AAA Lesson 1 8
AAA Lesson 1 8
AAA Lesson 1 8
Lesson Objectives
Reading I
During this pandemic, people are required to stay at home to lessen and/or to
stop the spread of the disease (CoViD-19) causing deaths. However, with this situation,
people will more likely not to engage in physical activity.
The term "physical activity" should not be confused with "exercise", which is a
subcategory of physical activity that is planned, structured, repetitive, and aims to
improve or maintain one or more components of physical fitness. Beyond exercise, any
other physical activity that is done during leisure time, for transport to get to and from
places, or as part of a person’s work, has a health benefit. Further, both moderate- and
vigorous-intensity physical activity improve health.
Regular physical activity reduces the risk of ischaemic heart disease, stroke,
diabetes and breast and colon cancer. Additionally, regular physical activity is a key
determinant of energy expenditure and is therefore fundamental to energy balance,
weight control and prevention of obesity.
How much of physical activity is recommended? WHO recommends:
(https://www.change4health.gov.hk/en/physical_activity/facts/classification/
1. The benefits of physical activities are reduced short-term feelings of anxiety, improve
index.html)
cognition, brain health and memory, helps manage weight, reduces health diseases and
blood sugar level, strengthens the bones, muscles and lungs, improve performance of
activities, decreases injuries from falling, long life, improve energy levels, and makes
you feel happier among others.
2. I realized that during this pandemic, we must make our body more stronger to fight
this corona virus. Not only during this pandemic but must be a lifetime goal. Physical
activities can come in any way and gyms are not excuses to be healthier. By just
walking and doing household chores, we have done movements that require energy. No
more slacking off. I must not only be conscious of what I eat, but also focus of
improving the other parts of my body and reduce the negative risks that I can acquire
from slacking off.
3. From now on, I will continue my pattern of physical activities as I am not really fond
of moving excessively. I will normalize it as part of well-being and influence my other
family members to be fit as well. Not only continuing but improving it. This has changed
my view of being healthy, food intake is not enough but partner it with some physical
activities. I will go out from my comfort zone and start seeing progress of me being fit.
Health is wealth and it must be our top priority in order to live a healthy lifestyle.
Instructions: My physical activity plan. Using the table below, create an activity plan
showing the physical activity you usually perform or a task at home indicating the
frequency, intensity and duration.
10-20 Minutes
1 COOKING LOW
ALTERNATE
3 MODERATE 5 – 10 Minutes
LUNGE
WASHING
4 LOW 10 – 25 Minutes
DISHES
5 MODERATE 1-2 Minutes
STAIR CLIMBING
Further reading
Lesson Objectives
At the end of the lesson, the students should be able to:
D. recognize the benefits of recommended levels of physical activity for the three
(3) age groups.
Readings
Physical inactivity is now identified as the fourth leading risk factor for global
mortality. Physical inactivity levels are rising in many countries with major implications
for the prevalence of non-communicable diseases (NCDs) and the general health of the
population worldwide.
The "Global Recommendations on Physical Activity for Health" address three age
groups:
These age groups were selected taking into consideration the nature and
availability of the scientific evidence relevant to the prevention of non-communicable
diseases through physical activity.
Physical activity has also been associated with psychological benefits in young
people by improving their control over symptoms of anxiety and depression. Similarly,
participation in physical activity can assist in the social development of young people by
providing opportunities for self-expression, building self-confidence, social interaction
and integration. It has also been suggested that physically active young people more
readily adopt other healthy behaviours (e.g. avoidance of tobacco, alcohol and drug
use) and demonstrate higher academic performance at school.
For inactive adults or adults with disease limitations will have added
health benefits if moving from the category of “no activity” to “some levels” of activity.
Adults who currently do not meet the recommendations for physical activity should aim
to increase duration, frequency and finally intensity as a target to achieving them.
NOTE: Pregnant, postpartum women and persons with cardiac events may
need to take extra precautions and seek medical advice before striving to achieve the
recommended levels of physical activity for these age groups.
