PRELIMINARIES

Module title: MODULES ON MOVEMENT ENHANCEMENT

Course title: MOVEMENT ENHANCEMENT
Course number: PE 101
Course Description: This course provides training in different movement patterns and
core engagement in conjunction with principles of healthy eating
and a physically active life. Students will be able to adapt and
transfer the movement competency in different contexts (i.e. use of
training equipment).
Total learning time: 36 hours or 18 weeks

OVERVIEW

Physical Education came from the Latin word “physica”, meaning physiques and “educatio”
meaning the training of the bodily organs and power with a view to the promotion of the hearts
and vigor.
To have a sound body, one must have a sound mind. Thus, being in a state of mental health.
The World Health Organization (WHO) defines health as a state of complete physical, mental,
social wellness, not merely the absence of disease or infirmity.
Physical Education is an integral part of general education which aim to develop the physical,
social, emotional, spiritual, and mental traits of man through the physical activities.
The main idea of Physical Education is to help the students acquired skills and develop an
affection for the activities themselves and it aims to help students develop physical competence
skills and good habits. It assists in developing smart, competent intelligent individuals. It refers to
the individual growth and development of the total body movement, safety when it comes to
physical activities.
Instruction in various kinds of physical activity promotes the physical development and well-
being of the individual. Hence, Physical education is generally taught from pre-school, elementary,
secondary, and tertiary levels and this provides training in different movement patterns and core
engagement in conjunction with principles of healthy eating and a physically active life. Students
will be able to adapt and transfer the movement competency in different contexts (i.e. use of
training equipment).
Sports and recreation and Leisure is the proper classification for physical education both from
logical perspective. It provides opportunities for socialization as well as for the development of
the capacities of the individual.
PE 101 or Movement Enhancement, will have the following major course outcomes: (1)
Active and Healthy Living – (1.1) Access, synthesize and evaluate information on Physical
Education; Health eating and fitness behaviors, products and services; (1.2) Risks associated with
physical activity; (1.3) Fitness and physical activity assessment results; (1.4) Activity patterns
throughout the lifespan, and; (1.5) Personal, cultural and social factors that motivate or inhibit
health choices about physical activity and nutrition behaviors to enhance one’s capacity to take
responsibility for oneself. (a) Apply concepts such as fair play, empathy, respect for others’
abilities and diversity by understanding how these can influence their interaction with others (b)
Participate in moderate to vigorous physical activities in accordance with national and global
recommendation for Physical Education. (2) Advocacy and Action (a) Devise, apply and appraise
a range of strategies to improve their own physical activity performances and those of others; (b)
Propose practical and creative interventions that will create community connection and contribute
to the health and well-being of the school and/or larger community.
INDICATIVE CONTENT
I. CHAPTER 1
• Legal Bases of Physical Education
• Health and Fitness
• Importance of Physical Education
• Components of Physical Education
• Physical Fitness Battery Test
• Body Mass Index
• Physical Education and Healthy Safety Guidelines

II. CHAPTER 2
• Physical Activity and Nutrition
• Basic Principle for beginning a Fitness Program
• Nutrition
• Basic Anatomy and Physiology
• Organ Systems of the Human Body: Its Composition and Function
• The Science of Human Movement: The Muscular and Skeletal System
• Body Planes
• Types of Joint Movements
• Body Posture
• Types of Stretching

III. CHAPTER 3
• Definition of Human Movement
• Physical Exercise
• Benefits of Regular Physical Activity
• Four Different Types of Exercise
• Physical Activity and Injury
• Ways to Prevent Injuries during Physical Exercise
• Warm Up
• Conditioning Exercise Set #1
• Conditioning Exercise Set #2

IV. CHAPTER 4
• Stretching Exercise
• Benefits of Stretching Exercise
• Warm-up Exercises in Routine
• Importance of Warm-up exercise
• Cooldown Activities
• Benefits of Cooldown Exercises
 V. CHAPTER 5
• Aerobic Exercise
• Importance of Aerobic Exercise
• Benefits of Aerobic Exercises
• Examples of Aerobic Exercise

Dear Students,

Books used in developing this module are also the primary references for this course. To access
the PDF copy of the books used, you may download it by visiting the links provided. Take note that
these books are not for sale, and further usage outside classroom instruction such as mass
production, is highly prohibited.
Please be responsible with the privileges granted. Use it for good and to help you grow as a person
and not to take advantage of other people’s rights and jurisdiction.

