse V-step is similar to a V-step - you step up wide with both feet, but you
also turn as you step up, so that you end up facing the opposite direction from when you
started.
The picture shows a right lead Reverse V-step, and then a left lead Reverse V-
step.
This move is done in 4 counts:

1. Step across and up on the bench with your lead foot, and begin to turn
your body.
2. Finish the turn as you bring your other foot on top of the bench. You are
now on top of the bench and facing the opposite direction.
3. Step down on the far side of the bench with your lead foot.
4. Step down with your other foot to the far side of the bench.
Aerobic Steps for Advance

Zumba
Fitness has quickly become one of the most popular dance aerobics programs
around. This type of dance aerobics incorporates Latin moves with a party or club like
atmosphere.
Jazzercises
All over the country move to the latest music to
burn up to 600 calories in 60 minutes, Not only does
this form of exercise give you an aerobic workout, but
it gives you the added benefit of strengthening and
toning through the use of yoga, Pilates, kickboxing
and resistance training.
Ballroom Dancing
Ballroom dancing comprises many types of
dances from different parts of the world. Popular
dances include the modern waltz, tango, Viennese
waltz, salsa and quickstep. All types of ballroom
dancing are performed by a couple who is in a
"closed hold" position, which means that five specific points of contact between the
couples' bodies are maintained throughout the dance.
Belly Dancing
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It is performed by women and uses the muscles of the torso to move the body.
Though many hold to the idea that it was primarily a form of male entertainment, it was
usually done for women during fertility ceremonies, where men weren't allowed, reports
IAMED.
Hip-Hop aerobics
It is a dance aerobics routine, which mixes together funk with contemporary dance.
Hip-Hop aerobics incorporates the usage of high-energy dance, while focusing on the
entire form of the body.
If you are a beginner, your instructor will direct and teach you the grooves, rhythm,
rhyme and moves required to benefit from dance aerobics. If you want to lose weight
fast, this is the most effective exercise.
Learning Task: 13
Name ____________________________ Score _________________________
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Course/Section__________________________ Date _______________________

Identification
Direction: Read the question carefully; shade the letter of the correct answer.
1. He was the contributor and introduced aerobics as a noun to describe
certain methods of physical exercise.
[A] George Bancroft [C] Judi Sheppard Missett
[B] Jane Fonda [D] Kenneth H. Cooper
2. Literally means "living in air”, and refers to the use of oxygen to

adequately meet energy demands during exercise.
[A] Aerobic Dance [C] Ballroom Dance
[B] Aerobic Exercise [D] Zumba Aerobic
3. Is defined as physical activity that is planned, structured, repetitive and

purposeful for the improvement of maintenance of one or more components
of physical fitness.
[A] Exercise [C] Isokinetic Exercise
[B] Fitness Groove [D] Isometric Exercise
4. A professional dancer and founded Jazzercise, Inc.

5. Method talks about how we need to SIMPLIFY and RE-DEFINE

dance/fitness/health so that everybody can start living a healthier life.
[A] A] Exercise [C] Isokinetic Exercise
6. She traded ballet training for aerobics in the late 1970s, built an exercise
empire around dance-inspired workouts, releasing her first video in 1982.
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PHYSICAL FITNESS
7. Aerobics, meaning "with oxygen" is any series of exercises designed to

raise the heart rate and encourage better use of oxygen.
A] Aerobic Dance [C] Ballroom Dance
8. Aerobics involves moving large muscle groups continuously and

rhythmically.
[A] Ballroom Dance [C] Physical Activity and Duration
[B] Energy Production [D] Zumba Aerobic
9. Exercises in which variable resistance is applied to a limb in constant

motion.
10. This type of dance aerobics incorporates Latin moves with a party or club
like atmosphere.
[A] Aerobic Capacity [C] Aerobic Exercise
[B] Aerobic Dance [D] Cardio respiratory Endurance
11. Exercise in which your muscles are tightened without any movement of
body parts. It develops muscular strength.
12. Your body produces energy using oxygen, glucose and fatty acids in
varying proportions during aerobics.
[B] Energy Production [D Zumba Aerobic
13. Comprises many types of dances from different parts of the world.
[A] Aerobic Dance [C] Ballroom Dance
14. Your aerobic capacity refers to the greatest amount of oxygen that your
body can consume during maximal effort while performing aerobic activities.
144
PHYSICAL FITNESS
15. Refers to the ability of your circulatory and respiratory systems to supply
energy during aerobics and to remove cellular waste that results from energy
production.
145
PHYSICAL FITNESS
Name _________________________________ Group _______________________