Exercise I
Name: ____________________________________ Date: ____________
Instructions: Explain briefly the overall aim of WHO for global recommendations on
Physical Activity for health. Why is it important to know the benefits of
recommended levels of Physical Activity for the three (3) age groups?
Since physical inactivity has been the fourth leading risk for global mortality that has
major implications of non-communicable diseases, the World Health Organization calls
out the policy makers for their “Global Recommendation on Physical Activity for Health”.
The aim of the program is to prevent increase of NCDs through physical activity at
population level. WHO will provide guidance on dose-relationship for the type, total
amount, duration, frequency and intensity of the physical activity to the national and
regional policy-makers.
The recommended levels of Physical Activity by who considers the capabilities of each
level in terms of moving. Wherein, the recommended levels are beneficial in making
physical activity plans. It also helps to improve cardiorespiratory and muscular fitness,
cardiovascular, bone health, reduce symptoms of depression and anxiety and the like. It
is important to know the benefits of the recommended levels so that we can perform a
physical activity basing from the recommendation of WHO and inorder to prevent
overdoing an activity.
Exercise II
Name: ____________________________________ Date: ____________
1. Zumba
2. Light Walking
64 and Above 3. Household Chores
UNIT 2
Lesson 3: DIFFERENCE OF HEALTH AND WELLNESS (HW) AND PHYSICAL
FITNESS
Lesson Objectives
Reading I
Health and wellness are terms that are often interchanged, but their origins and
meanings are different. As established by the World Health Organization (WHO) in the
1940s, health is referred to as, “a state of complete physical, mental and social well-
being and not merely the absence of disease or infirmity” Although this definition has
been criticized for being overly inclusive and unattainable, especially as it relates to the
word “complete,” very importantly, it broadens the medical definition of health beyond
the simple absence of disease. According to the WHO, the primary determinants of
health include the social, economic, and physical environments, and the person’s
individual characteristics and behaviours. The maintenance and improvement of health,
accordingly, depends not only on external or environmental factors (including the
systems of care), but also on the efforts and intelligent lifestyle choices of the person.
In fact, it depends on wellness.
In understanding the difference between health and wellness, in short, health is a
state of being, whereas wellness is the state of living a healthy lifestyle. Health refers to
physical, mental, and social well-being; wellness aims to enhance well-being. While
Fitness tends to focus on your physical health. It tends to focus on nutrition, strength,
conditioning, flexibility, and body composition.
Exercise I: After knowing the difference of health and wellness complete the
diagram below to make a summary of the differences and similarities of the two
broad terms.
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Exercise II. List down the benefits of physical activity to an individual. Use the
table below.
Aspects Benefits
1. Physical Improve muscle strength
Helps cardiovascular system work
efficiently
Delivers oxygen and nutrients to
tissues
Controls weight
Improve bone health and strength
Reduce risk of getting sick
Help body to manage blood sugar
and insulin levels
2. Social Improve self-confidence and self-
sufficiency
Peer acceptance
Leadership skill
Empathy
Decrease feelings of loneliness
Develop and strengthen interpersonal
relationships
3. Mental Less tension, stress and mental
fatigue
Improved sleep
Sense of achievement
Increases focus and memory
Healthy appetite
Treat mild to moderate depression
4. Emotional Less anger and frustration
Positive mood
Natural energy booster
Emotionally stable
More relaxed and positive
Self-worth and self-esteem
Reading II
Physical fitness involve skill-related fitness and health related components which
are listed below.
Fitness Components
Health-related Component Skill-related Component
Exercise IV: Perform a circuit training that compasses all the components of
Health-Related Fitness and Skill-Related Fitness following the exercise program
below. Document this by a camera and attach the photos after this Exercise.