Piamonte, RM, et. al. (2002) FOUNDATIONS OF PHYSICAL FITNESS

https://drive.google.com/file/d/1Ea9e3f_K86ADUtM3_Ve0IM
KybV09E3te/view?usp=sharing

Claravall, D. (2018) PHYSICAL EDUCATION 1: MOVEMENT ENHANCEMENT

https://drive.google.com/file/d/19KYXrde8604jTUW96ZxwvN
CFinrTVE86/view?usp=sharing

Sincerely yours,

KRIS TEL D. PARAS, LPT College of Management

 CHAPTER 1.1
MODULE 1: PHYSICAL EDUCATION
A. LEARNING OUTCOMES

At the end of the unit, the student must have:

1. Interpreted the meaning of Physical Education and identified its relevance to wellness
development as well as to their course.
2. Explained the importance of the legal bases of PE and components of physical fitness
3. Specified the reasons why fitness is the major goal of Physical Education.

B. DISCUSSION

Note: The information available in this module for students’ reading references are limited,
therefore additional readings are highly encouraged and links for online readings are
provided in the end of this chapter to foster further learning.

1.1 Legal Bases of Physical Education

1.1.1 Republic Act no. 7722 – an act creating the commission on higher education,
appropriating funds therefor and for other purposes. Also
known as the “Higher Education Act of 1994.”

1.1.2 Article XIV; Section 19 of the 1987 Constitution of the Republic of the Philippines
– states that “the State shall promote physical education
and encourage sports programs, league competitions, and
amateur sports, including training for international
competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert
citizenry.”

1.1.3 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.
1.2 Health and Fitness

1.2.1 A person’s physical fitness is determined by age or hereditary and their behavior.
However, many people cannot control their age and hereditary so their lifestyle can
help them become physically fit and stay that way.
1.2.2 A person’s level of physical fitness depends upon largely on how frequently he
performs when it comes to physical activities or actual exercises.
1.2.3 Physical fitness is the optimum levels of fitness vary, depending on age, gender, and
the physical ability, and over- all health.
 1.2.4 There is a general agreement among experts however that the components of physical
fitness should be grouped into two broad categories that correspond to two levels of
performance. Athletes and non-athletes.

1.3 Importance of Physical Fitness

1.3.1 Physical Fitness is “the ability to handle the task performed in everyday life with
enough energy in reserve to enjoy leisure pursuits and deal with emergencies.”
(Safrit, 1995).
1. To maintain regular exercises, physical fitness helps the individual in:
2. Having competence in movement and motor skills.
3. Maintaining good health.
4. Understanding various movement concepts, principles and tactics applied to
learning a physical activity.
5. Valuing physical activities for enjoyment and socialization.
6. Minimizing stress.
7. Delaying the aging process.
8. Improving posture through a strengthened muscle.
9. Improving organic function.
10. Preventing heart ailment.
11. Improving assessment through fitness tests.
12. Achieving and maintaining a health-enhancing level of physical fitness.
13. Participating regularly in lifelong physical activity.

1.4 Components of Physical Education

1.4.1 Physical fitness components are divided into two: Health-related and Motor fitness
or Skills-related fitness.
1.4.2 Cardio-respiratory endurance – is the ability to persist physical exercise for long
period of time without undue fatigue.
Example activity to measure Cardio Respiratory Endurance: One-mile walk run
1.4.3 Muscular Strength – is the ability of the muscle to exert force with a single
maximum effort.
Example activity to measure Muscular Strength: Modified push-up for girls;
push-up for boys
1.4.4 Muscular Endurance – is the ability of the muscle to continue contracting over a
long period of time.
Example activity to measure Muscular Endurance: Modified push-up for girls;
push-up for boys
1.4.5 Body Composition – relative percentage of muscle, fat, bone, and other tissues of
which the body is composed.
Example activity to measure Body Composition: Body Mass Index
1.4.6 Flexibility – is the ability of the joint to move or extend in its full range of motion.
Example activity to measure Flexibility: Sit and Reach
1.4.7 Coordination – is the ability to use the body parts with the sense to perform motor
tasks smoothly and accurately.
Example activity to measure Coordination: Throwing a pitch in baseball
 1.4.8 Balance – is the maintenance of equilibrium while stationary or while moving.
Three types of Balance: Performing in a balance beam
▪ Static balance - while at rest
▪ Dynamic balance – while moving
▪ Rotation – after a turn or rotation
Example activity to measure Balance: Standing one leg
1.4.9 Agility – is the ability to change direction quickly.
Example activity to measure Agility: Playing Badminton and Illinois Run
1.4.10 Power – the ability to exert force in a short period of time.
Example activity to measure Power: Discus throwing and Basketball pass
1.4.11 Speed – is the ability to perform movement in a short period of time.
Example activity to measure Power: 100 - meter sprint
1.4.12 Reaction time – the amount it takes to react in a given stimulus.
Example activity to measure Power: Start of a race

C. EVALUATION

General Direction: You may submit your answer/s through online learning platforms
available with you or you may affix it here in this module.