I. Partner Activity
Procedures
1. Make a videos your performance
2. Ask the assistance to your family members
3. 30 minutes practice preparation to perform the task
4. Follow the step by step procedure
5. Execute the basic aerobic step using 16 counts
Check the column which describe your performance based on the criteria.
Creativity – 20%
Preparedness – 20%
` 100%
E – EXCELLENT VG – VERY GOOD G – GOOD NI – NEEDS IMPROVEMENT

BASIC AEROBIC STEP E VG G NI Scores
(5 PTS) (4 PTS) (3PTS) (2 PTS)
Arabesque
Basic Step
Box Step or Jazz Square
Cha-Cha-Chas, Chausses
Grapevine
Hamstring Curl
Kicks
Knee Up
Leg Lifts
Mambo
Step-Touch
V-Step
Reverse V-step
Total Scores
Parents/Guardian:
________________________________
II.Individual Activity
146
PHYSICAL FITNESS
Procedures
1. Do this activity
4. Execute the basic aerobic step using 16 counts with music accompaniment
Creativity – 20%
Preparedness – 20%
` 100%
Group Members C (20%) IP (20%) P (20%) C (20%) W&S Scores

Name (10%)
1.
2
3
4
5
6
7
8
9
10
Group Leader: Secretary:

_____________________________ _____________________________
SIGNATURE AND OVER PRINTED NAME SIGNATURE AND OVER PRINTED NAME
147
PHYSICAL FITNESS
Name _________________________________ Group _______________________

I.Individual Activity
Procedures
1. Do this activity
4. Choreograph and execute the aerobic step composed of warm up, muscle
conditioning and cool down using 16 counts with music accompaniment.
Creativity – 20%
` 100%
Group C (20%) IP (20%) P (20%) C (20%) W&S Scores

Memb (20%)
ers
Name
1.
2
3
4
5
6
7
8
9
10
Parents/Guardian:
________________________________
Scoring Rubrics
Criteria Excellent (20) Very Good (15) Good (10) Needs Score
Improvement
(5)
Creativity Extremely Good choice of The music was The
outstanding choice music in relation to good enough to music/routine
of music for the routines presented. hold some relation did not
routines presented. The routine was to theme or accurately
148
PHYSICAL FITNESS
Theme match the synchronized routines. express the