Cardio-respiratory Endurance:
1. Jog on place
2. Jumping Jacks
Flexibility
1. Neck stretch
2. Shoulder stretch
3. Upper body stretch
4. Back stretch
1. Push up
2. Curl up
3. Plank
4. Walking lunges
Speed
1. High Knees
2. Butt kicks
Power
1. Standing Long Jump
2. Passing a Basketball Ball
Agility
1. Speed ladder
2. Shuttle run
Balance
1. Knee up
2. 1 leg Standing
Lesson Objectives
Reading I
Physical fitness plays a major role in living a happy, healthy lifestyle. Keeping fit
prevents chronic illnesses such as cardiovascular disease and other minor and major
illness. Being fit also enables you to perform everyday activities with more ease, and it
helps you perform better in your favourite sports or physical activity.
If you haven't been active recently, or are looking to add a new or more intense
exercise to your current routine, the physical activity readiness questionnaire (PAR-Q)
can help you decide if you are ready to exercise safely, or if you might need a trip to
your physician to make sure you don't push beyond your own limit.
The PAR-Q is a simple self-screening tool that can and should be used by anyone
who is planning to start an exercise program and make it stick. It is typically used by
fitness trainers or coaches to determine the safety or possible risk of exercising for an
individual based on their health history, current symptoms, and risk factors. It also can
help a trainer design an ideal exercise prescription for a client.
The PAR-Q was created by the British Columbia Ministry of Health and the
Multidisciplinary Board on Exercise. 1 This form has been adopted directly from the
American College of Sports Medicine (ACSM) Standards and Guidelines for Health and
Fitness Facilities.
There are now a variety of PAR-Q questionnaires and other health self-directed
screening assessments in use. But the basic questions from the original questionnaire
haven't changed a great deal.
Being physically active is very safe for most people. Some people,
however, should check with their doctors before they increase their current level
of activity. The PAR-Q has been designed to identify the small number of adults
for whom physical activity may be inappropriate or those who should have
medical advice concerning the type of activity most suitable for them.
Answer Yes or No
1. Has your doctor ever said that you have a heart condition and that you should
only do physical activity recommended by a doctor?
2. Do you feel pain in your chest when you do physical activity?
3. In the past month, have you had chest pain when you were not doing physical
activity?
4. Do you lose your balance because of dizziness or do you ever lose
consciousness?
5. Do you have a bone or joint problem that could be made worse by a change in
your physical activity?
6. Is your doctor currently prescribing drugs (for example, water pills) for your
blood pressure or heart condition?
7. Do you know of any other reason why you should not do physical activity?
If you answered yes to one or more questions, are older than age 40, and have been
inactive or are concerned about your health, consult a physician before taking a fitness
test or substantially increasing your physical activity.
Ask for a medical clearance along with information about specific exercise limitations
you may have. In most cases, you will still be able to do any type of activity you want,
as long as you adhere to some guidelines.
If You Answered No
If you answered no to all the PAR-Q questions, you can be reasonably sure that
you can exercise safely and have a low risk of having any medical complications from
exercise. It is still important to start slowly and increase gradually. It may also be
helpful to have a fitness assessment with a personal trainer or coach in order to
determine where to begin.
Keep in mind that if your health changes so that you then answer "Yes" to any of
the PAR-Q questions, tell your fitness or health professional. You may need to change
your physical activity plan.
Exercise II. Do the following:
Resting Heart Rate: Your resting heart rate is a measure of how hard your
heart is working when you're physically inactive. A lower resting heart rate is
typically an indicator of good cardiovascular fitness. A resting heart rate of 60 to
100 is normal for adults. You can use a heart rate monitor to assess this or
simply take your pulse. Taking your pulse first thing in the morning is ideal.
Attach your PFT result after this lesson.
HOW TO DO IT: Have a stopwatch or a clock with a second hand nearby. Place your
index and middle fingers on your carotid artery in your neck or on your radial artery on
the inside of your wrist. Count the number of beats in 20 seconds, then multiply that
number by three to find your resting heart rate.
Sit-and-Reach Test
The sit-and-reach test measures your flexibility, specifically your hamstring flexibility.
You will need a ruler and a step for this test.