1. In your own words, define physical education and cite at least 3 (three) relevance of
Physical Education to wellness development and another 3 (three) to your course.
2. What is the importance of the legal bases of Physical Education and its components?
3. Why is fitness the major goal of Physical Education?

Note: See attached rubrics for your reference. 100 pts.

D. ADDITIONAL READINGS

a. https://thecorpusjuris.com/legislative/republic-acts/ra-no-5708.php
b. https://www.sharecare.com/health/fitness-exercise/difference-between-fitness-
health
c. https://us.humankinetics.com/blogs/excerpt/what-is-physical-fitness
d. https://www.smore.com/5p7c8-health-skill-related

E. RESOURCES

a. https://thecorpusjuris.com/legislative/republic-acts/ra-no-5708.php
b. Piamonte, RM, et. al. (2002) FOUNDATIONS OF PHYSICAL FITNESS
c. Claravall, D. (2018) PHYSICAL EDUCATION 1: MOVEMENT ENHANCEMENT
 CHAPTER 1.2
MODULE 2: PHYSICAL EDUCATION (Continuation)
A. LEARNING OUTCOMES

At the end of the unit, the student must have:

1. Explained the significance of safety guidelines in performing physical education.
2. Calculated Body Mass Index.
3. Performed conditioning exercises for physical fitness test.

B. DISCUSSION

Note: The information available in this module for students’ reading references are limited,
therefore additional readings are highly encouraged and links for online readings are
provided in the end of this chapter to foster further learning.

1.5 Physical Fitness Battery Test

1.5.1 Body Mass Index – assess body fats.

1.5.2 One-mile Run – measures cardio-respiratory endurance.
1.5.3 Modified push-up (girls) – measures upper body strength.
1.5.4 Push – up (boys) – measures upper body muscular strength and endurance.
1.5.5 Curl – up – measures abdominal strength and endurance.
1.5.6 Sit and Reach – measures flexibility of the hip, trunk, lower back and hamstring
muscle.
1.5.7 Vertical Jump – measures leg power.
1.5.8 Illinois Agility Test – measures agility.

1.6 Body Mass Index

1.6.1 Important variables: Age, Weight and Height

1.6.2 Weight should be in kilograms (kg) and Height should be in meters (m). If not, then
follow these steps:
1.6.3 Divide your weight in pounds (lb.) by 2.2 to determine your weight in kilograms.
1.6.4 Multiply your weight in inches (in) by 0.254 to determine your height in meters.
1.6.5 Square your height in meters (multiply your height in meters by your height in
meters).
1.6.6 Divide the value you obtain from following the preceding step (square of height in
meters) into the value of your weight in kilograms.
1.6.7 Use the rating scale below to obtain a descriptive rating for your BMI.
 RATIING SCALE FOR BODY MASS INDEX

Classification Men Women

High Risk 27.8 27.3
Marginal 25.0 – 27.7 24.5 – 27.2
Good Fitness Zone 19.0 – 24.9 18.0 – 24.4
Low 17.9 – 18.9 15.0 – 17.9

1.7 Physical Education and Healthy Safety Guidelines

1.7.1 This guideline includes procedures that help prevent accidents or injury in Physical
Education classes and activities. It should be recognized that many safety guidelines
and cooperation to all class activities:
1. Teachers need to be aware of student’s medical backgrounds and physical
limitation.
2. Teachers must acquaint students with the locations of fire chains, fire exits,
and alternative routes from the beginning of the semester.
3. Consideration must also be given to informing parents of activities that take
students off the school.
4. Teachers are not only looking at activities that include contact but also the
issues surrounding body contact.
5. Precautions will be taken in the interest of student safety.
6. A fully stocked first-aid kid must be readily accessible to the gymnasium.
7. Teachers must inform students to use clean comfortable clothes and shoes.
8. Exercise either in the morning or afternoon when it is not so hot.
9. Teachers have the recommended qualifications and experience for sport
education.
10. Teachers recommended to supervising student first aid training.
11. All records of inspections, using the facilities regularly inspected to make sure
that equipment and facilities are safe to minimize any potential risk for
students.
12. Severe exercise must be avoided unless the individual is young and athletic.
13. There is no one best form of exercise. It depends on what the individual can
achieve.
14. Medical information of the student is communicated through school medical
clinic with teacher’s supervision.
C. EVALUATION