music. moves
presented
Individual Individual Performance & Performance & Performance
Performance/ performance & Cuing was done Cuing was done & Cuing the
Cuing cuing was done most of the time sometimes and new moves in
and shared among with directional directional changes advance or the
the group changes. cued some of the direction of
members. time. the move.
Participation Always Often participated Sometimes Did not
participated in in rehearsal and participated in participate
rehearsal and final final performance. rehearsal and final much in
performance. Use time performance. rehearsal or
Always used time efficiently. Cooperation final
well. lacking at times. performance.
Sometimes goofed Absent a lot or
off and did not use not
time wisely. contributing.
No
cooperation.
Did not use
class time
Choreograph Choreography was Choreography was Few modifications No
y suitable for all suitable for all were demonstrated. modifications
fitness levels and fitness levels and Some trouble with were
modifications were modifications were transitioning and demonstrated,
demonstrated. demonstrated. cues. consistently
Smooth cueing and Some trouble with off the beat,
flowing transitions cues and trouble with
were evident. transitions. cueing.
Preparedness Memorized Occasionally Frequent pauses, No eye contact
routine, did not paused to referred to with the
need to refer to remember routine, choreography audience,
notes. Consistent infrequent glances notes throughout instructs
eye contact with at notes. Semi- performance. directly from
audience. consistent eye notes.
contact with
audience.
Directions: Match column A to column B; write your answer on the space provided.
(Erasure means wrong).
149
PHYSICAL FITNESS
COLUMN A COLUMN B
_____ 1. It is a great fun workout that helps in strengthening your a. Hiphop
Aerobic
body, giving energy to carry out your day-to-day activities. b.Funk and jazz Aerobic
_____ 2. Incorporates the usage of high energy dance, while c. low impact Aerobic
focusing on the entire form of the body. d. Grapevine
_____ 3. Involves a fast paced routine that includes rapid e. Cha-Cha-Chas
movement and work on thighs, abs, calf, heart and so on. f. Zumba
_____ 4. Comprise low-impact workouts, which include jazz steps, g. Ballroom Dancing
funk twists and yoga. h. Belly Dancing
_____ 5. It provides extra boost by incorporating the action of i. Jazzercises
stepping on to the platform to intensify the workout. j. Leg Lifts
_____ 6. It has developed to decrease the lower leg overuse k. Arabesque
injuries associated with high-impact classes. l. Aerobic Kick boxing
_____ 7. . It is a tremendous way of achieving a beautiful body. m. Step aerobic
_____ 8. Fitness has quickly become one of the most popular n. Hi-lo Aerobic dance
aerobics programs around. o. Dance Aerobic
_____ 9. All over the country move to the latest music to burn
up to 600 calories in 60 minutes.
_____ 10. Comprises many types of dances from different
parts of the world.
_____ 11. It is performed by women and uses the muscles of the
torso to move the body.
_____ 12. Basically just a backwards kick with your toe pointed,
usually done with your hands floating gracefully in mid-air.
_____ 13. Sometimes an instructor will want you to change the
lead leg of a step
_____ 14. Easy - stand on one leg and lift your other leg out to the side.
_____ 15. Everybody does this step. When an instructor is at a loss for another move, he'll
make his class do grapevines until he can think of something more creative.
150
PHYSICAL FITNESS
Directions: Match column A to column B; write your answer on the space provided. (Erasure
means wrong).
COLUMN A COLUMN B
O 1. It is a great fun workout that helps in strengthening your a. Hiphop Aerobic
body, giving energy to carry out your day-to-day activities. b. Funk and jazz Aerobic
A 2. Incorporates the usage of high energy dance, while c. low impact Aerobic
focusing on the entire form of the body. d. Grapevine
N 3. Involves a fast paced routine that includes rapid e. Cha-Cha-Chas
movement and work on thighs, abs, calf, heart and so on. f. Zumba
B 4. Comprise low-impact workouts, which include jazz steps, g. Ballroom Dancing
funk twists and yoga. h. Belly Dancing
M 5. It provides extra boost by incorporating the action of i. Jazzercises
stepping on to the platform to intensify the workout. j. Leg Lifts
C 6. It has developed to decrease the lower leg overuse k. Arabesque
injuries associated with high-impact classes. l. Aerobic Kick boxing
L 7. . It is a tremendous way of achieving a beautiful body. m. Step aerobic
F 8. Fitness has quickly become one of the most popular n. Hi-lo Aerobic dance
aerobics programs around. o. Dance Aerobic
I 9. All over the country move to the latest music to burn
up to 600 calories in 60 minutes.
G 10. Comprises many types of dances from different
parts of the world.
H 11. It is performed by women and uses the muscles of the
torso to move the body.
K 12. Basically just a backwards kick with your toe pointed,
usually done with your hands floating gracefully in mid-air.
E 13. Sometimes an instructor will want you to change the
lead leg of a step
J 14. Easy - stand on one leg and lift your other leg out to the side.
D 15. Everybody does this step. When an instructor is at a loss for another move, he'll
make his class do grapevines until he can think of something more creative.
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Physical Education 1

URS CORE VALUES

URS GRADUATE ATTRIBUTES

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

The other The other members of the course

The author, Professor MONINA E. FRANCISCO, M. Ed., is a full-time Professor of

Professor JOHNAURELL T. DE CASTRO,

Professor IRVIN AARON B. AMIGABLE. A resident of Tanay, Rizal and a Physical

II. GENERAL OBJECTIVES:

III. SPECIFIC OBJECTIVES

IV. COURSE OUTCOMES:

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

V. PROGRAM OUTCOMES ADDRESSED BY THE COURSE

VI. PROGRAM OUTCOMES ADDRESSED BY THE COURSE:

VII. COURSE STRUCTURE

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

VIII. COURSE SCHEDULE

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Unit 3 – All about exercise Week 11,12,13,14 and

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Rubric for Assessment

CRITERIA EXEMPLAR SATISFACTORY DEVELOPING BEGINNING NEEDS RATINGS

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

OTHER REQUIREMENTS AND ASSESSMENTS:

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Physical Education’s is important such makes it legally compulsory in most cultures,

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Basic Physical Education in College

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

(1) The goal of physical education is to instill in young citizens a proper

(3) A well-rounded physical education program must be addressed to physical

(4) An integrated program for sports development in the schools requires

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

SECTION 4. There shall be created in the Department of Education a Physical

SECTION 6. Sports centers shall be established in cities, provincial capitals or in

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Establishing and implementing high quality physical education (PE) programs

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

ANSWER TO SELF-ASSESSMENT QUESTIONS

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

2. In what article stated that “all educational institution shall undertake

3. How the state promotes physical education?

4. What is the educational objective of department of education?

6. What is the acronym of UNESCO?

7. Why evaluation is important part in the education process?

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

9. What is the role of physical education coordinators?

10. Why physical education is needed to promote by the state?

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Intended Learning Outcome:

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT

Systematic instruction in sports, exercises, and hygiene given as part of a

WORKTEXT IN PHYSICAL FITNESS AND MOVEMENT ENHANCEMENT