HOW TO DO IT: Warm up for this test by going for a quick jog and doing some light
stretching. When you return, take off your shoes and sit down on the floor facing the
bottom step of a stairway with your legs extended out in front of you, feet flexed and
legs slightly apart. Keep your legs straight throughout the exercise.
Place your ruler on the top of the step, extending out over your feet. As you inhale and
lengthen your spine toward the ceiling, reach your arms out in front of you, with one
hand on top of the other. Exhale completely as you reach your fingers forward as far as
you can. When you have reached as far as you can, touch your fingertips to the ruler
and make note of the distance between your toes and your fingers.
Good flexibility for men ranges from 2.5 to 6 inches past the toes, and for women, 11
to 20 inches past the toes.
Squat Test
The squat test measures the muscular strength and endurance of your lower body.
HOW TO DO IT: Find a chair, such as a dining room chair, that sets your knees at
right angles when you sit down. Stand a little bit in front of the chair with your back to
it. Put your hands on your hips and squat down as if you are sitting on the chair. Touch
your bottom to the chair lightly, then stand back up. Do this as many times as you can,
maintaining proper form and without resting. When you can no longer do anymore with
good form, record how many you did.
For women, a good score is between 23 and 27. For men, a good score is between 27
and 34.
Step Test
The step test measures your cardiovascular endurance. You'll need a stopwatch and a
step about 12 inches high for this activity. Before starting the test, make sure you know
how to find your pulse on your neck with your index finger.
HOW TO DO IT: Set your stopwatch for three minutes. Stand in front of the step, and
begin to step up and down. Step on with the right foot, then step the left foot up. Step
the right foot off and step the left foot off. Continue this rhythm for three minutes. At
the end of three minutes, find your pulse and count the number of beats in 60 seconds.
A good score for women is 88 to 102 beats-per-minute, or BPM. For men, a good score
is 81 to 96 BPM.
UNIT 3
Lesson 5: Principles of Training
Lesson Objectives
Reading I
Overload
The fundamental principle of fitness is overload. The human body is, essentially,
lazy and if it is not challenged or stressed it will not adapt or improve.
Overloading the body challenges it beyond its current capacity and creates the
stimulus that it needs to adapt. Through these adaptations, the body’s function
and efficiency is enhanced.
Performing exercise at the same intensity for the same duration and on the same
number of days per week, month after month will not result in any fitness
improvements. By increasing the intensity, frequency or duration of training,
overload is created, the body is challenged and it will adapt by becoming fitter.
Only one of these variables should be increased at a time.
One thing that must be remembered is that the initial response to overload is
fatigue. It is important, therefore, that adequate recovery time is programmed
following the overload as this is when the adaptations take place.
Progression
Progression is a continuation of the overload principle and refers to the fact that,
after the initial overload, further overload needs to be applied in order to create
the necessary stimulus and the adaptations. Progression and overload are often
coupled together and called ‘Progressive Overload’. Quite simply, if no
progression is applied no further fitness improvements will be seen.
Specificity
This principle relates to the fact that the body will only adapt according to the
exact type of overload that is placed upon it; for example, endurance exercise
will primarily develop the long-term aerobic energy system.
Reversibility
If individuals stop training they will start to lose any adaptations that they had
achieved: this is called ‘detraining’. Basically, fitness adaptations are reversible so
no-one can afford to be complacent! After just one to two weeks of de-training,
fitness will be noticeably reduced and it can take just a few months to lose
training adaptations completely if no activity at all is performed. This explains
why many sports people continue to train through the off-season.
4. If individuals stop training they will start to lose their fitness: REVERSIBILITY
Reading II
The variables of fitness training can be remembered by using the acronym F.I.T.T. By
adapting these variables, programmes can be designed that will suit the majority of
people.
Frequency
Intensity
Time
Type
Frequency
Frequency refers to the number of training sessions that are carried out per
week; that is, how often training is performed.