General Direction: You may submit your answer/s and video recording/s through online
learning platforms available with you or you may affix your answers here in this module and
submit your video using flash drivers.

1. What is the importance of observing safety guidelines in doing Physical Education?

2. Calculate your own BMI following the steps provided in this module using the space
provided in your Physical Fitness Battery Test Score.
3. Take a video of yourself while performing the suggested activities found on your Physical
Fitness Battery Test Score.
Note for Number 3:
1. Safety must be a primary priority.
2. Please wear a proper attire used in PE.
3. The video should be minimum of 3 minutes and a maximum of 4 minutes.
4. For more questions regarding the performance test, kindly coordinate and ask
guidance from your course facilitator on how you can properly execute the
given task/s.

Note: See the attached rubrics for your reference.

D. ADDITIONAL READINGS

a. https://www.cdc.gov/healthyweight/assessing/bmi/index.html

E. RESOURCES

a. Piamonte, RM, et. al. (2002) FOUNDATIONS OF PHYSICAL FITNESS

b. Claravall, D. (2018) PHYSICAL EDUCATION 1: MOVEMENT ENHANCEMENT
Activity no. 1
PHYSICAL FITNESS BATTERY TEST SCORE

Name: _________________________________ Course, Year & Section: ______________

Age: _______________ Height (kg): ________________ Weight: (kg): ________________
Resting Pulse Rate: ______________/min PE Instructor: ___________________________

TEST SCORE EQUIVALENT

1. Body Mass Index

2. One-mile Run
3. Push-up/Modified Push-up
4. Curl-up
5. Sit and Reach
6. Vertical Jump
7. Illinois Agility Test

BODY MASS INDEX CALCULATION

Remarks:
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________ __________
__________________
Signature of PE Instructor

Note: This copy should be submitted to your course facilitator for profiling.
 CHAPTER 2.1
MODULE 3: MOVEMENT ENHANCEMENT (MOVEMENT PATTERNS, EXERCISE
BASED)
A. LEARNING OUTCOMES

At the end of the unit, the student must have:

1. Defined Nutrition and identified the benefits of suggested food pyramid.
2. Illustrated the relationship between nutrition and physical activity engagement.
3. Specified the reasons why it is important to observe Basic principles in beginning a
Fitness Program.

B. DISCUSSION

Note: The information available in this module for students’ reading references are limited,
therefore additional readings are highly encouraged and links for online readings are
provided in the end of this chapter to foster further learning.

1.1 Physical Activity and Nutrition

1.1.1 At the most basic level, nutrition is important for athletes because it provides a source
of energy required to perform the activity. The food we eat impacts on our strength,
training, performance, and recovery. Not only is the type of food important for sports
nutrition but the times we eat throughout the day also has an impact on our
performance levels and our bodies ability to recover after exercising. Meals eaten
before and after exercise are the most important in sports nutrition, but you should
really be careful with everything that you put into your body. As a general rule of
thumb, athletes should eat about two hours before exercising and this meal should be
high in carbohydrates, low in fat and low to moderate in protein. Carbohydrates are
the main source of energy that powers your exercise regime and protein is required
to aid muscle growth and repair. After exercising you need to replace the
carbohydrates you have lost, and you need to ensure proper muscle recovery by
including protein in your post training meal. The proportions of protein and
carbohydrates that you require will vary depending on both the intensity and type of
sport so to get your individual balance right you should contact a qualified dietitian
for professional help with your sports nutrition. Our expert dietitians can help all level
athletes to achieve optimal sports nutrition to meet their performance goals.