Intensity
This variable refers to how hard a person works during a training session. The
intensity of training is probably the most important factor when it comes to
improving fitness as there is a threshold, below which, no significant adaptations
will occur. On the other hand, training at too high an intensity will result in the
individual being unable to complete the prescribed duration.
Time
Time refers to the duration of the training session. The duration of training
is inversely related to its intensity: the more intense a session is, the shorter the
duration needs to be in order to gain the fitness benefits.
Type
The type or mode of exercise performed may affect the fitness benefits achieved.
When choosing the mode of exercise, the specificity principle must be
considered. The exercise that is prescribed should be specific to the individual’s
preferences, needs and goals. It is also important to remember the principle of
individuality and consider individual needs when choosing exercise type; for
example, high impact exercise is not recommended for overweight individuals.
Direction: Complete the table below on how to progress each of the main
elements of a training programme using the F.I.T.T. variables.
Table 1.1
Component of
training /
programme Cardiovascular
Muscular fitness Flexibility
variable fitness
progression
Beginners to have
Beginners should
full-body work on
do training session Flexibility training
all 6 body areas
for 3-5 days per can start for 3
for 2 – 3 days per
week then days per week
Frequency week then
gradually increase then increase to 5-
increase to 4-5
to Moderate to High 7 days for all
days for
which is for 5 – 7 major joints.
intermediate to
days per week.
high.
Time(duration) Beginners can have 1-3 sets, 8-12 Hold stretches for
20 – 30 minutes for repetition for 30 20-30 seconds and
3 – 5 days in a sec to 1 min then perform it 2-3
week of physical increase it to 2,3 times for the same
activity then sets, 12-20 reps area then increase
increase to 30 – 60 (30sec to 1 min) it to 60 seconds
minutes for for endurance, and for each flexibility
moderate to high. 3-5 sets, 2-6 reps exercise
(2-5 min) for
strength
A continuous
Weight machines,
activity that Static stretching
free weights,
requires oxygen like exercises, dynamic
Type resistance tubing,
walking, jogging, flexibility, ballistic
medicine ball, own
running, hiking, flexibility
body weight, etc.
and others.
SELF-ASSESSMENT
At this point, you are now ready to take the self - assessment for lesson
5.
Direction: Explain briefly, you can use extra sheet of paper if the space will not
suffice. Attach the extra sheet after.
Rubrics
2. Explain why Athletes or Sports People are using the principle of training
programme design.
Lesson Objectives
At the end of the lesson, the students should be able to;
A. identify the different foods that have proteins, carbs, and fats;
B. interpret how the body uses proteins, carbs, and fats in relation to physical
activity;
C. recognize the function of these three building blocks and their effects on the
body;
D. describe the different vitamins and minerals; and
E. recognize the importance of the different micronutrients.
Readings
Nutrition can be defined as food at work in the body. It can also be defined as
the process by which the organism ingests, digests, absorbs, transports and utilizes
nutrients and disposes of their end-products. Nutrition is an important aspect of each
individual’s life. It is imperative to ensure that each one of us gets a balanced
nutritional diet with all components that are needed in our stage of life. Hence it is
important to consult a nutrition expert to ensure that you are on the right nutritional
track. Nutrients can be divided into 2 categories: macronutrients, and micronutrients.
Macronutrients are those nutrients that the body needs in large amounts. These provide
the body with energy (calories). Micronutrients are those nutrients that the body needs
in smaller amounts.
MACRONUTRIENTS
Macronutrients are the nutrients we need in larger quantities that provide us with
energy: in other words, fat, protein and carbohydrate. Micronutrients are mostly
vitamins and minerals, and are equally important but consumed in very small amounts.
MICRONUTRIENTS
Micronutrients are essential elements required by the body for functioning. They
are essential, just like macronutrients, but needed in much smaller amounts. Despite
the amount needed, they are crucial for proper development, growth, enzyme
production and much more.
MACRONUTRIENTS
CARBOHYDRATES
Recommended Allowance
Food Sources
POTEINS
Role in the Body
1. Tissue structure (part of organ tissues, muscle, hair, skin, nails, bones, tendons,
ligaments and blood plasma)
2. Part of cell plasma membranes
3. Involved in metabolic, transport, and hormone systems
4. Make up enzymes that regulate metabolism
5. Involved in acid/base balance to maintain a neutral environment in our bodies
Food Sources
1. Legumes (beans)
2. Lentils
3. Soy products, such as tofu
4. Peanuts and nuts
5. Whole grains (quinoa, oats, brown rice)
6. Seeds
7. Meat alternative products
8. Some vegetables
9. Animal sources
FATS
Role in the Body
1. Energy reserve
2. Protects vital organs
3. Insulation
4. Transport fat soluble vitamins
Recommended Allowance
1. 20-35% of your total daily calories should come from fat.
Less than 10% of total daily calories should come from Saturated Fat (coconut and
palm kernel oil, shortening, butter, cream cheese, full fat dairy products)
Food Sources
1. Oils
2. Nuts
3. Seeds
4. Meat, fish, dairy
5. Micronutrients
MICRONUTRIENTS
Function
Food Sources
1. Whole grains
2. Dried beans
3. Peas
4. Peanuts
5. Animal proteins
Food Sources
1. Whole grains
2. Green and yellow vegetables
3. Animal proteins
Function
Food Sources
1. Potatoes
2. Chickpeas
3. Yeast
4. Nuts
5. Bulgur
6. Fish
7. Rice
8. Bananas
Food Sources
1. Fortified cereals
2. Nutritional yeast
3. Algae
4. Animal products
Function
Food Source
1. Citrus fruits
2. Cabbage
3. Berries
4. Peppers
Folic Acid
Function
Vitamin A: Retinal
Function
1. Vision
2. Healthy skin
3. Healthy hair
Food Sources
1. Animal products
2. Body can make vitamin A from vegetables that have carotene
1. Carrots
2. Sweet potatoes
3. Other red-orange vegetables
Vitamin D
Function
Food Sources
1. Mushrooms
2. Dairy Milk & Fortified Non-Dairy Milk
3. Fortified cereals
4. Cod liver oil
5. Tuna
6. Salmon
7. Egg yolks
8. Produced by the body when exposed to sunlight
Vitamin E
Function
Food Sources
Vitamin K
Function
Food Sources
Calcium
Function
Food Sources
Potassium
Function
Food Sources
1. Oranges
2. Bananas
3. Cereal
4. Potatoes
5. Dried beans
Sodium
Function
Food Sources
1. Table salt
2. Bread
3. Almost everything
Iron
Function
Food Sources
Zinc
Function
Food Sources
1. Whole grains
2. Dairy Milk & Fortified Non-Dairy Milks
3. Legumes
Water
Functions
Activity #1 (Macronutrients)
B – Proteins
C - Fats
Activity #2 (Macronutrients)
Rubrics
1.
To look healthy outside, we must note first of the healthy foods to take. Eating proper
foods will make our body healthy and is going to be reflected to the physical
appearance of the body. Thus, the healthiness of the outside comes within the body.
1.
Some people have the mindset that a healthy diet is eating less foods. However, little
did they know that to have a healthy body, proper balanced diet is way better than
skipping meals. Eat right, eat in moderation, and eat healthy to acquire great amount of
nutrients that the body needs.
2. Vitamin: FOLATE
Type: WATER – SOLUBLE VITAMIN
Source: It includes legumes, green leafy vegetables, orange juice, wheat germ
and liver.
3. Vitamin: D
Type: FAT – SOLUBLE VITAMIN
Function: It regulates blood calcium levels. Supports bone health.
4. Vitamin: ZINC
Type: MINERALS
Function: It plays a role in the immune system, and is important to the proper
function of at least two enzymes including one that helps protect cells from
damage.
5. Vitamin: MAGNESIUM
Type: FAT – SOLUBLE VITAMIN
Source: Leafy greens, potatoes, whole grains, nuts, seeds, legumes.