1.2 Basic Principle for beginning a Fitness Program

1.2.1 Overload – the overload principle is the basis for improving physical fitness. In order
for a muscle (including the heart muscle), its must be “overloaded,” or worked against
a load greater than normal. If overload is less than normal for a specific component
of fitness, the result will be a decrease in that particular component of fitness. It is
important to note that there is no substitute for overload in developing physical
fitness.
 1.2.2 Specificity – this principle simply states that to develop certain characteristic of
fitness, you must overload specifically for that particular fitness component. For
example, strength-building training exercises may do little for developing cardio-
vascular fitness. Specificity is important in designing your warm-up, workout, and
cooldown programs for specific activities.
1.2.3 Progression – the progression concept indicates that overload should not be
increased too slowly or too rapidly if fitness is to result. Beginners can exercise
progressively by starting near threshold levels and gradually increasing in frequency,
intensity, and time (duration) within the target zone.
1.2.4 Threshold of Training and a Fitness Target Zone – there is a threshold of training
and a fitness target zone for each component of fitness. The threshold of training is
the minimum amount of exercise necessary to produce gains in fitness. What you
normally do, or just a little more than your normal exercise, is not enough to cause
improvement in fitness. The fitness target zone begins at the threshold of training and
stops at the point where the benefits of exercise become counterproductive.
1.2.5 FITT Principle – the acronym FITT will help you remember the four important
variables for determining threshold of training and fitness target zone levels.
1.2.6 [F] Frequency (how often) – exercise must be performed regularly to be
effective. The number of days a person exercises per week is used to determine
frequency.
1.2.7 [I] Intensity (how hard) – exercise must be hard enough to require more
exertion than normal to produce gains in health-related fitness. The method of
determining appropriate intensity varies with each aspect of fitness. e.g. flexibility
requires stretching muscles beyond normal length and strength requires increasing
the resistance more than normal.
1.2.8 [T] Time (how long) – exercise must be done for a significant amount of time
to be effective. Generally, an exercise period must be at least fifteen minutes in length
to be effective, while longer times are recommended for optimal fitness gains.
1.2.9 [T] Type (kind of activity) – it indicates that the type of physical activity you
perform is important. As the specificity principle indicates, different types of activity
build different components of fitness; hence, it is important to consider the activity
that you do in you fitness formula.

1.3 Nutrition

1.3.1 Nutrition is also known as nourishment. Adequate nutrition ensures that the body
receives the correct amount and type of food for growth and maintenance of health.
1.3.2 The Food Pyramid: A guide to a balanced diet
1.3.3 The Healthy eating food pyramid
Balanced diet is a key to stay healthy. Follow the "Healthy Eating Food Pyramid"
guide as you pick your food. Grains should be taken as the major dietary source. Eat
more fruit and vegetables. Have a moderate amount of meat, fish, egg, milk and their
alternatives. Reduce salt, fat/ oil and sugar. Trim fat from meat before cooking.
Choose low-fat cooking methods such as steaming, stewing, simmering, boiling,
scalding or cooking with non-stick frying pans. Also reduce the use of frying and
deep-frying. These can help us achieve balanced diet and promote health.
 1.3.4 Eat the right food
Since different foods have different nutritional values, it is not possible to obtain all
the nutrients we need from a single food. According to the Healthy Eating Food
Pyramid, we have to eat a variety of foods among all food groups as well as within
each group in order to get different nutrients and meet our daily needs.
1.3.5 Eat the right amount
Neither eating too much nor too little is good for our health. Every day, we need a
specific amount of nutrients to maintain optimal health. If we do not eat enough,
under-nutrition and symptoms of deficiency are likely to develop; while over-
nutrition and obesity can be resulted when we consume an excessive amount of any
type of food. Therefore, we have to eat right amount of food to stay healthy.
1.3.6 Suggested Food Pyramid

C. EVALUATION

General Direction: You may submit your answer/s through online learning platforms
available with you or you may affix it here in this module.

1. What is Nutrition and cite at least 5 (five) benefits of suggested food pyramid.
2. Create a fishbone diagram showing the cause and effect relationship of nutrition and
physical activity.
3. Why is it important to observe the Basic Principles in beginning a Fitness Program?

Note: See the attached rubrics for your reference.

D. ADDITIONAL READINGS

a. https://dragonfly-fitness.com/2018/08/08/the-5-basic-principles-of-fitness/
b. https://www.chp.gov.hk/en/static/90017.html

E. RESOURCES

a. https://www.chp.gov.hk/en/static/90017.html
b. Piamonte, RM, et. al. (2002) FOUNDATIONS OF PHYSICAL FITNESS
c. Claravall, D. (2018) PHYSICAL EDUCATION 1: MOVEMENT ENHANCEMENT