6. Vitamin: IRON
Type: MINERALS
Function: Carries oxygen throughout the body, supports immune function and
participated in the development of the brain and nervous system.
7. Vitamin: VITAMIN K
Type: FAT – SOLUBLE VITAMIN
Function: Blood clotting, and bone formation
Source: Leafy green vegetables.
8. Vitamin: CALCIUM
Type: FAT – SOLUBLE VITAMIN
Function: Component of bone and teeth.
Source: Dairy foods, Chinese cabbage, kale, turnip greens
9. Vitamin: C
Type: WATER – SOLUBLE VITAMIN
Function: Iron absorption, anti-oxidant, immune system
Source: Fruits and vegetables
10. Vitamin: VITAMIN E
Type: FAT – SOLUBLE VITAMIN
Function: Promotes proper growth and development of the nervous system
Activity #4 (Micronutrients)
Direction: Analyze the following questions and choose the correct answer.
2. Which of the following vitamins helps the absorption of iron into the body?
6. Vitamin B1 and B12 both help to release energy from our foods, but which other
function does B12 have.
a. Healthy eyesight b. Healthy skin c. Formation of red
blood cells
Activity #5
Direction: Create a slogan portraying the essence of micro and macronutrients.
Further Reading
A famous saying “you are what you eat”. A healthy diet consists of a well-balanced diet
composed of all important nutrients in right proportion. It prevents malnutrition and
onset of diseases like obesity, diabetes, heart diseases, cancer & stroke to name a few.
Food that we eat acts as a fuel to the body & provide essential nutrients which further
act as:
Healthy Diet
Provides the body with essential nutrition that maintain or improve general
health.
Fitness
A general state of good health usually as a result of exercise and nutrition.
UNIT 4
Lesson 7: Introduction to Biomechanics
Lesson Objectives
Reading I
Planes and Axis
Human movements are described in three dimensions based on a series of planes and
axis. There are three planes of motion that pass through the human body.
The sagital plane lies vertically and divides the body into right and left parts.
The frontal plane also lies vertically and divides the body into anterior and posterior
parts.
The transverse plane lies horizontally and divides the body into superior and inferior
parts.
Axis
An axis is a straight line around which an object rotates. Movement at a joint takes
place in a plane about an axis. There are three axes of rotation.
Sagital axis
Frontal axis
Vertical axis
The sagital axis passes horizontally from posterior to anterior and is formed by the
intersection of the sagital and transverse planes.
The frontal axis passes horizontally from left to right and is formed by the intersection
of the frontal and transverse planes.
The vertical axis passes vertically from inferior to superior and is formed by the
intersection of the sagital and frontal planes.
Enrichment Activities
Exercise I
Exercise 2
Yoga- means union or connection and comes from the Sanskrit root yuj which
means “ to join or to yoke”. It is universal in its application leading to all round
development of body and soul.
Exercise 3
Yoga
Calisthenics
Parkour
Rock Climbing
Self-Assessment
1. What is the connection or relation of the planes of motion and anatomical position
to the movement based exercise?
Since the movement based exercises work the muscles in a much
deeper range of motion, understanding the planes of motion and
anatomical is significant. Because the individual will be moving parts of
the body, not only one. The movement based exercise will help in
utilizing the different planes of motion and the anatomical position to
train the body to do some physical activity, achieving goals of
improving health.
Lesson Objectives
Readings
are strength training exercises that use the individuals own weight to provide
resistance against gravity. It can enhance a range of bio motor abilities including
strength, power endurance, speed and flexibility.
B. Free Weight
are physical training aids designed for use in isolating resistance to a muscle or
muscle group, when weight is not supported or otherwise connected to a machine,
pulley or lever.
C. Functional Exercise
are movements or exercises that improve a person’s ability to complete their daily
activities or to achieve a specific goal.
D. Circuit Training
E. Tabata Training
is high intensity interval training. A cardio training which relies upon short bursts of
all out exertion followed by rest period.
Exercise 1
Spiderman (3 minutes)